Data was then further selected, sorted, and indexed to represent the major themes and concepts. This step led to developing the categories with recurring themes in each.
What are the Students saying?
Four patterns emerged under this category, and were grouped under one heading: Are they listening? Participants preferred a less time oriented teaching environment that allowed them to be active in establishing course objectives and goals pertaining to their learning needs at the outset of the program. They also appreciated receiving positive constructive feedback that involved process rather than correctness and they liked instructional methods that used the following learning tools:
All participants found that self-esteem and prior learning experiences greatly affected their learning curve early in the program. As they became more comfortable with the instructional methods this self-esteem increased.
What is Managements Position?
Two themes evolved from this grouping: Self-Esteem Matters? and Time is Irrelevant This category was based on managements perception of the programs success. Management agreed that the restrictive time element had to be addressed. They believed that the participants and their learning needs should determine the course time line rather than the company's desire for program completion. Management also agreed that the element of self-esteem enhancement which resulted from the program was a definite asset to the company and its training culture. They were also very aware of how some employees, who had held the same positions for 20 years, were now changing jobs within the plant after having completed the program. These employees were now viewed in a more positive way and seen as productive individuals with a better self-perception of their skill level and the world around them.
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