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Establishing and validating a concep...

Sostrin, Jesse D.

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Establishing and validating a conceptual framework of barriers to workplace learning and performance: A Q-method study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Establishing and validating a conceptual framework of barriers to workplace learning and performance: A Q-method study./
Author:	Sostrin, Jesse D.
Description:	215 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 1051.
Contained By:	Dissertation Abstracts International70-03A.
Subject:	Sociology, Organizational. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3350581
ISBN:	9781109056020

Establishing and validating a conceptual framework of barriers to workplace learning and performance: A Q-method study.
Sostrin, Jesse D.

Establishing and validating a conceptual framework of barriers to workplace learning and performance: A Q-method study. - 215 p.

Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 1051.

Thesis (Ph.D.)--Fielding Graduate University, 2008.

The purpose of the study was to identify prominent barriers to workplace learning and performance and to establish and validate a conceptual framework based upon those barriers. Using Q-methodology, the study explored the perspectives of individuals concerning examples of barriers identified during the review of literature. Prior to conducting the research, a pilot study helped to refine the Q-sort process, including confirmation of the Q-set, as well as the related interview questions that were used for the study. The study's sample included participants (N = 15), who rank ordered a Q-set of 62 statements, each of which reflected various examples of barriers to workplace learning and performance. Primary data collection instruments used in the study included the Q-sort answer sheet, as well as pre and post sorting interviews. Data from the Q-sorts were entered into PQMethod 2.11 software for factor analysis. Eight factors were initially revealed through correlation, principle components factor analysis, varimax rotation, and auto flagging of defining sorts. From these 8 factors, 6 factors, or shared perspectives, were selected with the greatest number of subjects loading solely and significantly on each factor. The named factors included Factor 1, Developmental-Behavioral Barriers; Factor 2, Attitude/Motivation-Behavioral-Learning Barriers; Factor 3, Organization Structure/Capacity-Behavioral-Learning Barriers; Factor 4, Cognitive-Behavioral Barriers; Factor 5, Organization Culture-Behavioral-Learning Barriers; and Factor 6, Learning-Cognitive-Developmental Barriers. Following data analysis, these 6 factors were used to draw additional conclusions from the study as well as to modify the working version of the conceptual framework that was created during the pilot study.

ISBN: 9781109056020Subjects--Topical Terms:

1018023
Sociology, Organizational.

Establishing and validating a conceptual framework of barriers to workplace learning and performance: A Q-method study.
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100 1 $a Sostrin, Jesse D. $3 2105807
245 1 0 $a Establishing and validating a conceptual framework of barriers to workplace learning and performance: A Q-method study.
300 $a 215 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 1051.
500 $a Adviser: Linda H. Lewis.
502 $a Thesis (Ph.D.)--Fielding Graduate University, 2008.
520 $a The purpose of the study was to identify prominent barriers to workplace learning and performance and to establish and validate a conceptual framework based upon those barriers. Using Q-methodology, the study explored the perspectives of individuals concerning examples of barriers identified during the review of literature. Prior to conducting the research, a pilot study helped to refine the Q-sort process, including confirmation of the Q-set, as well as the related interview questions that were used for the study. The study's sample included participants (N = 15), who rank ordered a Q-set of 62 statements, each of which reflected various examples of barriers to workplace learning and performance. Primary data collection instruments used in the study included the Q-sort answer sheet, as well as pre and post sorting interviews. Data from the Q-sorts were entered into PQMethod 2.11 software for factor analysis. Eight factors were initially revealed through correlation, principle components factor analysis, varimax rotation, and auto flagging of defining sorts. From these 8 factors, 6 factors, or shared perspectives, were selected with the greatest number of subjects loading solely and significantly on each factor. The named factors included Factor 1, Developmental-Behavioral Barriers; Factor 2, Attitude/Motivation-Behavioral-Learning Barriers; Factor 3, Organization Structure/Capacity-Behavioral-Learning Barriers; Factor 4, Cognitive-Behavioral Barriers; Factor 5, Organization Culture-Behavioral-Learning Barriers; and Factor 6, Learning-Cognitive-Developmental Barriers. Following data analysis, these 6 factors were used to draw additional conclusions from the study as well as to modify the working version of the conceptual framework that was created during the pilot study.
520 $a Key Words: Workplace Learning and Performance, Conceptual Framework, and Barriers.
590 $a School code: 1503.
650 4 $a Sociology, Organizational. $3 1018023
650 4 $a Business Administration, Management. $3 626628
650 4 $a Psychology, Industrial. $3 520063
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710 2 $a Fielding Graduate University. $3 1020525
773 0 $t Dissertation Abstracts International $g 70-03A.
790 $a 1503
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792 $a 2008
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3350581