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A COMPARISON OF THE PERCEPTIONS OF MANAGEMENT CONTINUING EDUCATION AND TRAINING THROUGH MULTIDIMENSIONAL SCALING OF SEMANTIC DIFFERENTIAL DATA (POINT-OF-VIEW, LEADERSHIP, INDIVIDUAL, 3M-POV, THREE-MODE MODEL).

机译：通过语义差异数据的多维标度（观点，领导力，个人，3M-POV，三种模式模型）的多维尺度进行管理，继续教育和培训的感知比较。

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Comparisons of perceptions of management skills and theory learning opportunities from the perspectives of the learners participating in management training through four continuing education providers were examined for similarities and differences. A conceptual framework of training and learning opportunities defined the domain of training, viz., Learner, Provider, Community, Content, Purpose, Format/Methods, Resources, and Support Functions.;An analysis of the results demonstrated similarities and differences in perceptions of management training through Three-Mode Multidimensional Scaling with Points-of-View solutions. A scalar products matrix was the input to the Three-Mode Points-of-View multidimensional scaling algorithm. The solutions yield both an object and a subject matrix, providing group common object factors and idealized individuals with private perceptual structure. It was shown that the 26 concepts could be reduced to four or five group common dimensions for each provider group; and the members (subjects) of each provider group represented, through hierarchical clustering, by five, six, or seven idealized individuals, subgroups with homogeneous perceptions within groups and heterogeneous perceptions between groups.;Phi coefficients of congruence across idealized individuals within a provider group and across group dimensions of the four provider groups were utilized to determine patterns of perception. Patterns of perception within groups and among groups were examined to compare similarities yielding points-of-view. Points-of-view were interpreted as (1) management structure point-of-view, (2) interpersonal/behavioral management point-of-view, and (3) training method point-of-view.;Location of the general purpose concepts, management development and self-development, showed association of general purpose with either a management structure or an interpersonal/behavioral management point-of-view. Management development was shown to be a nonsalient concept for two provider groups.;A total of 96 management training participants in noncredit programs completed a semantic differential questionnaire, rating 26 concepts of management skills content (12 concepts), training techniques (8 concepts), and management job functions (6 concepts) plus general purpose (2 concepts) along each of 12 adjective bipolar scales representing Evaluation, Potency, and Activity.

机译：从通过四个继续教育提供者参加管理培训的学习者的角度比较了对管理技能的看法和理论学习机会的看法，比较了它们的异同。培训和学习机会的概念框架定义了培训的领域，即学习者，提供者，社区，内容，目的，格式/方法，资源和支持功能。；对结果的分析表明，对培训的看法存在异同。通过具有视点解决方案的三模式多维缩放进行管理培训。标量乘积矩阵是三模式视点多维缩放算法的输入。这些解决方案既产生对象又产生对象矩阵，为群体提供共同的对象因素，并为具有理想感的个体提供私人的感知结构。结果表明，对于每个提供者组，可以将26个概念缩减为四个或五个组共同维度；每个提供者组的成员（主题）通过层次聚类，由五，六个或七个理想化的个体，在组内具有同质感知而在组之间具有异质感知的子组表示。跨四个提供者群体的群体维度来确定感知模式。检查组内和组间的知觉模式，以比较相似性产生的观点。观点被解释为（1）管理结构的观点，（2）人际/行为管理的观点，以及（3）培训方法的观点。概念，管理发展和自我发展显示了通用目的与管理结构或人际/行为管理观点的关联。事实证明，管理发展对两个提供者群体来说是一个不突出的概念。非信贷计划中的96名管理培训参与者完成了语义差异问卷，对26个管理技能内容概念（12个概念），培训技巧（8个概念）进行了评分，和管理工作功能（6个概念）以及通用目的（2个概念），分别代表12个形容词双极量表，分别表示评估，效能和活动。

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作者
STROMMEN MARGARET KINGSBURY.;
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作者单位

Indiana University.;

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授予单位 Indiana University.;
学科 Education Adult and Continuing.
学位 Ph.D.
年度 1986
页码 343 p.
总页数 343
原文格式 PDF
正文语种 eng
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5. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. 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机译：决策是分析有关问题情况的信息并将其与特定结论进行比较的过程，以解决特定的问题（Yıkılmaz，2001; Miller和Byrnes，2001）。决策风格是一种机制，受到内部和外部条件的影响，确定个人决定的方向，决策过程的内容以及决策过程的结果（PAYNE，BETTMAN和BEDNE） Johson，1993;Bavol'ár和奥萨洛瓦，2015）。法案是认知行为治疗家庭的当代成员。行为（验收和承诺治疗）具有与行为疗法和认知疗法的类似和不同方向（Herbet和Forman，2011; Hayes，2004）。 KKT在分析行为中使用存在性和认知方法来响应古典行为治疗方法。 KKT是一个科学翼，试图解决人类问题，旨在解决有问题的人类行为（铅垂，斯图尔特，Dahl和Lundgren，2009）。有人认为，当我们国家的瞄准国家进行筛选时，有关行动方法的新方法几乎没有研究，并且认为我们的国家将为完成工作做出贡献的心理咨询领域。在研究的范围内，使用实验和对照组和初步测试，使用后测试和后续测量的2x3实验设计。该研究的研究小组包括共24名（12个实验和12个对照组）大学学生在不同的部门和水平上学习，在2015-2016学术上继续进行2015-2016的学术年度2015-2016学年年。实验和对照组参与者的平均年龄是20.实验组中有12名参与者，7名女性和5名男性，12名参与者，7名女性和5名男性。研究人员准备的个人信息表格和决策制定风格规模在研究中使用。为了决定在分析数据的过程中使用的测试，参与者的决策风格刻度预测的分数主要在实验和对照组中进行，分析了参数的基本期望吗？测试得到了回答。由于对实验和对照组给出了从决策曲调标度获得的分数，偏移和峰度分子系数。确定该分布是正常的在成熟的-WILK试验结果中，其中每亚级的偏差和刚度系数在-1到+1之间排名。实验和对照组的参与者;决策式预测测量的同质性测试结果表明数据是均匀的。根据毛毛环保试验的结果，已确定工作支持假设。据确定，从依赖决策风格的实验和对照组获得的预测分数之间没有显着差异，但测试组在测试后的分数内显示出较低的平均分数和后续的分数 - 测试。因此，可以说，应用于实验组的面向活动的心理教育程序减少了决策风格子维度的依赖决策风格分数，并且心理教育程序具有持久的效果。据确定，从实验和对照组自发决策风格获得的预测试，测试后和后续评分之间没有显着差异。因此，可以说这种情况不会导致从应用于实验组的活动导向的心理教育程序的决策风格分数的自发决策风格分数显着差异。行为的心理教育计划在个人直观的决策风格下降，但这种减少并没有产生显着的差异。因此，可以说，这种情况不会在从应用于实验组的KKT导向的心理教育程序的决策风格分数中产生有意义的决策风格分数。从实验和对照组的理性决策风格获得的预测分数显示后检验后和随访评分之间存在差异，但这种差异并不重要。由于分析，确定测试组的理性决策风格较高，而不是后测试和后续分数的预测分数，而对照组合理决策风格的后测试和后续测试分数显示出与预测试分数相比的减少。预测分数。决策款式扩展避免决策由于分析了预测试，测试后和后续措施的班次评分的平均分数，发现群体效应是微不足道的。确定实验和对照组从避免决策风格获得的预测评分中显着不同，但在测试后和后续测试的分数内没有显示出任何重大变化。

A COMPARISON OF THE PERCEPTIONS OF MANAGEMENT CONTINUING EDUCATION AND TRAINING THROUGH MULTIDIMENSIONAL SCALING OF SEMANTIC DIFFERENTIAL DATA (POINT-OF-VIEW, LEADERSHIP, INDIVIDUAL, 3M-POV, THREE-MODE MODEL).

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