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Effects of Vocational Training for Adult Learning Program in Funeral Mortician Services: A Case Study

This research delves into the transition effects of vocational training for adult learners in the Funeral Mortician Services industry. It evaluates the effectiveness of such training programs, factors influencing outcomes, and the relationship between variables and training success.

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Effects of Vocational Training for Adult Learning Program in Funeral Mortician Services: A Case Study

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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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