Goal of the questionnaire: to find out on what topics governors would like to professionalize themselves to find out preferences of governors on six elements of the to be designed intervention.Method: placing a digital questionnaire on the website of SPO for governorsJustification of the questionnaire:Three levels of development according to Smith & Ragan: Knowledge/skills, behavior and Belief. Firstwe wanted to include the three dimensions in each topic, but this resulted in a huge table (seeappendix A). We did not want that. So we chose the topics to focus on just the topics, because weexpect a varied target group (more and less experienced governors). So the intervention shouldprovide all three levels of mastery. Another argument for our idea to investigate the relevance of thetopics, is that content relevance is positively related to transfer of an intervention (appendix B). Andsince governors all had education in compliance, there is no need to cover the entire content. It isquite obvious, that learners will probably be more motivated to participate if they value the contentas relevant. This is important, since governors are not obliged to follow the course. Therefore ourfirst goal of the questionnaire and the interviews is to find out what parts of the content are mostrelevant.Secondly, we also would like to find out something about the preferences of learners concerning theintervention. Undeniably there are numerous aspects that we could try to find out related to learnerpreferences. But we had to make a selection, because we wanted to present a short questionnaire, inorder to make the list attractive and hopefully get more response. So we asked ourselves: What dowe really want to know? We based this on a few ideas for interventions that we had made up by thattime, and had discussed with our principals. Roughly we doubted about live meetings or e-learning,and about the role of the trainer. This resulted in six questions.
Appendix A: rows=topics of compliance gathered from literature and interview with Director of thecompliance committee, columns=cognitive levels of attitude learning (from Smith & Ragan)Topics Kennis en Praktische Reflectie/attitude Vaardigheden toepassingwet- en regelgevingcontrole/monitoringFunctionele en eerlijkeverslagleggingBelangenconflicten van bestuurdersRelatie met investeerdersMaatschappelijk verantwoordbeleggenRisico’s van uitbestedingIT-risico’sFraudeAnder topic, nl.
Appendix B: intervention design variables – transfer relation (ref.)