This Document Contains Chapters 11 to 12 Chapter Eleven: Assessing Learning Objectives Objectives: 1. List and explain two reasons why assessment is important. 2. Develop a series of a Likert-type and semantic differential scale items that assess trainees’ affect or liking for their trainer, training content, and trained behavior. 3. Develop multiple-choice, matching, and essay items to access cognitive learning outcomes. 4. Differentiate between atomistic, analytic, and holistic or general impression levels of behavioral assessments. 5. Develop a behavioral assessment instrument for a communication behavior that includes behavioral items, skill ranges, and skill criteria. 6. Explain the importance of inter-rater reliability. 7. Differentiate between pre-post test, pre-post test with control group, post-test only with control group, and repeated measure designs. 8. Explain the advantages and disadvantages of pre-post test, pre-post test with control group, post-test only with control group, and repeated measure designs. 9. Explain the importance of triangulation. 10. Explain he significance of the cost benefit ratio. Chapter Outline: I. Training assessment is a systematic process of evaluating training programs to ensure that they meet the needs of the trainees and organization. A. Develop learning objectives that describe the outcomes you want at the end of the training program. B. Measure learning outcomes by using surveys and interviews. C. Interpret the assessment data. D. Use data to modify and improve your training program. II. The importance of the assessment process A. Assessment allows trainers to demonstrate they make a difference by increasing profits and decreasing expenses. B. Assessment allows trainers to get and use feedback from trainees to ensure they are meeting the learning objectives. III. Measuring cognitive learning outcomes: Did they learn it? A. Multiple choice exam items challenges trainees to decipher between three to five possible choices to a particular question. B. Multiples choice exam items are made up of two parts. 1. Stems are the incomplete statement. 2. Foils are the alternative choices following the stem. 3. The keyed response is the correct answer. 4. Distractors are incorrect answers. C. Advantages 1. Inexpensive when compared to other assessment instruments. 2. Require minimal time to administer and score. 3. Flexible and easily adaptable and revised. D. Disadvantages 1. Correct answer can be deciphered through process of elimination. 2. May assess test taking abilities rather than cognitive learning outcomes. 3. May require rote memorization rather than application. E. Suggestions for writing multiple choice questions. 1. Avoid making the correct answer too obvious. 2. All foils should be similar in length, parallel in construction, and precise in expression. 3. Keyed responses should be evenly distributed throughout the letters and the test items. 4. Avoid negatively worded or double negative stems an/or foils. 5. Avoid grammatical cues that give the correct answer away. 6. Avoid using “all” or “none of the above” foils. F. Matching exam items asks trainees to connect or attach two words and/or phrases together. 1. Useful when assessing a lot of content or when space is limited. 2. Poorly written items allow students to select answer through process of elimination. 3. Suggestions for using matching items. a. Make sure the two sets remain similar in terms of content. b. List of stimuli should be no longer than eight items with the response 50% longer. c. List of possible responses should include plausible answers. G. Essay items are asked to generate the correct response by recalling, explaining or organizing information into the correct response. 1. Advantages a. Eliminates the possibility of guessing and focusing on rote memorization. b. Allows trainees to apply information directly to their personal and professional lives. 2. Disadvantages a. Require more time to read and evaluate. b. Quality of the answer may only be as good as the quality of the question. 3. Suggestions a. Define the task presented in the essay question. b. Focus the essay question. c. Write clear and specific directions. d. Allow ample time for trainees to answer all essay questions. H. Guidelines for writing and administering exams 1. Write exams that cover each aspect of the training program making sure exam items are proportionate to the amount of time invested in each training concept. 2. Group items by chapters or units. 3. Include a variety of items to assess all levels of cognitive learning. 4. Write items in a way that remains consistent with how the content was presented. 5. Pilot the exam by asking colleagues to take it before you administer it to trainees. 6. Administer the exam in the same environment where students learned the content. IV. Measuring affective learning: Did they like it? A. Affect is the degree of liking, appreciation, respect, and/or value one has for something. B. Measure affective learning using a survey or questionnaire to measure how the trainees like, value, respect the content, behaviors, you, and the likelihood they will use the skills they learned. 1. The Likert scale asks trainees to respond to a statement indicating their level of agreement or disagreement. 2. The semantic differential measures attitudes by asking people to choose between two opposite positions. V. Measuring behavioral learning: Can they do it? B. Behaviors can be assessed at three different levels. 1. Atomistic assessment determines if the behaviors were performed. 2. Analytic assessment determines how well each of the individual behaviors was performed. 3. Holistic or general impression assessment measures the overall quality of the skill performance. C. Determine who will be completing the behavioral assessment. 1. 360-survey method 2. Customers 3. “phantom” customers D. Include the behavioral items, skill ranges, and skill criteria in assessment instrument. 1. Skill ratings are a series of numbers or a scale that indicates the level or quality of performance. 2. Skill criteria describe behaviors for each skill rating. 3. Instrument must be reliable to be useful. a. Criteria allows team of assessors to have inter-rater reliability. b. Problems come from unclear skill rating criteria and poor training of the assessment team. E. Quantitative assessment design for measuring training objectives. 1. Pre/post test design is used to measure trainees before and after the training to see if there is a change in knowledge, attitudes, and/or behaviors. 2. Pre/Post test with control group design compares trainees who have completed the training with another similar group who has not been exposed to the training. 3. Post test only with control group design uses post tests to measure both the control group and the group completing the training. 4. Repeated measure design uses pre and post tests as well as other tests at various intervals throughout the training program to determine where changes in knowledge, attitudes, or values occur. a. Allows for trainers to make informed decisions about programs that don’t negatively affect learning outcomes. b. Repeating testing at a later date would determine the long term effect of the training. VI. Qualitative assessment design is used to describe learning outcomes. A. Focus groups utilize informal, focused discussion following the training program to identify patterns or themes in the discussion that reflect learning outcomes. B. Standardized interviews with randomly selected trainees can be analyzed for patterns or responses or themes. C. Interpreting assessment information 1. Analyze assessment data against the learning objectives. a. If objectives were met, refine the program for improved outcomes. b. If objectives were not met, diagnose the weakness and limitations of the training. D. Reporting Assessment data using the cost benefit ratio to determine return on investment in training. Chapter Summary : This chapter reviews the importance of assessment, how to measure affective, cognitive, and behavioral learning outcomes, presents various assessment designs, and discusses how to interpret assessment information. Activities and Learning Exercises: 1. Evaluating test questions Prepare (or borrow) a series of multiple choice or essay questions covering a subject that is familiar to your trainees. Ask trainees to critique the questions to find those that are poorly written. Ask them to re-write the questions to be more effective. 2. Preparing behavioral assessments Ask students to prepare a behavioral assessment instrument for making a peanut butter and jelly sandwich (or for another behavior that is more appropriate for their particular training). The assessment should include the behavioral items, skill ratings, and skill criteria for making the sandwich or performing the skill. Ask that students evaluate the skill on the atomistic, analytic, and holistic levels. 3. When to use assessments Place students in small groups to discuss the concept of evaluation as an ongoing process rather than something that happens at the end of training. Ask one group to brainstorm how training could be used: During the training session At the end of the session A few months or weeks after the training session. Who might be involved in these evaluations? Test Questions: Multiple Choice Questions: 1. Cognitive learning focuses on ____________ a. whether or not the trainees learned the training content. b. whether or not the trainees liked the content. c. whether or not the trainees liked the trainer. d. whether or not the trainees can perform the skills learned during the training. Answer: a 2. In a multiple choice question, the stem is the a. alternative choice answer. b. answer to the question. c. incorrect response. d. question or incomplete statement. Answer: d 3. Find the problem with the multiple choice item below: Which of the following is not a disadvantage of using multiple choice exams? 1. They require minimal time to administer and score 2. They are inexpensive compared to other assessment instruments. 3. They are flexible. 4. All of the above a. There is no problem with the question. b. The answers are ambiguous. c. There is a negative foil. d. The question is negatively worded. Answer: d 4. A potential problem with matching exams is a. they are not useful when there is a lot of content to assess. b. they can only be used to assess higher level learning. c. they can allow students to decipher correct answers through a process of elimination. d. they take up too much room. Answer: c 5. Essay exam items ____________ a. eliminate rote memorization. b. are as efficient as multiple-choice and matching exams. c. always allow for focused answers. d. require citations. Answer: a 6. When writing exams, ____________ a. the number of questions should be determined by how important the objective is. b. questions should be randomly ordered so test-takers cannot use other questions to aid in responses. c. there should be a variety of test items—multiple choice, matching, essay, etc. d. a pilot test should not be conducted so that test-takers cannot access the test before it is given. Answer: c 7. Affective learning focuses on a. knowledge. b. degree of liking. c. degree of skill. Answer: b 8. Julio had just completed a training session and wanted to assess how the students felt about his presentational skills. Which type of instrument does your text recommend to help gather this information? a. Multiple choice exam b. Short essay answers c. Semantic differential scale Answer: c 9. The type of scale that presents trainees with a range of choices from “strongly agree” to “strongly disagree” is a/an a. Likert-type scale. b. Semantic differential scale. c. Questionnaire d. Interview scale Answer: a 10. The level of assessment that determines if specific behaviors were performed or not is the ____________ assessment. a. analytic b. atomistic c. holistic d. general Answer: b 11. What are the three components that all behavioral assessment instruments possess? a. Behavioral items, skill ratings, and skill criteria b. Behavioral items, likert-scale, and skill criteria c. Likert-scale, skill criteria, and a short answer section for elaboration d. Skill rating, skill criteria, and comments section Answer: a 12. Factors that contribute to ____________ problems include unclear skill rating criteria and poor training. a. assessment b. assessment interpretation c. interrater reliability d. language interpretation Answer: c 13. Administering the assessment instrument both before and after the training session is described as the a. pre/post test design. b. pre/post test with control group design. c. post test design. d. post test with control group design. Answer: a 14. One particular problem with the pre/post test assessments is a. there is no way to determine if the two groups were equal to begin with. b. there is no way to determine for sure if the training made the difference in the post test scores. c. there is no interrater reliability. d. All of the above Answer: b 15. Travis had designed and delivered a two-week training program on managing conflict. His superiors want him to shorten the training to one week. Which type assessment will be most helpful in determining which portion of the training he can leave out and still maintain the effectiveness of the program? a. Pre-test only b. Pre/post test c. Pre/post test with control group d. Repeated measures Answer: d 16. Types of qualitative assessments include a. focus groups and interviews. b. a comments section of assessments. c. open ended questions on assessments. d. discussions conducted during training sessions. Answer: a 17. What are the most effective methods for assessing learning outcomes? a. Quantitative assessments b. Qualitative assessments c. Triangulation d. All of the above Answer: c 18. Why is assessment data not used? a. It is too time consuming to analyze the data and make changes to the training program. b. Trainers are the experts and believe all of their trainings meet learning objectives. c. Trainees do not take the time to completely fill out the assessments. d. Data is not valid because the assessment can be biased. Answer: a 19. The cost/benefit ratio is used to ____________ a. give an exact dollar amount of a training program’s impact. b. determine return on investment. c. say with certainty of effective a training program is. d. both a and c Answer: b 20. The cost/benefit ratio is calculated by a. dividing the Program Benefits by the Program Costs. b. dividing the Program Costs by the Program Benefits. c. multiplying the Program and the Program Benefits. d. adding the Program Costs and Program Benefits. Answer: b True-False Questions: 1. The training assessment is an evaluation tool that determines if the trainees met their learning objectives. Answer: False 2. When using matching questions, the list of stimuli should be longer than eight items and the list of responses should be 50% longer than the list of stimuli. Answer: True 3. Exam items over some training content can be included even though they were not covered in the training. Answer: False 4. Writing a variety of different types of exam items will not help the trainer to assess different levels of learning. Answer: False 5. The most common method of assessing affective learning is to develop a survey or questionnaire. Answer: True 6. An analytic level of assessment includes skill ratings for specified behaviors. Answer: True 7. Developing skill criteria allows trainers to accurately assess trainees’ level of performance. Answer: True 8. A repeated measures design would not be helpful in determining the long term effects of a training program. Answer: False 9. Triangulation uses both quantitative and qualitative measuring designs to assess training effectiveness. Answer: True 10. Computing a cost/benefit ratio translates learning outcomes into benefits for the company or department paying for the training. Answer: True Short Essay Questions: 1. Maggie, a trainer, is about to be downsized. She is trying to persuade her supervisor that what she does is valuable to the organization. How can she convince her supervisor that her position should not be eliminated? Answer: Maggie should calculate her return on investment. She should show that her training sessions produce a return that is higher than what is initially invested. To do this, she should assess the impact of her training sessions on the organization’s bottom line through the use of a training assessment tool which would evaluate her training program. Then, she would measure learning outcomes and the effect of the training. She should then compare this data to the actual cost of the initial investment. 2. Anthony is pressed for time but must assess cognitive learning at the end of his training program. He has chosen to create and use a multiple-choice exam for the assessment. What are the advantages of this type of exam and the potential pitfalls that he might encounter? Answer: Multiple-choice exams are inexpensive compared to other assessment instruments, they require minimal time to administer and score, and they can be easily adapted and revised to assess specific learning outcomes. Pitfalls include: test takers can use the process of elimination to answer questions, the test may assess test-taking skills--not content, and it does not ensure that test takers can apply the information. 3. List and define the three ways behaviors can be assessed. Answer: Atomistic assessment determines if the behaviors were performed. Analytic assessment determines how well each of the individual behaviors was performed. Holistic or general impression assessment measures the overall quality of the skill performance. 4. List the 2 advantage and 2 disadvantage of essay questions. Answer: Advantages Eliminates the possibility of guessing and focusing on rote memorization. Allows trainees to apply information directly to their personal and professional lives. Disadvantages Require more time to read and evaluate. Quality of the answer may only be as good as the quality of the question. 5. List 3 guidelines for writing and administering exams Answer: Write exams that cover each aspect of the training program making sure exam items are proportionate to the amount of time invested in each training concept. Group items by chapters or units. Include a variety of items to assess all levels of cognitive learning. Write items in a way that remains consistent with how the content was presented. Pilot the exam by asking colleagues to take it before you administer it to trainees. Administer the exam in the same environment where students learned the content. Chapter Twelve: Trends and Career Opportunities in Training and Development Objectives: 1. Describe three trends in training and development and the implications for the training and development practitioner. 2. Differentiate teletraining from computer-mediated training be explaining the advantages and disadvantages of both. 3. List and describe the three different types of training jobs. 4. Differentiate training generalists from training specialists. 5. Differentiate the needs-assessment proposal from the training proposal. 6. Write and present a needs-assessment proposal making sure that it includes all of the necessary sections: Briefing of Problem, Needs Assessment Procedures, Results, and Conclusions. Chapter Outline: I. Trends in training and development A. Changes in the economy from an industrial society to an information society require more communication and relational skills. B. Changes in technology require more training in computing and networking potential and effectiveness in mediated communication. C. Changes from face-to-face delivery to mediated forms of training. 1. Teletraining is training that is broadcast from a studio to others in distant training locations using two way audio and video interactive technology. a. Two advantages to teletraining are that it is economical and can reach trainees in remote locations. b. Disadvantages include that it favors cognitive rather than behavioral or affective learning objectives, it favors a trainer centered rather than a trainee centered approach, it requires a different curriculum than is used in the traditional face to face classroom, and it doesn’t allow trainers to get trainees’ feedback. 2. Computer mediated training is delivered using the personal computer and the internet. a. Two advantages are that it is economical to produce training via a CD-ROM or online and trainees can access computer mediated training when it accommodates their schedules. b. Disadvantages include emphasis on cognitive rather than behavioral or affective learning objectives and not all trainees are self motivated to complete a training program. II. Career opportunities in communication training and development. A. Getting a training job 1. Obtain a college education with a focus on courses on training. 2. Complete an internship in a training department to apply classroom learning to the workplace. 3. Join a professional training organization for an opportunity to network with professionals in the training field. 4. Focus less on getting a job in training than on finding a job in an organization that excites you. 5. Develop relationships with continuing education programs in order to meet people and try new training material and content. B. Types of training jobs 1. Needs analyst is responsible for conducting needs assessments. 2. Task analyst takes the skills identified by the needs analysis and breaks them down into a step-by-step outline. 3. Program designer translates needs into learning objectives, develops training curricula, selects appropriate training methods, and develops lesson plans. 4. Media specialist works with the program designer in selecting and/or designing audio and visual media to support the training. 5. Presenter delivers the training program. 6. Assessment specialist measures learning outcomes. 7. Training and development manger plans, organizes, staffs, controls, and bridges the training department with other organizational units. 8. Training and developments administrator ensures the facilities, equipment, materials, participants, and other components run smoothly. 9. Web based training specialist converts and organizes training curriculum for web based delivery. C. Web-Based training Design. Web-based training specialist knows the difference between information and knowledge. They convert curriculum using web-based into two sets of principles: organization and design. 1. Principles of Organization a. Organization by topic categorizes by kinds of things. b. Organization by procedures categorizes information by how it is done. c. Organization by process categorizes information based on possible contingencies. 2. Principles of Design a. Use a consistent and coherent layout style. b. Use consistent and clear language, c. Use emphasis techniques sparingly. d. Use hyperlinks sparingly. e. Use white space judiciously. f. Use action statements throughout the Website. D. Training Generalist versus Training Specialist 1. Training generalists perform all the jobs and tasks related to training. They conduct needs assessment, write learning objectives, develop training curricula, present training content and assess training effectiveness. They work well in small organizations. 2. Training specialists specialize in only one area. Rather than becoming a jack of all trades, specialists mater one particular facet of training and development process. They work well in large training departments. III. Writing and presenting proposals. A proposal is a formal document that sells the training program to the key decision makers in an organization. A. The needs-assessment proposal explains the deficiency that can be solved through training. 1. Writing the Needs-Assessment Proposal a. Use the Introduction to introduce yourself and establish your credibility. b. The Briefing of the Problem describes the problem and explains its significance to the organization and to the organization’s bottom line. c. The Needs-Assessment Procedure describes the sample, methodology, and data analysis used to identify the need. 2. Presenting the Needs-Assessment Results. Use all of the information from the proposal (introduction, brief of problem, and needs-assessment procedure) and include results and conclusion. The results section clearly and concisely presents your findings. The conclusion confirms or disconfirms the problem and discusses possible causes and solutions. a. Presentations may also be presented orally to key decision makers. b. Provide a briefing summary that includes the who, what, where, when, how, and why of your needs assessment. c. Use visual aids to help the audience interpret your results. d. Be prepared to answer questions. e. Ask for approval in developing a training proposal. B. Writing Training Proposals. 1. Introduction of trainer and credentials. 2. Title and description of the training program. 3. Target audience for the training. 4. Learning objectives for entire program and training modules. 5. Details of the training program. 6. Assessments of learning objectives. 7. Training budget that outlines all anticipated costs to develop, present, and assess training. 8. Return on Investment (ROI) report that examines the cost/benefit ratio of training. C. Presenting training proposals 1. Present a job talk – a brief demonstration of one of the shorter training modules. 2. Ask for the training job. Chapter Summary: This chapter covers the current trends in training, discusses different types of career opportunities in training, and covers how to write and present training proposals. Activities and Learning Exercises: 1. Investigating training resources At the end of this chapter, the authors offer several resources for trainers including books, web based information, and associations. Ask students to locate and evaluate one of these resources to evaluate the abundance of information available. How do other authors present their information? What additional methods are covered? How are these resources different when they do not address communication training topics? 2. Interview a training practitioner Ask students to set up an interview with a training or human resource practitioner to discuss the scope of their job, how they acquired their job, challenges and opportunities, and current topics receiving attention. 3. Attend an ASTD meeting Have students locate a local chapter of ASTD and attend a meeting. Test Questions: Multiple Choice Questions: 1. The difference between teletraining and computer-mediated training is that: a. Teletraining favors cognitive and computer-mediated training favors behavioral learning objectives. b. Teletraining can reach more participants than computer-mediated training. c. Teletraining requires an internet connection and computer-mediated only uses a CD-ROM. d. Teletraining can be more interactive than computer-mediated training. Answer: d 2. The advantages of using teletraining include: a. it is economical to organizations b. it reaches remote locations c. it is more interactive than face-to-face training d. both a and b e. both b and c Answer: d 3. All of the following are ways to gain into the training business except: a. complete and internship program. b. join a professional training organization. c. obtain a college education d. wait for the right position to come along rather than trying to get your foot in the door. Answer: d 4. A/an ____________ identifies what learners do not yet know or the important skills they cannot perform. a. needs analyst b. task analyst c. assessment specialist d. Presenter Answer: a 5. A/an ____________ translates needs into learning objectives, develops training curricula, and selects appropriate training methods. a. needs analyst b. task analyst c. program designer d. assessment specialist Answer: c 6. Luis a presenter in charge of delivering a training program on utilizing web documents for research purposes. At the close of his training he invites Randy to measure the outcomes of the training program. Which role is Randy performing? a. training and development manager b. needs analyst c. program designer d. assessment specialist Answer: d 7. The ____________ selects the appropriate training methods and develops lesson plans. a. training and development manager b. needs analyst c. program designer d. assessment specialist Answer: c 8. The ____________ is responsible for planning, organizing, staffing, and controlling training and development operations. a. training and development manager b. needs analyst c. training and development administrator d. assessment specialist Answer: a 9. The ____________ ensures that the facilities, equipment, materials, participants, and other components of a learning event are present and that the training program runs smoothly. a. training and development manager b. needs analyst c. training and development administrator d. assessment specialist Answer: c 10. Sara has discovered that their organization has been spending thousands of dollars fighting sexual harassment cases. She has contacted Greg to create a step-by-step outline on how to prevent sexual harassment. Sara’s role is that of ____________ and Greg job is ____________. a. needs analyst, training and development manager b. needs analyst, task analyst c. training and development administrator, task analyst d. needs analyst, presenter Answer: b 11. Alura has designed a training website on how to diffuse customer anger in a customer service environment by providing examples of what to expect if a specific communication behavior is used. This is an example of organizing training content by a. topic. b. process. c. procedure. d. both a and b e. both a and c Answer: b 12. The idea that “if this happens, then you can expect this to occur” is best exemplified by training content by: a. topic. b. process. c. procedure. d. both a and b e. both a and b Answer: b 13. The difference between a training generalist and a training specialist is that: a. a generalist makes more money than a specialist. b. a generalist is a “jack-of-all-trades.” c. a generalist is usually housed in large training departments. d. a generalist performs the same tasks everyday. Answer: b 14. What sections are needed in a needs-assessment results report that are not needed in the proposal? a. briefing of problem b. needs assessment procedure c. results d. conclusions e. both c and d Answer: e 15. Which of the following is not necessary in a needs assessment proposal? a. Introduction of the trainer. b. Description of the problem c. Discussion of the sample. d. Training curriculum Answer: d 16. When presenting your training proposal, it is important to a. use your training proposal document as a guide. b. consider presenting a job talk. c. ask for the training job d. all of the above are vitally important to getting the job. Answer: d 17. When making an oral presentation on needs-assessment results, you should invite: a. opinion leaders b. participants of the proposed training c. individuals who make budgetary decisions d. both a and b e. both a and c Answer: e 18. When writing the trining proposal, where should the trainer review their credentials? a. title and description b. introduction c. details of the training program d. target audience e. training budget Answer: b 19. Matt is writing a training proposal and has begun explaining the cost/benefit ratio. Which section is he creating? a. training budget b. details of the training program c. return on investment d. target audience e. learning objectives Answer: c 20. Which statement offers the best advice for presenting training proposals? a. When presenting a job talk, use a longer demonstration from one of the training modules b. Ask for the training job. c. Do not ask for the training job. d. Be prepared to answer questions and don’t worry about being brief. Answer: b 21. When writing a training proposal, you should describe the target audience a. before describing the learning objectives. b. after the introduction of the trainer credientials. c. after the training budget. d. after describing the learning objectives. Answer: a True False Questions: 1. Teletraining favors affective and behavioral learning outcomes. Answer: False 2. Teletraining easily allows trainers to get trainees’ feedback. Answer: False 3. An advantage to using computer mediated training is that it is economical. Answer: True 4. An advantage to computer mediated training is that employees are self-motivated to complete the training program. Answer: False 5. Knowledge is an assortment of facts and data. Answer: False 6. Joining professional training organizations can help you gain entry into the training profession. Answer: True 7. A media specialist is responsible for measuring the outcomes of the training program. Answer: False 8. Experts recommend that you keep a consistent layout style throughout your website. Answer: True 9. A training proposal discusses the deficiency of some type within the organization. Answer: False 10. Web-based training specialists know the differences between information and knowledge and how to convert information into knowledge. Answer: True Short Essay Questions: 1. List the four disadvantages to teletraining. How might some of these challenges be overcome? Answer: It favors cognitive rather than behavioral or affective learning objectives. It favors a trainer centered rather than a trainee centered approach. It requires a different curriculum than is used in the traditional face to face classroom. It doesn’t easily allow trainers to get trainees’ feedback. 2. Explain the difference between organizing web based material by topic, procedures, and process. Offer an effective example for each type of organization. Answer: Organization by topic categorizes by kinds of things. Examples are leadership styles, coaching models, and types of oral presentations. Organization by procedures categorizes information by how it is done. Examples are procedures for conducting an audience analysis or how to adapt to a particular audience. Organization by process categorizes information based on possible contingencies. Examples are demonstrations on how to process conflict with employees and laying out all possible contingencies. 3. Explain the differences between being a training generalist and a training specialist. Answer: A training generalist is a practitioner who conducts needs assessment, writes learning objectives, develops training curricula, presents training content and assesses training effectiveness. A training specialist is a practitioner who specializes in only one area of training and development. 4. Differentiate the needs assessment proposal from the training proposal. Answer: A needs-assessment proposal is written to explain to the key decision makers why their organization deserves to be examined more closely. It convinces a management ream of a deficiency and that training may be a solution to the problem. A training proposal is a way of showing the management team why a training program is necessary, how training will be conducted, who will be involved, where and when the program will be conducted and the payoffs or the return on the investment that the training will bring to the organization. 5. Explain the idea of cost/benefit ratio and how it relates to whether or not you will get your proposal approved. Answer: Cost/benefit ratio examines the training programs’ benefits to the organization in relation to how much the training program will cost. If there are more benefits than costs, then decision makers are probably more likely to accept your training proposal. If the program costs are greater than the proposal program’s benefits, decision makers are probably less likely to accept your training proposal. Test Bank for Training and Development: Communicating for Success Steven A. Beebe, Timothy P. Mottet, K. David Roach 9780205924226, 9790205006129
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