Contents & References of Investigating the effective factors on the effectiveness of training employees of health and treatment network in Kangan city
List:
Table of contents
Abstract 1
Chapter 1-2
1-1 Introduction 3
1-2 Statement of the problem 4
1-3 Importance and necessity of research- 5
1-4 Research objectives- 6
1-5 Research questions- 7
1-6 research hypotheses- 7
1-7 definitions and terms- 8
1-7-1 conceptual definitions: 8
1-7-2 operational definitions: 9
1-8 research conceptual model-10
1-8-1 independent research variables: 10
1-8-2 Research dependent variables: 10
Chapter Two 12
Theories and research background- 12
2-1 Introduction 13
2-2 The meaning of training and its history: 14
2-3 When training is appropriate: 15
2-4 What does employee training mean: 16
2-5 Training results: 17
2-6 The need for training in the organization: 18
2-7 Issues and problems of employee training: 20
2-8 Training on investing in human capital: 22
2-9 Measuring the rate of return on investment in human capital: 23
2-10 Profitability of human capital compared to Physical capital- 25
2-11 Other forms of investing in human capital: 27
2-12 Employee training and its importance and benefits: 27
2-13 Education: traditional, modern, post-modern- 32
2-13-1 Traditional era (agricultural era) 33
2-13-2 Modern era (industrial era) 33
2-13-3 Postmodern era (trans-industrial) 34
2-14 The responsibility of a capable manager in improving educational conditions- 34
2-15 The relationship between "training" and "increasing productivity" in organizations 35
2-16 Human resource development- 36
2-17 Types of training techniques: 38
2-17-1 first group: methods that are meant to provide information: 38
2-17-2 second group: simulation methods: 39
2-17-3 third group: in-service training methods: 42
2-18 concept of in-service training- 44
2-18-1 pre-service training: 45
2-18-2 Pre-service training (justification): 46
2-18-3 In-service training (after entering service) 46
2-19 In-service training of employees- 46
2-20 History of in-service training: 48
2-20-1 in the world- 48
2-20-2 in Iran- 50
2-20-3 Appearance of in-service training after the Islamic Revolution- 51
2-21 Objectives of in-service training: 52
2-21-1 Social goals: 53
2-22-2 Organizational goals: 53
2-23-3 Employee goals: 54
2-24 Reasons and necessity of training In service- 54
2-24-1 Technological progress: 55
2-24-2 Complexity of organization: 55
2-24-3 Human relations- 55
2-25 Principles of in-service training: 56
2-26 Definition of training needs of employees: 58
2-26-1 Resources of needs Education: 58
2-27 New perspectives in education and development of human resources: 59
2-28 Learning: 60
2-28-1 Definition of learning: 60
2-28-2 Theories and theories of learning: 60
2-28-3 Theories of social learning: 61
2-28-3 Facilitation theory: 61
2-28-4 Principles of learning: 62
2-29 Training process: 64
2-29-1 Determining training needs-64
2-29-2 Training goals and human resources development-66
2-29-3 Course content 67
2-29-4 Principles and foundations of learning (learning curve) 67
2-29-5 Implementation and evaluation- 68
2-30 Definition and explanation of evaluation: 69
2-31 The concept of educational evaluation: 71
2-32 Reasons for educational evaluation- 73
2-33 Principles Evaluation and its application in educational programs: 73
2-34 How to implement evaluation: 75
2-35 Steps of educational evaluation: 76
2-35-1 Determination and description of goals: 77
2-36 Evaluation of training programs: 80
3-2 Main reasons for evaluating in-service training From the point of view of "Kirk Patrick" (81) 38-2 Kirkpatrick's method in evaluating educational effectiveness: 82 2-39 Various models of stages and processes of education 84 2-39-1 Simple and linear models 84 2-39-2- T. D. L. B model 85
2-39-3 Parker model 87
2-39-4- a model based on the transformability of the organization-88
2-39-5 model of a systemic approach to education-89
2-40 Research background-91
Chapter 3 93
Research method-93
3-1 Introduction 94
3-2 research method- 94
3-3 information gathering method-B 85
2-39-3 Parker model 87
2-39-4- a model based on the transformability of the organization-88
2-39-5 model of a systemic approach to education-89
2-40 Research background-91
Chapter three 93
Research method-93
3-1 Introduction 94
3-6 Sampling method and sample size 97
3-7 Data analysis method-98
Chapter 4-99
Data analysis 99
4-1 Introduction 100
4-2 Descriptive statistics-100
4-2-1 Status of respondents by gender- 100
4-2-2 Status of respondents by education- 102
4-2-3 Status of respondents by age- 103
4-2-4 Status of respondents by work experience- 104
4-3 Inferential statistics- 105
4-3-1 Hypothesis analysis 106-1
4-3-2 analysis of hypothesis 2-108
4-3-3 analysis of hypothesis 3-110
4-3-4 analysis of hypothesis 4-112
4-3-6 analysis of hypothesis 5-114
4-3-6 analysis of hypothesis 6-116
4-5 ranking of factors affecting effectiveness Employee training-118
Chapter five-119
Results and suggestions-119
5-1 Introduction 120
5-2 Results-120
5-3 Suggestions based on research assumptions-122
5-3-1 Needs assessment: 122
5-3-2 educational content-122
5-3-3 teacher-122
5-3-4 method-123
5-3-5 implementation conditions 123
5-3-6 evaluation-124
5-4 suggestions for future research 124
resources- 125
Persian sources- 126
English sources- 130
Appendix- 133
Questionnaire 134
Abstract 138
Source:
Persian sources
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