Program in Business Communication at the University of Texas at Austin. A Pre-Test-Post-Test and Experimental-Control Group Analysis of the Personnel Department's Training.

Autor/inn/en	Bell, James D.; Kerr, Deborah
Titel	Program in Business Communication at the University of Texas at Austin. A Pre-Test-Post-Test and Experimental-Control Group Analysis of the Personnel Department's Training.
Quelle	(1985), (22 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adult Education; Business Communication; Control Groups; Cost Effectiveness; Educational Research; Experimental Groups; Participant Satisfaction; Postsecondary Education; Pretests Posttests; Program Effectiveness; Program Evaluation; Skill Development; Staff Development; Student Evaluation; Transfer of Training + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Unternehmenskommunikation; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Bildungsforschung; Pädagogische Forschung; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Kompetenzentwicklung; Qualifikationsentwicklung; Personnel development; Personalentwicklung; Schulnote; Studentische Bewertung; Training; Transfer; Ausbildung
Abstract	A study used pretests/posttests and experimental/control groups to evaluate four business communication skills (BCS) programs conducted with employees at the University of Texas at Austin. Of 91 BCS participants, 86 were women and ages for all participants ranged from 20 to 61 years. Del Gaizo's four levels of evaluation (happiness index, learning index, practical application index, and bottom line index) were used as the basis for evaluating the program. Evaluation results indicated employees like the course. Analysis of pretest/posttest writing assignments, two in-class presentations, and case study dictation indicated that writing on job-related tasks improved significantly, oral communication skills improved 20 percent, and dictation skills improved. A posttest control group design was used to assess use of newly learned skills on the job. Results showed a significant difference in job responsibilities and jobs between those who participated in BCS courses and those who did not. Measurement of bottom-line effectiveness compared effects in efficient use of time, increased revisions completed, increased responsibilities, and improved relationships with supervisors. Improvements were found in all areas. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01