| The purpose of this study was to examine the effects of change on military and civilian education and training specialists in the transition from traditional training to training delivered by technological methods. In addition, the study provided information on the effects of leadership, the Knowledge Management Network, and stress on the transition.;A questionnaire comprised of both quantitative and qualitative items was distributed to the population of 350 education and training specialists. There were 182 completed questionnaires returned resulting in a 52% response rate. The data were analyzed using descriptive statistics of frequency and percentage. Education and training specialists responding to the questionnaire indicated that the changes did impact their jobs but exhibited an overall positive perception of the transition from traditional training to training delivered by technological methods. They were comfortable in the new team environment, and they were confident they could learn the technology involved. The quantitative responses on leadership fell primarily in the indifferent category, while those in the qualitative sections put leadership at the top when listing the five major work stressors. Respondents cited unclear visions, inconsistency in decisions, and frequent changes when discussing leadership. Research subjects indicated an awareness of the Knowledge Management Network but gave no strong indication of its capabilities or its effectiveness. Education and training specialists listed leadership and communication along with technology hardware and software problems as their primary work stressors. In response to the items of listing work and transition stress levels, 51% indicated that their stress levels had remained the same, 41% indicated that their stress level had gone up, and 6% listed a drop in stress level.;Based on the findings, researcher recommendations include: (1) Analyze current leadership goals and processes in this transition. (2) Provide staff development for proficiency and competence in new skills required. (3) Continue to research knowledge management systems. (4) Administer one or more of the current stress assessments to further understand the stressors and implement stress-reducing strategies. |
