Absence and Disability Management Practices for an Aging Workforce

The goal of Disability and Absence Management programming is to limit absence, control costs, and retain workers to maintain a productive workforce. This can include the development of supportive policies (e.g. flexible work options), manager and employee education, supportive benefit programs, return to work programs, among others. Increasingly, older workers have become a group of interest among Absence and Disability Management professionals, in part because many baby boomers are forgoing retirement and working longer. Projections suggest that by 2020 those 55 and over could account for 25% of workers. This shift is especially important given that disability prevalence increases with age – as the workforce ages, organizations will increasingly need to ensure their programming supports older workers. During the fall and winter of 2012-13, Cornell University’s Employment and Disability Institute and the Disability Management Employer Coalition (DMEC) collaborated on a survey and key informant interviews with DMEC members and conference attendees to learn more about what organizations are doing to respond to and prepare for an aging workforce

Relationships of Self-Direction and Attitude toward Continuing Education in Community College Allied Health Programs

Continuing education is a vital component in health care because professionals operate in a complex discipline that is continuously evolving. Ongoing social, technological, and medical changes present many trials and challenges to professionals in health care (Cadorin, Suter, Dante, Williamson, Devetti, & Palese, 2012). Additionally, health care professionals who acknowledge continuing education as a lifelong exercise are well suited to remain well-informed of innovative developments (Cadorin et al., 2012; Evans, Gallatin, Taylor, & Brodnik, 2008; El-Gilany & Abusaad, 2013; Levett-Jones, 2005). In health care, self-directed learning can contribute to increased confidence, independence, inspiration, and growth of skills (O’Shea, 2003; Yuan et al., 2012). Individuals with the capability to be highly self-directed can utilize this to discern any level of personal weakness then work to rectify the deficiency (Avdal, 2013; Yuan et al., 2012).The study’s purpose was to explore relationships among self-directed learning and attitude toward continuing education among students participating in community college Allied Health programs. For this study, 113 students in Allied Health degree programs at a southeastern community college participated. Respondents completed Stockdale’s (2003) Personal Responsibility Orientation-Self Directed Learning Scale (PRO-SDLS), Blunt and Yang’s (2002) Revised Attitude toward Continuing Education Scale (RAACES), as well as answered two demographic questions (age and class rank).The results revealed that level of self-direction has a significant relationship between several factors and items related to attitude toward continuing education. One of the strongest findings was that participants with high levels of self-direction viewed adult education as a way to make better use of their lives. The information resulting from this study will enhance the current literature and allow for better understanding of self-directed learning principles and their relationship with attitude toward continuing education. Applying this information in Allied Health programs may have a substantial effect on how faculty facilitates self-directed learning principles in their area of study (El-Gilnay & Abusaad, 2013). Future recommendations for research comprise of a duplication of the study using a more diverse and increased sample size across multiple community colleges and conducting other studies that would examine introducing self-directed learning principles into Allied Health programs

Independent Evaluation of the Jim Joseph Foundation's Education Initiative Year 4 Report

Research indicates that well-prepared educators help produce strong learning outcomes for students. For the continued health of Jewish education, higher education institutions should have the capacity to prepare sufficient numbers of highly qualified educators and education leaders for careers in Jewish education. Teachers, division heads, and school heads represent a substantial segment of the educator population in Jewish day schools. More than 5,000 educators enter new positions in Jewish day schools every year and are in need of adequate preparation. The most frequent obstacle to instructional quality in Jewish day schools is the difficulty in recruiting qualified teachers (Ben-Avie & Kress, 2006; Jewish Education Service of North America, 2008; Kidron et al., in press; Krakowski, 2011; Sales, 2007).A similar problem has been observed in supplementary schools in congregational or communal settings. These schools enroll the majority of Jewish children and adolescents receiving a Jewish education in the United States (Wertheimer, 2008). In recent years, congregations have begun to replace traditional educational programs with new approaches that aim to raise the quality of instruction and the level of parent and student satisfaction relative to their programs. These new approaches may include greater integration of experiential Jewish education and community service, family learning, and the integration of all aspects of congregational learning under the leadership of one director (Rechtschaffen, 2011; Sales, Samuel, Koren, & Shain, 2010). High-quality programs that are updated or reconstructed across time to meet the needs of the Jewish community require well-prepared directors and educators. However, many directors and educators in congregational schools have not participated in teacher preparation programs, and the depth of Jewish content knowledge among these teachers is highly variable (Stodolsky, Dorph, & Rosov, 2008)

Education Workforce Initiative: Initial Research

The purpose of this initial research is to offer evidenced possibilities in the key areas of education workforce roles, recruitment, training, deployment and leadership, along with suggested areas for further research to inform innovation in the design and strengthening of the public sector education workforce. The examples described were identified through the process outlined in the methodology section of this report, whilst we recognise that separation of examples from their context is problematic – effective innovations are highly sensitive to context and uncritical transfer of initiatives is rarely successful. The research aims to support the Education Workforce Initiative (EWI) in moving forward with engaging education leaders and other key actors in radical thinking around the design and strengthening of the education workforce to meet the demands of the 21st century. EWI policy recommendations will be drawn from a number of country level workforce reform activities and research activity associated with the production of an Education Workforce Report (EWR). This research has informed the key questions, approach and structure of the EWR as outlined in the Education Workforce Report Proposal. Issues pertaining to teaching and learning in primary and secondary education are at the centre of the research reported here; the focus is on moving towards schools as safe places where all children/ young people are able to engage in meaningful activity. The majority of the evidence shared here relates to teachers and school leaders; evidence on learning support staff, district officials and the wider education workforce is scant. Many of the issues examined are also pertinent to the early childhood care and education sector but these are being examined in depth by the Early Childhood Workforce Initiative. Resourcing for the Education Workforce was out of scope of this initial research but the EC recognises, as outlined in the Learning Generation Report, that provision of additional finance is a critical factor in achieving a sustainable, strong and well-motivated education workforce, particularly but not exclusively, in low and middle income countries. The next stage of EWI work will consider the relative costs of current initiatives and modelling of the cost implications of proposed reforms. EWI aims to complement the work on teacher policy design and teacher career frameworks (including salary structures) being undertaken by other bodies and institutions such as Education International, the International Task Force on Teachers for 2030 and the Teachers’ Alliance, most particularly by bringing a focus on school and district leadership, the role of Education Support Professionals (ESPs) and inter-agency working

An Investigation of Students\u27 Satisfaction with Academic Advising and Students\u27 Impressions of Academic Advisors at a Rural Community College

This study was the first attempt to evaluate the college’s career/technical current advising practices. The purpose of this study was to investigate career/technical students’ satisfaction with academic advising at a rural community college and to investigate whether there were any relationships between students’ satisfaction and various demographic characteristics. The study also investigated students’ impressions of the academic advisors and whether there were any relationships between students’ impressions and various demographic characteristics. The researcher purchased the Survey of Academic Advising, Copyright 1997, from ACT, Inc. The Survey of Academic Advising was developed by the Evaluation Survey Service (ESS) and ACT and was used to measure students’ satisfaction and impressions. Students were most satisfied with four items: scheduling, registration, academic progress, and drop/add procedures. Female participants were more satisfied than male students. Married and unmarried participants were more satisfied than separated participants. Participants who were part-time enrollees were more satisfied than those who were enrolled as full-time students. The participants in this study had high or very high impressions of their advisors. The participants considered their advisors to be easy to talk to, helpful, and effective. They also thought that the advisors had a good sense of humor. Female participants tended to rate their impressions of their academic advisors higher than the male participants, and 18 year old participants tended to rate their impressions of their academic advisors higher than those participants older than 18. Part-time students tended to rate their impressions of their academic advisors higher than full-time students. Finally, those participants who worked 1-10 hours per week tended to rate their impressions of their advisors higher than participants who worked more than 10 hours per week and those who were unemployed

Factors Influencing Teacher Job Satisfaction and their Alignment with Current District Practices in a Rural School District

School districts’ decisions across the country are influencing the satisfaction level of teachers, in both positive and negative ways. With statistics reporting as high as fifty percent of teachers leaving the profession in the first five years of experience (Ingersoll, 2003), determining the reasons for teacher dissatisfaction are important in correcting district practices to be more supportive and satisfying to teachers. The purpose of this research study was to (a) determine the satisfaction level of teachers in a specific school district, (b) determine the practices building-level administrators have put into place and how they relate to the factors identified in the research as being contributive to teacher satisfaction levels, (c) determine the alignment of administrator practices and perceptions with those perceived by teachers in the same district, and (d) compare the results of the rural school district in this study with the results of a suburban school district to determine if demographics influenced the results of this research. The results of this study showed that teachers in the rural school district were satisfied in their position and profession, as shown by their responses on a majority of questions asked in the Factors Influencing Teacher Satisfaction Survey. The majority of responses in the highly satisfied to moderately satisfied categories in this survey supported alignment between district practices and practices identified through the research as being supportive of positive teacher job satisfaction. In a comparison of the administrator follow up interview questions and teacher follow up interview questions, a strong alignment was present between the two groups’ perceptions and practices perceived to be in place within the rural school district. The results of this study when compared with the results of the suburban school district proved that demographics had no impact on teacher job satisfaction

An Analysis of Technical Leadership in Radiology Technology

The purpose of this study is to determine whether administrators and supervisors in the field of radiology technology receive leadership training as part of their job and whether there is a significant difference for those who do not receive training. If no training is received, does promotion to a leadership position based on technical proficiency or longevity relate to successful leadership characteristics? Currently, no leadership courses are offered in undergraduate or graduate degrees focused on Radiology Technology. Radiologic technologists are required to choose between advanced degrees in imaging to become more technically proficient or advanced degrees in management or business not specific to radiology in order to gain leadership education. The study also focuses on the demographics of radiological managers who recognize their need for leadership training and perceived barriers to leadership development within the radiology technology field. Leaders who are not prepared to lead result in increased employee attrition, which directly affects patient care. Four primary research questions guide this quantitative study, which seeks to establish the need for formal and continued education in leadership development at the collegiate level as well as the organizational level. The results of this study reveal significant differences in leadership characteristics of administrators and supervisors who received formal education and those who did not. The research also showed no relationship with organizations that offer leadership development and voluntary resignations. Demographic characteristics were seen that were significant to radiologic technologists who exhibit high need for leadership development. Implications of this research could include introducing leadership courses within the graduate level degrees specific for radiology technology. A recommendation would be to target the organizations and to offer leadership development training, which was indicated from demographics of the participants who responded with high need for leadership characteristic development

Motivating Allied Health Students to Successfully Complete Core Courses

This project study addressed the problem of a decline in retention of students at a local allied health college. The need for allied health professionals is projected to exceed the availability by 2020, so it is important to identify strategies to help allied health students succeed. The purpose of this case study was to explore perceptions of students and faculty about motivating factors and learning strategies that foster successful progression in allied health programs. Ryan and Deci\u27s self-determination theory, focused on the relationship between motivation and success, served as the framework for the study. Research questions addressed intrinsic and extrinsic factors that students and faculty identified as significant in motivating successful completion of core courses. Data collection included information from the college effective plan from the research site and face-to-face audio-recorded interviews with 10 allied health students and 5 faculty. Students were 18 years or older and enrolled in at least 1 core course in an allied health program; faculty taught at least 1 core course with at least 1 year of experience with allied health students. Interview data were analyzed through open coding to identify themes related to motivating student success in core courses. Significant motivating factors included improved quality of life (intrinsic) and a supportive learning environment (extrinsic). Motivating strategies for student success were active involvement in the learning process and hands-on learning. Findings from the study guided development of a 3-day learning community designed to support student success in core allied health courses. Positive social change may be impacted by motivating allied health students to succeed in order to meet the health care needs of clients

Feasibility and Desirability of a Forensic Nursing Network in a Rural Minnesota Setting

. The practice of nursing in secure settings has been characterized by significant differences compared to traditional healthcare settings. Nurses in forensic settings report feelings of isolation, professional alienation, and lack of support. Although professional organizations for forensic and correctional nurses exist nationally, networking opportunities for nurses who work secure settings in rural Minnesota are lacking. The goal of this study was to seek information about the feasibility and desirability of creating a forensic nursing network in a rural Minnesota setting. Quantitative and qualitative responses were sought to identify specific needs for and barriers to networking. Challenges in forensic nursing and benefits of networking were identified through a review of the literature. The nurses strongly agreed that professional dialogue, moral support, and specialized training were important for forensic nursing. Several expressed interest in networking and some had already experienced networking through professional organizations. Those who had participated in professional organizations found networking to be the most valuable aspect. To create a successful network, those with previous experience desired improved availability, superior location, and increased overall attendance. Many nurses in the study’s geographical area desired an opportunity for networking and had little preference for face-to-face time over that utilizing technology. This networking must consider nurses’ time availability, especially personal time.