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ERIC Number: ED548062
Record Type: Non-Journal
Publication Date: 2012
Pages: 159
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-6933-8
ISSN: N/A
Enhancing Professional Self-Efficacy: Factors Contributing to Successful Implementation of Articulated Workplace Intentions
Kile, Kimberly S.
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
Competency-based education programs foster participants' abilities to perform or implement a skill taught within the curriculum. A competency-based course enhances a participant's professional self-efficacy by imparting in them the confidence to successfully implement one or more of the skills taught within the course. The Career Development Facilitator (CDF) course is a certification program designed for career development professionals with the aim of imparting a number of skill sets for implementation in the workplace. Participants are asked to articulate in writing which item or items they intend to implement in their workplace. This allows investigation of those articulated intentions, examination of those that were implemented, and what contributed to their implementation. The written articulations of selected CDF participants was analyzed for the existence of intentions to implement elements learned within the course. Through personal interviews, the success of implementation was determined for the intentions, as well as factors that contributed to implementation. A grounded theory approach was used to determine the contributing factors. A number of factors emerged around three categories: course-related factors, workplace relevant factors, and personal factors. Both course-related factors and workplace relevant factors emerged as contributors to specific implementations, while the personal factors emerged as contributing in a general way. The results of this study can be useful to multiple constituents. For example, the course-related factor set is useful in maintaining and/or improving the CDF course by allowing course instructors or course curriculum designers to explicitly maintain or add the identified factors. Further, the workplace relevant factor set provides members in the workplace identifiable factors to gain or enhance in order to facilitate implementation. Finally, the factors provide a springboard to further investigation by providing relevant variables for quantitative analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A