Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The growing problem of refusal-related nonresponse to telephone surveys presents a challenge to all public opinion research organizations. Successful interviewers have the ability to achieve positive outcomes
(completed interviews) while simultaneously avoiding negative outcomes (refusals). This paper will present the results of the three experimental tests of a training curriculum designed to improve interviewers' skills at
avoiding refusals. (Preliminary results of the first two experiments were presented at AAPOR 2002). Modeled on prior work by Groves & McGonagle (2000) and the U.S. Census Bureau (2001), the training seeks to improve an interviewer's ability to tailor their approach to a reluctant respondent, =
by (1) prolonging the interaction with the respondent, (2) appropriately diagnosing, and (3) then quickly and (4) accuratelyr esponding to the specific reasons for the respondent's reluctance. The three-day, 12-hour training curriculum was targeted for deployment within sampling respondents for Nielsen's television diary research surveys. Our presentation will review how the training was developed and delivered, the methodology of the experimental designs, and the results of the experiments testing the effects
of the training upon interviewers' performance in gaining cooperation from
sampled respondents.

Publication Type: Invited Paper
Abstract: The timeless challenge for training professionals is to help the training participants remember and apply the training content in their daily work lives. Another similar challenge is to reinforce the changes in self-perception, emotion, and perspective that come from participants’ positive experiences in a training session. Further, many of the clients who hire you as a trainer are unsure of what those changes in self-perception, emotion, and perspective are because those changes are typically not captured in training evaluations. Additionally, the participants are not aware of whether or not others in the training session have had similar insights or changes in perspective. A participant may leave the session with the perception that he or she “got a lot out of the training session,” but not certain if that experience was shared by fellow participants. The persons in the company who hired you to do the training session may be interested in helping to reinforce the training session, but may be unaware of how to accomplish this task. I have discovered a technique to capture not only what the participants learned in a training session, but also what the participants thought was important and worthwhile. Further, this technique captures the emotional changes and perceptual changes that participants experienced during the training session. I have used it with great success for years. Recently, I discovered a way to add to its effectiveness. I will explain the technique, discuss how I have used it to help clients reinforce the “lessons” and “ahas” from the training, and provide an example of the results from a recent training session.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The majority of research on the content of specialized youth training adopts a researcher defined approach rather than respondent driven investigations that examine police officers’ perceptions. The literature suggests little agreement on the content of training and the adequacy in the sense that training is seen as useful and applicable to specific duties. This research addresses the question of content and adequacy from a respondent-driven approach focusing on multiple perspectives by duty assignment. Using semi-structured interview data collected in 2002, a grounded theory analysis investigates the congruence of accounts based on duty assignment. The findings suggest differences in the perceptions of both content and adequacy for line, supervisory, and training officers. For instance, there is a pronounced lack of specialized youth training courses. Although some topics are subsumed under other courses, line and supervisory officers felt specialized training is warranted. Similarly, in contrast to training personnel, the general sentiment of supervisory and line officers was that the training they did receive is inadequate. Overall, the differences found in perception are greater between an agency and the training facility than between supervisors and front-line officers suggesting shared definitions of training between the police and management cultures.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The Help America Vote Act and other legislation required that local election agencies throughout the United States upgrade voting equipment and consequently implement new technology at the polling place. Funding was made available to purchase new equipment and for the training of the people who administer the elections on the street level, poll workers. This paper looks at the implementation challenges of moving from a hand-counted or mechanical system to one that employs a variety of electronic technology. For some participants in the process, this is like moving from a Locomotive to the Bullet Train in six years or less. We analyze a survey of poll workers and find large variations in how well prepared they felt to operate machines and assist voters, across technologies. Our preliminary findings illuminate inequities at the polling places, raise questions about the one person, one vote principle, and point to issues of possible vote dilution.

Publication Type: Invited Paper
Abstract: In this paper, specific training designs are addressed that make it more likely that the skills taught in training will be transferred in the workplace. When effective transfer takes place, both the individual and the organization benefit greatly as the individual’s confidence rises and performance improves. In addition, such issues as what makes a trainee wish to change his/her performance following the training as well as organizational culture structures that support the training.
Everything, from the method and activities utilized in training to the organizational structures as managerial support and effective reward systems enhance the ability of trainees to transfer their new knowledge to their workplace.