Abstract
Purpose. The purpose of this study was to determine whether there is a significant difference in city (business) employees' writing before and after they had participated in a five-week training intervention designed to develop: (1) a better understanding of grammar and syntax, (2) the ability to apply grammar and syntax to writing (sentences), and (3) a writing style. Methodology. This Modified Separate-Sample Quasi-Experimental Nonequivalent Study included fifty-two managers from two mid-sized cities. A pretest was administered to all of them. Following this, twenty-six participants, thirteen from each city, received the treatment during the first five-week period, while an equal number were observed for testing effect. All experienced posttest1. During the second five-week period, the untrained participants received the treatment, while the others were observed for retention and testing effect. Again, they took posttest2. After a five-year hiatus without further training, the researcher administered posttest3 to forty of the original fifty-two participants (76.9 percent) to assess retention. Findings and conclusions. The results of the study showed (1) that participants' pretest scores placed most of them at a level unacceptable to business executives who want their employees to be excellent communicators; (2) that there was a significant difference in participants' knowledge of grammar and syntax and their ability to apply it to writing after they experienced the five-week training intervention; and (3) that their retention level was high, even after the five-year hiatus. Recommendations. Research into training programs aimed at eliminating the language and communication deficits found among business and government staff members must continue if this nation is to remain competitive in the world. The importance of grammar and syntax as a foundation for creating effective written communication should not be overlooked. This study should be replicated in both government and corporate settings giving consideration to longer training interventions with larger populations and to the relevancy of training materials. Additional studies should be considered in the education arena where teachers are being held accountable for student improvement.