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Presented by Kuei-Chih Chuang 1 Ph.D., Hung-Ju Tsai 2

A New Developing Curriculum on the Transition Effects of the Vocational Training for Adult Learning Program – A Case Study of the Funeral Mortician Services. Presented by Kuei-Chih Chuang 1 Ph.D., Hung-Ju Tsai 2 Graduate School of Vocation & Technological Education

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Presented by Kuei-Chih Chuang 1 Ph.D., Hung-Ju Tsai 2

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  1. A New Developing Curriculum on the Transition Effects of the Vocational Training for Adult Learning Program – A Case Study of the Funeral Mortician Services Presented by Kuei-Chih Chuang 1 Ph.D., Hung-Ju Tsai 2 Graduate School of Vocation & Technological Education National Yunlin University of Science ＆ Technology chuangkc@yuntech.edu.tw, g9643215@yuntech.edu.tw

  2. Research Background • Considerations of adult learning development and utilization in transition training • Aging society increases the possibility of career transition. • Funeral Mortician Services (FMS)

  3. Research Motivation • Demands of adult learning development • Self-development experiences • Effectiveness of career transition training in FMS industry

  4. Research Objectives • To examine the variances between variables and effectiveness of transition training. • To examine the relationship between variables and effectiveness of transition training

  5. Research Objectives (cont.) • To examine the correlation between trainee’s characteristics, teaching course, career support and effectiveness of transition training. • To examine the predictability between trainee’s characteristics, teaching course, career support and effectiveness of transition training.

  6. Research Hypothesis • Each individual variable of FMS is independent. • There is no significant relationship between variables and effectiveness of transition training.

  7. Research Hypothesis (cont.) • Each individual variable of FMS is interrelated. • There is a significant relationship between variables and transition training effectiveness.

  8. Definition of Terms • Adults • Funeral Service Industry • Transition training

  9. Scope of Research • Research objects • Samples • Selection

  10. Limitations • Research objects • Source of samples • Source of research materials

  11. Literature Review • Characteristics of adult learners • Concepts of transition training • Factors may influence the effectiveness of transition training • Relevant study of transition training • Contents of FMS

  12. Fundamental of adult learning development • Characteristics of adult learning development • Adult learning principles

  13. Concepts of Transition Training • Basic concepts • Meaning • Theories

  14. Effecting Factors of Transition Training • Trainee’s characteristics • Course design • Workplace

  15. Relevant Study

  16. Relevant Study (cont.)

  17. Funeral Mortician Services (FMS) • Definition of FMS • Job classification • Job characteristics

  18. Research Approach • Structure of research • Research process • Research objects • Means • Data management

  19. Structure of Research

  20. Research Objects • 540 samples • Received over 280 hrs pre-service training from Jan. to Dec. 2008 • Qualified trainees who were re-employed.

  21. Research Tools • Scale of effectiveness • Personal details • Learning motivation • Training course • Career support • Effectiveness of transition training

  22. Research Tools (cont.) • Pre-test analysis: • 77/90 effective questionnaires (85.6%). • 60 questions remained after item, factor and reliability analysis. • Sample questionnaire: • 352/450 were collected (78.2%) • 330 of them were effective.

  23. Pre-test Questionnaire

  24. Pre-test Analysis(1/3) • Item Analysis • Using critical ration and relevant analysis to process question selection. • Using t ratio to determine the question differences through the group of the highest 27% and the lowest 27% of effective questionnaires. • Significance level must reach .01 and the absolute value of critical ration must be higher than 3.0. • The standard of question selection: absolute value: higher than .30with .01 significance level. • 1-6, 2-12, 3-1,3-16,3-19 were cut out.

  25. Factor Analysis(2/3) • The KMO value of learning motivation is .818; teaching course .906, career support .871; transition training effectiveness .862 • KMO>.80 • 3-8, 4-2 were cut out.

  26. Pre-test Analysis(3/3) • Reliability Analysis

  27. Sample Questionnaire

  28. Sample Questionnaire (cont.)

  29. Sample Questionnaire (cont.)

  30. Research Process

  31. Research Methodology • Questionnaire survey research • Interview

  32. Data Management • Quantitative analysis • Qualitative interview survey

  33. Findings & Discussion

  34. Findings & Discussion (cont.)

  35. Findings & Discussion (cont.)

  36. Findings & Discussion (cont.)

  37. Findings & Discussion (cont.)

  38. Findings & Discussion (cont.)

  39. Findings & Discussion (cont.)

  40. Findings & Discussion (cont.)

  41. Analysis of Variances – Background Variables • There is no significant difference in trainee’s characteristics (P>.05). • There is a significant difference in employment situation (P=.000<.001) • H null is partially accepted.

  42. Analysis of Variances – Background Variables (Cont.) • There is no significant difference in training course (P>.05). • There is a significant difference in employment situation (P=.000<.05) • H null is partially accepted.

  43. Analysis of Variances – Background Variables (cont.) • There is no significant difference in career support (P>.05). • There is a significant difference in employment situation (P=.000<.05). • H null is partially accepted.

  44. Analysis of Variances – Background Variables • There is no significant difference btw background variables and transition training effectiveness. • Gender, education, employment, expenses in the period between pre and post training shows there is a significant difference (P<.001).

  45. Analysis of Variance – Background Variables versus Training Effectiveness • H2-1：There is no significant difference between genders and training effectiveness. – Accepted

  46. Analysis of Variance – Background Variables versus Training Effectiveness (cont.) • H2-2：There is no significant difference btw age and training effectiveness. – Rejected.

  47. Analysis of Variance – Background Variables versus Training Effectiveness (cont.) • H2-3：There is no significant difference btw education level and training effectiveness. – Rejected.

  48. Analysis of Variance – Background Variables versus Training Effectiveness (cont.) • H2-7：There is no significant difference btw martial status and training effectiveness.- Accepted

  49. Analysis of Variance – Background Variables versus Training Effectiveness (cont.) • H2-8：There is no significant difference btw family financial burden and training effectiveness - Accepted

  50. Analysis of Variances – Background Variables versus Training Effectiveness (cont.) • H2-6：There is no significant difference btw pre-training employment status and training effectiveness. - Rejected

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