4153 Midterm

Steps in evaluation process

1. Needs analysis 2. Develop measurable LOs and analyze transfer of training 3. Develop measurable outcomes 4. Choose evaluation strategy 5. Plan and execute evaluation

According to the 2015 ATD State of the Industry report, which of the following is true regarding delivery of training? A. 51% is delivered by an instructor in live face-to-face classroom B. 14% is delivered by mobile technology C. 42% is delivered by blended learning D. 35% is delivered online

A. 51% is delivered by an instructor in live face-to-face classroom *

________ skills are more difficult to train than _________ skills. A. Open, closed B. Closed, open C. Motor, intellectual D. Intellectual, motor E. Near transfer, far transfer

A. Open, closed *

Which of the following is not a force discussed by Noe as influencing the workplace and training? A. new laws regulating allocation of training funds in the US B. economic changes C. new technology D. changing demographics and diversity E. high-performance work systems

A. new laws regulating allocation of training funds in the US *

Kirkpatrick's four levels of evaluation include A. reaction, learning, results, and behavior. B. affective, cognitive, formative, summative. C. assess, evaluate, design, formulate D. pretest, posttest, validity, ROI.

A. reaction, learning, results, and behavior. *

Measures to determine how much trainees have changed as a result of training is ___________ evaluation. A. summative B. normative C. formative D. transfer

A. summative *

Evaluation designs without pretesting or comparison groups are most appropriate when you are interested only in whether a specific level of performance has been achieved, and not how much change has occurred. A. true B. false

A. true *

Random assignment

Assigning employees to the training or comparison group on the basis of chance alone

In error management training, trainees are instructed that errors hamper learning and hence they must be completely avoided. A. True B. False

B. False *

The stimulus generalization approach emphasizes near transfer of training. A. True B. False

B. False *

If your test covering this chapter contained no questions covering evaluation designs, the test would be ____________ A. irrelevant. B. deficient. C. contaminated. D. unreliable.

B. deficient. *

Based upon a task analysis inventory, tasks that are rated as infrequently performed and low difficulty, should not be included in a training program. A. true B. false

B. false *

Cost-benefit analysis is the process of determining the economic benefits of a training program using marketing methods. A. true B. false

B. false *

Learning objectives

Broader and less measurable than course or lesson

Which of the following components of the training design process (Fig. 1.2) is similar to the "determine what the audience already knows" step Arthur Anderson uses? A. ensuring employees' readiness for training B. organizational analysis C. person analysis D. task analysis E. creating a learning environment

C. person analysis *

Evaluation designs: Solomon four-group

Combines the pretest/post-test comparison group and the post-test-only control group design This design controls for most threats to internal and external validity

An evaluation study of the effectiveness of a new software program was conducted using volunteers. What is the greatest threat to internal validity? A. maturation B. mortality C. interaction of selection and training D. initial group differences

D. initial group differences *

Competencies

Describes KSAO's common across jobs

Person analysis

Determining what the audience already knows

Deficiency (Fig. 6.2)

Evaluation fails to measure skills covered in training program

Explicit

Form of knowledge taught in courses

Reuse ratio

How much learning content is used for every hour of content

Transfer of Training Theories: Cognitive ability

Is related to job and learning performance across all jobs (near and far)

Performance orientation

Learners who focus on task performance and how they compare to others

Setting specific and challenging goals

Maximizes performance

First step in designing evaluation plan

Needs assessment

Balanced scorecard

Performance is measured from 4 perspectives

Goal orientations

Performance vs. mastery

Self-management

Person's attempt to control certain aspects of decision making and behavior

Conditions of practice

Physical or mental rehearsal of a task, knowledge, or skill to achieve proficiency in performing the task or skill or demonstrating the knowledge

Evaluation designs: Pretest/post-test

Pre-training and post-training outcome measures are collected Used by companies that want to evaluate a training program but are uncomfortable with excluding certain employees

Formative

Qualitative evaluation of training

Training Evaluation Practices (Fig. 6.3)

Reaction - 92% Cognitive - 81% Behavior - 55% Results - 37% ROI - 18% None - 4%

Instrumentality

Trainee's belief that rewards will result from learning

Task analysis (Table 3.1)

Upper level: Do we have people with KSAOs to compete? Mid level: What jobs will training impact the most? Trainers: What tasks should we train?

Training Design Process - 4

1. Conducting Needs Assessment (Organizational, Personal, and Task Analysis) 2. Ensuring Employees' Readiness for Training (Attitudes, Motivation, and Basic Skills) 3. Creating a Learning Environment (Learning Objectives, Meaningful Material, Practice, Feedback, Community of Learning, Modeling, Program Administration) 4. Ensuring Transfer of Training (Self-Management, Peer and Manger Support) 5. Developing an Evaluation Plan (Identify Learning Outcomes, Choose Evaluation Design, Plan Cost-Benefit Analysis) 6. Selecting Training Method (Traditional or E-Learning) 7. Monitoring and Evaluating the Program (Conduct Evaluation, Make Changes to Improve the Program)

Which of the following is true of centralized training? A. Centralized training function helps drive stronger alignment with business strategy. B. In centralized training, training and development programs, resources, and professionals are housed in a number of different locations and decisions about training investment, programs, and delivery methods are made from those departments. C. A centralized training function hinders the development of a common set of metrics or scorecards to measure and report rates of quality and delivery. D. A centralized training function is largely ineffective in assisting companies manage talent with training and learning during times of change.

A. Centralized training function helps drive stronger alignment with business strategy. *

_________ is employees' belief that they can successfully perform their job or learn the content of the training program. A. Self-efficacy B. Self-motivation C. Cognitive ability D. Task competence

A. Self-efficacy *

The corporate university model A. centralizes training to ensure that the best training practices are used company wide. B. involves sending trainees back to school. C. involves reimbursing trainees for attending college courses. D. is essentially the same as the faculty model.

A. centralizes training to ensure that the best training practices are used company wide. *

At what point in the training design process should selection of training methods occur? Directly following _______ A. development of an evaluation plan B. needs assessment C. ensuring transfer of training D. development of learning objectives

A. development of an evaluation plan *

Which of the following is not an advantage of technology-based learning? A. lower development costs B. consistent delivery C. ability to self-pace D. reduced travel costs

A. lower development costs *

Why does Arthur Anderson provide the same training to all locations throughout the world? A. to ensure standardized quality of service B. to reduce costs C. because all training is at a central location D. because tax methods are very similar across the world

A. to ensure standardized quality of service *

In rapid instructional design, an acceptable strategy is to skip steps in the instructional design process. A. true B. false

A. true *

Lapses that inhibit transfer of training typically take place when trainees: A. use previously learned, less effective capabilities instead of applying the capabilities emphasized in the training program. B. make performance of a task, recall of knowledge, or demonstration of a skill so automatic that it requires little thought or attention. C. complete practice exercises at one time within a lesson or class rather than distributing the exercises within the lesson. D. identify learned material in long-term memory and use it to influence performance.

A. use previously learned, less effective capabilities instead of applying the capabilities emphasized in the training program. *

Which of the following is not a factor indicating use of an ROI analysis? The training _____________. A. will be used for one or two years B. focuses on an operational issue C. is linked to a companywide strategy D. has management interest

A. will be used for one or two years *

Transfer of Training Theories: Stimulus generalization

Ability to apply learned skills when work not identical to training (far)

Types of transfer: Far transfer

Ability to apply learned skills when work not identical to training (stimulus generalization)

Needs Assessment Techniques: Questionnaires (Table 3.2)

Advantages: Cheap, large samples, easy to read Disadvantages: time consuming, low returns, little detail, narrow scope

Needs Assessment Techniques: Interviews (Table 3.2)

Advantages: Identify causes, unanticipated issues, ability to modify Disadvantages: time consuming, difficult to analyze, skilled interviewers, threatening, answer how they think you want them to

Needs Assessment Techniques: Observation (Table 3.2)

Advantages: Relevant to work, minimal interruption Disadvantages: skilled observers, employees behave differently

According to the 2015 ATD State of the Industry report, which of the following statement is not true? A. Large organizations tend to have higher reuse ratios than small and mid-sized organizations B. Reuse ratios are fairly similar across industries C. Higher reuse ratios are associated with lower training per hour costs D. BEST organizations have higher reuse ratios than consolidated

B. Reuse ratios are fairly similar across industries *

Which of the following is considered as a part of "input" in the process for analyzing the factors that influence employee performance and learning? A. Awareness of performance standard B. Social support C. Understanding the level of proficiency D. Work-group norms

B. Social support *

Which of the following is not an example of metrics showing the value of training in the strategic training and development process? A. reduced customer complaints B. accelerate the pace of employee learning C. reduced turnover D. employee engagement

B. accelerate the pace of employee learning *

Human resource planning A. eliminates the need for training. B. allows the company to anticipate human resource needs and where training can prepare employees for increased responsibilities. C. allows the company to determine in advance who will be trained and who will be let go from the company. D. involves having employees plan their career paths.

B. allows the company to anticipate human resource needs and where training can prepare employees for increased responsibilities. *

The difference between job analysis and competency models is that: A. competency modeling is more work- and task-focused, whereas job analysis is worker-focused. B. competency models describe employees' skills, knowledge, abilities and personal characteristics that are common across jobs, whereas job analysis describes what is different across jobs. C. competency modeling is used to generate specific requirements of employees for a job, and job analysis is used to generate more general requirements. D. job analysis can be applied to selection, training, employee development, and performance management unlike competency models.

B. competency models describe employees' skills, knowledge, abilities and personal characteristics that are common across jobs, whereas job analysis describes what is different across jobs. *

The best needs assessment method for sexual harassment and diversity issues is: A. observation. B. focus groups. C. questionnaires. D. online technology.

B. focus groups. *

The first step in the strategic training and development process is A. identifying metrics. B. identify the business strategy. C. evaluate the needs. D. assessment.

B. identify the business strategy. *

In the person analysis, _____ relates to the instructions that tell employees what, how, and when to perform. A. output B. input C. consequence D. feedback

B. input *

What strategy was the Shering-Plough company using when it changed the packaging of Coopertone? A. disinvestment B. internal growth C. external growth D. concentration

B. internal growth *

According to the ATD State of Industry report, one of the top priorities was: A. reducing per employee training costs B. reducing the skills gap C. lowering reuse ratios D. none of the alternatives are correct

B. reducing the skills gap *

_________ are useful with complex or controversial issues that one person may be unable or unwilling to explore. A. Questionnaires B. Observations C. Focus groups D. Historical data reviews

C. Focus groups *

Which of the following is true of tacit knowledge? A. It is easily codified and transferred from person-to-person. B. Formulas and definitions are examples of tacit knowledge. C. Formal training programs limit the extent to which tacit knowledge can be acquired. D. It cannot be shared through employee personal interactions with peers, colleagues, and experts

C. Formal training programs limit the extent to which tacit knowledge can be acquired. *

__________ is a time period in which participants no longer receive the training intervention. A. Regression B. Extinction C. Reversal D. Mortality

C. Reversal *

In the famous Oklahoma humorist, Will Rogers' saying, "There are three kinds of men: the one that learns by reading, the few that learn by observation, and the rest of 'em that have to pee on the electric fence for themselves", what learning theory best fits learning by observation? A. Reinforcement B. Goal setting C. Social learning D. Expectancy

C. Social learning *

The ability to use several different approaches to diagnosing a computer software problem is an example of which type of learning outcome? A. intellectual skills B. attitudes C. cognitive strategies D. motor skills

C. cognitive strategies *

Self-efficacy is most similar to which of the following concepts? A. valence B. instrumentality C. expectancy D. social reinforcement

C. expectancy *

The business-embedded model A. emphasizes classroom training. B. de-emphasizes the role of the manager in training. C. involves all people in the training process to communicate and share resources. D. abandons the notion of customer-orientation.

C. involves all people in the training process to communicate and share resources. *

If an organization wants to determine which of two training programs is best, a _____________ evaluation design should be used. A. time series B. posttest only C. pretest/posttest comparison group D. pretest/posttest

C. pretest/posttest comparison group *

In an unstable business environment, characterized by mergers and acquisitions, A. training usually becomes a bigger budget unit. B. training may be used to leverage mergers. C. training may be left to the discretion of managers and may be limited to addressing short-term, urgent needs. D. training will probably focus more on developing broad skills that employees can use across jobs so that the company can grow and expand.

C. training may be left to the discretion of managers and may be limited to addressing short-term, urgent needs. *

Needs assessment for diversity

Communicating effectively Coaching, training, and developing Providing performance feedback that is free of stereotypes Recognizing and responding to generational differences Allowing employees of all backgrounds to be creative and innovative

Knowledge management methods

Communities of practice, after action reviews, organizational intranets

Trend in organization of training

Companies expect employees to initiate the training process

Which of the following creates a learning orientation in trainees? A. Emphasizing trained task performance B. Emphasizing competition among trainees C. Ensuring trainees completely avoid errors and mistakes D. Allowing trainees to experiment with new knowledge and skills

D. Allowing trainees to experiment with new knowledge and skills *

Which of the following statements is true of rapid needs assessment? A. It involves using a large amount of resources such as money and SMEs. B. It ultimately results in the sacrifice of the quality of the process. C. Its scope is independent of the size of the potential pressure point. D. It opts for methods that provide results in which trainers have the greatest confidences.

D. It opts for methods that provide results in which trainers have the greatest confidences. *

All of the following statements regarding cognitive ability are true except: A. it is related to successful job performance in all jobs. B. it includes verbal comprehension, quantitative and reasoning abilities. C. cognitive ability influences learning. D. cognitive ability is more important for lower-level than more complex jobs.

D. cognitive ability is more important for lower-level than more complex jobs. *

The company's reason for existing is the A. SWOT analysis. B. vision. C. values. D. mission.

D. mission. *

A program to improve safety behavior involving posting data on safe work behavior and supervisor recognition of safe behaviors relies primarily on __________ learning theory. A. social learning B. goal setting C. McClelland's n-ach D. reinforcement

D. reinforcement *

Questions such as, "Do I understand the key points?" and "Are the study tactics I use effective for learning the material?" are examples of ____________. A. overlearning B. advance organizers C. maintenance D. self-regulation

D. self-regulation *

Personal knowledge based on individual experience is called A. explicit knowledge B. learning C. SWOT D. tacit knowledge

D. tacit knowledge *

The most relevant type of needs analysis for preparing training materials is: A. organizational. B. benchmarking. C. person. D. task.

D. task. *

Criteria relevance is A. an issue of whether training covered the necessary material. B. the extent to which the trainees care about the outcomes of the training. C. the extent to which training outcomes reflect the content of the training program D. the extent to which training outcomes are related to the learned capabilities emphasized in the training program.

D. the extent to which training outcomes are related to the learned capabilities emphasized in the training program. *

EPSS

Electronic performance support system

Transfer of Training Theories: Identical elements

Equipment and material are same in training as on job (near)

Contamination (Fig. 6.2)

Evaluation measures knowledge not in training objectives

Training metrics (Table 6.14)

Expenditure per employee Learning hours received per employee Expenditure as a percentage of payroll Expenditure as a percentage of revenue Cost per learning hour received Percentage of expenditures for external services Learning hours received per training and development staff member Average percentage of learning activities outsourced Average percentage of learning content by content area (e.g., basic skills, customer service, executive development/ etc.) Average percentage of learning hours provided via different delivery methods (instructor-led, technology-based, etc.)

Transfer of Training

Generalization of knowledge and skills learned in training on the job and the maintenance of acquired knowledge and skills over time

Training as best solution for performance problem?

No. Training may be incorrectly used as a solution to a performance problem. Training programs may have the wrong content, objectives, or methods. Trainees may be sent to training programs for which they do not have the basic skills, prerequisite skills, or confidence needed to learn.

Evaluation designs: Post-test only

Only post-training outcomes are collected Appropriate when trainees can be expected to have similar levels of knowledge, behavior, or results outcomes prior to training

Relevance (Fig. 6.2)

Outcomes related to training objectives

Peeing on the electric fence

Reinforcement theory

Expectancy

Trainee's belief they can succeed in training

Application assignments

Trainees are asked to identify work problems or situations and to apply training content to solve them

Types of transfer: Near transfer

Training environment is identical to work environment. (identical elements)

Business embedded model

Training model involves all people in training process

Evaluation designs: Time series

Training outcomes are collected at periodic intervals both before and after training It allows an analysis of the stability of training outcomes over time Reversal: Time period in which participants no longer receive the training intervention

Work environment & transfer

Transfer of training is more difficult when tasks during training are different from the work environment

Learning orientation

Trying to increase ability or competence in a task

Organizational analysis (Table 3.1)

Upper level: Is training important? Mid level: How much to spend? Trainers: Budget? Will managers support?

Person analysis (Table 3.1)

Upper level: Which functions need training? Mid level: Who should be trained? Trainers: How to identify which need trained?

"Who should be trained?"

Using reading tests, trainers can identify employees who lack the necessary reading skills and provide them with training