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switch (pg) {
case 1:
    mt = "Finding #1: Long Term Results in ... " + mt;
document.getElementById("modalText").innerHTML = "Facilitated training, whether online-outsourced or in-house, has more long-term impact than solo, self-paced \"canned\" training. When participants were tested for long term learning, the only group that did not show long term significant improvement was the group that participated in the \"canned\" training with no facilitation. Although they showed improvement in knowledge immediately following taking the course, delayed post test knowledge assessment scores dropped to a level that showed no significant gain from their pre-training knowledge assessed based on a twenty item multiple choice assessment of course learning objectives. Facilitated groups had significant gains both short and long-term based on these knowledge assessment scores.";
    break;

case 2:
    mt = "Finding #2: Are Two Heads Better Than One? " + mt;
    document.getElementById("modalText").innerHTML = "The initial thought was that if online, outsourced facilitation improved learning and in-library  facilitation also improved learning, then providing both an outsourced, in-course facilitator  and an in-library, e-training leader would have a multiplier effect.  This didn't happen. What  did happen?  The trainees, given both types of facilitation, chose to interact in the workplace,  not online.  This was most evident in the fact that the online facilitator did not generate  online discussion postings as was the case when the course was just facilitated online (not in- library), while the overwhelming response from both facilitated groups was that the training was  a great topic for discussion and the training was discussed by participants in staff meetings or  in conversations with peers and supervisors.  The knowledge, self-efficacy, and performance  scores were not significantly higher with duo-facilitation than either single form of  facilitation; and the only advantage appears to be that completion rates were highest for duo  facilitation, so for library administrators that are concerned with staff training drop-outs,  duo facilitation does have that advantage.  Not surprisingly, the highest attrition rate  occurred for participants in the solo, self-paced \"canned\" e-training than any other section.";
    break;

case 3:
    mt = "Finding #3: E-Training Is A Tool ... " + mt;
    document.getElementById("modalText").innerHTML = "The findings on self-efficacy speak to the fact that E-training, even with facilitation, is not effective as a \"one-shot\" inoculation to boost staff confidence, especially as it relates to a complex topic, such as managing difficult patrons. It appears that there is no one-shot e- training inoculation or instant quick fix for building long-term confidence for complex tasks on-the-job. All facilitated participants knew more about the topic of managing difficult patrons following the e-training and their confidence (self-efficacy) in their ability to use their training on the job did increase significantly immediately following training. Ninety percent of participants had higher self-efficacy immediately following the course as measured by the posttest score. While they were actively engaged in the learning, students felt confident about their skills. Comments received also indicated that participants felt the materials and support found in the training was helpful. Three months after the training ended, facilitated trainees still knew significantly more than before they took the training about the complex topic of managing difficult patrons... so, one might think that they would maintain or increase their post-training levels of confidence, but this did not prove to be the case. Three months after the online training, the number of participants feeling more confident than before training dropped from 90% to 66%. In fact, 25% of the participants who received the online outsourced facilitated lesson felt even less confident about difficult patron issues than prior to taking the training. Their specific task level self efficacy (belief in their skills and abilities about managing difficult patron situations) dropped significantly, even though their general self-efficacy about life remained constant and they maintained a significant increase in knowledge related to course content on managing difficult patrons. This revelation was so unexpected that the researchers probed a bit further to ask the participants why they may have felt this way. Managing difficult patrons was viewed as an especially emotive task, requiring a complex skill set and clear library administration support. The responses received indicated that for complex topics and \"big picture\" learning, E-training can be an effective and efficient tool for management to engage staff in communication, but not a substitute for long-term leadership and support in this tumultuous area of librarianship. So, to make an analogy to sports, a single e-training lesson can have a similar positive effect as a locker room pep talk. e-training was shown to have a significant impact on attitudes and knowledge immediately following the \"rally,\" but without continued intervention the long term benefits diminish and the belief of the individual team member in their own abilities was not sustained. In reviewing comments from focus groups and survey questions, it was clear that most participants viewed formal training for managing difficult patron situations as representing only a single facet of an expertise that must be built up over time, individually with the support of and within the dictums of the library leadership with the prudent application of \"common sense,\" etiquette, and knowledge of legal ramifications when interacting with patrons. There was a perception among the participants in this study of the balancing act that exists between quality front-line customer service and policy implementation. Further research is needed to discover the role of e-training reinforcement and follow-up on long-term staff member self-efficacy, knowledge acquisition, and workplace learning integration of training.";
    break;
	
case 4:
    mt = "Finding #4: Do We Do What We Know? " + mt;
    document.getElementById("modalText").innerHTML = "The results from self-report of on-the-job performance related to managing difficult patrons are  inconclusive.  Reviewing, revising, or creating policy manuals related to managing difficult  patrons was a task recommended within the training materials and a task used to assess if  training impacted job performance. Only 31% of training participants stated that they reviewed,  revised, or created policy manuals at their library since participating in the training, with no  single group reporting significantly higher levels of on-the-job integration.  This surprisingly  phenomenon of limited workplace application of learning aligns with Miller's Simple Model of  Competence, a model in the literature that assesses levels of competence for workplace learning  along a continuum of four levels: (1) knowing, (2) knows how, (3) shows how, and (4) does.  Further investigation is recommended to integrate IMPACT's evaluation framework with Miller's  Simple Model of Competence. Preliminary investigation of data collection methods and evaluation  correlates is underway.  IMPACT did find a positive correlation between delayed post test self- efficacy (staff confidence) and using the training materials on the job.  Ways of maintaining  and improving task level self-efficacy by initiating e-training follow-up activities should be  investigated with an eye toward increasing workplace competence of staff members from a level of  knowing what to do to actually enhancing job performance and doing what needs to be done in the  workplace.  IMPACT identified roles of e-training stakeholders for implementing and integrating  e-training initiative; future research should include identification of roles for workplace  learning within the continuing education certification environment and librarianship field."; 
	
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