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2009 - NCA 95th Annual Convention Words: 164 words || 
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1. Powers, William. "Enhancing Training Participant Application of Training Content" Paper presented at the annual meeting of the NCA 95th Annual Convention, Chicago Hilton & Towers, Chicago, IL, <Not Available>. 2019-09-16 <http://citation.allacademic.com/meta/p360201_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The economic downturn has required Human Resource Managers to provide more detailed demonstration of the Return on Investment in workforce development activities. Training efforts will be evaluated sternly based upon the perceived ROI of the participant’s application and improvement. In response to that escalated demand, major developments in the online CK Training Extension System have been targeted at producing greater indices of accountability by participants.

One of the factors that make the CK System exceptional is the utilization of participant self-selection and self-determination of the importance of Key elements of the training program that are delivered daily in brief Keys. Each week, participants are asked to select the one Most Important Key (MIK) to Success from the previous 5 Keys. Then the participant completes a brief Application Action Plan. Thus, at the conclusion of a CK System Program of 25 Keys, each participant will have selected 5 Key elements as most important in their situation and will have determined a meaningful Application Action Plan.

2011 - SCRA Biennial Meeting Words: 238 words || 
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2. Tait, Rhondie., Wong, Jonathan., Meese Putman, Katherine. and Pannell, Luann. "Evaluating training at the Los Angeles Police Academy: Field training officers’ perceptions of recruit performance" Paper presented at the annual meeting of the SCRA Biennial Meeting, Roosevelt University/Harold Washington Library, Chicago, IL, Jun 15, 2011 <Not Available>. 2019-09-16 <http://citation.allacademic.com/meta/p498483_index.html>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: Events such as the Rodney King riots of 1992, race related violence during the twentieth century, and an increase in gang violence set in motion the need to redefine policing, particularly a community oriented practice of police training. In 2007, the Los Angeles Police Department (LAPD) redesigned their Academy curriculum to fit the needs of the 21st century police officer (Incontro, et al., 2008). Moving from lecture-based, single-subject Learning Domains (LD) to developing problem solving skills through scenario-based learning techniques, the LAPD incorporated adult learning styles while maintaining the requirements of California’s Commission on Peace Officer and Training (POST). As a means to evaluate the performance of probationary officers trained under the problem-based training model, Field Training Officers (FTOs) were interviewed regarding their perspectives about the probationers’ performance within their first deployment period, which is comprised of their first four weeks in the field after graduating from the academy. This exploratory study documents the themes gathered from FTO interview responses concerning FTO perceptions of probationers’ ability to manage work-related emotions and stress; knowledge and application of tactics; listening skills, and ability to communicate clearly. Audio taped interviews were gathered with 46 FTOs, and transcripts of these interviews were coded for themes using content analysis (Stemler, 2001). Themes identified in transcripts will be presented; implications for the use of qualitative measures to evaluate community policing and problem solving skills as well as implications for police training will be discussed.

2015 - Accelerate Learning: Racing into the Future - AECT Words: 75 words || 
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3. Giacumo, Lisa. and Breman, Jeroen. "T28 INTL- Cross-cultural, Global Training Programs: Tips and techniques to produce standardized training materials that work in a variety of cultural contexts" Paper presented at the annual meeting of the Accelerate Learning: Racing into the Future - AECT, Hyatt Regency, Indianapolis, Indiana, Nov 03, 2015 <Not Available>. 2019-09-16 <http://citation.allacademic.com/meta/p1018188_index.html>
Publication Type: Roundtable
Review Method: Peer Reviewed
Abstract: A case study will be presented on the design and development of a blended learning training program for a consortium of international non-governmental organizations (INGOs) charged with preparing humanitarian logistics professionals in local partner organizations to meet industry standards. Following, the round table discussion will be used to promote an analysis of various theories, models, and principles, applied by instructional designers to distill practical tips and techniques useful in the production of cross-cultural training materials.

2018 - Literacy Research Association Annual Conference Pages: unavailable || Words: unavailable || 
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4. Mardhani-Bayne, Alvina. "Early Childhood Literacy Training in Public Libraries: A Descriptive Case Study of Library Assistants’ Training, Previous Experiences, and Practices" Paper presented at the annual meeting of the Literacy Research Association Annual Conference, Renaissance Esmeralda Indian Wells Resort & Spa, Indian Wells, CA, Nov 27, 2018 Online <APPLICATION/PDF>. 2019-09-16 <http://citation.allacademic.com/meta/p1404632_index.html>
Publication Type: Roundtable
Review Method: Peer Reviewed

2015 - 59th Annual Conference of the Comparative and International Education Society Words: 712 words || 
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5. Meng, Meng. "Comparative study of models between training evaluation and training effectiveness" Paper presented at the annual meeting of the 59th Annual Conference of the Comparative and International Education Society, Washington Hilton Hotel, Washington D.C., Mar 08, 2015 <Not Available>. 2019-09-16 <http://citation.allacademic.com/meta/p990597_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: 1. Objectives or Purpose
Training evaluation is a methodological approach for measuring learning outcomes. Training effectiveness is a theoretical approach for understanding those outcomes. Because training focuses solely on learning outcomes, it provides a micro view of training results. Conversely, training effectiveness focuses on the learning system as a whole, thus providing a macro view of training outcomes. Evaluation seeks to find the benefits of training to individuals in the form of learning and enhanced on-the-job performance. Effectiveness seeks to benefit the organization by determining why individual learned or did not learn. Finally, evaluation results describe what happened as a result of the training intervention. Effectiveness findings tell us why those results happened and so assist experts with developing prescriptions for improving training.
2. Perspectives or Theoretical Framework
As previously mentioned, training evaluation is the measurement of a training program’s success or failure with regard to content and design, changes in learners, and organizational payoffs. (1) In Kirkpatrick’s four-dimensional measurement typology, learning is measured during training and refers to attitudinal, cognitive, and behavioral learning. Behavior refers to on-the-job performance and, thus, is measure after training. (2) Tannenbaum et al. (1993) expanded on Kirkpatrick’s typology by adding posttraining attitudes and dividing behavior into two outcomes for evaluation: training performance and transfer performance. (3) Third model is from Holton (1996), including three evaluation targets: learning, transfer, and results. In addition, Holton argued for an integration of evaluation and effectiveness. As a result, in his model particular effectiveness variables are outlined as important for measurement when evaluating training outcomes. (4) The fourth evaluation strategy was provided by Kraiger (2002). This model emphasized three multidimensional target areas for evaluation: training content and design, changes in learners and organizational payoffs.
These effectiveness models focus on the relationship between learning as a whole and transfer performance and provide insight into how the three sets of characteristics are related to learning and transfer performance. (1) Baldwin and Ford’s (1998) model suggests that individual and organizational characteristics are directly related to learning and transfer performance, whereas all three sets of characteristics have an indirect relationship with transfer performance through learning. (2) This model was extended by Holton and Baldwin’s (2000) training effectiveness model, which more explicitly identifies particular characteristics affecting learning and transfer performance. These characteristics include ability, motivation, individual differences, prior experience with the transfer system, learner and organizational interventions, and training content and design. (3) Holton’s (1996) model of training effectiveness also has particular individual, training, and organizational characteristics as primary or secondary underlying variables that influence the outcomes of training. (4) The fourth training effectiveness model clarifies the process nature of the training effectiveness. That is, to enhance training outcomes. Broad and Newstrom (1992) prescribe strategies that organizations can implement before, during, and after training. (5) The fifth training effectiveness model described here displayed relationships between the three characteristics types and four evaluation targets: cognitive learning, training and transfer performance, and results.
3. Methods
This article used the comparative study to identify the factors that major affect both training evaluation and effectiveness. The entire factors used to be compared are from the existed models of training evaluation and effectiveness from the past twenty years.
4. Data source, Evidence, Objects or Materials
The mentioned research included empirical studies published from the following journals: Applied Psychology: An International Review, Computers in Human Behavior, Ergonomics, Evaluation and the Health Professions, Human Factor, Human Resource Development Quarterly, International Journal of Human- Computer Studies, Journal of Applied Psychology, Journal of Educational Computing Research, Journal of Experimental Psychology: Human Perception and Performance, Journal of Instructional Psychology, Journal of Management, Journal of Occupational & Organizational Psychology, Journal of Organizational Behavior, Journal of Organizational Behavior Management, Military of Psychology, Organizational Behavior & Human Decision Processed, Organizational Dynamics, Personnel Psychology, and Psychological Record.
5. Results and Substantiated conclusions or Warrants for Agreements
The purpose of this study is to result with an integrated model of training evaluation and effectiveness. However the result is still under analyzing, further research collection and comparison with be made to fulfill the analysis of major factors both affect training evaluation and effectiveness.
6. Scientific or Scholar Significance of the Study
Training evaluation and effectiveness are two important aspects for training program assessment. The perspective of this study combines these two important aspects into one model, which is good for thoroughly assess training programs.

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