Browsing by Subject "Training"

Now showing 1 - 20 of 27
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    Assessment of Child Welfare Training Needs.
    (1977) Wattenberg, Esther
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    Assessment of Child Welfare Training Needs. Final Report.
    (Center for Urban and Regional Affairs, University of Minnesota., 1977) CURA
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    A case for mindfulness practice in fostering multicultural competence in counseling
    (2014-08) Tourek, Samuel Christopher
    Clear and alarming disparities in mental health service and utilization exist between ethnic minorities and non-minorities. Research in the field of counseling psychology has been vigilant in naming this issue, and multicultural counseling competence (MCC) has been identified as an essential, ethical component to best practice in therapy. However, despite these efforts, action has been inadequate and slow to address the needs of substantial portions of the population. A contributing factor in the delay to amend these disparities is the lack of clarity about exactly what constitutes MCC, and how it is achieved, demonstrated and/or experienced. The present study offers mindfulness meditation as a potential vehicle for cultivating multicultural competence in therapists. Research in the field that combines MCC and mindfulness is virtually non-existent. As such, this study explores the relationship between MCC and mindfulness among 123 therapists at college and university counseling centers across the country. Survey data collected included demographic information, and the completion of the Multicultural Awareness, Knowledge, and Skills Survey- Counselor Edition- Revised Outcome (MAKSS-CE-R) and Five Facet Mindfulness Questionnaire (FFMQ). Correlation and regression analyses were conducted for all participants and also for White-identified participants only. Data analysis revealed that positive relationships do exist between the MAKSS-CE-R and the FFMQ, and also between their respective subscales. Exploratory analyses revealed Gender to be a significant moderator of FFM-Observing when predicting MAKSS-CE-R-Total score among all participants and among White-identified participants. FFM-Non-judging was also moderated by Gender as a significant predictor variable among White-identified therapists. Results suggest that MCC and mindfulness are related, and that mindfulness may account for a respectable amount of the variance in MCC score as measured by the MAKSS-CE-R.
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    Cluster Evaluation of the Community-Based Public Health Initiative: 1996 Annual Report and Final Summary.
    (1996) Schmitz, Connie C.; Johnson, Carol McGee; Himmelman, Arthur T.; Wunderlich, Marijo
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    Community Health Worker.
    (Center for Urban and Regional Affairs, University of Minnesota., 1973) CURA
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    Developing staff skills in e-resource troubleshooting: training, assessment, and continuous progress
    (ALA Editions, 2018-05) Carter, Sunshine J; Traill, Stacie
    Electronic resource troubleshooting is complex, sophisticated work that often falls to a very small number library staff, even in large institutions. Seeing a need to expand the group of staff capable of diagnosing and resolving e-resource access issues, librarians at the University of Minnesota Libraries developed a training program for E-Resource Management staff. The training program comprised a ten-part workshop, a post-workshop troubleshooting project using real-world examples drawn from user activity logs, ongoing meetings for continuous skill development, and assessment of participant knowledge levels at various stages of the training program. As a result, staff participants demonstrated an increased familiarity in troubleshooting skills and knowledge. This chapter describes the planning, design, and implementation of the training program and offers suggestions for how others might create their own training programs.
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    The Effects of Core Stabilization Training in Collegiate Ballet Dancers
    (2014) Baker, Rachel; Fountaine, Charles
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    Empathy training in genetic counseling: an investigation of how genetic counselors learn to "walk in their patients' shoes".
    (2012-08) VandenLangenberg, Erin
    Empathy is a fundamental component of genetic counseling, but empirical data regarding the nature of genetic counselor empathy and empathy training methods are lacking. In this descriptive study, 60 genetic counselors, recruited through an online survey sent via the NSGC listserv, provided written definitions of empathy and responded to demographic questions. Additionally, genetic counselor program training directors nominated genetic counseling supervisors they perceived as focusing on empathy development when training students. Seventeen supervisors subsequently completed a similar online survey. Eleven genetic counselors and 16 supervisors completed follow a semi-structured, audio recorded phone interview to further investigate how genetic counselors define their professional use of empathy, to clarify training methods used to build empathy skills, and (for supervisors only) to determine methods supervisors use to evaluate empathy development. Inductive analysis of written definitions from the survey yielded themes consistent with Barrett-Lennard's (1981) 3-component model of empathy, namely, that genetic counselor's perceive empathy as: (1) the ability to understand another person's experience; (2) communicating that understanding; and (3) the other person's perception of being understood. Modified Consensual Qualitative Research (CQR; Hill, Thompson, & Williams, 1997; Hill, Knox, Thompson, Williams, & Hess, 2005) methods were used to analyze interview transcripts of genetic counselors and supervisors. Findings from this analysis showed that, similar to other health professions, genetic counselors and supervisors are more cognizant of Barrett-Lennard's (1981) Components 1 and 2. Genetic counselors reported learning their definition of empathy in their training program but honing their empathy skills primarily through clinical experience. Supervisors reported training and experience were equally important in their both their own and their student supervisees' learning of empathy and skill development. Supervisors experienced increased comfort using empathy in clinical practice as they became more familiar with the concept and reported emphasizing empathy more with their students as they gained clinical and supervisory experience. Genetic counselors reported that with experience empathy became a tangible skill and a process used throughout the session. Both groups of interviewees described empathy as an evolving process. While some participants believed empathy might be innate, most reported empathy is something one is continuously learning and it is refined through training and experience. Post-genetic counseling session reflection and anticipatory guidance were most frequently mentioned by both groups as supervisory methods used to promote empathy development. Findings from this study were congruent with the Reciprocal Engagement Model (REM) of Genetic Counseling (McCarthy Veach, Bartels, & LeRoy, 2007), a published model of the genetic counseling process. A model of empathy in genetic counseling, the Reciprocal Engagement Model of Empathy (REM-E), is proposed to describe how empathy can be infused into genetic counseling practice. Additional findings, practice implications and research recommendations are presented.
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    Essential skills and knowledge for troubleshooting e-resources access issues in a web-scale discovery environment
    (2017-02-08) Carter, Sunshine J; Traill, Stacie
    Electronic resource access troubleshooting is familiar work in most libraries. But the added complexity introduced when a library implements a web-scale discovery service creates a strong need for well-organized, rigorous training to enable troubleshooting staff to provide the best service possible. This article outlines strategies, tools, and a basic curriculum that librarians can use to both refine their own troubleshooting skills, and systematically introduce those skills to others.
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    An evaluation of a Midwestern Police Academy.
    (2012-05) Weber, Amber Ann Marie
    The purpose of this research was to examine and evaluate the 2009 police recruit academy at the Duluth Police Department (DPD) in Duluth, MN, from the perspectives of those involved and gauge which components of the academy were 1) sufficient; 2) unnecessary; or 3) in need of further explanation (or needed to be added); and 4) how the community policing ethos of DPD, in connection with adult learning practices, aided training. This research was conducted because this was the first formal academy at DPD and all eleven recruits had successfully completed training that year. Fifty-two officers at DPD were contacted about participating in interviews; forty-three officers responded, with an additional three who volunteered. During interviews, officers were asked questions about their opinion on aspects of the academy, based on their category (recruit, lieutenant/sergeant, field training officer, or coordinator/instructor). Further, statistics were compiled on all officers hired from 1999-2009 by sending out sixty-seven emails (sixty-one officers responded) and going through the employee files of thirty-one additional previous employees in reference to each officer’s schooling and prior experience. The primary results of the interviews revealed five themes, including the perceived success of the academy, the hands-on approach used, the reasons surrounding the creation of the academy, the “good candidate versus good training” debate, and the department and community benefit of this program. A statistical analysis of the compiled data indicated a moderately strong significant relationship between retaining the recruits and 1) prior experience, and separately, 2) schooling. An analysis was also done on a combined variable of experience and/or schooling, versus neither variable; no significant relationship was found between the variables in this case. A section was also included on the author’s firsthand experience going through the second academy (in 2010) at DPD and a discussion comparing the 2009 and 2010 academies. The principal conclusions included that the success of the recruits through training had to do with both the quality of the candidates as well as the provided training, and that a higher level of training, even if it does not prevent all candidates from being washed out, is a great tool to any agency.
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    Executive Function and Early Numeracy in Preschoolers: Can Training Help?
    (2016-11) Prager, Emily
    Math literacy, or lack thereof, is a major issue in our society. Research on mathematics proficiency has begun to support a more conceptual approach to mathematics understanding. Based on this thinking a growing body of literature supports a relation between executive functions (EF) and mathematics ability in both older and younger children. With the majority of research supporting a relation between mathematics and EF we are lead to the question, can training help improve one or both of these skills? The current study addresses this question in young children by looking at the differential impact of various training programs. Three and 4-year-old typically-developing children (N = 104) were randomly assigned to one of four conditions: EF training, number training, EF + number training or an active control condition and participated in three training sessions as well as pre and post test sessions measuring their EF and math abilities. Results indicated a significant positive effect of training with EF training leading to improvements in EF skills and number training and EF + number training showing improvements in math abilities. Interestingly, the EF training also led to improvements in children’s specific counting abilities and number training resulted in improvements in EF skills. These results provide support for a bidirectional relation between EF and math skills, where training in one area can lead to improvements in the other.
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    Expanding the Success of Salt-Tolerant Roadside Turfgrasses through Innovation and Education
    (Minnesota Department of Transportation, 2020-02) Watkins, Eric; Trappe, Jon; Moncada, Kristine; Bauer, Sam; Reyes, Jonah
    Our project was based on the need to water new roadside installations more efficiently to ensure that the turfgrasses, especially the new salt-tolerant mixes, establish more successfully with a predictable and uniform amount of water during the establishment period. The first objective of this project was to do a preliminary investigation of alternative means of irrigating new installations of salt-tolerant seed and sod mixtures. We completed the testing of four drip-tape-style irrigation systems placed both above and below sod, two above-ground sprinkler system configurations, and eight water truck nozzles. We then evaluated these new irrigation methods compared to current practices. We also developed an online voluntary training and education program for installers of roadside turf. And finally, we developed online maintenance training for homeowners to maintain new roadside turf installations. Based on our research, we recommend the use of 18-inch (45.7-cm) irrigation tape laid above the germination blanket (when seeding), or above sod when using a hydrant adapter with a programmable irrigation system as this system is easier and cheaper to install, can be removed and possibly reused after establishment, and results in reduced water use.
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    Exploratory research of training and practice in horticultural therapy.
    (2009-03) Larson, Jean Marie
    This study examined two areas: the composition of the American Horticultural Therapy Association (AHTA) membership, and the training that individual members receive to benefit their professional practice. A comprehensive survey of 40 questions was sent to all AHTA members with email addresses. Forty-percent or 249 members responded to the survey. Demographic data indicated survey participants were most frequently white females between the ages of 46- 55 living within Eastern United States with a BA/BS in other specialized area, with 1-5 years experience as a therapist in a senior care center. She has received "a little" to "some" training mostly from workshops and is practicing "a little" to "some" in the role of a Horticultural Therapist. Analysis of survey responses found a moderate positive relationship between training and practice (R = .719). The only two areas that indicate any significant differences between training and practice were in foundations and professional organization. That is, training in foundations was not being used in practice, and training in professional organization was inadequate for what is needed in practice. Survey results also found two significant patterns of differences. First, there was significant difference between training and practice for those AHTA members who were registered compared to non-registered. Specifically, AHTA members who are registered had a higher overall mean level of training and practice when compared to AHTA members who are non-registered. Second, there was significant difference between training and practice for those AHTA members who had 11 or more years of experience. Specifically, AHTA members who are had more years of experience had a higher overall mean level of training and practice when compared to AHTA members who had fewer years of experience. The findings from this study will help to prepare for future HT training and employment needs. This study is a step towards the development of a competency-based evaluation of entry-level HT practitioners, part of the ongoing effort to protect the public interest and advance the field of HT.
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    Family Day Care: What's It All About? An Information Handbook for the Family Day Caregiver.
    (Center for Urban and Regional Affairs, University of Minnesota., 1975) Coleman, Faye
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    Global Survey of the Experience and Education of Aviation Maintenance Instructors
    (2011) Larson, Douglas A; Hyman, Randy; Ryan, Cindy; Rauschenfels, Diane
    Limited research exists regarding the education, experience, and professional opinions of aviation maintenance instructors. The author surveyed a global sample to identify trends in responses related to regulatory agency, type of business, segment of industry, and kind of training. A web-based instrument collected anonymous data for comparative analyses. The responses of researched categories showed patterns of interest for industry regulators, executives, decision-makers, and educators.
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    How do Minnesota School Board members learn to do their jobs?
    (2009-06) Conlon, Thomas Julius
    School boards in Minnesota largely function as volunteer or lowly-compensated elected bodies whose members are not professionally trained for their jobs, yet the public demands accountability and results from their local public school districts. This descriptive study examined how a random sample of 322 Minnesota school board members learned to do their jobs under such conditions, as largely autonomous bodies with various differences between school districts. A hard copy of a survey was sent to the identified sample, with a response rate of 66.1%. The study found that, while neither informal, formal, nor external professional transfer skill learning methods solely dominated, whereas Marsick and Watkins (1992) believed that 90% of workplace learning takes place through informal means. Skills requiring large degrees of interpersonal interaction, negotiation, or political awareness were learned predominantly through informal (and to a lesser extent external professional transfer) means, while skills in key duties were largely learned through formal means. Demographic characteristics gathered yielded virtually no differences among groups. Challenges faced by formal training providers of school board members included whether or not the training methods (formal versus informal) were effective for certain tasks or duties, if learning improved using formal methods, and if certain areas not currently covered in formal training might be needed. The study concludes with a call for further research into the experiences of learning to be a school board member.
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    Is Workplace Coaching a Generic or Goal Specific Intervention? An Examination of Predictors of Goal Progress in Workplace Coaching Engagements
    (2016-02) Jenson, Chelsea
    Workplace coaching is a rapidly growing industry. Despite its rapid growth, little formal research has explored how and why coaching relationships produce individual goal progress. The following manuscript proposed and explored two competing theories. One theory is that coaching is a goal specific intervention where successful coaching is contingent upon selecting coaching content that is in accord with individualized coaching goals. Another theory is that coaching is a generic intervention where there are coaching content that are generally associated with coaching goal progress. To explore and evaluate these theories, 351 individuals who had participated in workplace coaching (i.e. “coachees”) reported their coaching goals, the activities they participated in to address their goals, and their goal progress. The coachee reported activities were used to create a coaching activity factor structure as well as a coaching activity cluster model. Overall findings suggest that in practice, coaching has a tendency to be applied generically across goals rather than being tailored to each coachee’s specific needs. However, results were far from conclusive and should be explored further in more controlled research settings.
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    Minnesota MNCrash Design and Training Research Development
    (Center for Transportation Studies, University of Minnesota, 2020-09) Morris, Nichole L.; Schwieters, Katelyn R.; Craig, Curtis M.
    This report includes research activities that focused on the MNCrash interface design and training. A series of usability tests was conducted on the existing MNCrash interface system to document errors, frustrations, or confusion points that could be improved through iterative design and training. Usability testing with MNCrash users revealed that the majority of problems were related to detail and efficiency. Next, design recommendations were developed based on a set of criteria to reduce error and user frustration and to improve efficiency and user satisfaction. The outcome resulted in the implementation of several design change recommendations with a focus on addressing more accurate and complete data. To follow, a decision aid prototype was developed to determine if there were measurable effects of increasing accuracy of injury severity reporting for law enforcement participants. The prototype received high-level support, produced good usability, and increased accuracy in injury severity reporting. Finally, to complement the interface design recommendations, a training was developed to address knowledge gaps and improve accuracy in crash data reporting for law enforcement officers. The training was created on Rise360, an e-learning platform. Several iterations and user testing with law enforcement participants and crash reporting experts resulted in a final training design that consisted of an introductory module, eight core modules, eight quizzes, and a concluding module. The training produced good usability and user satisfaction recommended for implementation.
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    Practical Methods for Analyzing Pedestrian and Bicycle Use of a Transportation Facility
    (Minnesota Department of Transportation Office of Research Services, 2010-02) Somasundaram, Guruprasad; Morellas, Vassilios; Papanikolopoulos, Nikolaos P.
    The objective of the project is to analyze existing technologies used for the process of generating counts of bicycles and pedestrians in transportation facilities such as walk and bicycle bridges, urban bicycle routes, bicycle trails etc. The advantages and disadvantages of each existing technology which is being applied to counting has been analyzed and some commercially available products were listed. A technical description of different methods that were considered for vision based object recognition is also mentioned along with the reasons as to why such methods were overlooked for our problem. Support Vector Machines were used for classification based on a vocabulary of features built using interest point detectors. After finalizing the software and hardware, five sites were picked for filming and about 10 hours of video was acquired in all. A portion of the video data was used for training and the remainder was used for testing the algorithm’s accuracy. Results of counts are provided and an interpretation of these results is provided in this report. Upon detailed analysis the reasons for false counts and undercounting in some cases have been identified and current work concerns dealing with these issues. Changes are being made to the system to improve the accuracy with the current level of training and make the system available for practitioners to perform counting.