Browsing Technology Management by Title
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The Differences in Perceived Acceptance of A Modified Advanced Product Quality Planning (Apqp) Model for Health CareThe health care industry has been slow to embrace traditional systems engineering tools, which have proven effective in manufacturing and other industries in developing services and delivery systems. There is a perception that these traditional engineering tools, methods, and processes are not applicable to health care. A Delphi panel of 14 experts gathered to identify which Advanced Product Quality Planning (APQP) tools are applicable in health care. Secondly, this study aimed to reach consensus on additional tools that if added, would make the APQP model more likely to meet the needs of the health care industry. The resultant of the Delphi exercise is the Advanced Quality Planning for Health Care (AQPH) model. The Delphi panel of experts consented on 48 tools. An Internet survey sent to the American Society for Quality Health Care Division (ASQ-HCD) collected data on the differences in perceived acceptance of the AQPH model. One hundred and thirty-eight ASQHCD members completed the Internet survey. A T-Test measured differences in perceived acceptance amongst the groups. There was no statistically significant difference (p=.530, ∞=.05) in perception of the AQPH model between ASQ-HCD certified members and non-certified members. There also was no statistically significant difference (p=.758, ∞=.05) in perception of the AQPH model between ASQ-HCD members holding clinical and non-clinical positions. Additionally, there was no statistically significant difference ( p=.416, ∞=.05) in perception of the AQPH model between ASQ-HCD members with less than 20 years of experience and members with 20 years or more experience.the AQPH model between ASQ-HCD members with less than 20 years of experience and members with 20 years or more experience.
The HRD Competencies as Perceived by the Human Resource Development Professionals in Banks in Cote d’ IvoireThe purposes of this study were to identify how Ivorian HRD professionals in banks perceived their current expertise levels of the HRD competencies, and how these professionals perceived the importance of these competencies needed to be successful in their occupations. In addition, this study determined competencies that are perceived to have the most needs for training and development, and investigated any differences in perceptions on competency expertise and importance according to the study subjects’ work disciplines, years of professional experiences and the highest education completed. This study will contribute to the profession in several ways: provide direction and a conceptual foundation for Ivorian HRD professionals, and will be used to develop and promote the profession in Cote d’Ivoire. The results of this study can be used for self-assessment to identify and address professionals training and developmental needs. Banks can use the study results to design programs for selection and professional development for their professionals. And lastly, colleges and universities can apply the results of this research to develop programs and courses in order to prepare students to become HRD professionals in the workplace. The target population for this study was HRD professionals who were involved in and responsible for HRD programs or activities in various banks in Cote d’Ivoire. The target population size of this study was 200. 132 individuals were randomly selected to receive the research questionnaire. The questionnaire was adapted from the original 2004 ASTD Competency Study Mapping the Future. The survey was modified, revised, validated and iv translated into the French language, and then distributed. Descriptive statistics (frequencies, percentages, mean values and mean rankings), paired-t tests, simple analysis of variance (ANOVA) and post hoc tests of multiple comparisons were used to answer the four research questions. The overall expertise levels for the top two competencies, Designing Learning and Improving Human Performance, were higher than the competent level. The overall expertise levels for the remaining seven competencies were below the competent level. However, when examined across the three demographic groups, the rankings of the competencies show some differences in expertise levels. In terms of importance degrees, all the competencies were important (that is, having an average importance rating of 3.0 or higher). The top four important competencies were: Designing Learning, Delivering Training, Career Planning and Talent Management, and Measuring and Evaluating. The rankings of the competencies showed also some differences in importance across the demographic groups. Because the rankings of the competencies indicated some differences in expertise levels and importance across the three demographic groups, the researcher determined whether these differences were significant, and also narrowed down the findings regarding exactly where differences existed. Finally, the findings of this study revealed that for all of the nine competencies, the ratings for the competency importance were higher than those for expertise levels. The top three most-needed competencies among the nine HRD competencies were: Measuring and Evaluating, Designing Learning and Delivering Training. By contrast, Coaching, Managing the Learning Function and Improving Human Performance were ranked as the three least-needed competencies. Recommendations for practice and for future research were made.
The Study of Collective Actions in a University Anchored Community Wireless NetworkThe emergence of wireless devices and the ease in setting up wireless devices has created opportunities for various entities, and in particular to universities, by partnering with their local communities in the form of a university anchored community wireless network. This provides opportunities for students to be part of the community-based initiatives, and universities can use the network as a source to fund some of its research. The main issue with university anchored community wireless is not technical but social in that student involvement is crucial and their contributions are necessary. This study employed empirical research methods on participants to understand the factors that influence the student participation and its significance on the collective actions. This involved analyzing five distinctive elements that were essential in understanding the collective actions, namely behavioral intention, attitude towards technology, facilitating conditions, impediments, and student participation. The research results revealed that the students expressed interest in participation, facilitating conditions, followed by attitude towards technology, then behavioral intention as the most important factors, whereas impediments was statistically insignificant for them. The research results also revealed that the majority of the participants were interested in being part of the community wireless networks and almost all the participants expressed their intention to contribute to the success of this initiative.
WHAT IS THE INFLUENCE OF FORM-FOCUSED INSTRUCTION OF COPULA AND AUXILIARY (BE) ON ESL LEARNERS?This study explored the influence of form-focused instruction (FFI) in teaching English copula and auxiliary (be) to English as a second language (ESL) learners. Following the noticing hypothesis, FFI, and the basic principles of curriculum and instruction theory, this study investigates if ESL learners make omission, misuse, or misjudgment errors while acquiring English as a second language. Also, the study examined whether ESL learners show significant improvement in their knowledge of English copula and auxiliary (be) after receiving FFI. Previous copula and auxiliary (be) research (Jishvithaa, Tabitha, & Kalajahi, 2013; Muftah & Eng, 2011; Unlu & Hatipoglu, 2012) has shown that ESL learners commit omission and misuse errors. It was the aim of this study to investigate that ESL learners commit those errors and to add misjudgment errors to the investigation. Moreover, the study also aimed at examining the influence of FFI on the ESL learners’ knowledge of copula and auxiliary (be). Previous research on FFI influence (Ellis, 1984; Tomita & Spada, 2013; Valeo, 2013) has shown a positive influence of FFI on learning and acquiring grammatical structures. This study adds more findings by focusing on the influence of FFI on the ESL learners’ knowledge of the copula and auxiliary (be) in the present tense. This study was a quantitative quasi-experimental one. It utilized a control group and an experimental group. It followed a pretest-treatment-posttest, control-group design. Participants were 14 ESL learners (10 in experimental group, 4 in control group) who were in two existing groups at two ESL classes in a Midwestern university. The results reflect that participants made v omission, misuse, and misjudgment errors. The participants committed more misjudgment errors and less omission and misuse errors. All participants showed a significant change overtime in regard to making misjudgment errors. The outcomes highlight misjudgment errors as a potential type of errors that ESL learners may commit with copula and auxiliary (be). The experimental group outperformed the control group over time by significantly making less omission errors. When compared over time and between groups, participants’ scores on the grammatical judgment tasks have shown improvement suggesting a positive effect of FFI treatment on the participants’ knowledge of copula and auxiliary (be). Further research is needed to involve a larger participant population and more types of copula and auxiliary (be) errors.