Abstract

This research study sought to determine if there was any difference in the perception of training modality delivery between participants who attended a face-to-face (F2F) training session or participated in blended training that supported business intelligence (BI) technology adoption. There is minimal information available identifying how training can influence an individual's intention to fully adopt BI technology into daily work processes. Identification of key factors influencing training modalities' effect on technology adoption promotes strategies that allow trainers to better facilitate and develop content that can help organizations to integrating BI technologies into their workflow. This study analyzed survey responses that captured the perceptions of end-users who completed training by attending a F2F or blended training and their readiness to utilize the BI technologies post-training. The sample for this study consisted of 62 individuals who completed both the training session survey (F2F or blended) and the client implementation survey; to qualify for this study, all participants completed both surveys; 33 participants attended the F2F training sessions, and 29 participants attended the blended training sessions. Survey responses related to the training session and the training consultant were used to identify differences in perception when comparing the two different groups and their feelings of preparedness to accept responsibility for the technology. While there was an indication that the feeling of preparedness to adopt the BI technology was more heavily influenced by the blended training, it is important to consider methods for improving participant satisfaction in all areas related to blended training. Overall, this study provides the basis for an executive summary indicating the need to implement more effective training strategies, policies, and training processes before and after implementing BI technologies within organizations.

Notes

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Graduation Date

2017

Semester

Fall

Advisor

Gunter, Glenda

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning and Leadership

Degree Program

Education

Format

application/pdf

Identifier

CFE0006911

URL

http://purl.fcla.edu/fcla/etd/CFE0006911

Language

English

Release Date

December 2022

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Open Access)

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