First Advisor

Walter Ellis

Term of Graduation

Summer 2007

Date of Publication


Document Type


Degree Name

Doctor of Philosophy (Ph.D.) in Public Administration and Policy


Public Administration




Information technology -- Oregon, Training -- Oregon, Public administration -- Oregon



Physical Description

1 online resource (v, 200 pages)


Information technology (IT) has revolutionized the workplace and the provision of government services, and rapidity of change makes IT training essential. Planning, however, can be haphazard, and public sector training might not fulfill training needs. Elements that are essential to planning for the success of IT training in the public sector were identified from the literature: IT training organization structure/training provider, methods of IT training delivery, assessment of IT training needs, IT training expenditures, specific IT training needs, and strategies for improving IT training.

IT directors of Oregon state agencies and chief information officers (CIOs) of exemplar states were surveyed regarding their practices related to those essential elements. Results show that Oregon agency respondents use a centralized IT training provider most frequently, but exemplar state respondents use vendors most frequently. Lecture/lab is the most frequently used method of training delivery. Training needs are assessed, primarily by supervisors, but the methods vary. IT training expenditures lag behind industry standards. The primary training needs are productivity applications in Oregon, and management tools in exemplar states. Respondents most strongly support increasing training budgets and identifying standardized training needs as methods for improving IT training. The Oregon Department of Administrative Services (DAS) is presented as an illustrative, "real world" example of the theories regarding organizational structure and culture of IT training in the public sector.

The study's contributions to the field are the identification of elements which are essential in planning for the success of IT training in the public sector, identification of the divergence between theory and practice of that training, and theoretical and practical implications for improving training.


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