Effects of Theory Training, Hands-on Supervision and a Self-instructional Treatment Manual on Staff Competency
Employing a randomized control group design, this study compared the efficacy of staff training using theory training, hands-on supervision and a self-instructional teaching manual. Participants were 12 undergraduate, health or social-work students. Initially, participants were given a three-hour le...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Kura Publishing
2016-12-01
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| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | http://iejee.com/index/makale/345/effects-of-theory-training-hands-on-supervision-and-a-self-instructional-treatment-manual-on-staff-competency |
| _version_ | 1797909849330155520 |
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| author | Linda Teikari HATLENES Svein EIKESETH |
| author_facet | Linda Teikari HATLENES Svein EIKESETH |
| author_sort | Linda Teikari HATLENES |
| collection | DOAJ |
| description | Employing a randomized control group design, this study compared the efficacy of staff training using theory training, hands-on supervision and a self-instructional teaching manual. Participants were 12 undergraduate, health or social-work students. Initially, participants were given a three-hour lecture, and as a result, staff-participants increased their use of correct teaching procedures, but not to mastery. Participants in both groups continued to increase their teaching skills after intervention with either hands-on training or the self-instructional manual, though best effect was achieved with hands-on supervision. This effect was maintained at a two-month follow-up. At the end of the experiment, participants in the treatment manual group received hands-on supervision. As a result, their performances increased to the same levels as the participants in the hands-on supervision group. Hence, hands-on supervision was superior in increasing teaching performances. Participants receiving hands-on supervision reported that they were comfortable receiving this type of supervision, that the hands-on supervision was the best way to learn correct teaching procedures and that they would prefer hands-on supervision in a future job situation. Also, independent assessors rated hands-on supervision as the most suitable intervention. |
| first_indexed | 2024-04-10T11:14:46Z |
| format | Article |
| id | doaj.art-adf6d8b288ce48f784a19a9e06d2e7cc |
| institution | Directory Open Access Journal |
| issn | 1307-9298 |
| language | English |
| last_indexed | 2024-04-10T11:14:46Z |
| publishDate | 2016-12-01 |
| publisher | Kura Publishing |
| record_format | Article |
| series | International Electronic Journal of Elementary Education |
| spelling | doaj.art-adf6d8b288ce48f784a19a9e06d2e7cc2023-02-15T16:18:55ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92982016-12-0192373384Effects of Theory Training, Hands-on Supervision and a Self-instructional Treatment Manual on Staff CompetencyLinda Teikari HATLENESSvein EIKESETHEmploying a randomized control group design, this study compared the efficacy of staff training using theory training, hands-on supervision and a self-instructional teaching manual. Participants were 12 undergraduate, health or social-work students. Initially, participants were given a three-hour lecture, and as a result, staff-participants increased their use of correct teaching procedures, but not to mastery. Participants in both groups continued to increase their teaching skills after intervention with either hands-on training or the self-instructional manual, though best effect was achieved with hands-on supervision. This effect was maintained at a two-month follow-up. At the end of the experiment, participants in the treatment manual group received hands-on supervision. As a result, their performances increased to the same levels as the participants in the hands-on supervision group. Hence, hands-on supervision was superior in increasing teaching performances. Participants receiving hands-on supervision reported that they were comfortable receiving this type of supervision, that the hands-on supervision was the best way to learn correct teaching procedures and that they would prefer hands-on supervision in a future job situation. Also, independent assessors rated hands-on supervision as the most suitable intervention.http://iejee.com/index/makale/345/effects-of-theory-training-hands-on-supervision-and-a-self-instructional-treatment-manual-on-staff-competencyStaff trainingSupervisionTreatment manualHands-on supervision |
| spellingShingle | Linda Teikari HATLENES Svein EIKESETH Effects of Theory Training, Hands-on Supervision and a Self-instructional Treatment Manual on Staff Competency International Electronic Journal of Elementary Education Staff training Supervision Treatment manual Hands-on supervision |
| title | Effects of Theory Training, Hands-on Supervision and a Self-instructional Treatment Manual on Staff Competency |
| title_full | Effects of Theory Training, Hands-on Supervision and a Self-instructional Treatment Manual on Staff Competency |
| title_fullStr | Effects of Theory Training, Hands-on Supervision and a Self-instructional Treatment Manual on Staff Competency |
| title_full_unstemmed | Effects of Theory Training, Hands-on Supervision and a Self-instructional Treatment Manual on Staff Competency |
| title_short | Effects of Theory Training, Hands-on Supervision and a Self-instructional Treatment Manual on Staff Competency |
| title_sort | effects of theory training hands on supervision and a self instructional treatment manual on staff competency |
| topic | Staff training Supervision Treatment manual Hands-on supervision |
| url | http://iejee.com/index/makale/345/effects-of-theory-training-hands-on-supervision-and-a-self-instructional-treatment-manual-on-staff-competency |
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