ERIC ED335005: Adult Attitudes toward Alternative Delivery Systems and Industrial Training Outcomes.

47 Pages·1991·1 MB·English

by  ERIC

DOCUMENT RESUME
ED 335 005
IR 013 172
Richey, Rita C.
AUTHOR
Adult Attitudes toward Alternative Delivery Systems
TITLE
and Industrial Training Outcomes.
PUB DATE
91
56p.; In: Proceedings of Selected Research
NOTE
Presentat:Lons at the Annual Convention of the
Association for Educational Communications and
Technology; see IR 015 132.
Reports - Research/Technical (143) --
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Speeches/Conference Papers (150)
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*Adult Learning; Attitude Measures; *Attitudes;
DESCRIPTORS
Comparative Analysis; Delivery Systems; Discuss:i.on;
*Educational Technology; Hypothesis Testing;
*Industrial Training; Instructional Design;
Instructional Effectiveness; *Interactive Video;
Intermode Differences; Media Research; Models;
Postsecondary Education; Predictor Variables;
Pretests Posttests; Safety; Surveys; *Videotape
Recordings
ABSTRACT
Part of a larger project designed to produce a causal
model of variables that impinge upon training interventions and
influence adult learning, this research is concerned with learner
attitudes toward the way empioyee training is delivered and the roles
these convictions play in learning. Two research models served as a
guide for comprehensive data collection in four studies of major
plant safety training programs. The first three studies were
concerned with energy control and power lockout (ECPL), safety
training for operators of powered material handing vehicles (PMHV),
and plant pedestrian safety. Instruction was delivered via
group-oriented leLcures and discussion with supporting videotapes in
all three programs. The fourth study related to the same ECPL content
as the first study, but the training format had been converted to
interactive videodisc instruction. The studies employed a
pre-/posttest survey design with the posttests administered 30-90
days after training. Two trainee populations for each study, hourly
and salaried personnel, came from randomly selected classes in five
to seven plants. Results of the studies showed that the subjects
consistently preferred instructor-delivered delivery, and that
self-directed learning methodologies were generally the least
desirable for all groups. It was also found that adult attitudes
toward training and the ways in which training programs are conducted
do influence the fundamental success or failure of these programs
both in the amount learned and in the generalized transfer of
training principles to the workplace. A model of those factors which
contribute to these training outcomes has been constructed and
described. Two appendices provide additional information on the
measurement of variables and path diagrams supporting a general model
of delivery system preference effects. (14 references) (BBM)
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C.)
Adult Attitudes toward Alternative Delivery Systems and
Industrial Trailing Outcomes
Author:
Rita C. Richey
in
"PERMISSION TO REPRODUCE THIS
0
MATERIAL HAS BEEN GRANTED kW
Michael R. Simonson
BEST COPY AVA:LADLE
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
2
small group discussions, role playing and
FOUNDATIONS OF THE
simulations; individual-directed ap-
RESEARCH
proaches would include computer-assisted
instruction or programmed instruction.
Overview
These are contrasted to "instructor-
This research is concerned with leanier
directed" methods, lecture being the most
attitudes toward the way employee training
common example.
is delivered and of the roles these convic-
These observations are interesting in
tions play in learning. It relates to media, but
light of the common approaches to instruc-
is not primarily concerned with media ef-
tional delivery in corporate training. Train-
fects on the learning process, nor with the
ing magazines 1989 industry-wide survey
relative effectiveness of the alternative
showed that videotapes (used by 89.3% of
delivery systems. Rather, this research
responding cornpanies) and lectures (used
places primary emphasis on the learner
by 87.9%) were by far that most common
learner profile charactet 'sties, and a range
vehicle for delivering instruction in the cor-
of learner attitudesand Ile effects of these
porate training milieu. These are instructor-
factors on training outcomes. While the
directed delivery systems. Group-directed
general concepts studied here are pertinent
methodologies were commonly used, but to
to designing instruction for learners of all
a lesser extent: 58.1% used role playing;
ages and for many instructional settings,
43.9% used games and simulations i.1 their
this research was directed specifically
training. In addition to these group oriented
towards adults participating in industrial
delivery systems, a smaller percentage used
health and safety training. It is part of a
individualized techniques: 44.1% of the or-
larger project designed to produce a causal
ganizations with more than 100 employees
model of variables which impinge upon
engaged in computer-based training; 32.4%
training interventions, and as such influence
used non-compiterized self-study
adult learning.
programs; 11.4% used interactive video for
training ("Industry Report", 1989).
The Adult Learner and Instructional
Whether adult learners actually prefer
Delivery Methodology
those methodologies which rely on self-
direction has not been empirically proven;
A traditional part of the "adult education
nor is there confirmation of the assumption
philosophy" has been an emphasis on self-
that self-direction is beneficial to the learn-
directed learning. Brookfield (1986) notes
ing process (Caffarella and O'Donnell,
that "the development of self-directed
1987). In fact, the entire area of the in-
learning capacities is perhaps the most fre-
fluence of delivery system preferences on
quently articulated aim of educators and
learning outcomes seems to be largely un-
trainers of adults (p. 40)." He continues to
explored for adult learners. That is the focus
explain that "this self-directedness is usual-
of this research.
ly defined in terms of externally observable
learning activities". Knowles (1980) takes
Research Framework
an even stronger position when he claims
that the essence of adulthood is to move
The general model upon which this study
toward being self-directed.
is based is shown in Figure 1. The model,
basically an input-process-output model,
Typically, this orientation towards self-
shows multiple training outcomes and input
directed learning is achieved through either
from learners, environment, and delivery
"group-directed" or "individual-directed"
characteristics. In addition, it is a model
delivery techniques. Examples of group-
directed methodology include the use of
which suggests causal relationships.
1
AN&
Figure 1
Model of Industrial Training Research
PROCESS
OUTPUT
Adult Learner
Delivery
Entry
Knowledge Gains
Characteristics
Characteristics
Training
Attitude Changes
Organizational
Changes in
Climate
On-The-Job Behavior
Characteristics
4
The model is reminiscent of other in-
acteristics and the learner's perceptions of
the organizational climate. These learner
structional effectiveness models. However,
attitudes, then in turn, become predictors of
it is not a process-product model which has
the learner's attitude toward the training
been used to guide a good deal of the teach-
delivery system which directly affects train-
ing effectiveness research. Rather than at-
tributing learner outcomes primarily to
ing outcomes.
teacher performance as do many process-
PROCEDURES
product paradigms, this model provides for
the possibility of multiple clusters of out-
come predictors.
Training Framework
This model also differs from the typical
The two resnrch modeis served as a
instructional design procedural model
guide for comprehensive data collection in
which relies on a systematic orientation.
four studies of major plant safety training
This model is consistent with a more sys-
programs jointly sponsored by an automo-
ti ve union and a major automobile
temic orientation, an approach which em-
phasizes the role in the learning process of
manufacturer. The first study involved a
a unified whole rather than identifying and
program related to energy control and
analyzing separate components as is stand-
power lockout (ECPL) in the plant. The
ard in the systems approach. The creation of
topic emerged as a result of previous re-
the "whole" with respect to instructional
search and an examination of company ac-
design and learning requires that one ad-
cident records. Locking out involves shut-
dress a wider spectnim of variables than has
ting down the assembly line while complet-
typically been considered in the design of
ing diagnosis and/or repair tasks. Failure to
instructional programs and materials. Thus,
lock out has resulted in serious injury and
this model is directed toward factors other
death. The locking out process, however, is
than those which concern the instruction's
expensive since it completely stops produc-
I have previously
internal structure.
tion. The training program on this topic was
reported on the role of organizational
professionally designed and consisted of
climate factors in determining industrial
seven two hour sessions spanning two work
training outcomes (Richey, 1990), and this
weeks. Over 50,000 employees (hourly and
study extends the investigation of this sys-
salaried) participated. In addition, there was
temic model into an exploration of the role
a one hour leadership commitment session
of learner perceptions of the delivery sys-
for local plant and union management. The
training was group-oriented lecture and dis-
tem.
cussion with supporting videotapes. There
The specific hypotheses relating to the
were pairs of trainers (one hourly and one
effects of learner attitudes towards alterna-
supervisory employee), all of whom had
tive delivery systems are presented in the
participated in a special ECPL Train-the-
second model shown in Figure 2. (The vari-
Trainers program. They were not profes-
ables in this model are derived from the
sional trainers, rather, they were released
more generalized research model presented
from their normal job assignments for this
in Figure 1.) The Figure 2 model suggests
particular task.
there is a web of relationships between basic
learner demographic characteristics and
The second study related to safety train-
learner attitudes which partially determine
ing operators of powered material handling
the outcomes of training. Specifically,
vehicles (PM1-1V). The content focused on
learner attitudes toward one's job, training
proper techniques for driving and control-
programs in general, and the content of the
ling these vehicles in the plants. This pro-
training are determined by the profile char-
gram was offered for approximately 15,000
3
6
ri 0
FIGURE 2
A Model of Hypothetical Relationships Between
Delivery System Preferences and Training Outcomes
LLearnei Profile
Characteristics
Learner Attitudes
Content
Job
Training
Learner Attitude
Toward
Training Outcomes
Training Delivery
Systern
Learner Perceptions of Organizational Climate
Factors Generally
Ge r ieral
Factors Specifically
Related to Training
Factors
Related to Training
plant vehicle operators and their super-
major emphasis is on the first three pieces
visors throughout the corporation. The
of research.
training consisted of four hours of group
Research Design
instruction supported by videotapes. Union
leadership and plant management also had
Not only was a common model of re-
a one hour leadership orientation session.
search variables used in these separate
The program was professionally designed
studies, but there were parallel data collec-
and delivered by trainer teams (one hourly,
tion instruments and research designs. The
one supervisory) with vehicle operation ex-
research was conducted within the context
perience. While they were not professional
of extensive evaluations of these safety
trainers, some had been trainers in the
training programs, and all procedures were
ECPL program.
approved by the both the union and the
Finally, an one-hour plant pedestrian
company.
safety course was studied. This program
The research employed a pre- and post-
was delivered to approximately 125,000
test survey design. The post-tests were ad-
persons, hourly and salaried, who are
ministered 30-90 days after training to
regular pedestrians in all plants of the com-
facilitate the collection of knowledge reten-
pany. It was a group-oriented seminar with
tion data, as well as a more realistic estima-
supporting videotapes. It was professional-
tion of on-the-job behaviors.
ly produced by the same firm which
The initial (but not the primary) thrust of
designed the PMHV training. Plant vehicle
the study related to describing the delivery
operators all took the pedestrian course im-
mediately prior to the vehicle operation
system preferences of the adult trainees in
the samples. All four trainee groups were
training. The same trainer teams were used
for both PMHV pedestrian and operator
used for this purpose. However, the major
emphasis of the research concerned the ef-
training.
fects of these learner attitudes towards the
The final study related to the same ECPL
various delivery systems on training out-
content of the first study; however, the
comes.
training format had been converted to inter-
The dependent variables used in each
active videodisc instruction. This program
parallel study were gain scores calculated
is required tor all employees who had not
participated in the previous group-oriented from :he pre-test and post-test measures of:
ECPL training, primarily new employees
Knowledge (based upon perfor-
and persons who had returned from lay-off.
mance on objective tests of training
The programs are being used in the plant
content),
computer labs or training facilities under the
Attitudes towards safety on the job
II
supervision of a training coordinator. Like
(based upon self-report),
the previous trainers, they were employees
On-the-job application of general
II
with ECPL experience, although not profes-
safety precautions (based upon seif-
sional trainers. No formal computer training
report), and
was provided for these trainers, although
On-the-job applications of specific
aid was available if requested. The exact
behaviors taught (based upon self
same content previously incorporated into
report).
the group ECPL training is presented in the
interactive video instruction. This training
The measures of the independent vari-
is in progress, and only preliminary data
ables were essentially consistent from study
from this study is being presented here. The
to study. (In a few instances a given study
had unique measures pertinent only to that
5
G d 9
9
RESULTS
particular training program. In these situa:
tions the measures can be easily categorized
and compared to similar measures in the
Summary
other studies.) The clusters relate to the
This research posed two major ques-
various components of the hypothesized
tions:
model in Figure 2. The specific measures
are listed in Appendix A.
What delivery systems do adults
II
prefer in industrial training? (Do
Population and Sample
they really prefer self-directed in-
struction?)
There were two trainee populations for
Does it really make any difference in
II
each study, hourly and salaried personnel.
training outcomes what the delivery
The samples were selected on a stratified
system preferences are?
basis from plants representative of the cor-
poration primarily in terms of plant type and
Briefly, the results are that the adult
size. Pre-test samples were: 389 ECPL
trainees in these studies consistently
trainees, 317 operator trainees, 201
preferred instructor-directed delivery. Self-
pedestrian trainees, and a preliminary
directed learning methodologies were the
sample of 34 in the ECPL/IVD trainthg.
least desirable for all groups. However,
Post-test samples were: 284 ECPL, 241
there may be a tendency for the younger,
operators, and 178 pedestrians.
more highly educated to regard these proce-
dures in a slightly more favorable light.
Five to seven plants were involved in
each study, rnd the trainees were in ran-
In addition, attitudes towards the various
domly selected classes within each plant.
delivery systems do appear to play a role in
(Classes are formed in the plants randomly
influencing a range of training outcomes.
assuring roughly equal representation from
The pattern appears with respect to
each plant department.) Table 1 describes
knowledge retention and application of
the trainees in the two ECPL studies in
general behaviors on the job; the pattern is
terms of gender, age, educational level, and
varied in relation to facilitating attitude
employment experience. Table 2 presents
changes. Learners' attitudes towards
the same information for the truck operator
delivery systems, in turn, are determined (in
and plant pedestrian trainees in the two
this research) by a complex interaction of
remaining studies.
training,
more general attitudes toward past
their perceptions of the organizational
Data Analysis
climate in which they work, and their own
experiences.
After obtaining descriptive statistics,
path analysis was used to evaluate and to
Adult Learner Delivery System
estimate the dimension of the model in Fig-
Preferences
ure 2. The technique enables one to estimate
the causal influence of a number of vari-
Data were gathered on the extent to
ables considered simultaneously. While the
which the trainees enjoyed five different
hypothesized model has been formulated on
delivery systems, as well as which of those
the basis of theoretical expectations, path
techniques were liked most and least. The
analysis permits empirical evaluation. The
methodologies considered included two
first three studies only have been used in the
group-oriented (or instructor-directed), and
three individualized (or individual-
construction of the final model.
directed) plans. They were:
6
641
10
TABLE 1
A Comparison of Characteristics of ECPL Trainees from Group
Instruction and Interactive Video Instruction Programs
Interactive Video
Group
Instruction
Instruction
Characteristic
cyo
N
%
N
Gender
93.4
26
76.5
355
Male
6.6
23.5
8
25
Female
Age
32.4
0.8
25 and under
11
3
35.3
19.8
77 12
26 - 35
23.5
39.6
8
36 - 45
153
8.8
26.0
3
46 - 55
101
0.0
12.9
0
56 and over
50
Education
15.9
Less thall High School
8.8
62
3
8.8
28.0
3
High School
109
23.5
44.0
8
Trade School/Some College
171
8.7
20
58.8
College Degree or more
34
Years on Present Job
91.2
45.2
176
31
0 - 5
2.9
14.7
6 - 10
57
1
12.0
2.9
48
15
11
-
1
0.0
0
10.3
40
- 20
16
2.9
15.4
21 and over
60
1
Years at Ford
26 76.5
4.4
0 - 5
17
0.0
6.8
0
6 - 10
26
17.6
21.7
6
11 - 15
83
5.9
21.4
2
82
20
16
-
0.0
45.7
0
21 and over
175
34
100.0
100.0
Total Trainees
389
TABLE 2
A Comparison of PMHV Operator and Pedestrian Trainee
Characteristics Using Pre-test Data
Operator
Pedestrian
Characteristic
Gender
99.4
77.9
310
152
Male
43
0.6
2
Female
22.1
Age
6.3
35 and under
28
14.1
19
39.4
43.6
78
36 - 46
132
39.3
34.8
46 - 55
119
69
11.6
10.9
23
33
56 and over
.,=111110
Education
10.8
13.0
Less than High School
39
21
47.9
43.2
Iligh School
93
130
74
40.5
Trade School/Some College
122
38.1
College Degree or More
3.3
10
3.1
6
Job Category
7.7
99
Non-Production
32.1
15
84.2
68
165
Production
22.1
90
2.6
29.2
Maintenance
5
2.0
4
5.2
Supervisor
16
11.4
3.6
35
7
Other
Years on Present Job
60.4
29.2
119
0 - 5
91
12.7
25
11.2
35
6 - 10
4.6
60
19.2
9
11 - 15
17.3
54
12
6.1
16 - 20
16.2
21 and over
72
32
23.1
Years at Ford
14.0
6
28
1.9
0 - 5
2.0
4
3
1.0
6 - 10
4.0
10.3
32
11 - 15
8
21.5
25.3
43
79
16 - 20
61.5
58.5
117
21 and over
192
100.0
Total Trainees
100.0
317
201