Training Transfer between CD-ROM Based Instruction and Traditional Classroom Instruction

• Published in: The Journal of technology studies Vol. 33; no. 1/2; pp. 48 - 56
• Main Authors: Petty, Gregory C., Lim, Doo H., Zulauf, Jeff
• Format: Journal Article
• Language: English
• Published: Bowling Green Epsilon Pi Tau, Inc 01.01.2007; Epsilon Pi Tau
• Subjects: Age; Computer Assisted Instruction; Conventional Instruction; Delivery Systems; Demography; Employee Attitudes; Intermode Differences; Job titles; Outcomes of Education; Participant Satisfaction; Perceptual learning; Performance Factors; Performance technology; Predictor Variables; Questionnaires; Self contained classrooms; Self Efficacy; Teaching Methods; Training; Training Methods; Transfer of Training
• ISSN: 1071-6084; 1541-9258
• DOI: 10.21061/jots.v33i1.a.7

Many research studies on the effect of organizational factors on training transfer have been conducted, but few studies have considered the effect that different training delivery methods have on training transfer. This study sought to identify if there is any difference in the perceived transfer of training between traditional classroom instruction learners and computer-based instruction learners. Other demographic variables (e.g., years of work experience, age, level of education, years of experience as a supervisor, online course experience, and gender) also were investigated to assess their influence of the transfer of training. The study results revealed that training delivery methods did not make any significant difference in the transfer of training while several demographic variables were associated with significant differences in some of the five subcategories of training transfer construct (organizational support, supervisory support, peer support, motivation, and self-efficacy). As globalization increasingly affects the workplace, today's organizations are facing severe competition from around the world. Among many performance solutions to equip organizations and their employees with competitive organizational and individual competencies to lead the global business environment, learning has been considered one of the most promising solutions that strategically addresses performance issues at the individual, group, and organizational level (Poell & Krogt, 2003). For private sector organizations, the return on training investment has been a critical issue to verify the impact that training has on improved organizational performance (Phillips, 1997). As advancements in learning and performance technologies have created a strong impetus to use technologydriven learning solutions, more organizations utilize cost-saving learning technologies to improve performance in all domains of the organization (Clark, 1999). As a technology-driven learning solution, computer-based instruction (CBI) has been one of the most frequently used methods proven to be a cost effective and yet instructionally sound delivery method for learning (Blotzer, 2000; Wilson, 2000). Millions of dollars are spent each year to deliver training programs in the workplace (Greengard, 1999). In a recent benchmarking survey, it has been estimated that the corporate expenditure for training in the United States was $3.5 billion during 2002 (Levis, 2002). It is still unclear, however, what types of training methods have produced tangible results for organizations. Traditionally, instructor-led classroom training has been the dominant style of training delivery (Evuleocha, 1997; Lawson, 1999). Other studies indicate that technology-driven training programs continue to expand in public as well as private organizations (Filipczak, 1996). With more investment being made on technology-driven training programs, this would seem an appropriate time to measure whether it would be a better alternative to traditional classroom training.