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PROBLEM-BASED INQUIRY: AN EXPERIENTIAL APPROACH TO TRAINING EVALUATION

Casey, Matthew Scott
http://rave.ohiolink.edu/etdc/view?acc_num=akron1164649402

Abstract Details

2006, Doctor of Philosophy, University of Akron, Secondary Education.
Training evaluation is performed to determine if training is effective. Evaluations more commonly performed involve direct assessment of learners. Direct assessment of learners can require extensive resources, such as time and money, to perform. Direct assessment of learners may be prohibitive based on the resources needed to perform them or may not be permitted by the organization. Indirect training evaluation methods are needed for these instances. This study examined an indirect training evaluation method called Problem-based Inquiry (PBI). Learner questions and problems were indirectly analyzed at a large professional services firm. The types and frequencies of questions and problems asked by 104 Phase I participants, after receiving training, were used to identify areas to formatively change training, documentation and/or the organizational system. Using the PBI method, changes were made in order to increase transfer of training and training effectiveness for 104 Phase II participants. This study found that the PBI method can be used effectively as an indirect training evaluation method. Using the PBI method, five types of the most common learner questions and problems were identified in Phase I. Then, after training was modified based on Phase I PBI analysis, two of the five questions dropped out of the five most common questions for Phase II participants. Further, the frequencies of two common questions asked by Phase I participants were asked significantly less by Phase II participants. Overall, using the PBI method resulted in all five types of common learner questions being asked less frequently by Phase II participants when compared to Phase I participants. The results of this study lend support for the use of PBI as an indirect method of training evaluation. This study demonstrated that PBI can increase transfer of training and increase training effectiveness, in most cases. The PBI method can be used to determine performance impact and approximate value reaped by the organization.
Qetler Jensrud (Advisor)
151 p.
training evaluation; evaluation; assessment

Recommended Citations

Citations

  • Casey, M. S. (2006). PROBLEM-BASED INQUIRY: AN EXPERIENTIAL APPROACH TO TRAINING EVALUATION [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1164649402

    APA Style (7th edition)

  • Casey, Matthew. PROBLEM-BASED INQUIRY: AN EXPERIENTIAL APPROACH TO TRAINING EVALUATION. 2006. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1164649402.

    MLA Style (8th edition)

  • Casey, Matthew. "PROBLEM-BASED INQUIRY: AN EXPERIENTIAL APPROACH TO TRAINING EVALUATION." Doctoral dissertation, University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1164649402

    Chicago Manual of Style (17th edition)

akron1164649402
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© 2006, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.