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EXPLORING ORGANIZATIONAL TRANSFER IN SELF-DIRECTED, SELF-SELECTED ELEARNING COURSES
by
Anjelica Wright Garcia
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2011
Copyright 2011 Anjelica Wright Garcia
Object Description
| Title | Exploring organizational transfer in self-directed, self-selected elearning courses |
| Author | Garcia, Anjelica Wright |
| Author email | anjelicw@usc.edu;anjelicagarcia@gmail.com |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-10-13 |
| Date submitted | 2011-10-13 |
| Date approved | 2011-10-14 |
| Restricted until | 2011-10-14 |
| Date published | 2011-10-14 |
| Advisor (committee chair) | Hentschke, Guilbert |
| Advisor (committee member) |
Clark, Richard Boudreau, John |
| Abstract | Self-directed elearning courses have been implemented at a rapid rate by many organizations and are perceived as having many organizational advantages such as cost savings, wide dissemination, and maximum availability to learners in the organization, and learner advantages, such as breadth and choice of learning opportunities. Management employees in a large transportation company were surveyed to assess their perceptions of transfer from self-directed elearning courses. This case showed that only 19% of management employees who have access utilized the elearning platform. Of that, only 1% of the IT courses and 3% of management courses were accessed by 50 or more people, or approximately 1% of the population who had access to them. ❧ However, amongst those taking advantage of the program and responding, 62% reported using the knowledge and skills presented in the course in their current job. Several motivation variables showed significant positive correlations with perceived transfer with the exceptions of supervisory suggestion and required assignment. Demographic variables did not play a role in transfer of training with the exception of those that had time devoted to learning and training, who reported greater transfer. Among those who did indicate transfer, approximately 31% of the course content was applied in the current job although 24% of the respondents in this group could not identify a single course objective utilized. Among those who did not transfer, 82% indicated they did not need to use the knowledge and skills within six months of taking the course and 69% indicated that the primary reason for engaging in the course was that it was assigned as a requirement. Responses were also sub-grouped by those who completed and did not complete courses, management and information technology course participants, and participants of courses identified as central to the organization. Among these sub-groups, few significant differences from the general population were found, although IT participants who did not transfer placed were more likely to blame utility value and management participants who did not transfer were more likely to blame organizational climate variables. Using a theoretical lens of transfer and self-directed learning theory, this study provides evidence for the hypothesis that participation in self-directed elearning courses may help educate the employee population and, thus, contribute to the bottom line of the organization. However, hurdles have also been identified and organizations should be aware that some choices, actions, or lack of actions may make self-directed elearning courses less useful. |
| Keyword | transfer; elearning; business education; high performance work practices; self directed learning; learning organization; training |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Garcia, Anjelica Wright |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume71/etd-GarciaAnje-337-0.pdf |
Description
| Title | Page 1 |
| Full text | EXPLORING ORGANIZATIONAL TRANSFER IN SELF-DIRECTED, SELF-SELECTED ELEARNING COURSES by Anjelica Wright Garcia A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2011 Copyright 2011 Anjelica Wright Garcia |
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