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Zwemmen --- Training

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Hockey --- Training

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We investigate the problem of predicting the average effect of a new training program using experiences with previous implementations. There are two principal complications in doing so. First, the population in which the new program will be implemented may differ from the population in which the old program was implemented. Second, the two programs may differ in the mix of their components. With sufficient detail on characteristics of the two populations and sufficient overlap in their distributions, one may be able to adjust for differences due to the first complication. Dealing with the second difficulty requires data on the exact treatments the individuals received. However even in the presence of differences in the mix of components across training programs comparisons of controls in both populations who were excluded from participating in any of the programs should not be affected. To investigate the empirical importance of these issues, we compare four job training pro-grams implemented in the mid-eighties in different parts of the U.S. We find that adjusting for pre-training earnings and individual characteristics removes most of the differences between control units, but that even after such adjustments, post-training earnings for trainees are not comparable. We surmise that differences in treatment components across training programs are the likely cause, and that more details on the specific services provided by these programs are necessary to predict the effect of future programs. We also conclude that effect heterogeneity, it is essential, even in experimental evaluations of training programs record pre-training earnings and individual characteristics in order to render the extrapolation of the results to different locations more credible.

Occupational training --- Occupational training. --- Evaluation.

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Many of today's business leaders champion learning as essential to business success, backing their belief with massive investments in Training and Development (T&D). In fact, T&D investments reach $56 billion per year in the U.S. alone. In this era of unprecedented opportunity, the time is right for T&D to become a full-fledged "player" in the world of business. At issue, the authors contend, is T&D's inability to seize this opportunity and deliver unmistakable value to its most influential customers-the exectuvies who pay for trainiing services but are unable to see clear business value being returned on their companies' training investments. The authors also contend that T&D must alter the traditional precepts that keep it "separate form the business" and "out of the loop" strategically. Van Adelsberg and Trolley suggest that the key to delivering unmistakable business value lies in transforming T&D-in spirit and in practice-from a funciton to a business. The authors draw on their experiences working inside Moore Corporation, DuPont, Mellon Bank, Kaiser Permanente, Texas Instruments, and other top businesses to illustrate how "Running Training Like a Business": 1. Eliminates the many hidden costs of training; 2. Re-focuses T&D from delivering training content to addressing business issues; 3. Makes T&D a full stategic partner in business decision making; 4. Ensures that training measurement is "baked in, not bolted on"; 5. Improves the effectiveness and efficiency of internal and/or external T&D organizations. Trolley and van Adelsberg lead the reader through a proven four-step process for transforming traditional training organizations into training enterprises capable of delivering unmistakable value, quarter after quarter and year after year.

Employees --- Training. --- Skills training --- Education --- Teaching --- Employee development --- Employee training --- Employees, Training of --- In-service training --- Inservice training --- On-the-job training --- Training of employees --- Training within industry --- Vestibule schools --- Occupational training --- Employer-supported education --- Training of.

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Teachers --- Training of