Date of Award

1996

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Michael F. Burnett

Abstract

The primary purpose of this study was to develop a simple, low-cost, easy to administer and score post-course participant survey that examined perceptions of the influence of certain factors identified as affecting the transfer of learning to the workplace. These factors were in the areas of course design, delivery and relevance as well as personal, organizational and workplace influences on learning transfer. The instrument also used participant perceptions to estimate the level of application of the course learnings before and after the course, their impact on work product and any significant individual or organizational changes resulting from them. Finally, the instrument tested for significant relationships between learning and selected workplace factors. Three computer software courses were selected for developing and applying the instrument design. The instrument was applied to previous course participants. The results demonstrated that job classification, reporting organization, instructor, peer and supervisor support did not generally influence post-course software utilization. The responses pointed out some areas where course design could be strengthened. The instrument also pointed out that the software was not being fully utilized on the job even though course attendance significantly increased software utilization. Finally, the instrument indicated that levels of course-related ratings did not translate directly to rated levels for changes in productivity and quality resulting from attending the course. The instrument developed for this study can be used as a template for developing simple, low-cost post-attendance evaluations for a wide variety of training programs. An instrument of this nature allows organizations to take the pulse of their training interventions and determine if further, costlier study or intervention is warranted. With such a template, organizations can move toward much greater accountability for insuring that training is providing the desired changes in the workplace and that the workplace is ready to embrace those changes. Such an instrument could also be adapted to the educational environment to evaluate courses linked in program progressions as well as the integration of programs of study with the workplace.

Pages

150

DOI

10.31390/gradschool_disstheses.6160

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