Training & development evaluation is a continual and systematic process of assessing the value or potential value of a training program, course, activity or event. Results of the evaluation are used to guide decision-making around various components of the training (e.g. delivery, results) and its overall continuation, modification, or elimination.
The Buyer's Guide to Technical Training: Optimizing Work Instructions for Job...angelameek4
The Buyer’s Guide to Technical Training provides a comprehensive overview for organizations navigating the complexities of technical training.
Discover how to best align training goals with organizational objectives and learn the key considerations for creating an effective training program.
Here's what you can expect to learn:
-An overview of training program basics and success measures to make sure you've thought of everything
-Insight into language and communication best practices to optimize job training and enablement accessibility
-A deep dive into technology options and considerations for extended reality, virtual reality, augmented reality, spatial computing, interactive instruction platforms, and much more.
The guide encourages organizations to adopt a holistic and learner-centric approach to technical training, leveraging a mix of traditional and advanced technologies while prioritizing safety, competency, and efficiency.
Training & development evaluation is a continual and systematic process of assessing the value or potential value of a training program, course, activity or event. Results of the evaluation are used to guide decision-making around various components of the training (e.g. delivery, results) and its overall continuation, modification, or elimination.
The Buyer's Guide to Technical Training: Optimizing Work Instructions for Job...angelameek4
The Buyer’s Guide to Technical Training provides a comprehensive overview for organizations navigating the complexities of technical training.
Discover how to best align training goals with organizational objectives and learn the key considerations for creating an effective training program.
Here's what you can expect to learn:
-An overview of training program basics and success measures to make sure you've thought of everything
-Insight into language and communication best practices to optimize job training and enablement accessibility
-A deep dive into technology options and considerations for extended reality, virtual reality, augmented reality, spatial computing, interactive instruction platforms, and much more.
The guide encourages organizations to adopt a holistic and learner-centric approach to technical training, leveraging a mix of traditional and advanced technologies while prioritizing safety, competency, and efficiency.
Chapter Three
Needs Assessment
Objectives
After reading this chapter, you should be able to
Discuss the role of organization analysis, person analysis, and task analysis in needs assessment.
Identify different methods used in needs assessment and identify the advantages and disadvantages of each method.
Discuss the concerns of upper- and mid-level managers and trainers in needs assessment.
Explain how personal characteristics, input, output, consequences, and feedback influence performance and learning.
Create conditions to ensure that employees are receptive to training.
Discuss the steps involved in conducting a task analysis.
Analyze task analysis data to determine the tasks for which people need to be trained.
Explain competency models and the process used to develop them.
Needs Assessment at McDonald’s, ADP, and HireRight
Needs assessment is a critical first step in designing new training courses and revising existing ones. Consider how needs assessment was used at McDonald’s, ADP, and HireRight.
McDonald’s conducted a needs assessment to help examine where the company needed to go from a learning perspective to help the company achieve its strategic goals. The chief learning officer and her team examined employees’ backgrounds, including education level, gender, language, age, and generation, to get a better understanding of trainees. They gathered data from employees about how frequently they used online training content and how easy it was to access it. Also, they reviewed the responsibilities, tasks, and leadership skills for each job to ensure that they were supported by training classes and curriculum. The needs assessment showed that although more trainees were millennials and Generation Z, the way that training was delivered did not meet their needs or expectations. As a result,
page 119
they created a shorter training curriculum that was more accessible using smartphones, computers, and tablets.
ADP provides human resource management software and services. ADP needed to revise a new hire training program that took 17 weeks to complete. The program was too long to train newly hired service associates and prepare them to begin performing their roles. To redesign its training program so that it was shorter but still effective, ADP conducted a needs assessment. Learning and development team members interviewed high-performing sales associates, observed client calls, and analyzed data from over 3 million client calls to identify the reasons for the calls and how they were typically resolved.
HireRight, a company that provides background screening services, conducted a needs assessment by surveying all of its employees about the type of work environment they considered the most engaging; interviewing company leaders and high-performing employees about their skill needs; reviewing benchmarking data; and analyzing important company performance data. The needs assessment data were used to create a new leadership development program and ...
Effectiveness of Organizational TrainingJorge Boria
The request to measure effectiveness of the training performed at an organization is not met by the "beauty contest" survey taken at the end of an activity. Moreover, since 85% of knowledge acquired by adults is lost in two weeks unless used, as reported by Jane Tippett in Nurses’ acquisition and retention of knowledge after trauma training, it is of fundamental importance that the gauge corresponds to the needs. In this presentation we describe a low tech yet highly effective method for measuring the improvement in productivity gained by training attendees. The method, used since last century in a large telecom organization, is based on some premises: training is only useful if aligned with job outcomes; training should be timely and not carried out solely for consuming the training budget; training objectives should be described as learning objectives, that is to say, what behavioral changes the training is attempting to achieve; managers are responsible for the skills and competencies of their employees.
Chapter 1 Introduction to Training and Development.pptDr. Nazrul Islam
Training means the process of increasing the knowledge and skills of an employee for doing a particular job. It seeks to improve the job performance and work behaviour of those trained.
How to Create a Competency-Based Training Program. Webinar 04.09.14BizLibrary
Employee training is fluid, dynamic and complex – which is why competency-based training is a more important strategic component of today’s employee learning strategies. www.bizlibrary.com/webinars
A presentation from Drake Resource Group, originally presented for Corporate University PDN (Professional Development Network), a special interest group that belongs to the Chicagoland Chapter of ASTD (CCASTD). The purpose of the presentation was to share our experience and case studies in the areas of clarifying the difference between roles and competencies and then articulate the process involved in curriculum design.
For more information on organizational development and curriculum design, visit us @ www.DrakeRG.com.
Chapter 8 - Children of alcoholics often display characteristic tr.docxrobertad6
Chapter 8 - Children of alcoholics often display characteristic traits: (1) the "hero" who attempts to replace the dysfunctional parent by overachieving, or (2) the "jester" who compensates for a lack of parental guidance by being mischievous and unruly. Which role did Beethoven play in his family? What is the evidence for your choice? 100+ words
Chapter 9 - Discuss the way travel might have affected composers (for example, Mendelssohn). If you have been outside the U.S., or even taveled far within the U.S., what effect did it have on you? 100+ words
.
Chapter Three
Needs Assessment
Objectives
After reading this chapter, you should be able to
Discuss the role of organization analysis, person analysis, and task analysis in needs assessment.
Identify different methods used in needs assessment and identify the advantages and disadvantages of each method.
Discuss the concerns of upper- and mid-level managers and trainers in needs assessment.
Explain how personal characteristics, input, output, consequences, and feedback influence performance and learning.
Create conditions to ensure that employees are receptive to training.
Discuss the steps involved in conducting a task analysis.
Analyze task analysis data to determine the tasks for which people need to be trained.
Explain competency models and the process used to develop them.
Needs Assessment at McDonald’s, ADP, and HireRight
Needs assessment is a critical first step in designing new training courses and revising existing ones. Consider how needs assessment was used at McDonald’s, ADP, and HireRight.
McDonald’s conducted a needs assessment to help examine where the company needed to go from a learning perspective to help the company achieve its strategic goals. The chief learning officer and her team examined employees’ backgrounds, including education level, gender, language, age, and generation, to get a better understanding of trainees. They gathered data from employees about how frequently they used online training content and how easy it was to access it. Also, they reviewed the responsibilities, tasks, and leadership skills for each job to ensure that they were supported by training classes and curriculum. The needs assessment showed that although more trainees were millennials and Generation Z, the way that training was delivered did not meet their needs or expectations. As a result,
page 119
they created a shorter training curriculum that was more accessible using smartphones, computers, and tablets.
ADP provides human resource management software and services. ADP needed to revise a new hire training program that took 17 weeks to complete. The program was too long to train newly hired service associates and prepare them to begin performing their roles. To redesign its training program so that it was shorter but still effective, ADP conducted a needs assessment. Learning and development team members interviewed high-performing sales associates, observed client calls, and analyzed data from over 3 million client calls to identify the reasons for the calls and how they were typically resolved.
HireRight, a company that provides background screening services, conducted a needs assessment by surveying all of its employees about the type of work environment they considered the most engaging; interviewing company leaders and high-performing employees about their skill needs; reviewing benchmarking data; and analyzing important company performance data. The needs assessment data were used to create a new leadership development program and ...
Effectiveness of Organizational TrainingJorge Boria
The request to measure effectiveness of the training performed at an organization is not met by the "beauty contest" survey taken at the end of an activity. Moreover, since 85% of knowledge acquired by adults is lost in two weeks unless used, as reported by Jane Tippett in Nurses’ acquisition and retention of knowledge after trauma training, it is of fundamental importance that the gauge corresponds to the needs. In this presentation we describe a low tech yet highly effective method for measuring the improvement in productivity gained by training attendees. The method, used since last century in a large telecom organization, is based on some premises: training is only useful if aligned with job outcomes; training should be timely and not carried out solely for consuming the training budget; training objectives should be described as learning objectives, that is to say, what behavioral changes the training is attempting to achieve; managers are responsible for the skills and competencies of their employees.
Chapter 1 Introduction to Training and Development.pptDr. Nazrul Islam
Training means the process of increasing the knowledge and skills of an employee for doing a particular job. It seeks to improve the job performance and work behaviour of those trained.
How to Create a Competency-Based Training Program. Webinar 04.09.14BizLibrary
Employee training is fluid, dynamic and complex – which is why competency-based training is a more important strategic component of today’s employee learning strategies. www.bizlibrary.com/webinars
A presentation from Drake Resource Group, originally presented for Corporate University PDN (Professional Development Network), a special interest group that belongs to the Chicagoland Chapter of ASTD (CCASTD). The purpose of the presentation was to share our experience and case studies in the areas of clarifying the difference between roles and competencies and then articulate the process involved in curriculum design.
For more information on organizational development and curriculum design, visit us @ www.DrakeRG.com.
Chapter 8 - Children of alcoholics often display characteristic tr.docxrobertad6
Chapter 8 - Children of alcoholics often display characteristic traits: (1) the "hero" who attempts to replace the dysfunctional parent by overachieving, or (2) the "jester" who compensates for a lack of parental guidance by being mischievous and unruly. Which role did Beethoven play in his family? What is the evidence for your choice? 100+ words
Chapter 9 - Discuss the way travel might have affected composers (for example, Mendelssohn). If you have been outside the U.S., or even taveled far within the U.S., what effect did it have on you? 100+ words
.
Chapter 8 - Review the Siemens AG case study. Note the importan.docxrobertad6
Chapter 8 - Review the Siemens AG case study. Note the importance of understanding the interrelationships amongst all the senior leaders at every location. Pay special attention to Figure 8.1 and Figure 8.2. Note how the corporate CIO should engage with each of the regional leaders. Why is this important? (Information Technology and Organizational Learning)
The above submission should be one-page in length and adhere to APA formatting standards.
.
Chapter 7Victimology and Patterns of VictimizationThe a.docxrobertad6
Chapter 7:
Victimology and Patterns of Victimization
The authors discuss the meaning of genocide, criminology’s aversion of the topic, and assertions of the United States’ own participation in it. Through reviewing a brief U.S. history, the authors argue that genocide stemming from the treatment of Native Americans throughout history should not be written off as radical conspiracy. Likening American Indian reservations to inner cities, a connection is made provoking questions between the historical treatment of African Americans and genocide.
Chapter 8: Lawmaking and the Administration of Criminal Law
This Chapter analyzes the impact that class, race, and gender have on shaping laws and the lawmaking process. Although criminal law is thought to be an objective measure of harm, it is instead the direct result of our political process headed by a powerful few, where money and privilege reign. The authors explain that the laws that shape our reality and perceptions of what is criminal serve the interests of the influential ruling class at the expense of the underclasses.
Discuss
one
of the following (Write Minimum of 250 words):
1. You learned in Chapter 7 that certain victims are valued above others. Why do you think that is? How do you think that impacts the U.S Criminal Justice System?
OR
2. According to Chapter 8, minorities are the labor pool that is regulated through punishment. How is this analysis relevant in criminal justice today?
.
Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docxrobertad6
Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu.
Chapter 7 2. How does a false positive alarm differ from a f.docxrobertad6
Chapter 7
2. How does a false positive alarm differ from a false negative alarm? From a security perspective, which is less desirable?
3.
How does a network-based IDPS differ from a host-based IDPS?
14.
What is an open port? Why is it important to limit the number of open ports to those that are absolutely essential?
Chapter 8
3.
What is a cryptographic key, and what is it used for? What is a more formal name for a cryptographic key?
4.
What are the three basic operations in cryptography?
9.
What are the components of PKI?
.
Chapter 7 covers Corporate Information Security and Privacy Regu.docxrobertad6
Chapter 7 covers Corporate Information Security and Privacy Regulation. Specifically, the Sarbanes Oxley Act of 2002 was passed as a result of the Enron scandal. Give a short synopsis of the Enron scandal and then provide a short synopsis of SOX.
Answer the question with a short paragraph, between 250 and 350 words. Brevity is a virtue. That is why you are limited to 350 words. If you can't present your hypothesis in 350 words or less then it is too complicated.
Remember that when you state a fact if you don't provide a reference, it is not a fact but rather an opinion.
submit it by 2/16/2020 at 4:59 PM EST
.
Chapter 7The Problem of EvilOf all the objections to theism pr.docxrobertad6
Chapter 7
The Problem of Evil
Of all the objections to theism presented by atheists, the most celebrated and oft-rehearsed, by far, is the problem of evil and suffering. Debates about evolution and the like notwithstanding, most reflective theists would likely agree that objections to belief in God posed by the occurrence of evil and suffering present a far more serious challenge than do objections from science. (In fact, one of the most popular lines of objection to theistic evolution is really a version of the problem of evil; it asks, How could a perfectly loving God employ a means of creation that proceeds by way of the systematic destruction of the weakest and most vulnerable creatures?) A distinction must be drawn, however, between the problem of evil as a philosophical objection to religious belief and the problem as a concerned question.
Some philosophers have put forward arguments from evil which purport to show that God does not exist or that belief in God is unreasonable. To such philosophical attacks, philosophical responses are appropriate. However, many people—believers and nonbelievers alike—are bothered by evil. When they are faced with suffering, on their own part or on the part of others, they may pose an agonizing Why? A philosophical argument is often the last thing such a person wants to hear; such an argument may appear irritatingly superficial or even callous. The person wants compassion and empathy, and the proper response may simply be to listen and try to share the other’s grief and questions. At such times the problem of evil calls more for pastoral care than for philosophical debate.
The philosophical problem of evil, on the other hand, can be posed briefly and sharply. It appears to many people that a perfectly good, all-knowing and all-powerful being, were he to exist, would not allow the kinds or quantity of evil and suffering that exists in our world. The underlying assumption of this argument is the intuition—common to many atheists and theists alike—that a good being eliminates evil as far as it is able to. God, being omniscient, should be aware of every instance of evil and suffering; being perfectly good, he would presumably want to eliminate all evil; being omnipotent, he should be able to do just that. If there were a God, therefore, one would expect not to find any evil in the world. Since one does find evil—and quite a bit of it—God must not exist. In this way, the existence of evil and suffering is thought to undermine the rationality of belief in God.
Types of Evil, Versions of the Problem and Types of Responses
The evils in the world which this argument takes as its basis are usually divided into two types. Moral evil is all the evil which is due to the actions of free, morally responsible beings. Murders, rapes and the hunger caused by social injustice would be examples of moral evil. Natural evil (or nonmoral evil) is all the evil that is not (or at least does not appear to be) due to the actions.
CHAPTER 7The CPU and MemoryThe Architecture of Comp.docxrobertad6
CHAPTER 7:
The CPU and Memory
The Architecture of Computer Hardware, Systems Software & Networking:
An Information Technology Approach
5th Edition, Irv Englander
John Wiley and Sons 2013
PowerPoint slides authored by Angela Clark, University of South Alabama
PowerPoint slides for the 4th edition were authored by Wilson Wong, Bentley University
CPU and MemoryEvery instruction executed by the CPU requires memory accessPrimary memory holds program instructions and dataSecondary storage is used for long term storageData is moved from secondary storage to primary memory for CPU execution
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
CPU: Major ComponentsALU (arithmetic logic unit)Performs calculations and comparisonsCU (control unit)Performs fetch/execute cycle
Accesses program instructions and issues commands to the ALU
Moves data to and from CPU registers and other hardware componentsSubcomponents:
Memory management unit: supervises fetching instructions and data from memory
I/O Interface: sometimes combined with memory management unit as Bus Interface Unit
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
System Block Diagram
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
The Little Man Computer
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Concept of RegistersSmall, permanent storage locations within the CPU used for a particular purposeManipulated directly by the Control UnitWired for specific functionSize in bits or bytes (not in MB like memory) Can hold data, an address, or an instructionHow many registers does the LMC have?What are the registers in the LMC?
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
RegistersUse of RegistersScratchpad for currently executing program
Holds data needed quickly or frequentlyStores information about status of CPU and currently executing program
Address of next program instruction
Signals from external devicesGeneral Purpose RegistersUser-visible or program-visible registersHold intermediate results or data values, e.g., loop countersEquivalent to LMC’s calculatorTypically several dozen in current CPUs
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Special-Purpose RegistersProgram Counter Register (PC)Also called instruction pointer (IP)Instruction Register (IR)Stores instruction fetched from memoryMemory Address Register (MAR)Memory Data Register (MDR) Status RegistersStatus of CPU and currently executing programFlags (one bit Boolean variable) to track conditions like arithmetic carry and overflow, power failure, internal computer error
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Register OperationsStores values from other locations (registers and memory)Addition and subtractionShift or rotate dataT.
Chapter 7QUESTION 1. Which of the following is defin.docxrobertad6
Chapter 7
QUESTION 1
.
Which of the following is defined as the persistnce of learning over time, through the encoding, storage and retrieval of memory?
.
memory
long-term memory
short-term memory
sensory memory
.
10 points
QUESTION 2
.
Which of the following refers to the processing of information outside of conscious awareness?
.
sensory memory
short-term memory
automatic processing
working memory
.
10 points
QUESTION 3
.
Behaviors such as texting and driving home would be considered...
.
explicit memories
automatic processing
implicit memories
working memory
.
10 points
QUESTION 4
.
Which of the following pieces of memory would you not process automatically?
.
Where your bed and dresser are in your room
A new acquaintances address
The location of your PSY110 classroom
How to spell your name
.
10 points
QUESTION 5
.
Cramming has actually been shown to be an effective method of learning new information.
.
True
.
False
.
10 points
QUESTION 6
.
Mood can be a retrieval cue.
.
True
.
False
.
10 points
QUESTION 7
.
Which of the following brain structures is responsible for temporarily holding memories until they can be moved to storage?
.
basal ganglia
frontal lobe
cerebellum
hippocampus
.
10 points
QUESTION 8
.
Which of the following brain structures is most involved with you learning motor movements such as how to ride a bike?
.
brain stem
basal ganglia
frontal lobe
hippocampus
.
10 points
QUESTION 9
.
If you have to take a foreign language at Valpo and you took a foreign language in high school, you would benefit from taking the same language at Valpo as you did in high school because you would benefit most from which of the following?
.
Recall
Relearning
Recognition
.
10 points
QUESTION 10
.
This very multiple choice question, which is asking you to identify previously learned material, requires you to make use of which of the following skills?
.
relearning
recall
recognition
.
Chapter 2
QUESTION 1
.
Neurons are...
.
basic building blocks of the nervous system
extensions of the cell body that receive messages
extensions of the cell body that send messages
a nerve impulse
.
10 points
QUESTION 2
.
Everything psychological is simultaneously biological
.
True
.
False
.
10 points
QUESTION 3
.
Brain plasticity allows us to adapt to new environments
.
True
.
False
.
10 points
QUESTION 4
.
The nervous system consists of...
.
the sympathetic and the parasympathetic nervous systems
the brain and spinal cord
the central nervous system and the peripheral nervous system
.
10 points
QUESTION 5
.
Neurotransmitters...
.
include serotonin and dopamine and affect behaviors and emotions
are electrical impulses in the brain
the form of communication between motor neurons and sensory neurons
are natural opiates released in response to pain
.
10 p.
Chapter 7One pageAPA stylePlease comment on the followin.docxrobertad6
Chapter 7
One page
APA style
Please comment on the following statement regarding our current educational system and examples of practices
:
"
It
is a cardinal precept of the newer school of education that the
beginning of instruction shall be made with the experience learners
already have; that this experience and the capacities that have been
developed during its course provide the starting point for all further
learning" (Dewey, 1938, p. 88
).
(
one page- deadline will be
Friday
.
CHAPTER 7
Managing Financial Operations
Revenue cycle (billing and collections)
Receivables management
Cash and marketable securities management
Inventory (supply chain) management
Operational monitoring and control
Copyright 2009 Health Administration Press
7 - ‹#›
Financial Operations
Financial operations involves the day-to-day oversight of such tasks as billing and collections (revenue cycle), cash management, and inventory management.
The specifics are highly dependent on the type of provider (e.g., hospital versus medical practice versus nursing home).
Thus, the focus here is on fundamental concepts as opposed to details.
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle
The revenue cycle is defined as all activities associated with billing and collecting for services.
In general, revenue cycle management should ensure that
patients are properly categorized by payer,
correct and timely billing takes place, and
correct and timely payment is received.
The revenue cycle includes the activities listed on the next slide.
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle (cont.)
Before-service activities:
Insurance verification
Certification of managed-care patients
Patient financial counseling
At-service activities:
Insurance status verification
Service documentation/claims production
After-service activities:
Claims submission
Third-party follow-up (if needed)
Denials management
Payment receipt and posting
Monitoring and reporting:
Monitoring
Review and improvement
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle (cont.)
In revenue cycle management, each of the identified activities is closely monitored to ensure that
the correct amount of reimbursement is collected on each patient,
reimbursements are collected as quickly as possible, and
the costs associated with the revenue cycle are minimized consistently with rapid and correct collections.
Two important keys to good revenue cycle management are information technology and electronic claims processing.
Copyright 2009 Health Administration Press
7 - ‹#›
Receivables Management
If a service is provided for cash, the revenue is immediately received.
If the service is provided on credit, the revenue is not received until the receivable is collected.
Receivables management, which falls under the general umbrella of the revenue cycle, is extremely important to healthcare providers.
Why?
Copyright 2009 Health Administration Press
7 - ‹#›
Accumulation of Receivables
Suppose Valley Clinic contracts with an insurer whose patients use $2,000 in services daily and who pays in 40 days.
The clinic will accumulate receivables at a rate of $2,000 per day.
However, after 40 days, the receivables balance will stabilize at $80,000:
Receivables = Daily sales × Average collection period
= $2,000
× 40
= $80,000
Copyright 2009 Health Administration Press
7 - ‹#›
Cost of Carrying Receiva.
CHAPTER 7Primate BehaviorWhat is Meant By Behavior.docxrobertad6
CHAPTER 7
Primate Behavior
What is Meant By Behavior?
• Anything organisms do that involves action in response to
internal or external stimuli.
• The response of an individual, group, or species to its
environment.
• Such responses may or may not be deliberate and they
aren't necessarily the results of conscious decision
making.
Ecological Perspective
• Pertains to relationships between organisms and
all aspects of their environment
• Temperature
• Predators
• Vegetation
• Availability of food and water
• Types of food
• Disease organisms
• Parasites
Behavioral Ecology
Focuses on the relationship between behaviors,
natural environment, and biological traits of the
species.
Based on the assumption that animals, plants, and
microorganisms evolved together.
Behaviors have evolved through the operation of
natural selection, or
Some behaviors are influenced by genes and are
subject to natural selection the same way physical
characteristics are.
The Evolution of Behavior
Behavior constitutes a phenotype
Individuals whose behavioral phenotypes increase
reproductive fitness pass on their genes at a faster
rate.
Genes do not code for specific behaviors, but they do
code for biological factors that impact behavior, i.e.
hormone levels, intelligence
Species vary in their limits and potentials for learning
and behavioral flexibility, set by genetic factors.
Natural selection acts on genetic factors shaped by
ecological, the same as it does physical
characteristics
Social Structure
• The composition, size, and sex ratio of a group of
animals.
• The social structure of a species is, in part, the
result of natural selection in a specific habitat, and
it guides individual interactions and social
relationships.
Why Are Primates Social?
• Group living exposes animals to competition with other group
members, so why not live alone?
• Costs of competition are offset by the benefits of predator
defense provided by associating with others.
• Group living evolved as an adaptive response to a number of
ecological variables.
Some Factors That Influence Social Structure
• Body Size
• Larger animals are better able to retain heat and their overall energy
requirements are less than for smaller animals
• This means they need fewer calories per unit of body weight.
Some Factors That Influence Social Structure
• Metabolism
• The chemical processes within cells that break down nutrients and release
energy for the body to use.
• Basal Metabolic Rate (BMR) and Diet
• Smaller animals generally have a higher BMR than larger ones.
• This means smaller primates require an energy-rich diet high in protein,
fats, and carbohydrates (fruit, and insects).
Some Factors That Influence Social Structure
• BMR and Diet
• Nutritional needs have evolved along with BMR and body size
• Benefits are considered in terms of energy (calories) obtained from food
.
Chapter 7Medical Care Production and Costs(c) 2012 Cengage.docxrobertad6
Chapter 7
Medical Care Production and Costs
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Assumptions of short-run production:
Medical firm produces a single output of medical services, q
Only two medical inputs exist: nurse-hours, n, and a composite capital good, k
Quantity of capital is fixed at some amount
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Medical firm faces an incentive to produce as efficiently as possible
Medical firm possesses perfect information regarding the demands for its product
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Production function:
Identifies different ways nurse-hours & capital can be combined
To produce various levels of medical services
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Each level of output produced by -
Several different combinations of the nurse and capital inputs
Each combination – assumed to be technically efficient – maximum amount of output that is feasible given the state of technology
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Law of diminishing marginal productivity
At first, total output increases at an increasing rate
After some point, it increases at a decreasing rate
Total product curve, TP
Depicts total output produced by different levels of the variable input, holding all other inputs constant
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classro.
CHAPTER 7FriendshipTHE NATURE OF FRIENDSHIPFRIENDSHIP ACROSS T.docxrobertad6
CHAPTER 7
Friendship
THE NATURE OF FRIENDSHIPFRIENDSHIP ACROSS THE LIFE CYCLEDIFFERENCES IN FRIENDSHIPFRIENDSHIP DIFFICULTIESFOR YOUR CONSIDERATIONCHAPTER SUMMARY
I get by with a little help from my friends. John Lennon
Take a moment and think about your two best friends. Why are they such close companions? Why do you think of them as friends? You probably like but don't love them. (Or, at least, you're not “in love” with them, or you'd probably think of them as more than just “friends.”) You've probably shared a lot of good times with them, and you feel comfortable around them; you know that they like you, too, and you feel that you can count on them to help you when you need it.
Indeed, the positive sentiments you feel toward your friends may actually be rather varied and complex. They annoy you sometimes, but you're fond of them, and because they're best friends, they know things about you that no one else may know. You like to do things with them, and you expect your relationship to continue indefinitely. In fact, if you look back at the features that define intimacy (way back on page 2), you may find that your connections to your best friends are quite intimate, indeed. You may have substantial knowledge of them, and you probably feel high levels of trust and commitment toward them; you may not experience as much caring, interdependence, responsiveness, and mutuality as you do with a romantic partner, but all three are present, nonetheless.
So, are friendships the same as but just less intimate than our romantic partnerships? Yes and no. Friendships are based on the same building blocks of intimacy as romances are, but the mix of components is usually different. Romances also have some ingredients that friendships typically lack, so their recipes do differ. But many of the elements of friendships and romances are quite similar, and this chapter will set the stage for our consideration of love (in chapter 8) by detailing what it means to like an intimate partner. Among other topics, I'll describe various features of friendship and question whether men and women can be “just friends.”
Page 214
THE NATURE OF FRIENDSHIP
Our friendships are indispensable sources of pleasure and support. One study of unmarried young adults found that over one-third of them (36 percent) considered a friendship to be their “closest, deepest, most involved, and most intimate” current relationship (Berscheid et al., 1989). A larger proportion (47 percent) identified a romantic relationship as their most important partnerships, but friendships were obviously significant connections to others. And they remain so, even after people marry. Another study that used an event-sampling procedure1 to track people's interactions found that they were generally having more fun when they were with friends than when they were alone or with family members, including their spouses. The best times occurred when both their spouses and their friends were present, but if it was one or.
Chapter 7
Food, Nutrition & Obesity Policy
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
1
Identifying the Problem: Obesity & Its Consequences
Obesity = excessive body fat/bodyweight
BMI—a ratio of weight to height, calculated as kilograms divided by meters squared
Categorize an individual as obese = BMI ≥30
In children, obesity refers to a BMI greater than, or equal to, the 95th percentile
Obesity is a major risk factor for:
Type 2 diabetes, cardiovascular disease, and hypertension
Greater risk for additional comorbid health conditions, including stroke, arthritis, nonalcoholic fatty liver disease, kidney disease, and mental health problems related to social stigma
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
2
Identifying the Problem: Obesity & Its Consequences
Disparities
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
3
Identifying the Problem: Obesity & Its Consequences
Disparities: Children
Between 1980 and 2004, obesity prevalence tripled among children aged 2 to 19 years increasing from 6% to 19%
Overall prevalence has remained fairly stable since 2004
2011–2012 = 17% of children obese
Hispanic children have the highest obesity prevalence, followed by: non-Hispanic Black and non-Hispanic White children
Black children are more likely to be severely obese than are White children
Trends indicate the most pronounced increase of severe obesity in White female and Black male children
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
4
Identifying the Problem: Obesity & Its Consequences
Disparities: Adults
More prevalent in non-Hispanic Blacks and Hispanics
Exists at the highest rate among all adults aged 40 to 59 years
Gender- and income-based obesity-related disparities exist among all racial and ethnic groups
Most pronounced among non-Hispanic Black women across all age categories
Higher income non- Hispanic Black and Mexican American men have slightly higher obesity prevalence rates than those with lower incomes
Adults in rural areas are significantly more likely to be obese than those in urban areas
WHY?
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
5
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
6
Identifying the Problem: Obesity & Its Consequences
The Costs of Obesity
$315.8 billion was spent on adult obesity-related direct healthcare costs in 2010
Majority of expenses resulting from the treatment of comorbid health conditions, particularly type 2 diabetes
Medicare and Medicaid spending would see decreases of 8.5% and 11.8% if obesity-related costs were removed from the analysis
Obesity-related absenteeism translates to an estimated cost of $8.65 billion per year in lost productivity
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
7
Identifying the Problem: Obesity & Its Consequences
Obesogenic Environment
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
8
https://youtu.be/5Rm7E2e1Su8
Identifying the Problem: Obesity & Its Consequences
Obesogenic Environment.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
9. Cognitive learning
How much did trainees learn from the training?
Post-training learning
How much learning does the trainee demonstrate immediately
after training?
Retention
How much learning does the trainee demonstrate back on the
job?
The second evaluation level is used to determine learning
results. Did students actually learn the knowledge, skills and
attitudes the program was supposed to teach? It asks the
questions:
What knowledge was acquired?
What skills were developed or enhanced?
What attitudes were changed?
The results are usually determined by pre-and post-test scores
and on-the-job assessments or reports from supervisors. The
second evaluation level is not as widely used as the first level,
but it is still very common.
“Why Measure Training Effectiveness?” (2008) Retrieved
09/03/08 from
http://www.businessperform.com/html/evaluating_training_effe
ctiven.html
Clark, D. R. (2008), “Instructional System Design;” Retrieved
09/03/08 from
http://www.nwlink.com/~donclark/hrd/sat6.html
12. Results
What tangible outcomes or results occurred as a result of
training?
Kirkpatrick’s level four evaluates the final results of the
training. It asks the question – What effect has the training
achieved? Effects can include such things as morale, teamwork,
and most certainly, the monetary effect on the organization’s
bottom line. Management wants to know if they received value
for the training dollars spent and what their return on
investment was.
Collecting and analyzing evaluation at this level can be difficult
and time-consuming. Part of the difficulty comes from the
challenge of isolating the training variable from other factors in
the organization that may also affect learners’ behaviors. When
employee behavior changes, it is difficult to know if the change
is the result of training or the result of some other
environmental factor.
Level four evaluations are done through financial reports,
quality inspections and interviews with management personnel.
Source: Clark, D. R. (2008).
Kruse, K. Evaluating e-Learning: Introduction to the
Kirkpatrick Model. Retrieved 09/02/08 from: http://www.e-
learningguru.com/articles/art_2_8.htm.
____. (2008). Why Measure Training Effectiveness? Retrieved
09/03/08 from
http://www.businessperform.com/html/evaluating_training_effe
ctiven.html.
26. or service or otherwise on a password-protected website for
classroom use.
Increased competition for investment dollars requires
organizations to decide whether to invest in training or to invest
in something else. A well-designed benefit-cost ratio analysis
can aid in the decision-making process by allowing several
different investment options to be compared with each other.
The problem is that some benefits derived from training can be
intangible and difficult to quantify. How do you measure and
put a dollar value on increased morale or better teamwork?
Consequently, gathering and compiling the information needed
for an accurate benefit-cost analysis can be a complicated task.
Source: U.S. Dept. of Labor Retrieved 09/02/08, from
http://www.careertools.org/pdf/AdvancedROI.pdf.
Making HRD programs investments leading to measurable
payoffs in the future
Two practical methods
Evaluation of training costs (return on investment (ROI))
Utility analysis
38
Cost-Benefit Analysis
Companies may desire to quantify whether the benefits of
training outweigh the costs
Cost-benefit analysis
31. ΔU = (N)(T)(dt)(SDv) – C
Where
N = number of trainees
T = Time benefit expected to last
dt = Effect size
True size of difference in Std Dev terms
SDy = Dollar value of job performance in Std Dev terms
C = costs of training
Compute minimum annual benefits needed to break even
Use break even analysis to determine minimum effect size (dy)
that will yield required minimum benefit
Use the results from meta-analytic analysis to determine
expected cost and expected payoff
NOTE: Use the company statisticians and financial staff to help
(and they take partial ownership of results)
43
How Technology Impacts Evaluation
Reaction
Easy to gather continuous feedback online
Could use a discussion thread or “chat room” to allow trainees
to discuss their experiences with online learning
Learning
Very easy to test trainees electronically
Can also link to a learning management system
Behavior
Very hard to capture electronically
Some relevant data may be available in other information
systems, e.g., appraisals, promotions, turnover, and discipline
data
Results—Even harder to do online than traditionally, without
36. Interval
Ordinal
Ratio
3.5 points
QUESTION 2
1. The “standard normal distribution” table (i.e., the z-table)
shows the relationship between two variables: the z-score and a
probability (i.e., an area under the normal distribution).
True
False
3.5 points
QUESTION 3
1. Given a normally distributed variable (x), the formula: z =
(x - µ) ÷ σ can be used to determine the value of x at a specific
point on the x-axis, if you know the z-score.
True
False
3.5 points
QUESTION 4
1. A probability distribution is a theoretical but a frequency
distribution is based on actual results/data.
True
False
3.5 points
QUESTION 5
1. Which of the following symbols represents the variance of
the population?
37. σ2
σ
μ
s2
3.5 points
QUESTION 6
1. When calculating a binomial probability, the answer must be
in the range of 0.00 to 1.00.
True
False
3.5 points
QUESTION 7
1. Which of the following is NOT an assumption for (property
of) the binomial distribution?
The trials are independent
Two outcomes are possible on each trial in the experiment
The experiment consists of n identical trials
The probabilities of success and failure at each trial must be
equal
3.5 points
38. QUESTION 8
1. A negative value of Z indicates:
The number of standard deviations a measurement is to the right
of the mean
The number of standard deviations a measurement is to the left
of the mean
That a mistake has been made in computations, since Z cannot
be negative
The area corresponding to the z-score is negative
3.5 points
QUESTION 9
1. A variable with equal distances between points on a scale,
which also has a true meaningful zero is:
Ordinal
Cardinal
Ratio
Nominal
3.5 points
39. QUESTION 10
1. A probability distribution showing the probability of x
successes in n trials, where the probability of success does not
change from trial to trial, is termed a:
uniform probability distribution
binomial probability distribution
t distribution
normal probability distribution
3.5 points
QUESTION 11
1. For which level(s) of measurement are arithmetic operations
inappropriate?
The ratio scale
The interval scale
Both the ratio and interval scales
The nominal scale
40. 3.5 points
QUESTION 12
1. In a binomial experiment:
The probability does not change from trial to trial
The probability does change from trial to trial
The probability could change from trial to trial, depending on
the situation under consideration
None of the above
3.5 points
QUESTION 13
1. In constructing a frequency distribution, as the number of
classes are decreased, the class width:
Decreases
Remains unchanged
Increases
Can increase or decrease depending on the data values
41. 3.5 points
QUESTION 14
1. The measure of central tendency that is the point at which
half the scores fall above and half the scores fall below is the:
Mode
Range
Median
Mean
3.5 points
QUESTION 15
1. In a sample of 800 students in a university, 240, or 30%, are
Business majors. The 30% is an example of:
A sample
A population
Statistical inference
Descriptive statistics
3.5 points
QUESTION 16
42. 1. Given a normally distributed variable (x), if you know that
for a value of x = -27 the z-score = 0.67, what is the probability
of any x value being below -27?
0.9965
0.7486
-0.2514
0.2514
3.5 points
QUESTION 17
1. Data which uses numerical values, has an equal distance
between points on the scale, and does not have an absolute zero
is:
Nominal
Ordinal
Normal
Interval
3.5 points
QUESTION 18
1. The primary method for controlling/minimizing sampling
43. error is to:
Increase sampling bias
Take multiple samples
Select samples from a heterogeneous population
Increase sample size
3.5 points
QUESTION 19
1. A numerical value used as a summary measure for a sample,
such as sample mean, is known as a:
Population parameter
Sample parameter
Sample statistic
Population mean
3.5 points
QUESTION 20
1. The summaries of data, which may be tabular, graphical, or
numerical, are referred to as:
44. Inferential statistics
Descriptive statistics
Statistical inference
Report generation
3.5 points
QUESTION 21
1. The Quickie Sales Corporation has just been given a sales
estimate for the upcoming quarter. The estimate indicates that
sales (in millions of dollars) will be normally distributed with µ
= 325 and σ = 60. Assuming this estimate is accurate, what is
the probability that Quickie will have quarterly sales in excess
of $350 million?
QUESTION 22
The U.S. Postal Service handles seven basic types of letters and
cards: third class, second class, first class, air mail, special
delivery, registered and certified. The mail volume during 1977
is given in the table below. What was the average revenue per
ounce for these services during the year?
Type of Mailing
Ounces Delivered (in millions)
Price per Ounce
Third class
16,400
$0.05
45. Second class
24,100
0.08
First class
77,600
0.13
Air Mail
1,900
0.17
Special delivery
1,300
0.35
Registered
750
0.40
Certified
800
0.45
QUESTION 23
1. Here are the ages of 30 people who bought CD players at
Symphony Music Shop last week: 26, 37, 40, 18, 15, 45, 32,
68, 31, 37, 20, 32, 15, 27, 46, 44, 62, 58, 30, 42, 22, 26, 44, 41,
34, 55, 50, 63, 29, 22. Construct a frequency distribution
(table) with 6 classes to summarize these data.
QUESTION 1
1. Data that are categorical but can be rank-ordered in a
meaningful way are called:
Nominal
46. Interval
Ordinal
Ratio
3.5 points
QUESTION 2
1. The “standard normal distribution” table (i.e., the z-table)
shows the relationship between two variables: the z-score and a
probability (i.e., an area under the normal distribution).
True
False
3.5 points
QUESTION 3
1. Given a normally distributed variable (x), the formula: z =
(x - µ) ÷ σ can be used to determine the value of x at a specific
point on the x-axis, if you know the z-score.
True
False
3.5 points
QUESTION 4
1. A probability distribution is a theoretical but a frequency
distribution is based on actual results/data.
True
False
3.5 points
QUESTION 5
1. Which of the following symbols represents the variance of
the population?
47. σ2
σ
μ
s2
3.5 points
QUESTION 6
1. When calculating a binomial probability, the answer must be
in the range of 0.00 to 1.00.
True
False
3.5 points
QUESTION 7
1. Which of the following is NOT an assumption for (property
of) the binomial distribution?
The trials are independent
Two outcomes are possible on each trial in the experiment
The experiment consists of n identical trials
The probabilities of success and failure at each trial must be
equal
3.5 points
QUESTION 8
48. 1. A negative value of Z indicates:
The number of standard deviations a measurement is to the right
of the mean
The number of standard deviations a measurement is to the left
of the mean
That a mistake has been made in computations, since Z cannot
be negative
The area corresponding to the z-score is negative
3.5 points
QUESTION 9
1. A variable with equal distances between points on a scale,
which also has a true meaningful zero is:
Ordinal
Cardinal
Ratio
Nominal
3.5 points
QUESTION 10
49. 1. A probability distribution showing the probability of x
successes in n trials, where the probability of success does not
change from trial to trial, is termed a:
uniform probability distribution
binomial probability distribution
t distribution
normal probability distribution
3.5 points
QUESTION 11
1. For which level(s) of measurement are arithmetic operations
inappropriate?
The ratio scale
The interval scale
Both the ratio and interval scales
The nominal scale
3.5 points
50. QUESTION 12
1. In a binomial experiment:
The probability does not change from trial to trial
The probability does change from trial to trial
The probability could change from trial to trial, depending on
the situation under consideration
None of the above
3.5 points
QUESTION 13
1. In constructing a frequency distribution, as the number of
classes are decreased, the class width:
Decreases
Remains unchanged
Increases
Can increase or decrease depending on the data values
3.5 points
51. QUESTION 14
1. The measure of central tendency that is the point at which
half the scores fall above and half the scores fall below is the:
Mode
Range
Median
Mean
3.5 points
QUESTION 15
1. In a sample of 800 students in a university, 240, or 30%, are
Business majors. The 30% is an example of:
A sample
A population
Statistical inference
Descriptive statistics
3.5 points
QUESTION 16
1. Given a normally distributed variable (x), if you know that
52. for a value of x = -27 the z-score = 0.67, what is the probability
of any x value being below -27?
0.9965
0.7486
-0.2514
0.2514
3.5 points
QUESTION 17
1. Data which uses numerical values, has an equal distance
between points on the scale, and does not have an absolute zero
is:
Nominal
Ordinal
Normal
Interval
3.5 points
QUESTION 18
1. The primary method for controlling/minimizing sampling
error is to:
53. Increase sampling bias
Take multiple samples
Select samples from a heterogeneous population
Increase sample size
3.5 points
QUESTION 19
1. A numerical value used as a summary measure for a sample,
such as sample mean, is known as a:
Population parameter
Sample parameter
Sample statistic
Population mean
3.5 points
QUESTION 20
1. The summaries of data, which may be tabular, graphical, or
numerical, are referred to as:
54. Inferential statistics
Descriptive statistics
Statistical inference
Report generation
3.5 points
QUESTION 21
1. The Quickie Sales Corporation has just been given a sales
estimate for the upcoming quarter. The estimate indicates that
sales (in millions of dollars) will be normally distributed with µ
= 325 and σ = 60. Assuming this estimate is accurate, what is
the probability that Quickie will have quarterly sales in excess
of $350 million?
QUESTION 22
The U.S. Postal Service handles seven basic types of letters and
cards: third class, second class, first class, air mail, special
delivery, registered and certified. The mail volume during 1977
is given in the table below. What was the average revenue per
ounce for these services during the year?
Type of Mailing
Ounces Delivered (in millions)
Price per Ounce
Third class
16,400
$0.05
Second class
55. 24,100
0.08
First class
77,600
0.13
Air Mail
1,900
0.17
Special delivery
1,300
0.35
Registered
750
0.40
Certified
800
0.45
QUESTION 23
1. Here are the ages of 30 people who bought CD players at
Symphony Music Shop last week: 26, 37, 40, 18, 15, 45, 32,
68, 31, 37, 20, 32, 15, 27, 46, 44, 62, 58, 30, 42, 22, 26, 44, 41,
34, 55, 50, 63, 29, 22. Construct a frequency distribution
(table) with 6 classes to summarize these data.
QUESTION 1
1. Data that are categorical but can be rank-ordered in a
meaningful way are called:
Nominal
Interval
56. Ordinal
Ratio
3.5 points
QUESTION 2
1. The “standard normal distribution” table (i.e., the z-table)
shows the relationship between two variables: the z-score and a
probability (i.e., an area under the normal distribution).
True
False
3.5 points
QUESTION 3
1. Given a normally distributed variable (x), the formula: z =
(x - µ) ÷ σ can be used to determine the value of x at a specific
point on the x-axis, if you know the z-score.
True
False
3.5 points
QUESTION 4
1. A probability distribution is a theoretical but a frequency
distribution is based on actual results/data.
True
False
3.5 points
QUESTION 5
1. Which of the following symbols represents the variance of
the population?
σ2
57. σ
μ
s2
3.5 points
QUESTION 6
1. When calculating a binomial probability, the answer must be
in the range of 0.00 to 1.00.
True
False
3.5 points
QUESTION 7
1. Which of the following is NOT an assumption for (property
of) the binomial distribution?
The trials are independent
Two outcomes are possible on each trial in the experiment
The experiment consists of n identical trials
The probabilities of success and failure at each trial must be
equal
3.5 points
QUESTION 8
1. A negative value of Z indicates:
58. The number of standard deviations a measurement is to the right
of the mean
The number of standard deviations a measurement is to the left
of the mean
That a mistake has been made in computations, since Z cannot
be negative
The area corresponding to the z-score is negative
3.5 points
QUESTION 9
1. A variable with equal distances between points on a scale,
which also has a true meaningful zero is:
Ordinal
Cardinal
Ratio
Nominal
3.5 points
QUESTION 10
1. A probability distribution showing the probability of x
59. successes in n trials, where the probability of success does not
change from trial to trial, is termed a:
uniform probability distribution
binomial probability distribution
t distribution
normal probability distribution
3.5 points
QUESTION 11
1. For which level(s) of measurement are arithmetic operations
inappropriate?
The ratio scale
The interval scale
Both the ratio and interval scales
The nominal scale
3.5 points
QUESTION 12
60. 1. In a binomial experiment:
The probability does not change from trial to trial
The probability does change from trial to trial
The probability could change from trial to trial, depending on
the situation under consideration
None of the above
3.5 points
QUESTION 13
1. In constructing a frequency distribution, as the number of
classes are decreased, the class width:
Decreases
Remains unchanged
Increases
Can increase or decrease depending on the data values
3.5 points
QUESTION 14
61. 1. The measure of central tendency that is the point at which
half the scores fall above and half the scores fall below is the:
Mode
Range
Median
Mean
3.5 points
QUESTION 15
1. In a sample of 800 students in a university, 240, or 30%, are
Business majors. The 30% is an example of:
A sample
A population
Statistical inference
Descriptive statistics
3.5 points
QUESTION 16
1. Given a normally distributed variable (x), if you know that
for a value of x = -27 the z-score = 0.67, what is the probability
62. of any x value being below -27?
0.9965
0.7486
-0.2514
0.2514
3.5 points
QUESTION 17
1. Data which uses numerical values, has an equal distance
between points on the scale, and does not have an absolute zero
is:
Nominal
Ordinal
Normal
Interval
3.5 points
QUESTION 18
1. The primary method for controlling/minimizing sampling
error is to:
63. Increase sampling bias
Take multiple samples
Select samples from a heterogeneous population
Increase sample size
3.5 points
QUESTION 19
1. A numerical value used as a summary measure for a sample,
such as sample mean, is known as a:
Population parameter
Sample parameter
Sample statistic
Population mean
3.5 points
QUESTION 20
1. The summaries of data, which may be tabular, graphical, or
numerical, are referred to as:
64. Inferential statistics
Descriptive statistics
Statistical inference
Report generation
3.5 points
QUESTION 21
1. The Quickie Sales Corporation has just been given a sales
estimate for the upcoming quarter. The estimate indicates that
sales (in millions of dollars) will be normally distributed with µ
= 325 and σ = 60. Assuming this estimate is accurate, what is
the probability that Quickie will have quarterly sales in excess
of $350 million?
QUESTION 22
The U.S. Postal Service handles seven basic types of letters and
cards: third class, second class, first class, air mail, special
delivery, registered and certified. The mail volume during 1977
is given in the table below. What was the average revenue per
ounce for these services during the year?
Type of Mailing
Ounces Delivered (in millions)
Price per Ounce
Third class
16,400
$0.05
Second class
24,100
74. Audience: The group of learners the objective is written f nn or
(“the learner” or “the student”).
Behavior: The action or observable verb which describes what
the learner will be able to do after completing the instruction
(“Describe”, “Compare/contrast”, “Demonstrate”).
Condition: The tools and resources the students will be able to
use and where to find them (in a lab, in the actual work setting).
Degree: The standard or degree of accuracy to be considered
proficient.
13
Example Verbs
Verbs to Use:
Discuss
Explain
Demonstrate
Identify
List
Perform
Compare/Contrast
Score (on an assessment)
Verbs to Avoid
Understand
Comprehend
Know
Do
77. copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
The firm does not have the expertise to design the program in-
house
Management would not likely have the time to design the
program
Firm doesn’t have an HRD department or full-time HRD
professional
Expertise: When an organization lacks specialized KSAOs
Timeliness: When it is timelier
Number of Trainees: For just a few trainees use an outside
training agency
Subject Matter: If the subject matter is sensitive or proprietary
the HRD conduct the program in-house
Cost: Always considers cost
Size of HRD: The size of the HRD department
SOURCE: From Carnevale, P., Gainer, L. J., Villet, J., &
Holland, S. L. (1990). Training Partnerships: Linking
Employers and Providers (p. 6). Alexandria, VA: American
Society for Training and Development .
17
How to Choose a Vendor?
80. copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
Training Competency
Knowledge and varied skills needed to design and implement a
training program
Subject matter expertise
Mastery of the subject matter
Training is most effective when trainers possess an advanced
level of expertise as instructors and facilitators
Helping Less Qualified Trainers
Teaming skilled trainers with in-house subject matter experts to
form an instructional team
Using a training technique that does not require a human
trainer, such as computer-aided or online instruction programs
Train-the-trainer programs, which involve identifying in-house
content experts who lack training skills and training them to
become effective trainers
20
Preparing a Lesson Plan
Lesson plan:
Content to be covered
Sequencing of activities
Timing and planning of each activity
84. Too early
Tardy or tired participants
Over lunch hour
When do they eat
Mid-afternoon
Sluggish circadian rhythms
Late in day
Distractions and need to leave early
Considerations
Peak work hours
Staff meeting times
Travel requirements
Training shift workers
Consult with managers and supervisors before scheduling
Do it well in advance of scheduling
Avoids organizational complaints
Other problems
Family obligations
Moonlighters
Tired trainees
Reluctance to give up free time
Inducements
Overtime pay
Comp time
Promotion
Holding at resort with leisure activities
24
The Training Site
Comfortable and accessible
Quiet, private, and free from interruptions
93. development-by-us-companies
The Association for Talent Development (ATD) is a
professional membership organization supporting those who
develop the knowledge and skills of employees in organizations
around the world. The ATD Staff, along with a worldwide
network of volunteers work to empower professionals to
develop talent in the workplace.
37
DesignImplementationEvaluation
Define
objectives
Select
evaluation
criteria
Develop
lesson plan
Develop/acquire
materials
Select
trainer/leader
Select methods
and techniques
Schedule the
program/intervention
Determine
evaluation
design
Conduct
evaluation
of program
or intervention
Deliver the
HRD program
or intervention
Interpret
115. Citizenship
Behaviors
Behavior
Personal
Organizational
Outcomes
ProcessExample
Need is activated
Tension is created
Yes
No
Layoff announced;
Need for security
is activated
Tension expressed in
fear and worry
Improve performance?
Politics?
Job search?
Search for ways
to reduce tension
Performance improvement
leads management to
remove employee's
name from layoff list
Perform behaviors
to reduce tension
Fear and worry
significantly reduced
Tension eliminated
or significantly
reduced?
Need for security
satisfied
Need satisfied;
Need no longer