数字媒体时代新闻人才培养的专业化路径探索

数字媒体时代高校新闻人才培养需要树立专业意识,着眼于学生核心竞争力的建构,将学生的媒介技术运用能力视为入职基本素养,提升学生的多媒体内容整合能力,将培养学生的人际沟通协调能力视为根本。师资建设上的＂派出去＂和＂请进来＂策略,硬件建设上的数字媒体实验室建设,课程建设上大胆的教学理念与课程改革,是数字媒体时代新闻人才培养专业化的重要路径。     

手机阅读方式与研究生理论思维培养研究

当前研究生培养中存在着弱化理论思维培养的问题,一定程度上致使研究生理论思维存在缺陷.通过对相关文献的研究和问题调研,分析了加强研究生理论思维培养的三个方面的原因.指出了理论思维培养需要重视的环节、具体方法.认为在网络化时代手机阅读方式普及的前提下,应加强研究生理论思维培养中手机阅读方式的使用,由此着重分析了研究生理论思维培养中手机阅读方式应用的两类实现方式,以及在教学实践中的具体策略.     

湖南省海外高层次人才引进效果研究

湖南省海外高层次人才引进具有引进渠道和形式多样化、引进的人才进入到各个行业之中和来自海外多个国家等特点,但引进的综合效果评价不是很高。政府应进一步做好政策导向工作,建立有效的沟通渠道,创造较好的人才工作生活环境,开拓多种渠道去引进海外高层次人才。     

The Use of Video Modeling,Prompting, and Feedback to Increase Credit Card Promotion in a Retail Setting

We evaluated the use of video modeling, role play, prompting, and feedback to increase credit card promotion by sales associates in a retail setting. We first used the Performance Diagnostic Checklist (Austin, 2000 Austin, J. 2000. “Performance analysis and performance diagnostics”. In Handbook of applied behavior analysis, Edited by: Austin, J. and Carr, J. E. 321–349. Reno, NV: Context Press.  [Google Scholar]) to identify the variables contributing to the poor performance of two sales associates. Based on the results, we developed an intervention package that included a video model, instructional prompt cards, role play, and feedback. During baseline, target employees asked a mean of 26% of customers to enroll in the credit card program. Following intervention, target employees asked a mean of 84% of customers to enroll in the credit card program. Furthermore, employees rated the intervention as enjoyable, as effective, and as a system that they would continue to use. The results illustrate the effectiveness of video modeling, prompting, and feedback in increasing credit card promotions and delivering critical information about the card to daily customers.     

Effectiveness of Interactive Computer-Based Instruction: A Review of Studies Published Between 1995 and 2007

Computer-based instruction (CBI) has been growing rapidly as a training tool in organizational settings, but close attention to behavioral factors has often been neglected. CBI represents a promising instructional advancement over current training methods. This review article summarizes 12 years of comparative research in interactive computer-based instruction relevant to employee training techniques. The results demonstrate that CBI is an effective and viable training technique, and several areas in need of further examination are detailed.     

The Effects of Evaluating Video Examples of Staffs' Own Versus Others' Performance on Discrete-Trial Training Skills in a Human Service Setting

Many studies have been conducted evaluating the use of feedback in staff training in organizational settings. Central to this literature has been the use of a variety of forms of feedback, including videotaped feedback. A distinction is outlined between video modeling and a variety of possible video feedback procedures. Previous studies have indicated a possible positive training effect on staff skills from simply being exposed to relevant videotaped performances of those skills or as a result of evaluating video modeled performances. This study evaluated the effectiveness for training teaching skills of having staff evaluate videotaped teaching skills as performed by themselves versus others. The current study results replicate earlier research on the effectiveness of evaluating video models as a training method and do not suggest a difference between observing oneself as opposed to observing someone else. Future research suggestions for the general use of video in training are provided.     

Improving the Quality of Staff and Participant Interaction in an Acquired Brain Injury Organization

Weekly observations of direct-care staff in a facility for persons with brain injury yielded less than optimal interactional style with facility residents. Following an observational baseline, staff were asked to self-rate a 15-min video sample of their interaction behavior with participants on their unit. They were then asked to compare their self-ratings to those of a supervisor, as well as view a video exemplar of appropriate positive interaction behavior. Elements of their interactional style were highlighted and specific feedback was provided on how to improve their performance. Interaction style was then reevaluated via an unobtrusive observer and yielded positive gains for all participants. Subsequent on-the-job feedback sustained performance gains.     

The Effects of Safety Discrimination Training and Frequent Safety Observations on Safety-Related Behavior

The intent of the present study was to assess the effects of discrimination training only and in combination with frequent safety observations on five participants' safety-related behavior in a simulated office setting. The study used a multiple-baseline design across safety-related behaviors. Across all participants and behavior, safety improved from 53% during the baseline phase to 74% during the training phase, and improved further to 89% during the training plus observation phase. The results show that both discrimination training only and in combination with frequent observations improves safety-related behavior with a medium effect size. The study also measured participants' accuracy of observation, which was the extent of their correct classification of safe and at-risk behavior. Participants' accuracy of observation was above 80% and had little correlation with safety-related behavior. Based on the various measures, conducting observations appears to serve more than a skill acquisition function for the safety-related behavior.     

Interview with martyn sloman

This interview, with one of the key advisors to the UK's Chartered Institute of Personnel and Development, presents a wide ranging view of the changes in the field of learning, training and development over the past twenty years. It notes the shift from the top down interventions that characterised training, to processes within the domain of the learner. It outlines the biggest challenges going forward including the ever-widening range of stakeholders involved in delivering the human resource agenda and the changing shape of the people and development profession itself.     

Cross-cultural training and its impact on expatriate performance in Australian MNEs

This study examines cross-cultural training (CCT) policies and practices in terms of provision, mode of delivery and level of rigor, and the relative effects of different CCT programmes on expatriates in Australian multinational enterprises (MNEs). The empirical evidence suggests that the case study Australian MNEs tended to provide highly rigorous CCT, mainly in the form of short-term international assignments, which, however, are yet to be perceived as CCT in the CCT literature. Short-term assignments had a stronger impact on expatriates in terms of cross-cultural adjustment and reducing expatriate failure rate than did in-country CCT. The findings of this study contribute to the debate whether MNEs normally provide expatriates with adequate CCT, and have significant implications for practitioners and further research.