Type of Document Dissertation Author Scott, Sharon G. Author's Email Address firstname.lastname@example.org URN etd-12152010-092526 Title Factors Impacting the Selection of Training-Delivery Systems and Training Methodology of Virginia Training Professionals Degree PhD Department Career and Technical Education Advisory Committee
Advisor Name Title Price, William T. Jr. Committee Co-Chair Stewart, Daisy L. Committee Co-Chair Connerley, Mary L. Committee Member Worner, Wayne Dempsey Committee Member Keywords
- training delivery systems
- training delivery methods
- training and dvelopment
Date of Defense 2010-12-08 Availability unrestricted AbstractABSTRACT
Factors Impacting the Selection of Training-Delivery Systems
and Training Methodology of Virginia Training Professionals
Sharon G. Scott
The purpose of this exploratory study was to determine which of the three training-delivery systems is the most frequently selected by training professionals in Virginia and which training methods are selected to support the chosen delivery systems. The study also examined the extent to which internal and external factors contributed to the selection of the delivery systems and the training methods. Qualitative research methodology was employed in analyzing the results of 12 in-depth interviews with purposively selected training professionals in Virginia in order to answer the research questions. This study found that (a) the training professionals chose instructor-led classroom for 46% of their programs, the blended method for 32%, and online for 22%; (b) they used a wide variety of training methods to support the program objectives and meet the audience’s needs; and (c) external factors more frequently impacted selection decisions than did internal factors, but one internal factor that impacted selection decisions was the training professionals’ understanding of instructional systems design. The external factors that had the greatest impact on the training system chosen were workplace constraints such as immediacy and scalability and the size and geographical dispersion of the audience. That is, for large and/or dispersed audiences coupled with time constraints, the online delivery system was chosen most often. Likewise, mandatory programs were most likely to be offered online. The following conclusions were drawn: (a) a shift is taking place from instructor-led-classroom delivery to blended delivery, (b) instructor-led classroom incorporates methodologies that extend beyond the lecture format, (c) companies are using emerging technologies in training and development, and (d) training and development continues to add value to the workforce, which is a powerful competitive advantage.
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