The purpose of this paper is to distinguish knowledge gained vs skills learned as two learning-related training criteria; and to then test the impact of two career motivation variables, home care intent and stepping stone, for explaining these training criteria beyond controlled-for variables.
The research used a sample of 720 personal/home care aides (P/HCAs) who filled out pre-training and post-training surveys. Training consisted of 25 modules, lasting approximately 100 hours on various P/HCA knowledge bases, with training sessions generally five to six hours/day, four to five days/week over a three to four week period. Factor analyses, correlation, and hierarchical regression analyses were used to test the hypotheses.
Results showed that these two learning outcomes, knowledge gained vs skills learned, could be differentiated and reliably measured. Subsequent hierarchical regression analyses showed additional discriminant validity for these two learning outcomes. For the two measured career motivation variables, home care intent and stepping stone, home care intent was positively related to both learning outcomes but stepping stone only had a significant positive impact on skills learned. Training delivery was significantly related only to knowledge gained, while instructor rating was significantly related only to skills learned.
A unique sample of P/HCA trainees was utilized to test for this previously untested learning outcome distinction. As the population ages and demand increases for P/HCAs, additional training and studies evaluating such training will be needed.
The authors wish to acknowledge having this research supported by: Affordable Care Act: Personal and Home Care Aide State Training Program. Health Resources and Services Administration (HRSA) Grant No. T82HP20325.
Blau, G., Chapman, S.A. and Neri, M. (2016), "Testing the impact of career motivation on knowledge gained versus skills learned for a sample of personal/home care aide trainees", Career Development International, Vol. 21 No. 2, pp. 144-159. https://doi.org/10.1108/CDI-11-2015-0149
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