Word processing Skill

Description

See the attached for the assigment

The sample document has no formatting. Your assignment is to complete the following tasks to demonstrate your competency in using Microsoft Word and work to accomplish each of the tasks in their respective document:

Create a title page
Change the heading styles to match APA 7. (Hint: to make an automatic TOC, you need to reformat the default heading styles “Heading 1″ etc.)
Format headings using styles
Insert an automatic table of contents (TOC)
Create an automatic table of figures. It should follow but be on a separate page from the TOC
Make sure all paragraphs have 0.5” indent in the most efficient way possible
Convert Figure 3 back to a table – which should be easy – literally, one step!
In the section “Findings and Results,” make the seven questions area into two columns and turn the page into a landscape format (This is not APA formatting but we know )
Fix the reference page with hanging indents
The title page, table of contents, and table of figures should have page numbers centered in the footer, and the remaining pages should have page numbers in the header right-justified
Word Processing Skills-Formatting Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeFormat Document
60 to >53.0 ptsACompleted 90% or more of the assigned tasks 53 to >47.0 ptsBCompleted at least 80 but <90% of the assigned tasks 47 to >41.0 ptsCCompleted <80% of the assigned tasks 41 to >0.0 ptsDCompleted <70% of the assigned tasks 0 ptsFDid not submit this section of the assignment OR did not shared the folder with instructor 60 pts This criterion is linked to a Learning OutcomeCollaboration 40 to >35.0 ptsAShared Folder with instructor Enter at least two (2) comments to the other student Reply to both of the comments Mark one of the comments as “Resolved” 35 to >31.0 ptsBShared Folder with instructor Missed one of the following criteria: Enter at least two (2) comments to the other student Reply to both of the comments Mark one of the comments as “Resolved” 31 to >27.0 ptsCShared Folder with instructor Missed two of the following criteria: Enter at least two (2) comments to the other student Reply to both of the comments Mark one of the comments as “Resolved” 27 to >0.0 ptsDShared Folder with instructor Missed three of the following criteria: Enter at least two (2) comments to the other student AND/OR Reply to both of the comments AND/OR Mark one of the comments as “Resolved” 0 ptsFDid not submit this section of the assignment OR Did not shared folder with instructor
40 pts

Total Points: 10

Unformatted Attachment Preview

Is Anywhere/Anytime Learning Actually Uncompensated Learning?
In the article “The Lie of Online Learning” written by Dave Zielinski, Paul Reali, president of
CyberSkills Computer Training Center, postulated that the underlying concept of
“anywhere/anytime” learning promised by online delivery is, in reality, “off-the-clock” or
uncompensated learning (Zielinski, 2000). Provide an analysis of this premise by conducting an
informal web-based survey and compare the results obtained with the assumptions made by
Reali and Zielinski.
Is the underlying truth of “anywhere/anytime” learning actually learning that it is, in reality,
uncompensated learning? In an article written by Dave Zielinski and published in Training
magazine, Paul Reali, president of CyberSkills Computer Training Center, postulated that the
underlying concept of “anywhere/anytime” learning promised by online delivery is, in reality,
“off-the-clock” or unpaid learning (Zielinski, 2000). The purpose of this paper is to analyze and
present the findings of a web-based survey based on Reali & Zielinski’s assumptions.
Literature Review
Data on corporate spending on training is easily located. Each year, Training magazine
publishes information on their “Top 50 Training Organizations” and the millions of dollars these
organizations spend on training for their employees. The American Society for Training &
Development (ASTD) and Training magazine each publish their state of the industry annual
report again reporting on the millions and even billions of dollars that are spent on employee
training. However, little data is available on the topic of uncompensated learning on an
individual level.
A qualitative study was conducted by Kevin Kruse, currently e-learning columnist for CLO,
Chief Learning Officer magazine, author of Technology-based Training (Jossey-Bass), and
Principal with Kenexa and the American Management Association in 1997. Even though
employees were given two off-the-clock options for completing a web-based course most
employees did them during work hours. Attempts to review the original study were
unsuccessful. Email communication with Mr. Kruse indicated that the study was never
published and the results had been lost.
In the 2002 annual industry report conducted by Training magazine, 91% of training was
attended during employee’s paid time (Glavin, 2002). There was no breakdown in differences
between online training and traditional classroom training. These data would seem to contradict
Reali’s theory that online education allows training to be moved out of the workday, becoming
off-the-clock training (Zielinski, 2000). This seeming contradiction added to the impetus for this
paper.
Heading
Based on a review of the literature, in particular, Reali’s assumptions in the “The Lie of Online
Learning” written by Dave Zielinski (2000), the following questions were developed.
Is anywhere/anytime learning being provided by employers?
Is there evidence to support the contention that anywhere/anytime learning provided by
employers is uncompensated?
Is there a difference in compensation for anywhere/anytime learning provided by employers
between union and non-union employees?
Is after hours or uncompensated learning a cultural norm in the workplace?
Is there a difference in normal compensation and compensation for anywhere/anytime learning
provided by employers?
Is there a difference in compensation between voluntary and mandatory anywhere/anytime
learning provided by employers?
If anywhere/anytime learning provided by employers is not done during normal work time, what
locations are used for access?
How much uncompensated anywhere/anytime learning provided by employers is occurring?
Survey Development
Given the changes that have occurred in organizations since September 11, 2001 in the areas of
decreased training events and downsizing, it was determined to include only currently employed
individuals. The design called for only the inclusion of only those respondents whose employers
provide them with access to “anywhere/anytime” learning opportunities. Therefore, an
eligibility methodology was needed. The design of the web-based survey allowed for branching
questions to be developed. Branching in a web-based survey refers to the ability to place
conditions on a question based on the responses given by the respondent. These conditions will
determine what action occurs next based on the response received. In a yes/no question, a “yes”
answer could end the survey, while a “no” answer would trigger the next question. Branching
questions were used in this survey to apply exclusion criteria in order to determine which
respondents were eligible to participate (Fink, 1995).
Two eligibility criteria were determined to be necessary for this survey. Questions #1 and 4
were written as exclusion questions. Question #1 focused on employment status. Respondents
were asked their employment status. If respondents indicated that they were unemployed, they
were directed to the “survey done” screen. This conditional branching is illustrated in Error!
Reference source not found..
Figure 1: Conditional branching Question #1 on current employment status
Question 1 also served a second purpose – to classify employed respondents as salaried/exempt
or hourly rate/non-exempt. This classification question was included in order to examine the
article’s statement salaried/exempt employees may be more subject to uncompensated learning
than hourly rate/non-exempt workers who may be covered by labor regulations or contracts.
Temporary and contract employees were not excluded by the survey however, they represent an
unknown factor in examination of employee uncompensated learning. “On an average day in
2001, 2.18 million temporary and contract employees worked for America’s staffing companies”
(Berchem, 2002, para 12)and this group may be hidden in studies that do not report if they are
included or excluded from sample populations. In retrospect, this question should have been
made mandatory using the software functionality, as four surveys had to be excluded from the
results as no employment status was given.
Questions 2 and 3 gathered additional employment data. Question 2 asked respondents to
classify their employment as union or non-union. This questions was generated by the
assumption that “Off-the clock training is a bigger issue for the typical targets of most online
training – salaried, office-bound, employees – than it is for union or even non-exempt workers”
(Zielinski, 2000 p. 39).
Question 3 asked respondents to provide a general industry classification including education,
federal/state/local government (including military), healthcare, manufacturing/industry/trades,
professional services, self-employed and other. This question was to determine if there were any
differences among the various industry types.
Since the survey design called for only the inclusion of only those respondents whose employers
provide them with access to “anywhere/anytime” learning opportunities a second exclusion
question was needed. Question #4 focused on access to technology-delivered learning
opportunities by asking, “Does your employer currently provide anywhere/anytime technologydelivered learning opportunities”? If the respondent answered “no” or “not sure” the conditional
branching took the respondent to “Survey Done” screen. This conditional branching is
illustrated in Error! Reference source not found..
Figure 2: Conditional branching Question #4 on access to “anywhere/anytime” learning
opportunities provide by respondent’s employer
Reali suggests that the problem with uncompensated learning is when it is the only options for
employees (Zielinski, 2000) therefore; the survey examines both voluntary and mandatory
learning. Question 5 asks if the respondent “Have you taken any mandatory technologydelivered learning opportunities during the past 12 months?” If the answer is yes, the respondent
is taken to Question 6 and then on to Question 7 regarding voluntary learning opportunities. If
the answer to Question 5 is no, then the respondent is branched directly to Question 7. In
retrospect, one additional exclusionary question should have been asked prior to Question 5
“Have you participated in any form of “anywhere/anytime” technology-delivered learning
opportunities provided by your employer during the past 12 months?” By comparing the
answers to questions 5 and 7, it was determined that certain respondents were not eligible for
inclusion, as they did not meet these criteria.
As the American Management Association study found that 75% of respondents completed
online training during working hours (Zielinski, 2000), Question 9 asks, “Within the last 12
months, when did you complete technology-delivered learning? (Check all that apply)” and
allows the respondent to select one or both of two answers; during normal working hours and
outside of normal working hours (e.g. evenings or weekends). In order to gain a better
understanding of where the respondents were when they participated in technology-delivered
learning, Question 10 allowed the respondent to choose between home, office and during
business travel. In retrospect, this question should have contained a forth option, “other” with a
comment field to gather additional information on potential locations.
According to the authors of The Lie of Online Learning, one of the methods used to convince
people to complete learning during off-the-clock hour, is to make it a cultural expectation.
Corporate cultures are extremely powerful and can strongly influence a person’s actions and
beliefs (Arnott, 2000; Kotter & Heskett, 1992). To gain insight into the concept of the influence
of corporate culture on uncompensated learning Question 11 asked “Is after hours or
uncompensated learning a cultural norm at your workplace?”
Finally, Question 12 asked “Approximately how many total hours of uncompensated technologydelivered learning opportunities have you completed during the past 12 months? (Please enter
total number of hours in the box below)” in order to determine the amount of uncompensated
technology-delivered learning the respondents had completed. The one major flaw in the survey
was discovered in Question 12 after release of the survey. A maximum value of 100 was
automatically set by the software used to develop the survey for web use. This was pointed out
by two different respondents who had completed over 100 hours. It was decided not to change
the limit in mid-survey to avoid confusion. A list of the questions and their rationales is outlined
in Figure 3.
Figure 3
Survey questions and the list of assumptions concerning online learning from the article The Lie
of Online Learning.
Survey Question Assumption
1
Current Employment Status “Off-the clock training is a bigger issue for the typical targets of most
online training – salaried, office-bound, employees – than it is for union or even non-exempt workers” (Zielinski,
2000 p. 39)
2
How do you classify your employment?
As above
3
Industry classification
4
Does your employer currently provide anywhere/anytime learning opportunities This is a qualification
As above
question. If respondent answers no or not sure, he/she is branched to the final page.
5
Have you taken any mandatory technology-delivered learning opportunities during the past 12 months?
Is there a difference between mandatory and voluntary learning opportunities with relation to
compensation?
6
How much additional compensation did you receive for the mandatory technology-delivered learning
opportunities that you completed during non-work hours? (Check all that apply) Question to gain details on
compensation received for mandatory learning opportunities
7
Have you taken any voluntary technology-delivered learning opportunities during the past 12 months?
Is there a difference between mandatory and voluntary learning opportunities with relation to
compensation?
8
How much additional compensation did you receive for the voluntary technology-delivered learning
opportunities that you completed during non-work hours? (Check all that apply) Question to gain details on
compensation received for mandatory learning opportunities
9
Within the last 12 months, when did you complete technology-delivered learning? (Check all that apply)
American Management Association study found that 75% of respondents completed online training during
working hours (Zielinski, 2000)
10
If you completed technology-delivered learning outside of normal working hours, where were you when
you accessed the learning (Check all that apply)
11
Question to gain details of location of off-the-clock learning
Is after hours or uncompensated learning a cultural norm at your workplace?
“…by making it part of
the cultural expectation”(Zielinski, 2000 p. 39)
12
Approximately how many total hours of uncompensated technology-delivered learning opportunities have
you completed during the past 12 months? (Please enter total number of hours in the box below) Question to gain
details of amount of off-the-clock learning
Survey Process
The survey questions were developed and reviewed by a member of the author’s facility at
Capella University. The web-based survey was developed using WebSurveyor software and
posted on the WebSurveyor site. It was pilot tested for readability, correct branching structure,
and functionality by two engineers known to the author and reviewed by the author’s memtor
from the facility of Capella University.
In order to seek respondents, a convenience sample was used. The author created an email with
information, instructions, and the URL of the survey. This “invitation to participate” email was
sent to all of her contacts, requesting they complete the survey and then forward the email to
their contacts. By using the BCC: (blind copy) field in the email instead of the TO: persons saw
only their email address instead of everyone’s email address to increase privacy. The invitation
to participate was also posted on three different listserves in which the author participates. By
using these various means, the author had no influence on who received the invitation to
participate beyond the first group of emails sent. The survey ran between February 24-March 7,
2003 at which point the survey was halted.
When respondents submitted their surveys, they were automatically routed to the author’s web
site, to a special page that had been created for this project. This page is located at
http://home.att.net/~parkervasil/Capella/RM900.htm. The respondents were thanked again for
participating. If they wished to see the results of the survey, they were instructed to return to the
page, as the results would be posted on or about March 15, 2003. A summary of the results was
posted on March 16, 2003.
Results
Three hundred and fourteen surveys were submitted. Four surveys (0.01%) had to be excluded
from the results as no employment status was given to Question 1. Two hundred and fourteen
indicated they were employed – salary/exempt. Forty-six respondents (14.8%) answered they
were hourly wage/non-exempt and 30 (9.7%) were contract or temporary. Twenty respondents
(6.5%) replied “unemployed” to Question 1 and were excluded from the survey. These data are
summarized in Figure 4. After the first round exclusion criteria were applied, 294 surveys
remained.
Figure 4. Question 1: Employment Status by 310- respondents.
Two hundred eighty two respondents (96.2%) of the remaining 294 surveys classified their
employment as non-union. Eleven (3.8%) classified their employment as union and one did not
answer this question. These data are illustrated in Figure 5.
Figure 5. Question 2: Classification of employment as union or non-union by 293 respondents
Of the 294 respondents who have met the inclusion criteria 290 indicated their industry
classification in Question 3. Of the total respondents, 112 (38.4%) selected the industry
classification of healthcare, 41 (14.1 %) chose professional services, 39 (13.4%) selected
manufacturing/industry/trades, 35 (12.1%) selected other, 33 (11.4%) indicated education, 18
(6.2%) work for government including the military, and 12 (4.1%) were self-employed. These
data are illustrated in Figure 6.
112
120
100
39
35
33
Education
41
Healthcare
18
Professional Services
0
12
Self-Employed
20
Federal/State/Local
Government (Including Military)
40
Other
60
Manufacturing/Industry/Trades
80
Figure 6. Question 3: Industry classification as selected by 290 respondents
Question 4 contained the second planned exclusion criteria. A total of 290 respondents answered
this question. When asked if their employer currently provided anywhere/anytime technology-
delivered learning opportunities, 133 (45.9%) responded yes, 123 (42.4%) responded no and 34
(11.6%) were unsure. Respondents who answered no or not sure were excluded from further
analysis, resulting in a final sample size of 133. These data are illustrated in Figure 7.
Not Sure
12%
Yes
46%
No
42%
Yes
No
Not Sure
Figure 7. Question 4: Exclusionary question on the availability of anywhere/anytime technologydelivered learning opportunities provided by respondents’ employers by 293 respondents
Question 5 asked respondents if they had participated in any mandatory technology-delivered
learning opportunities in the past 12 months. Of the 134 respondents, 86 (64.2%) replied yes and
48 (35.8%) said no. These data are illustrated in Figure 8. Those who responded “no” were
automatically branched to Question 7.
No
36%
Yes
No
Yes
64%
Figure 8. Responses by 134 respondents to Question 5: “Have you taken any mandatory
technology-delivered learning opportunities during the past 12 months?”
Question 6 asked respondents if they received additional compensation for completing
mandatory technology-delivered learning opportunities that were completed during non-work
hours. Although 86 indicated in Question 5 they had completed mandatory technology-delivered
learning opportunities during the past 12 months, a total of 85 responses to Question 6 were
received. One respondent selected both “I received no additional compensation (financial or
otherwise)” and “I was paid my regular hourly rate” which give the total response rate of 85. No
respondents indicated they had received more than their normal hourly rate. Sixty-one (71.8%)
indicated they received no additional compensation, 12 (14.1%) indicated they were paid their
regular hourly rate, 1 (1.2%) received compensation time, and 1 (1.2%) was paid less than
regular hourly rate. The 11 (12.9%) respondents that selected “other” indicated that they
completed the mandatory technology-delivered learning during working hours. These data are
illustrated in Figure 9.
I received no additional compensation (financial
or otherwise)
61
24
I was paid my regular hourly rate
12
73
Other
11
74
Yes
No
I received compensation time in lieu of
1
additional money
84
I was paid less than my regular hourly rate 1
84
I was paid more than my regular hourly rate 0
85
0
20
40
60
80
100
Figure 9. Question 6: “How much additional compensation did you receive for the mandatory
technology-delivered learning opportunities that you completed during non-work hours” as
answered by 87 respondents
Question 7 asked “Have you taken any voluntary technology-delivered learning opportunities
during the past 12 months?” Of the 133 respondents, 88 (66.2%) responded “yes” and 45
(33.8%) responded “no”. These data are illustrated in Figure 10. Those who responded “no”
were automatically branched to Question 9.
No
34%
Yes
No
Yes
66%
Figure 10. Question 7: “Have you taken any voluntary technology-delivered learning
opportunities during the past 12 months?” as answered by 134 respondents
Question 8 asked, “How much additional compensation did you receive for the mandatory
technology-delivered learning opportunities that you completed during non-work hours.” Of the
89 respondents who indicated they had participated in voluntary technology-delivered learning
opportunities during the past 12 months, 87 responses were received. Seventy-one (80.7%)
indicated they did not received any additional compensation, 10 (11.4%) selected “other”, 6
(6.8%) indicted they were paid their regular hourly rate, 2 (2.3%) indicated they received
compensation time and 1 (1.1%) indicated being paid less than normal hourly rate. These data
are illustrated in Figure 11. Comments from those who selected “other included: “done while at
work”, “Only the joy of learning and the knowledge,” “reembursement [sic] of expenses”, “they
paid for one course, the other was free”, “learning during office hours”, “all completed during
work hours”, “The majority of my training occured [sic] during work hours”,“This [sic] was at a
University and my company paid my tuition”, “accomplished during “normal” hours (exempt
employee)”, “Paid for it myself”, “did not take during non-work hours”, “done while at work.”
I was paid more than my regular hourly rate
88
I received no additional compensation (financial
or otherwise)
0
71
Other
10
17
78
Yes
No
I was paid my regular hourly rate
6
82
I received compensation time in lieu of
2
additional money
86
I was paid less than my regular hourly rate 1
87
0
50
100
Figure 11. Question 8: “How much additional compensation did you receive for the voluntary
technology-delivered learning opportunities that you completed during non-work hours” as
answered by 87 respondents
Question 9 asked, “Within the last 12 months, when did you complete technology-delivered
learning? (Check all that apply)” and a total of 111 responses were received. Examination of
each question individually shows that 81 respondents indicated they completed technologydelivered learning during normal work hours, 60 respondents completed outside of normal work
hours and 60 do both. These data are illustrated in Figure 12.
90
81
80
70
60
60
60
50
40
v
30
20
10
0
During normal work hours
Outside of normal work hours (e.g.
evenings or weekends)
Both During and Outside Normal Work
Hours
Figure 12. Examination of Question 9 as individual answers to timeframe in which respondents
complete technology-delivered learning opportunities
Examination of the combined answers indicates that 21 (29.5%) complete only during normal
work hours, no respondent indicated completing technology-delivered learning opportunities
only during non-working hours, and 60 (74.1%) indicated they complete technology-delivered
learning opportunities both during working and non-working hours. This data is illustrated in
Figure 13. Comments received in response to the “other” category in Question 9 were “Both
during and outside normal hrs”, “Both of the above”, “both (2)”, and “often while traveling – on
a plane”.
70
60
60
50
40
30
21
20
10
0
0
Only during normal work hours
Only Outside of normal work
hours
Both During and Outside Normal
Work Hours
Figure 13. Examination of Question 9 as combination answers to timeframe in which
respondents complete technology-delivered learning opportunities
Question 10 asked respondents where they were when they accessed technology-delivered
learning opportunities when not at work and they were given the option to select all answers that
applied to them. Examination of the answers individually showed that 57 (51.4%) selected
home, 40 (36.0%) selected office, and 24 (21.6%) selected travel. The sum of the percents is
greater than 100% since respondents were allowed to select more than one answer. These data
are illustrated in Figure 14.
60.0%
51.4%
50.0%
40.0%
36.0%
30.0%
21.6%
20.0%
10.0%
0.0%
Home
Office
Travel
Figure 14. Question 10: 111 respondents indicate where they were when they accessed
technology-delivered learning opportunities when not at work
Question 11 asked respondents if after hours or uncompensated learning is a culture norm in
their workplace. Of the 111 respondents, seventy-one (64.0%) responded “yes”, 27 (24.1%)
responded “no”, and 13 (11.6%) indicated they were not sure. These data are illustrated in
Figure 15.
Not Sure
12%
Yes
No
24%
No
Yes
64%
Not Sure
Figure 15. Question 11: 111 respondents answer the question “Is after hours or uncompensated
learning is a culture norm in your workplace?”
Question 12 asked respondents, “Approximately how many total hours of uncompensated
technology-delivered learning opportunities have you completed during the past 12 months?”
Responses were group by the software into categories. One hundred and one respondents
answered this question. Forty-two (41.2%) indicated they had completed 0-9 hours of
uncompensated technology-delivered learning opportunities in the past 12 months, 15 (14.7%)
completed 10-19 hours, 14 (13.7%) completed 20-29 hours, 8 (7.8%) completed 30-39 hours, 8
(7.8%) completed 40-49 hours, 2 (2.9%) completed 50-59 hours, 5 (4.9%) completed 60-69
hours, none indicated between 70-79 hours, 1 (1.0%) indicated 80-89 hours, none indicated
between 90-99 hours, and 6 indicated between 100-109 hours. These data are illustrated in
Figure 16.
45
42
40
35
30
25
20
15
15
14
10
8
8
6
5
5
2
0
1
0
0
0-9
hours
10-19
hours
20-29
hours
30-39
hours
40-49
hours
50-59
hours
60-69
hours
70-79
hours
80-89
hours
90-99
hours
100-109
hours
Figure 16. Question 12: Approximately how many total hours of uncompensated technologydelivered learning opportunities have you completed during the past 12 months as answered by
101 respondents
An analysis of the raw data indicated the 101 respondents completed a total of 2,285 hours of
uncompensated technology-delivered learning in the past 12 months. The mean is 22.62 hours,
the mode is 1 hour, and the median is 12 hours.
Findings and Results
Seven questions were formulated by the author at the beginning of this project. The following is
a discussion of each of these questions and the findings from the survey.
Question 1
Question 1 asked “Is anywhere/anytime learning being provided by employers?” This survey
indicated that 134 (45.7%) indicated that their employer provided them with anywhere/anytime
learning opportunities, 125 (43.7%) indicated their employers did not provided them with
anywhere/anytime learning opportunities and 34 (11.6%) were unsure. This is higher than the
11% reported by Training’s 2001 State of the Industry Report (Glavin, 2002). The group of
respondents from this survey indicated that almost one-half have access to anywhere/anytime
learning being provided by employers.
Question 5
Question 5 asked, “Is there evidence to support the contention that anywhere/anytime learning
provided by employers is uncompensated?” This survey demonstrated that 22.9% of voluntary
and 71.8% of mandatory anywhere/anytime learning provided by employers was
uncompensated. Twenty-one (29.5%) complete only during normal work hours, no respondent
indicated completing technology-delivered learning opportunities only during non-working
hours. The majority of respondents (74.1%) indicated they complete technology-delivered
learning opportunities both during working and non-working hours. It appears that less than
25% of anywhere/anytime learning is done after hours as uncompensated time. However, the
significant number of respondents (69.0%) indicated they were salaried employees. Salaried
employees do not receive any additional compensation no matter how many hours are worked
therefore, any hours spent on anywhere/anytime learning that are not part of their regular 40
hours per week would be uncompensated.
Eighty-one respondents indicated they completed technology-delivered learning during normal
work hours, 60 respondents completed outside of normal work hours and 60 respondents do
both. Further research is needed into the differences between salaried and hourly-rate
individuals and the issue of compensation. The initial responses to this survey seem to indicate
that Zielinski and Reali’s contention that the concept of anywhere/anytime learning is a bigger
issue for salaried employees than for hourly-rate employees.
Question 3
The question as to the differences in compensation for anywhere/anytime learning provided by
employers between union and non-union employees could not be addressed by the results of this
survey since only 3.8% of respondents indicated they were union members. Further research
into to this area is needed.
Question 4
Sixty-four percent of respondents indicated that after hours or uncompensated learning is a
cultural norm in the workplace. This supports the suggestion that making uncompensated
learning an expectation is one way to motivate employees into using off-the-clock time to access
anywhere/anytime learning provided by employers.
Question 5
There does not appear to be a difference in normal compensation and compensation for
anywhere/anytime learning provided by employers. Only 0.3% of respondents received less that
their normal compensation rate for either voluntary or mandatory anywhere/anytime learning
provided by their employers. The results of this survey indicate that compensation for
anywhere/anytime learning is an either/or occurrence.
Question 6
There is some difference in compensation between voluntary and mandatory anywhere/anytime
learning provided by employers. The results indicated that 80.7% of voluntary and 71.8% of
mandatory anywhere/anytime learning is uncompensated.
Question 7
Question 7 asked, “If anywhere/anytime learning provided by employers is not done during
normal work time, what locations are used for access?” The results indicate that many
individuals are completing anywhere/anytime learning provided from their employers during
time at home. Fifty-seven (69.5%) selected home, 40 (48.8%) selected office, and 24 (29.3%)
selected travel. The sum of the percents is greater than 100% since respondents were allowed to
select more than one answer. These data seem to support the contention that employees are
either staying late at the office or using time at home to complete anywhere/anytime learning.
Question 8
How much uncompensated anywhere/anytime learning provided by employers is occurring?
The answer is a significant amount. The 101 respondents indicated that they had completed a
total of 2,285 hours of uncompensated technology-delivered learning in the past 12 months.
That is an average of 22.62 hours per person. If one makes an assumption of $25/hr per person,
the total of uncompensated learning totals to $57,125 per year.
Conclusions
Although this survey does not meet the requirements for a true research study, it does serve as a
strong indication that further research is needed in several areas. The differences in
uncompensated learning time for salaried, hourly-rate, and temporary/contract employees is
needed. The concept of uncompensated learning as a cultural expectation is another area for
investigation. The financial implications of uncompensated learning in the workplace versus the
access to “free or low-cost” learning opportunities for employees could also be examined. A
major area for investigation is the attitudes of employees toward uncompensated learning.
Although the indications are that a large amount of uncompensated learning is occurring, it is
important to understand how this affects employees, their families, and their attitudes toward
their employers. Uncompensated learning, in and of itself, may not be a bad thing, but the true
judges of its value are the employees themselves.
References
Arnott, D. (2000). Corporate cults: The insidious lure of the all-consuming organization. New
York: AMACOM.
Berchem, S. (2002). ASA’s annual economic analysis of the staffing industry. Retrieved March
15, 2003, from http://www.staffingtoday.net/staffstats/analysis0502.htm
Fink, A. (1995). How to sample in surveys. Thousand Oaks, CA: SAGE Publications, Inc.
Glavin, T. (2002). Industry report. Training, 39(10), 24-73.
Kotter, J. P., & Heskett, J. L. (1992). Corporate culture and performance. New York: The Free
Press.
Zielinski, D. (2000). The lie of online learning. Training, 37(2), 38-40.
Survey Question
1
Current Employment Status
Employed-salaried/exempt
Employed –hourly wage/non-exempt
Contract or temporary
Unemployed
2
How do you classify your employment?
Union
Survey Question
Non-union
3
Industry classification:
Education
Federal/State/Local Government (including military)
Healthcare
Manufacturing/Industry/Trades
Professional Services
Self-employed
Other
4
Does your employer currently provide anywhere/anytime learning opportunities
Yes
No
Not sure
5
Have you taken any mandatory technology-delivered learning opportunities during the past 12 months?
Yes
No
6
How much additional compensation did you receive for the mandatory technology-delivered learning opportunities that you
completed during non-work hours? (Check all that apply)
I was pai