A Study of Satisfaction With Online Learning in Workplace Training

A Study of Satisfaction With Online Learning in Workplace Training by M. Anita Jones MA, Purdue University, 1974 AB, Talladega College, 1972 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University March 2016 Abstract The American workplace and American culture have rapidly transitioned to online learning and are now more dependent on technology. Yet, in spite of a multitude of studies that explored online learning, it has not been established whether managers are satisfied with application of technology to training. The purpose of this study was to examine receptiveness as expressed by satisfaction with effectiveness of online trainingThe American workplace and American culture have rapidly transitioned to online learning and are now more dependent on technology. Yet, in spite of a multitude of studies that explored online learning, it has not been established whether managers are satisfied with application of technology to training. The purpose of this study was to examine receptiveness as expressed by satisfaction with effectiveness of online training among managers to determine if a relationship exists for age, position, and length of service. The research was based on theoretical foundations of Herzberg’s theory of motivation and Herzberg’s theory of job satisfaction. The goal of the study was to evaluate receptiveness as reflected by managers’ level of satisfaction with the use of online learning in workforce training, and the presence of age, lengths of service, or position differences in satisfaction with online training. This quantitative study used nonexperimental stepwise multiple regression analysis, based on secondary data from the 2011 Senior Executive Service survey administered by the Office of Personnel Management of the United States government (n = 4,954). Results indicated that the number of employees managed was an influential factor in determining receptiveness, and supported age, length of service, and position differences in satisfaction with online training among managers. Results linked usage and effectiveness to satisfaction with effectiveness of online training. Based on the results, managers should add or increase online training to provide greater training capability and flexibility. The application may promote positive social change as these results could better equip managers in the public sector with greater training flexibility. A Study of Satisfaction With Online Learning in Workplace Training by M. Anita Jones MA, Purdue University, 1974 BS, Talladega College, 1972 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University March 2016 Dedication This is the day that the Lord has made let us rejoice and be glad in it (Psalm 118:24). I will bless the Lord at all times his praise shall continually be in my mouth (Psalm 34:1). I will love thee, O LORD, my strength (Psalm 18:1). The Lord is the strength of my life (Psalm 27:1). That strength has motivated, sustained and inspired me from the beginning to the end of this process. Without it I can accomplish nothing. This dissertation is further dedicated to the love of my family. I thank my husband Raymond who challenged me to begin this journey and never wavered in his support. He encouraged me to persevere and supported me in every way possible. I appreciated the support of my daughters Elaina and Andrea who have seemed so proud of me for this undertaking and have helped in any way they could. I am sincerely grateful to my parents, Mr. and Mrs. Arthur Jones who among their many gifts to me gave me the gift of appreciation for lifelong learning and first started me on the magnificent journey of a lifetime. Acknowledgments Special thanks to Dr. George (Dick) Larkin, my committee chairperson for his continued and tremendous assistance throughout the dissertation process. He was supportive of my research, always encouraging and his jovial personality made him a pleasure to work with. I also acknowledge and thank Dr. Ron Hirschbein, committee member for his helpful recommendations and assistance. Additionally, I appreciate the review and comments of my URR committee member, Dr. Tanya Settles. I appreciate and sincerely thank each of them for the time that they spent reviewing and commenting on my dissertation, and guiding me in the right direction. Further, I wish to acknowledge the entire Walden faculty for their support, encouragement and professionalism throughout my journey with Walden University.