Chapter IV: Results

            The purpose of this study was to provide a consensus of basic information technology literacy skills needed for successful participation in further education and work from recent high school graduates’ perspectives. The ultimate goal was to identify the top technology literacy skills at work and in college. To accomplish this objective, a Delphi panel of recent graduates was used to conduct three rounds of data collection leading to a consensus on the top basic technology literacy skills in college and at work. The initial skills were predetermined from the review of literature and subsequently sorted out and progressively reduced after each round as part of the consensus building.

Round One: Initial Confirmation of Skills Needed at Work/College

            In the first round of the Delphi study participants were asked to identify specific skills as needed in work or in college by checking yes or no. The initial list of skills was determined from the review of literature including skills in eight domains: Basic computer skills, word processing skills, spreadsheet skills, presentation skills, networking skills, graphic and imaging skills, database skills, and telecommunications skills (Florida Department of Education, 2009b, 2009c, 2012, 2013; McCoy, 2001; Tesch, Murphy, & Crable, 2006). In turn, open-ended questions asked participants to provide a rationale and to add any additional skills needed for each domain. Skills were identified “as needed” by using the highest frequency of selection in each domain in the corresponding panelist group (i.e., work, college).

            Basic computer skills. Basic computer skills included 25 specific skills. Out of the 25 initial skills, 17 skills were confirmed as needed at work with a consensus of 91%, while 17 skills were reported as needed in college with a 100% consensus. The results of this initial round for basic computer skills are reported in Table 1 for both at-work and in-college groups. Boldfaced percentages indicate skills are that were identified as needed by the majority in their corresponding group.

Table 1

Basic Computer Skills-Round One Survey

                Skills needed at work. The top skills identified as needed at work are basic computer skills associated with organizing, selecting, and maintaining a workplace computer. The use of Windows operating system and performing routine tasks such as installing software, saving and retrieving files, and setting up a computer or printer are examples of basis skills. Participants commented that organizing and saving data allows information to be retrieved and be readily accessible. The identified skills were associated with basic computer operations were seen as essential for performing at work and for job security.

            In turn, the skills identified as not important are associated with the use of DOS commands, formatting a floppy disk, and changing desktop backgrounds. Further, using a Mac operating system was not identified as needed in the workplace.

            Skills needed in college. The top basic computer skills identified as needed in college by panelist are associated with setting up a personal computer and performing routine tasks. Examples of routine skills identified as needed in college context included using the Windows operating system, installing new software programs, as well as copying, saving, retrieving, and downloading files. In this regard, participants commented that saving information in any program on a computer or external USB drive are definitely needed skills in college. One participant also noted the ability to read directions as essential in order to configure a computer properly and connect it to various wireless technologies needed in college.

The skills identified as least needed mirrored the results from the “at work” panel and included formatting floppy disks, using DOS commands, and installing software programs from a disk. Surprisingly, the use of a Mac operating system was not reported as needed by the majority of college panelists.

            The common denominator identified in both environments included organizing, selecting, and maintaining files using a Windows operating system that connects to a computer network and a wireless printer. Skills identified as least needed in both environments included formatting floppy disk, using DOS commands, using a Mac operating system, changing desktop background, and toggling between software programs.

            Word Processing Skills. Word processing skills included 23 specific skills. Out of the 23 initial skills, 19 skills were confirmed as needed at work with a consensus of 91%, while 15 skills were reported in college with a 100% consensus. The results are presented in Table 2 for both at-work and in-college groups. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 2

Word Processing Skills-Round One Survey

            Skills needed at work. The top basic word processing skills identified as needed at work are associated with maintaining documents, formatting content, and page layout. The use of creating, formatting documents, modifying, and saving and retrieving files are examples of basic skills. Participants commented that the identified skills provide collaboration with co-workers using necessary documents created on the job. The identified skills were associated with basic word processing skills were seen as essential for writing blogs, letters, proposals and building websites in the workplace.

            In turn, the skills identified as not important are associated with creating multiple documents, changing color schemes, and adding sources used in creating bibliographies. Further, adding a watermark was not identified as needed in the workplace.

            Skills needed in college. The top word processing skills identified as needed in college by panelist are associated with maintaining, formatting content, page layout, and formatting documents.  Examples of routine skills identified as needed in college context included formatting reports, as well as copying, saving, and retrieving documents. In this regard, participants commented that specific formatting documents are definitely needed skills in college. One participant noted the ability to read directions to address how information is to be presented in a word processing software such as Microsoft Office Work is essential in college.

            The skills identified as least needed mirrored the results from the “at work” panel and included creating multiple documents, changing color schemes, and adding watermarks. Further, hyperlinking documents, show/hide formatting marks, and tracking changes were identified as basic skills as not needed in college.

            The common denominator identified in environments included maintaining, formatting content, formatting documents, and page layouts. Both environments identified specific skills for an intended purpose or outcome, such as a business letter for work or a report written in college. Skills identified specific formatting guidelines needed for creating documents essential at work and in college. Skills identified as least needed in both environments included change Word’s color scheme, creating a mail merge, and adding a watermark.

            Spreadsheet Skills. Spreadsheet skills included 21 specific skills. Out of the 21 initial skills, 17 skills were confirmed as needed for work with a 91% consensus, while and 15 skills were reported as needed in college with a 100% consensus.  The results of this initial round for spreadsheet skills are reported in Table 3 for at-work and in-college groups. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 3

Spreadsheet Skills-Round One Survey

            Skills needed at work. The top basic spreadsheet skills identified as needed at work are associated with managing worksheets and workbooks to include selecting, organizing, applying formulas, and presenting data visually.  The use of manipulating data, formatting formulas, creating functions, and saving and retrieving files are examples of basic skills. The identified skills were associated with basic spreadsheet skills as seen as essential for performing tasks at work.

            In turn, the skills identified as not important are associated with include hyperlinking worksheets and applying specific functions. Further, “What-If-Analysis”, absolute cell values, and conditional formatting was not identified as basic skills needed in the workplace.

            Skills needed in college. The top spreadsheet skills identified by panelist as needed in college are associated with managing worksheets and workbooks to include selecting, organizing, applying formulas, and presenting data visually.  Examples of routine skills identified as needed in college context included formatting and organizing data visually, as well as copying, saving, and retrieving files. In this regards, participants commented that a visual presentation of facts and figures are essential skills needed in college.

            The skills identified as least needed mirrored the results from the “at work” panel and included selecting, formatting, organizing, and presenting data associated with managing worksheets. Further, hyperlinking worksheets, “What-If-Analysis”, formulas, and conditional formatting are essential skills not needed in college.  

            The common denominator identified in both environments included maintaining, selecting, formatting, and organizing data in a visual representation of facts and figures. Both environments identified specific skills for an intended purpose or outcome, such as keeping track of data, manipulating data, and presenting data graphically was essential at work and in college. Skills identified as least needed in both environments included absolute references, hide columns, “What-If-Analysis”, conditionally formatting, and hyperlinking documents.

            Presentation Skills. Presentation skills included 20 specific skills. Out of the 20 initial skills, 17 skills were confirmed as needed at work with a 91% consensus, while 15 skills needed in college were reported as needed in college with a consensus 100% consensus. The results of this initial round for presentation skills are reported in Table 4 for both at-work and in-college groups. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 4

Presentation Skills-Round One Survey

            Skills needed at work. The top basic presentation skills identified as needed at work are associated with selecting, organizing, formatting, and presenting information visually. The use of creating, formatting slides, modifying, animating objects, and saving and retrieving files are examples of basic skills. Participants commented that the identified skills are essential in presenting information to managers or CEO’s to project figures and project goals at work. The identified skills were associated with basic presentation skills as seen as essential for presenting information at work.

In turn, the skills identified as not important are associated with inserting WordArt Objects and adding connectors between objects. Further, saving a presentation in packaging a presentation to a CD was identified as not needed in the workplace.

            Skills needed in college. The top presentation skills identified as needed in college are associated with selecting, organizing, formatting, and presenting information visually. Examples of routine skills identified as needed in college context included creating, formatting slides, modifying, animating objects, and saving and retrieving files. In this regard, participants commented that formatting a presentation that is visually appealing for a particular audience is needed in college.

The skills identified as least needed mirrored the results from the “at work” panel including adding connectors between objects or object groups and packaging a presentation as a CD.  Further, master slide layouts, set timings, and saving presentation as a movie were identified as not needed in college.

            The common denominator identified in both environments included selecting, organizing, modifying, animating objects, saving and retrieving files. Both environments identified basic skills associated with presenting relevant information needed at work or in college. Skills identified in both environments as least needed included adding connectors to objects or object groups and packaging a presentation as a CD.

            Networking Skills. Networking skills included four skills. Out of the four initial skills, one skill were confirmed needed at work by a 91% consensus, while three skills needed in college were determined by a 100% consensus. The results of this initial round for networking skills are reported in Table 5 for both at-work and in-college groups. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 5

Networking Skills-Round One Survey

NETWORKING SKILLS: Check whether you think the following presentation skills are needed (Yes)

or not needed (No).

            Skills needed at work. The top networking skill identified at work was associated with setting up a wireless printer. The use of a wireless printer is example of a basic skill needed at work. The participants commented that basic networking skills were seen as essential for performing at work and advancements within a company.

In turn, the skills as not important are associated with setting up computer networks. Further, computer network (LAN), wireless network, and other wireless devices such as cellphones, tablets, or IPads was identified as not needed at work.

            Skills needed in college. The top networking skills identified as needed in college was associated with setting up networks using LAN’s or connecting to wireless technologies. Examples of routine skills identified as needed in college context included connecting to wireless technologies or a computer network (LAN). In this regard, participants commented that networking skills for today’s wireless technologies are needed in college.   

            The skill identified as least needed in a college environment was setting up a wireless printer.

            The common denominator identified in both environments was connecting to wireless technologies. Both environments identified printing information was needed at work and in college. Skills identified in work and in college are dependent upon the networking to options available in both environments.

            Graphic and Imaging skills. Graphic and imaging skills included 12 skills. Out of the 12 initial skills, 7 skills were confirmed as needed at work with a 91% consensus, while 5 skills were reported as needed in college with a 100% consensus. The results of this initial round for graphic and imaging skills are reported in Table 6 for both at-work and in-college groups. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 6

Graphic and Imaging Skills-Round One Survey

            Skills needed at work. The top graphic and imaging skills identified as needed at work are associated with selecting, editing, saving, and sharing images. The use of uploading, creating, resolution, printing, and sharing images on websites are examples of basic skills. Participants commented that the identified skills as essential in marketing a business. The identified skills were associated with adding images to documents, presentations, or websites were seen as essential for performing at work.

In turn, the skills as not important are associated with editing and optimizing using camera raw files. Further, using editing software programs to edit pictures as not needed in the workplace.

            Skills needed in college. The top graphic and imaging skills identified as needed in college are associated with selecting, editing colors, and sharing. Examples of routine skills identified as needed in college context included skills used with social media websites, creating YouTube videos, and incorporating images in word documents or presentations. In this regard, participants commented that basic graphic and imaging skills are needed in college.

            The skills identified, as least needed included editing size, printing, and optimizing camera raw files.

            The common denominator identified in both environments included creating new image files associated with page margins, orientation, and uploading images to websites. Both environments identified basic skills of incorporating images in social media websites needed at work and in college. Skills identified in both environments as least needed included editing software programs for resizing, cropping, and rotating images that optimize images or camera raw files.

            Database Skills. Database skills included eight skills. Out of the eight initial skills, four skills were confirmed as needed at work with a 91% consensus, while four skills were reported as needed in college with a 100% consensus. The results of this initial round for basic computer skills are reported in Table 7 for both at-work and in-college groups. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 7

Database Skills-Round One Survey

            Skills needed at work. The top database skills identified as needed in work are associated with selecting, organizing and manipulating data. The use of creating an organized list of items and navigating a database are examples of basic skills. Participants commented that the identified skills are essential to using a well-designed database system fully such as billing customers. The identified skills were associated with database skills as seen as essential for enhancing performance at work. 

In turn, the skills identified as not important are associated with incorporating rules for creating forms, functions, and formulas. Further, creating databases and forms was identified as not needed in the workplace.

            Skills needed in college. The top database skills identified as needed in college are associated with creating, selecting, maintaining, and reporting data. Examples of routine skills identified as needed in college context included entering data in an existing database, such a submitted a form online.  In this regard, participants commented that skills associated with database are essential when using access based computer programs in college.    

            The skills identified as least needed are associated with incorporating rules using functions, and formulas. Further, running queries for reports were identified as not needed in college.

            The common denominator identified in both environments included entering data and manipulating data using functions. Examples are organizing e-mail addresses and inventory of items on hand. In both environments, database programs are needed to organize and manipulate data more efficiently in work and in college.  Skills identified in both environments as least needed included using database functions and setting primary keys.

            Informational Retrieval/Telecommunication Skills. Information retrieval and telecommunication skills included 20 skills. Out of the initial 20 skills, 9 skills were confirmed as needed at work, while 15 skills reported as needed in college with a 91% to 100% consensus. The results of this initial round for basic computer skills are reported in Table 8 for both at-work and in-college groups. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 8

 Informational Retrieval/Telecommunication Skills-Round One Survey

            Skills needed at work. The top telecommunication skills identified as needed at work are associated with locating, communicating, and collaborating information shared at work. The use of e-mail and address books is examples of basic skills. Participants commented that identified skills are essential at work.

In turn, the skills identified as not important are associated with writing research papers that include citing and formatting sources.

            Skills needed in college. The top telecommunication skills identified as needed in college are associated with researching, communicating, and collaborating information shared with teachers and students. Examples of routine skills included e-mailing, researching information, and writing APA reports. In this regard, participant’s commented that online tools such as e-mail and locating information are needed on a daily basis in college.    

            The skills identified as least needed mirrored the results from the “at work” panel and included subscribe to a discussion list, setting up a teleconference, and creating websites. Further, keeping track of websites, using Wikispaces or blogs were identified as basic skills as not needed in college.

            The common denominator identified in both environments is associated with locating, communicating, and collaborating information.  Skills identified locating information and using online tools for collaborating with workers, teachers, and students were essential in both environments. Skills identified as least needed in both environments included keeping track of websites and setting up teleconferences. Skills identified following copyright and plagiarism, citing sources, researching sources, and creating bibliographies were not important at work, but were needed in college.  

Round Two: Identification of Top Technology Skills at Work/College

            In the second round of the Delphi study, participants were asked to select the top ten skills in their corresponding context (i.e., work or college) based on the set of skills identified in Round One. Thus, each group was presented with the list of top skills identified in Round One and given the opportunity to provide a rationale for selection (see Appendix E and F). An 80% consensus was used as the minimum criterion for collective agreement to reduce the list of technology literacy skills to the top 10 skills needed in each domain in both groups. The results are reported in Tables 9-18 reflecting the final consensus for each domain.

            Basic computer skills. In Round One, 17 skills were identified as needed at work and in college. In Round Two, the request for panelists was to reduce the list of basic computer skills to the top 10 skills needed in the corresponding context (i.e., work, college).  The top ten skills identified by each group are shown in Table 9. Boldfaced percentages indicate skills are that were identified as part of the top skills in the corresponding context.

Table 9

Top 10 Basic Computer Skills at Work and in College

            Top skills needed at work. The top skills identified as most needed at work further confirmed the focus on basic computer skills reflecting routine tasks associated with using the Windows operating system, organizing and maintaining folders and files installed on a computer, and performing simple operations (e.g., connecting to a network or a wireless printer). Keyboarding ability was also reported as a top computer skill in work context. Again, participant’s stated that skills in organizing files and using programs needed on day-to-day activities are useful when using a computer at work.

            Top skills needed in college. Regarding the top skills needed in college, the results were almost identical to those reported for the “at work” context. That is, using the Windows operating system and performing basic handling of programs and files were seen as top skills in college as well. However, setting up a new computer and understanding security issues were two skills that were evidently more relevant in college context. In general, one participant compared the top computer skills to driving skills as one cannot effectively use a computer or drive a car without having the basic skills.

            All in all, with a couple of exceptions (e.g., keyboarding ability, setting up a new computer), the results essentially pointed out to the same core of basic top computer skills needed at work and in college.

            Word Processing Skills. In Round One, 19 skills were identified as needed at work, while 15 skills were identified as relevant in college. In Round Two, the request for panelists was to reduce the list of word processing skills to the top 10 skills needed in the corresponding context (i.e., work, college).  . The top ten skills identified by each group are shown in Table 10. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 10

            Top 10 skills needed at work. The top skills identified as most needed at work further confirmed the focus on basic word processing skills reflecting routine tasks associated with creating, maintaining, and modifying documents.  Again, participants stated that using basic formatting skills assures that word documents are typed and spaced correctly when creating and modifying word documents related to a specific task. One participant commented that the skills identified are “imperative” to using a word processor at work.

            Top 10 skills needed in college. Regarding the top skills needed in college, the results were almost identical to those reported for the “at work” context. That is, creating, maintaining, and modifying documents.  However, writing reports in conjunction with following copyright and plagiarism policies, citing sources and creating bibliographies were evidently more relevant in college. In general, one participant reaffirmed formatting word documents are needed in college when writing APA reports.

            All in all, with a couple of exceptions (e.g. copyright and plagiarism policies, citing sources, and creating bibliographies), the results essentially pointed out to the same core of basic word processing skills needed at work and in college.

            Spreadsheet Skills. In Round One, 17 skills were identified as needed at work, while 15 skills were identified as relevant in college. In Round Two, the request for panelists was to reduce the list of spreadsheet skills to the top 10 skills needed in the corresponding context (i.e., work, college).  The top ten skills identified by each group are shown in Table 11. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 11

Comparison of Spreadsheet Skills-Round Two Survey

            Top 10 skills needed at work. The top skills identified as most needed at work further confirmed the focus on basic spreadsheet skills reflecting routine tasks associated with organizing, formatting basic functions and formulas, and creating graphs. Again, participants stated that formatting data correctly are useful when using spreadsheets at work.

            Top 10 skills needed in college. Regarding the top skills needed in college, the results were almost identical to those reported for the “at work” context. That is, organizing, formatting basic functions and formulas, and creating graphs were seen as top skills in college as well. However, mail-merging data, copying cells, and remove or adding columns were three skills that were evidently more relevant in college context. In general, participants confirmed that sorting, copying, creating graphs, and calculating data are skills needed in college to effectively present data in an organized manner that is easily understood in a visual presentation.

            All in all, with a couple of exceptions (e.g. changing text directions, change print options, insert images, adding footers and headers, use fill handles to copy cells, and change column widths), the results essentially pointed out to the same core of basic word processing skills needed at work and in college.

            Presentation Skills. In Round One, 17 skills were identified as needed at work, while 15 skills were identified as relevant in college. In Round Two, the request for panelists was to reduce the list of presentation skills to the top 10 skills needed in the corresponding context (i.e., work, college).  The top ten skills identified by each group are shown in Table 12. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 12

Comparison of Presentation Skills-Round Two Survey

            Top 10 skills needed at work. The top skills identified as most needed at work further confirmed the focus on basic word processing skills reflecting routine tasks associated with creating an appealing visual presentation of information needed at work. Again, participant’s stated that presentation skills are useful when creating a presentation at work.

            Top 10 skills needed in college. Regarding the top skills needed in college, the results were almost identical to those reported for the “at work” context. That is, using basic formatting skills, such as adding, editing, and deleting content are needed to make an effective presentation were seen as top skills in college as well. In general, one participant reaffirmed that the basic presentation skills were needed in college.

            All in all, with a couple of exceptions (e.g. creating a master slide layouts, creating WordArt Objects, set timings, saving in different formats, managing charts, and hyperlinking slides), the results essentially pointed out to the same core of basic word processing skills needed at work and in college.

            Networking Skills. In Round One, one skill was identified as needed at work, while three skills were identified as relevant in college. In Round Two, the request for panelists was to reduce the list of networking skills to the top skills needed in the corresponding context (i.e., work, college).  The top four skills identified results by each group are shown in Table 13. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 13

Comparison of Networking Skills-Round Two Survey

NETWORKING SKILLS: Please identify what you think is the top networking skills identified as needed skills.

            Top 10 skills needed at work. The top skills identified as most needed at work further confirmed the focus on networking skills reflecting routine tasks associated with setting up a wireless printer as needed at work. Again, participants stated connecting to wireless technologies is an important skill needed at work.

            Top 10 skills needed in college. Regarding the top skills needed in college, the results were not quite identical to those reported for the “at work” context. That is, setting up a computer network (LAN), wireless network, and various mobile wireless technologies that were seen evidently more relevant in college context. In general, participants stated that not much would be accomplished without connecting to the Internet or printers in college, however wireless printers are not used in college.

            All in all, the results pointed out different core of basic networking skills needed at work and in college. Surprisingly, the skills associated with networking are basically the same however, are not used in both context (e.g. work and college).

Graphic and Imaging Skills. In Round One, seven skills were identified as needed at work, while five skills were identified as relevant in college. In Round Two, the request for panelists was to reduce the list of graphic and imaging skills to the top skills needed in the corresponding context (i.e., work, college).  The top eight skills identified by each group are shown in Table 14. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 14

Comparison of Graphic and Imaging Skills-Round Two Survey

            Top 10 skills needed at work. The top skills identified as most needed at work further confirmed the focus on basic graphic and imaging skills reflecting routine tasks associated with selecting, editing, saving, and uploading images. Again, participants stated that skills are useful when incorporating graphics in word documents, presentations, or social media websites at work.

            Top 10 skills needed in college. Regarding the top skills needed in college, the results were almost identical to those reported for the “at work” context. That is, specific skills associated with editing pictures to be shared in word, documents, presentations, and social media websites. However, changing color, brightness, hues, and saturation were skills that were evidently more relevant in college context. In general, participants reaffirmed that the skills are important when completing assignments that incorporate images.

            All in all, with a couple of exceptions (e.g. uploading images from a camera, changing resolution, printing, and changing image colors), the results essentially pointed out to the same core of basic graphic and images skills needed at work and in college. The skills identified suggest core basic skills are needed for online quality at work and in college.

            Database Skills. In Round One, four skills were identified as needed at work, while four skills were reported as relevant in college. In Round Two, the request for panelists was to reduce the list of database skills to the top skills needed in the corresponding context (i.e., work, college).  The top six skills identified by each group are shown in Table 15. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 15

Comparison of Database Skills-Round Two Survey

            Top 10 skills needed at work. The top skills identified as most needed at work further confirmed the focus on basic word processing skills reflecting routine tasks associated with entering data, creating reports, and ability to use functions to query multiple databases. Again, participants stated that skills in selecting and organizing data are useful when using a database at work.

            Top 10 skills needed in college. Regarding the top skills needed in college, the results were similar to those reported for the “at work” context. That is, entering data and using database functions were seen identical at work, whereas creating a new database and forms were skills more relevant in college. In general, participants commented that database skills are helpful and important in creating database, using functions and formulas to show improvements for designing and planning information.

            All in all, entering data and using database functions essentially pointed out to the same core of basic database skills needed at work and in college.

Information Retrieval/Telecommunication Skills. In Round One, 9 skills were identified as needed at work, while 15 skills were identified as relevant in college. In Round Two, the request for panelists was to reduce the list of information retrieval and telecommunication skills to the top 10 skills needed in the corresponding context (i.e., work, college).  The top ten skills identified by each group are shown in Table 16. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 16

Comparison of Information Retrieval/Telecommunication Skills-Round Two Survey

            Top 10 skills needed at work. The top skills identified as most needed at work further confirmed the focus on basic word processing skills reflecting routine tasks associated with using online tools that provide workplace environments to organize e-mails, address books, locate information, and use Wikispaces or blogs to communicate information using technology to collaborate at work. Again, participants stated the skills using e-mail; address books and collaborating online are useful when using telecommunication skills at work.

            Top 10 skills needed in college. Regarding the top skills needed in college, the results were almost identical to those reported for the “at work” context. That is e-mailing, locating information using search engines were seen as top skills in college as well. However, locating relevant to research papers and the skills associated with copyright and plagiarism policies, citing sources appropriately, and creating bibliographies were evidently more relevant in college context. In general, participants stated that skills associated with writing MLA or APA formatted research reports are needed in college.

            All in all, with a couple of exceptions (e.g. copyright and plagiarism policies, citing sources, and creating bibliographies), the results essentially pointed out to the same core of basic information retrieval and telecommunication skills needed at work and in college.

Round 3: Consensus on Top Technology Skills at Work/College

            In the third round of the Delphi study, participants were asked to reach an agreement regarding the top ten skills identified as needed at work or in college for each domain in Round Two. The goal in Round 3 was to reach a consensus on the top skills in each domain selected in Round two, and gather examples and/or commentary justifying the rationale for agreement (see Appendix J and I). In the domains of networking and database skills, which listed less than ten skills, participants were directed to select any of the remaining skills in that particular domain. Based on the final consensus, it was also possible to identify skills that are needed in both contexts (i.e., at work and in college) to address research question three. Consensus on top skills was determined based on a 100% agreement on top skills in all eight domains.

            Basic computer skills. The top ten basic computer skills identified and confirmed in each group with a 100% consensus are shown in Table 17. Boldfaced skills indicate skills are that were identified as needed in both contexts (i.e., work and college).

Table 17

Final List of Top Basic Computer Skills At Work and In College

            A set of eight basic computer skills was identified as being most important in work context. Again, the top skills confirmed the focus on the ability to navigate in a Windows operating system to locate, select, and save files associated with installed software applications, and setting up a wireless printer needed at work. In turn, eight basic skills were also identified as most important in college context reflecting the same underlying focus on the ability to navigate a Windows operating system to locate, select, and save files associated with installed software applications, and setting up a wireless printer is needed in college.

            As reported in Table 17, eight basic computer skills were identified as needed at work and in college. The shared skills pointed to a set of core basic skills navigating a Window interface and routine handling of files, programs, and computer equipment at work and in college. Skills such as setting up a new computer and backing up a computer were seen as important in a particular context but not the other.

            Word Processing Skills. The top ten word processing skills are shown in Table 18. The results represent a 100% consensus regarding the agreement for selection on the top-10 list in each group. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 18

Comparison of Word Processing Skills-Round Three Survey

            A set of eight word processing skills was identified as being most important at work context. Again, the top skills confirmed the focus on the ability to navigate a word processor to locate, select, organize, format content, and format documents. In turn, eight basic skills were also identified as most important in college context reflecting the same underlying focus on the ability to navigate a word processor to locate, select, organize, format content, and format documents is needed in college.

            As reported in Table 18, eight basic word processing skills was identified as needed at work and in college. The shared skills point to a set of core basic skills navigating a word processing interface and routine handling of locating, selecting, organizing, formatting content, and formatting documents at work and in college. Skills such as sorting lists alphabetically and saving documents in different formats were seen as important in work context. Skills such as adding a new source for a bibliography, creating bibliographies, and adding a header or footer were seen as important in a particular context but not in the other.

            Spreadsheet Skills. The top ten-spreadsheet skills are shown in Table 19. The results represent a 100% consensus regarding the agreement for selection on the top-10 list in each group. Boldfaced skills indicate skills are that were identified as needed by both groups.        

Table 19

Comparison of Spreadsheet Skills-Round Three Survey

            A set of eight basic spreadsheet skills was identified as being most important in work context. Again, the top skills confirmed the focus on the ability to navigate in a spreadsheet to locate, select, format data, sort data, and create graphs needed at work. In turn, eight basic skills were also identified as most important in college context reflecting the same underlying focus on the ability to navigate in a spreadsheet to locate, select, format data, sort data, and create graphs is needed in college.

            As reported in Table 19, eight basic spreadsheet skills was identified as needed at work and in college. The shared skills pointed to a set of core basic skills navigate in a spreadsheet to locate, select, format data, sort data, and create graphs is needed at work and in college. Skills such as editing worksheets, changing columns, and use of database functions were seen as important in a particular context but not in the other.

            Presentation Skills. The top ten presentation skills are shown in Table 20. The results represent a 100% consensus regarding the agreement for selection on the top-10 list in each group. Boldfaced skills indicate skills are that were identified as needed by both groups.   

Table 20

Comparison of Presentation Skills-Round Three Survey

            A set of eight basic presentation skills was identified as being most important in work context. Again, the top skills confirmed the focus on the ability to navigate presentation software to locate, select, and save files associated with creating a visual appealing presentation. In turn, eight basic skills were also identified as most important in college context reflecting the same underlying focus on the ability to navigate presentation software to locate, select, and save files associated with creating a visual appealing presentation is needed in college.

            As reported in Table 20, eight basic presentation skills was identified as needed at work and in college. The shared skills pointed to a set of core basic skills navigating presentation software to locate, select, and save files associated with creating a visual appealing presentation is needed at work and in college. Skills such as exporting a presentation via e-mail and previewing a slideshow were seen as important in a particular context but not in the other.

            Networking Skills. The top ten networking skills are shown in Table 21. The results represent a 100% consensus regarding the agreement for selection on the top-10 list in each group.

Table 21

Comparison of Networking Skills-Round Three Survey

            The top skill identified focused on the ability to set up a wireless printer needed at work. Again, the top skills confirmed focus on the ability to set up a wireless printer needed at work. In turn, the top skills identified on the ability to set up a computer network (LAN), set up a wireless network, and set up various wireless devices were needed in college.

            As reported in Table 21, four skills was identified as needed in a particular context but not in the other.  

            Graphic and Imaging Skills. The top ten graphic and imaging skills are shown in Table 22. The results represent a 100% consensus regarding the agreement for selection on the top-10 list in each group. Boldfaced skills indicate skills are that were identified as needed by both groups.       

Table 22

Comparison of Graphic and Imaging Skills-Round Three Survey

            A set of four basic graphic and imaging skills was identified as being most important in work context. Again, the top skills confirmed the focus on the ability to create, format, and uploading images is needed at work. In turn, four basic skills were also identified as most important in college context reflecting the same underlying focus on the ability to create, format, and uploading images is needed in college.

            As reported in Table 22, four basic graphic an imaging skills was identified as needed at work and in college. The shared skills pointed to a set of core basic skills to create, format, and uploading images at work and in college. Skills such as uploading pictures from a camera, printing a specific page range, and changing pictures colors were seen as important in a particular context but no in the other.

            Database Skills. The top ten database skills are shown in Table 23. The results represent a 100% consensus regarding the agreement for selection on the top-10 list in each group. Boldfaced skills indicate skills are that were identified as needed by both groups.   

Table 23

Comparison of Database Skills-Round Three Survey

            A set of two basic database skills was identified as being most important in work context. Again, the top skills confirmed the focus on the ability to navigate database software to enter data and use database functions (e.g. sort, query, mail merge) needed at work. In turn, two basic skills were also identified focused on the ability to navigate database software to enter and use database functions (e.g. sort, query, mail merge) needed in college.

            As reported in Table 23, two basic database skills was identified as needed at work and in college. The shared skills pointed to a set of core basic skills navigating a database to enter and use database functions at work and in college. Skills such as creating a creating a new database, a data report, a query of multiple databases, and forms were seen as important in a particular context but not in the other.

            Information Retrieval and Telecommunication Skills. The top ten information retrieval and telecommunication skills are shown in Table 24. The results represent a 100% consensus regarding the agreement for selection on the top-10 list in each group. Boldfaced skills indicate skills are that were identified as needed by both groups.

Table 24         

Comparison of Information Retrieval/Telecommunication Skills-Round Three Survey

            A set of six telecommunication skills was identified as being most important in work context. Again, the top skills confirmed the focus on the ability to navigate electronic tools using e-mail and locating information on the Internet to collaborate information is needed at work. In turn, six skill basic skills were also identified as most important in college context reflecting the same underlying focus on the ability to navigate electronic tools using e-mail and locating information on the Internet to collaborate information is needed in college.

            As reported in Table 24, six basic information retrieval and telecommunication skills was identified as needed at work and in college. The shared skills pointed to a set of core skills navigating electronic tools using e-mail and locating information on the Internet to collaborate information at work and in college. Skills such configure e-mail and address books, keeping copies and using Wikispace or blogs were seen as essential in work. Skills such as access information through online resources included encyclopedias and online libraries, use and appropriately cite references and follow copyright and plagiarism policies were needed in college.