Experiences of Learners Regarding Knowledge Retention and Application at a Government Agency in Rhode Island: An Exploratory Case Study
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Authors
Sisson, Kathleen
Issue Date
2025-09
Type
Dissertation
Language
en
Keywords
Educational Leadership & Learning Lifelong , Workforce Development Needs & Industry Alignment
Alternative Title
Abstract
The problem addressed in this study was many learners do not retain the knowledge or apply the skills they have learned after attending mandatory training. The purpose of this qualitative exploratory case study was to explore the state agency learners' experiences regarding their knowledge retention and application of skills after attending mandatory training. Participants included nine agency employees (learners) from diverse divisions who had attended at least two trainings and had a minimum of six months’ tenure. Data collection involved qualitative methods, grounded in Malcolm Knowles' Adult Learning Theory. Additionally, participants emphasized that training must be directly relevant to their job and supported by supervisors to be effective. Recommendations include adopting a blended, multimodal training approach, providing take-away resources and reinforcement opportunities, and equipping supervisors with tools to reinforce learning. Malcolm Knowles’ theory of andragogy emphasizes that adult learners differ from children. Adults see themselves as self-directed and want greater autonomy in their learning. They bring prior experiences that shape and enrich the learning process. Readiness to learn is tied to real-life roles and responsibilities, making adults more motivated when content is immediately relevant. Their orientation to learning is problem-centered rather than content-centered, with a preference for practical application over abstract theory. Motivation tends to come more from internal drivers, such as personal growth, job satisfaction, or improved self-confidence, than from external pressures. Finally, adults need to understand the purpose and value of what they are learning before fully engaging. Future research is recommended the researcher uses diverse methodologies such as multiple case studies, quantitative correlational designs, and ethnographic approaches to explore the complex dynamics influencing workplace learning and training transfer in public sector environments.