Questions and Answers of Employee Benefits

3. What are the strengths and weaknesses of each of the following designs: posttest-only, pretest/posttest with comparison group, and pretest/posttest only?
2. What do threats to validity have to do with training evaluation? Identify internal and external threats to validity. Are internal and external threats similar? Explain.
1. What can be done to motivate companies to evaluate training programs?
7. Calculate the ROI by dividing benefits (operational results) by costs. The ROI gives an estimate of the dollar return expected from each dollar invested in training.
6. Calculate the total savings by subtracting the training costs from benefits (operational results).
5. Determine the training costs (direct costs indirect costs development costs overhead costs compensation for trainees).
4. Obtain an annual amount of benefits (operational results) from training by comparing results after training to results before training (in dollars).
3. Determine the change in performance after eliminating other potential influences on training results.
2. Place a value on the outcomes.
1. Identify outcomes (e.g., quality, accidents).
4. Trainees and their managers provide estimates of training benefits.
3. Observance of successful job performers helps a company determine what successful job performers do differently than unsuccessful job performers.45
2. Pilot training programs assess the benefits from a small group of trainees before a company commits more resources.
1. Technical, academic, and practitioner literature summarizes the benefits that have been shown to relate to a specific training program.
3. To evaluate the proportion of money spent on training development, administration, and evaluation as well as to compare monies spent on training for different groups of employees (exempt versus
2. To compare the costs of alternative training programs.
1. To understand total expenditures for training, including direct and indirect costs.
8. There is interest in measuring change (in knowledge, behavior, skill, etc.) from pretraining levels or in comparing two or more different programs.
7. There is sufficient time for conducting an evaluation. Here, information regarding training effectiveness is not needed immediately.
6. The cost of the training creates a need to show that it works.
5. Trainers or others in the company have the expertise (or the budget to purchase expertise from outside the company) to design and evaluate the data collected from an evaluation study.
4. Cost justification for training is based on numerical indicators. (Here the company has a strong orientation toward evaluation.)
3. The training program involves multiple classes and a large number of trainees.
2. The training program is ongoing and has the potential to have an important influence on(employees or customers).
1. The evaluation results can be used to change the program.
7. To compare the costs and benefits of different training programs to choose the best program.
6. To compare the costs and benefits of training versus nontraining investments (such as work redesign or a better employee selection system).
5. To determine the financial benefits and costs of the program.
4. To assist in marketing programs through the collection of information from participants about whether they would recommend the program to others, why they attended the program, and their level of
3. To identify which trainees benefit most or least from the program.
2. To assess whether the content, organization, and administration of the program—including the schedule, accommodations, trainers, and materials—contribute to learning and the use of training
1. To identify the program’s strengths and weaknesses. This includes determining if the program is meeting the learning objectives, if the quality of the learning environment is satisfactory, and
6. Conduct a cost-benefit analysis for a training program.
5. Choose the appropriate evaluation design based on the characteristics of the company and the importance and purpose of the training.
4. Discuss the strengths and weaknesses of different evaluation designs.
3. Discuss the process used to plan and implement a good training evaluation.
2. Identify and choose outcomes to evaluate a training program.
1. Explain why evaluation is important.
8. One way to diagnose transfer of training problems or to ensure that transfer of training occurs is to complete the matrix shown below. This matrix considers the responsibilities of the manager,
7. Go to www.boozallenhamilton.com, the Web site for Booz Allen Hamilton, a consulting firm. Click on Careers. Review the links in this section of the Web site. Find out information about the
6. Go to www.buckman.com, the Web site for Buckman Laboratories. Buckman Laboratories works with industries worldwide, providing advanced chemical treatment technologies and extensive technical
5. This assignment relates to Application Assignment 2 in Chapter 4. You now receive the following e-mail from the vice president of operations. Prepare an answer.Thanks for your recommendations
4. Develop specific recommendations that the instructor could use to make this class a learning organization.
3. Design an action planning sheet that a manager and employee could use to facilitate transfer of training. Justify each category included in the action plan.
2. Listed here are questions designed to measure trainees’ motivation to transfer training.Ask several working friends, colleagues, or fellow employees these questions. Also, ask them to discuss
1. Develop a questionnaire to measure the degree to which the work environment supports transfer of training. Include the questions and the rating scales you would use. Use the checklist in Table 5.5
10. What is knowledge? Why is knowledge important? How can companies manage knowledge?
9. Discuss the major emphases of the identical elements, stimulus generalization, and cognitive theories of transfer.
8. Is training transfer an important issue in the companies where you have worked? How is transfer evaluated in those companies?
7. How might you motivate managers to play a more active role in ensuring transfer of training?
6. What technologies might be useful for ensuring transfer of training? Briefly describe each technology and how it could be used.
5. Which is the most important feature of the learning organization? Which is least important? Why?
4. Discuss how trainees can support each other so that transfer of training occurs.
3. What could be done to increase the likelihood of transfer of training if the work environment conditions are unfavorable and cannot be changed?
2. Distinguish between the following: (1) maintenance and generalization and (2) learning and transfer.
1. Consider three time periods (pretraining, during training, and after training) and three parties involved in transfer of training (manager, trainer, trainee). Construct a matrix showing what each
10. Use “after-action reviews” at the end of each project to review what happened and what can be learned from it.
9. Create communities of practice using face-to-face meetings, wikis, or blogs for employees who share a common interest in a subject (e.g., product, service, customer, type of problem) where they
8. Design office space to facilitate interaction between employees.
7. Create an online library of learning resources such as journals, technical manuals, training opportunities, and seminars.
6. Allow employees to take time off from work to acquire knowledge, study problems, attend training, and use technology.
5. Require employees to give presentations to other employees about what they have learned from training programs they have attended.
4. Create chief information officer and chief learning officer positions for cataloging and facilitating the exchange of information in the company.
3. Develop informational maps that identify where specific knowledge is stored in the company.
2. Publish directories that list what employees do, how they can be contacted, and the type of knowledge they have.
1. Use technology, e-mail, and social networking sites (such as Facebook or MySpace) or portals on the company intranet that allow people to store information and share it with others.
8. Provide recommendations for how to manage knowledge.
7. Discuss the key features of the learning organization.
6. Discuss the technologies that can be used to support transfer of training.
5. Develop a self-management module for a training program.
4. Discuss the implications of identical elements, stimulus generalization, and cognitive theories for transfer of training.
3. Explain to a manager how to ensure that transfer of training occurs.
2. Create a work environment that will facilitate transfer of training.
1. Diagnose and solve a transfer of training problem.
7. Go to www.schneider.com, the Web site for Schneider National, a transportation management company that provides logistics and trucking services. Click on “Drivers.”Scroll down the page and
6. Go to http://agelesslearner.com/intros/adultlearning.html, a site authored by Marcia L.Conner about how adults learn. Scroll down to the bottom of the page and click on Learning Styles Assessment.
5. Go to cs.gmu.edu/cne/modules/dau/stat, the Web site for an interactive tutorial that provides a refresher on probability and statistics. Click on Index. Choose a topic (such as Data Analysis).
4. Go to www.nwlink.com/~donclark/hrd/sat.html, Big Dog’s ISD (Instructional System Design) page. This Web site is an excellent resource that describes all aspects of the Instructional System
3. Identify what is wrong with each of the following training objectives. Then rewrite it.a. To be aware of the safety rules for operating the ribbon-cutting machine in three minutes.b. Given a
2. You are the training director of a hotel chain, Noe Suites. Each Noe Suites hotel has 100 to 150 rooms, a small indoor pool, and a restaurant. Hotels are strategically located near exit ramps of
1. Using any source possible (magazines, journals, personal conversation with a trainer), find a description of a training program. Consider the learning process and the implications of the learning
14. You have a one-day classroom experience in which you need to help a group of engineers and software programmers learn to become project managers. After training, they will have to manage some
13. What is a design document? What is included in a design document? How is it useful for training?
12. Detailed lesson plans have important information for trainers. List the different types of information found in a detailed lesson plan. Also, indicate the importance of each type of information
11. Under what circumstances might a traditional seating arrangement be superior to a fan-type seating arrangement?
10. What learning conditions are necessary for short- and long-term retention of training content to occur?
9. Can allowing trainees to make errors in training be useful? Explain.
8. How does practice help learning? What could a trainer do in a training session to ensure that trainees engage in metacognition?
7. Your boss says, “Why do I need to tell you what type of learning capability I’m interested in? I just want a training program to teach employees how to give good customer service!” Explain
6. Assume you are training an employee to diagnose and repair a loose wire in an electrical socket. After demonstrating the procedure to follow, you let the trainee show you how to do it. The trainee
5. How do instructional objectives help learning to occur?
4. Consider the ages of persons in the class mentioned in the previous question. What suggestions would you make to the instructor or trainer as to how to better teach the course, given the
3. What value would it be to know that you were going to be training a class of persons between the ages of 20 and 35? Would it influence the approach you would take? How?
2. What learning condition do you think is most necessary for learning to occur? Which is least critical? Why?
1. Compare and contrast any two of the following learning theories: expectancy theory, social learning theory, reinforcement theory, information processing theory.
11. Recording course completion in the trainees’ training records or personnel files.
10. Facilitating communications between trainer and trainees during and after training(e.g., coordinating exchange of e-mail addresses).
9. Distributing evaluation materials (e.g., tests, reaction measures, surveys).
8. Providing support during instruction.
7. Having backup equipment (e.g., paper copy of slides, an extra overhead projector bulb) should equipment fail.

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