dc.contributor.author	Burney, Natoshia, Lasha
dc.coverage.spatial	Gwinnett County (Ga.)	en_US
dc.coverage.temporal	2019-2023	en_US
dc.date.accessioned	2024-04-25T18:47:55Z
dc.date.available	2024-04-25T18:47:55Z
dc.date.issued	2023-11-28
dc.identifier.other	80ff0647-ed9b-42cb-82c3-6c7b2c47146c	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7155
dc.description.abstract	Communications Officers, the core of law enforcement emergency centers, are the first point of contact in an emergency. It is imperative to provide effective training and support geared towards retention and success in a comfortable environment. The purpose of this study was to create a training program evaluation supportive of persistence, motivation, and retention for this group (Roumell, 2019). This was a mixed methods study grounded in an explanatory sequential design. Quantitative data was collected using the BCO pretest and posttest that were generated from an approved test bank. The BCO pretest and post- test was given to 16 participants that were employees at Gwinnett County Police Department E911. Qualitative data was collected through the Basic Communications Officer (BCO) course Instructor Evaluation and participant interviews. The results of both quantitative and qualitative analysis provided evidence that creating an effective training program with structured curriculum could be a useful strategy to support retention and reduce employee burnout and turnover. This information could be used by management as evidence to support the use of structured curriculum, and the importance of ensuring that Training Officers, and others who assist in the training program, are effectively trained to deliver instruction in a way supportive of the needs of the adult learner.	en_US
dc.description.tableofcontents	Chapter I 14 -- Background 14 -- Statement of the Research Problem 23 -- Purpose of the Study 23 -- Significance of the Study 22 -- Conceptual Framework 25 -- Level I: Reaction. 28 -- Level 2: Learning 26 -- Level 3: Behavior 27 -- Level 4: Results. 27 -- Research Questions 28 -- Limitations . 28 -- Definition of Terms 29 -- Chapter II. 33 -- Review ofLiterature. 33 -- Introduction 33 -- Kirkpatrick's 4 Level Evaluation Model 33 -- Trainee Reaction Research 34 -- Trainee and Training Officer Relationship 35 -- Learning Outcomes 37 -- Leaming Research 37 -- Staffing and Retention. 38 -- Recruiting 39 -- Training 39 -- Retention 40 -- Compensation 40 -- Behavioral Research. 40 -- Training Transfer and Behavioral Development 41 -- Transfer of Learning. 41 -- Communication and Training Barriers 43 -- Results Research. 43 -- Evaluation ofTraining 46 -- Role Anlbiguity 49 -- Implications on Job Performance and Satisfaction. 49 -- Ambiguity in Call Center Environments 49 -- Ambiguity in Team Environments 52 -- Ambiguity and Burnout 58 -- Ambiguity and Employee Motivation 58 -- Ambiguity as Factors of Engagement and Effort 58 -- Ambiguity in Virtual Versus Real Environments 61 -- Summary. 63 -- CHAPTER III 66 -- Methodology. 66 -- Introduction 67 -- Research Questions 66 -- Research Design . 66 -- Research Setting and Participants 66 -- Description of Intervention 68 -- Instrumentation 70 -- Quantitative Research 72 -- Qualitative Research. 75 -- Data Collection 76 -- Quantitative Research 76 -- Qualitative Research. 79 -- Data Analysis 81 -- Quantitative Data Analysis 81 -- Qualitative Data Analysis 81 -- Validity and Reliability 82 -- Quantitative Analysis. 82 -- Qualitative Analysis 84 -- Data Integration 87 -- Summary 87 -- CHAPTER IV 89 -- Data Analysis 89 -- Problem 89 -- Purpose 89 -- Research Questions 90 -- Significance ofthe Study 90 -- Participant Profile Overview 91 -- Analysis ofResearch Question 1 94 -- Analysis of Research Question 2. 105 -- Analysis of Research Question 3 107 -- Analysis of Research Question 4. 117 -- Analysis of Pace-to-Face Interviews 124 -- Stress 125 -- Strengths of the Training Program versus Weaknesses. 126 -- Strengths vs Weaknesses- Classroom 126 -- Application of Knowledge Back to On-The-Job. 127 -- Experience Bringing Classroom-Based Training On-The-Job. 130 -- Level of Mastery 131 -- On-The-Job Training Officer 132 -- Classroom-Based Training Instructors 133 -- Curriculum 133 -- Trainee Satisfaction after BCO Training 134 -- Role Ambiguity 135 -- CHAPTER V. 136 -- Discussion of the Findings 136 -- Implications for Practice 165 -- Recommendation for Future Research 167 -- Conclusions 169 -- REFERENCES 169	en_US
dc.format.extent	1 electronic record. PDF/A document, 237 pages, 17855616 bytes bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Adult education	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Telephone--Emergency reporting systems	en_US
dc.subject	Gwinnett County (Ga.)	en_US
dc.title	The Relationship Between Basic Communications (BCO) Officer On-The-Job Training and Role Ambiguity: An Application of Kirkpatrick's 4-level Evaluation Model	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Gunn, Nicole
dc.description.committee	Roberts, Diane
dc.description.committee	Waugh, Christopher
dc.description.degree	Ed.D.	en_US
dc.description.major	Adult & Career Education	en_US