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ERIC Number: ED373815
Record Type: Non-Journal
Publication Date: 1994-Aug
Pages: 57
Abstractor: N/A
Reference Count: N/A
Assessment of Employee Perceptions of Present and Future Professional Development Activities at Northern Maine Technical College: Trends and Issues in Vocational, Technical, and Occupational Education.
Overlock, Terrence H., Sr.
A 5-year Title III grant received by Northern Maine Technical College (NMTC) in 1989 provided funding for professional development (PD) activities at the college. To evaluate the impact of the grant and plan for the continuation of the professional development program, a study was conducted in 1994 near the end of the grant period. Following a literature review to identify theoretical bases for staff development, 90 NMTC administrators, staff, and faculty were surveyed regarding their perceptions of 11 types of development activities and of the current program's organizational structure and approval processes. Responses were received from 9 administrators, 10 support staff, and 32 faculty, for an overall response rate of 56%, lower than the 70% response recommended to accurately reflect employee perceptions. With respect to types of development activities, 9 out of the 11 activities received a mean score of 3.5 out of 5, indicating approval, with university courses and seminars or workshops receiving the highest ratings. In addition, respondents generally favored continuation of the current process and structure. Other conclusions included the following: (1) employees were not certain of the adequacy and appropriateness of communications from the college's PD committee; (2) there was a strong perception of the positive impact of PD funding; and (3) performance evaluation and PD funding priority should have a closer connection. Contains 18 references, the survey instrument, and responses to open-ended questions. (KP)
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A