Training practice questions

Answer: A) Classifying learning objectives by cognitive complexity, from recall up to creating

Bloom's taxonomy is a hierarchy for classifying learning objectives by cognitive level, from remembering to creating. Kirkpatrick evaluates training, ADDIE structures course development, and needs analysis decides whether training is the right fix.

• ACorrect. Bloom's taxonomy sorts educational objectives by level. The revised version runs Remember, Understand, Apply, Analyze, Evaluate, Create. This lets trainers write objectives that call for higher-order thinking, not just recall.
• BIncorrect. Those four levels are Kirkpatrick's training evaluation model. Bloom's taxonomy classifies objectives; it does not measure program outcomes.
• CIncorrect. That sequence is the ADDIE instructional design process. Bloom's taxonomy may be used inside the design phase, but it is not a development process model.
• DIncorrect. That is the job of a training needs analysis. Bloom's taxonomy assumes you have already decided training is needed, and it helps set the level of the objectives.

Answer: A) Synchronized captions and transcripts for media, alternative text for images, and screen-reader-compatible navigation

Accessible e-learning builds in Section 508 features that cover both groups: captions and transcripts for hearing impairments, plus alternative text and screen-reader navigation for vision impairments. Measures that serve only one group, rely on color, or depend on later accommodation fall short.

• ACorrect. Captions and transcripts serve learners with hearing impairments. Alternative text and screen-reader-compatible, keyboard-operable navigation serve learners with vision impairments. This matches CDC's call for Section 508-compliant training content.
• BIncorrect. Narration and high contrast help learners with low vision, but audio without captions or transcripts shuts out deaf and hard-of-hearing learners. Large fonts also do nothing for blind learners who use screen readers.
• CIncorrect. Sign language helps some deaf learners, but replacing text with color-coded icons removes the text equivalents that screen-reader users need. It also fails learners with color-vision deficiencies.
• DIncorrect. A reactive, after-the-fact alternative doesn't make the e-learning itself accessible, and printed text can't be used by blind learners. Accessibility should be built into the product, with accommodations added only as needed.

Answer: D) Design phase

• AIncorrect. That identifies needs.
• BIncorrect. That's last.
• CIncorrect. That's delivery.
• DCorrect. After analysis, before development.

Answer: A) A breakdown of duties, tasks and steps with the knowledge and skills each one requires

A job task analysis breaks a job into its duties, tasks and steps and identifies the knowledge and skills each requires. That becomes the content and objectives of the training. Audience analysis, outcome evaluation and scheduling are separate activities.

• ACorrect. A job (task) analysis breaks the position into duties, tasks and steps and identifies the knowledge and skills needed to perform them. That breakdown becomes the basis for the learning objectives and the training outline.
• BIncorrect. Learner characteristics are part of audience analysis, not task analysis. A task analysis describes the work itself, not trainee preferences.
• CIncorrect. Comparing injury rates before and after training is outcome evaluation, done after delivery. Task analysis comes first, during design.
• DIncorrect. Scheduling and facilities are delivery logistics. They do not define what content the training must cover.

Answer: A) It helps rule out other causes, such as seasonal workload or a concurrent policy change, for any difference observed

A control or comparison group lets evaluators separate the training's effect from other factors acting at the same time, which strengthens causal conclusions. NIOSH urges using comparison groups when evaluating occupational safety training.

• ACorrect. A control or comparison group is exposed to the same outside influences but not to the training. Differences between the groups can then be attributed to the training with more confidence. NIOSH calls for controlled studies and comparison groups to judge training effectiveness.
• BIncorrect. Trainee satisfaction is a reaction-level measure collected from participants, usually by survey. An untrained group provides no information about reactions to the course.
• CIncorrect. Whether content meets regulatory requirements is checked by reviewing the content against the standard. A comparison group addresses whether the training caused a change in outcomes, not whether it is compliant.
• DIncorrect. A comparison group does not make up for a small sample. The evaluation still needs enough workers, observation time or events to tell a true training effect from random variation.

Answer: A) 225%

Training ROI compares net benefits (benefits minus costs) with program cost: ($130,000 − $40,000) / $40,000 = 225%. Don't confuse it with the benefit-cost ratio (3.25:1).

• ACorrect. ROI = (benefits − costs) / costs × 100 = ($130,000 − $40,000) / $40,000 × 100 = 225%.
• BIncorrect. This is total benefits ÷ costs ($130,000 / $40,000 = 3.25), which is the benefit-cost ratio, not ROI. ROI uses net benefits in the numerator.
• CIncorrect. This divides net benefits by total benefits ($90,000 / $130,000). ROI divides net benefits by program cost.
• DIncorrect. This is cost ÷ benefits ($40,000 / $130,000), the inverse of the benefit-cost ratio, not ROI.

Answer: B) Plateau

• AIncorrect. That's a sudden improvement.
• BCorrect. Varied practice can help learners move past it.
• CIncorrect. That's a return to old habits.
• DIncorrect. That's the starting level.

Answer: B) To identify knowledge and skill gaps that training may need to close

Comparing the competencies a role requires with what workers can currently demonstrate is a needs assessment. It identifies knowledge and skill gaps and helps decide whether training, or some other fix, is the right response.

• AIncorrect. The delivery format is chosen later, during training design, after the gaps and the learners have been analyzed. The comparison itself does not pick a format.
• BCorrect. Comparing required competencies with current performance is a needs assessment. CDC describes it as identifying gaps in knowledge or skills and helping decide whether training is necessary.
• CIncorrect. Measuring trainee satisfaction is a reaction-level evaluation done after training. A competency comparison is done before training, to define needs.
• DIncorrect. CDC notes that training is not always the solution. Some gaps are better fixed by changes in policy, technology, organization, or procedures.

Answer: C) A printed written program with handouts, bulleted lists and a glossary of terms

VARK has four preferences: visual (diagrams), aural (spoken), read/write (printed text) and kinesthetic (hands-on), and read/write learners favor written materials. Research support for matching instruction to learning styles is weak, so trainers usually combine several modalities.

• AIncorrect. Charts, diagrams and graphic layouts fit the VARK visual preference, not the read/write preference.
• BIncorrect. Learning by listening and talking fits the VARK aural preference.
• CCorrect. In VARK, read/write learners prefer printed words and text, such as textbooks, notes, handouts, lists and glossaries.
• DIncorrect. Learning through hands-on experience with real objects fits the VARK kinesthetic preference.

Answer: D) Mentoring

• AIncorrect. That uses outside firms.
• BIncorrect. That evaluates systems.
• CIncorrect. That compares performance.
• DCorrect. It builds skills and judgment.