1. MethodsMethods This study involves the following two stages: (1) adopting the in-person role play-based compliance training into online training by utilizing the learning theories and instructional design principles in a large organization and investigate the potential the online training hold for employees, (2) comparing both trainings, identifying and improving the effectiveness of both trainings and employees’ satisfaction. Participants consist of employees at a southern university. Online recruitment is used to recruit volunteers from the training program. The participants are representative of adult working professionals. The sample size is targeted around 150 which is comparable in size to similar studies in sexual harassment training (Garman, 2013) that were able to detect significant differences in training outcomes. A nonprobability sampling method will be used for qualitative data. During phase 1 of the study, the data will be collected using an online pre- test. For phase 2 of the study, the participants will be recruited from the sample of the employees who is going to participate in phase 1 of the study, and they are selected based on their willingness to participate in follow-up interviews. Data Collection This study utilized a mixed methods design (Teddlie & Tashakkori, 2009) that included both quantitative (pre-test/posttest) and qualitative (interviews) methods. Additional data such as elapsed time during the trainings and the number of incidents on sexual harassment will be collected. An explanatory sequential design was used, whereby quantitative data collection is followed by interviews to obtain qualitative data (Creswell & Plano Clark, 2007). With this integrated approach, the limitations of quantitative methods can be supplemented with the strengths of qualitative methods. At the beginning of the training, participants are sent a consent form along with a copy for their records by email, and asked to read, sign, and place the form in the labeled consent-form box. Once the consent forms are collected, participants are asked to complete the pretest, and to place the code number of the pretest. Pretests are collected and placed in the labeled pretest box. To ensure anonymity, pretests and consent forms are kept separately. Once both the consent form and the pretest are collected, participants begin the training session. Data Analysis Newman, M., Jackson, R. A., & Baker, D. (2003). Sexual harassment in the federal workplace. Public Administration Review, 63(4), 472–483. Salas, E., & Cannon-Bowers, J. A. (2001). The science of training: A decade of progress. Annual Review of Psychology, 52, 471–499. Tashakkori, A. & Teddlie, C. (2003). Handbook of Mixed Methods in Social & Behavioral Research. Thousand Oaks: Sage. ConclusionConclusion The expected results is that compliance trainings increase employee awareness with current policies and procedures by increasing comfort levels and reducing the confusion, but also increases the commitment of the current policies and procedures as reducing the overall compliance incidents. This study offers suggestions for diverse, time-efficient methods of the compliance trainings. Overall, the effectiveness of the compliance training could depend on not only motivation and adult learning theories, and instructional design principles but also the background of the learners, the nature of the content and the culture of the organization. This study is an attempt to highlight what is effective in compliance trainings for practitioners and administrators. It is important for organizations not only that the training is delivered to employees but that employees understand compliance concepts presented. There might be no the best method for delivering training that is appropriate for every organization or situation. Choosing the appropriate training approach must fit the culture, the workforce, and training needs of the organization. As a future development of this research plan, it is important to take in consideration the organization culture. Different learning and design principles could be utilized for the different organization cultures to improve the compliance trainings as well as support their organization culture. ReferencesReferences IntroductionIntroduction There has been a significant increase in general training-related research (Salas & Cannon-Bowers, 2001). However, we know little about the circumstances under which and how compliance training creates positive change (Newman, Jackson, & Baker, 2003). Consequently, it is blurred if the compliance trainings actually deliver the organizations’ expected outcomes. Defining the elements that increase the training effectiveness is important because of saving organizations’ budget and employees’ time. Not only the effectiveness of the trainings is essential to create an effective learning environments but also the importance of satisfaction levels and attitudes towards the trainings should be studied, especially when dealing with social behaviors. The study helps to clarify and improve factors that are increased the effectiveness of the training and employee satisfaction by increasing comfort levels, and reducing the confusion surrounding the compliance. ObjectivesObjectives The study has been designed to answer the following: H1: Participants in the online gamified asynchronous training (OGAT) will show greater improvement on post test scores for likelihood to harass others than participants in the in-person training (IPT); with OGAT showing a greater decreased likelihood to harass others. H2: Participants in the OGAT will have higher training satisfaction scores than participants in the IPT. H3: Participants in the OGAT will have higher comfort levels and confusion than participants in the IPT. H4: Pedagogical agents supported by formative feedback in OGAT increase the training effectiveness. Gamification Facilitating the Development of the Online Training Aysegul Gok Georgia State University