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Learning Methods
Classroom
A traditional classroom couples on-site learning with the added value of face-to-face interaction with instructors and peers. With courses and exams scheduled worldwide, you will be sure to find a class near you.
Interaction
Highly Interactive
On-going interaction with instructor throughout the entire classroom event
Interaction with peers/professionals via face-to-face
Components (May Include)
Onsite
On-site instructor-led delivery of course modules, discussions, exercises, case studies, and application opportunities
Supplemental learning elements such as: audio/video files, tools and templates, articles and/or white papers
E-course materials available two weeks prior to the course start date; printed course materials ship directly to the event location
Duration
One + Days
Varies by course ranging from one to multiple days
Technical Needs
Specific requirements are clearly noted on the course page
Virtual Classroom
Ideal for those who appreciate live education instruction, but looking to save on travel. A virtual classroom affords you many of the same learning benefits as traditional–all from the convenience of your office.
Interaction
Highly Interactive
On-going interaction with instructor throughout the entire virtual classroom event
Interaction with peers/professionals via online environment
Components (May Include)
Live online instructor-led delivery of course modules, discussions, exercises, case studies, and application opportunities
Supplemental learning elements such as: audio/video files, tools and templates, articles and/or white papers
E-course materials available up to one week prior to the course start date. Recorded playback and supplemental materials available up to seven days after the live event.
Duration
Varies by course ranging from one to multiple sessions
Technical Needs
Adobe Flash Player
Acrobat Reader
Computer with sound capability and high-speed internet access
Phone line access
E-Learning
A self-paced, online learning experience that allows you to study any time of day. Course material is pre-recorded by an instructor and you have the flexibility to view content modules as desired.
Interaction
Independent Learning
Components (May Include)
Pre-Recorded
Pre-recorded course modules
Supplemental learning elements such as: audio/video files, online quizzes
E-course materials start on the day of purchase
Optional purchased print material ships within 7 business days
Duration
120 Days - Anytime
120-day access starts on the day of purchase
Direct access to all components
Technical Needs
Adobe Flash Player
Acrobat Reader
Computer with sound capability and high-speed internet access
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Contact Sponsor
E-Reward
Online
Paul Thompson
Phone: 1 44 01614322584
Contact by Email | Website
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The Connection Between Academic Research and Total Rewards Professionals

A Survey of Practitioner Knowledge and Discussion of Research

Survey

This study was undertaken to help WorldatWork ascertain practitioner knowledge of academic research in total rewards and to explore barriers to the application of that research. A random sample of WorldatWork members was asked to indicate whether 10 statements relating to total rewards topics for which academic findings are available are true or false. A total of 5,517 (including undeliverable) e-mail invitations went out to a random sample of WorldatWork Premier Members. A total of 641 substantively complete (responding to at least 8 of the 10 true/false items) were received in the two weeks the survey was open; a 12 percent response rate. The participants were given a list of 10 statements regarding total rewards topics that have been the subject of published academic research. The statements represented a broad range of topics so participants would need a breadth and depth of knowledge to be familiar with research in all the areas.

Survey Results

Key Findings

Respondents were commonly aware of the direction of academic findings on a broad variety of total rewards topics (8 of the 10 items were correctly identified by more than 70 percent of respondents). Respondents scored well, even on items outside of their current role. Two items were commonly missed (regarding wage levels falling during recessions and organizational impacts of workers understanding how their pay is determined). Reasons for these incorrect responses are explored in the discussion of research findings. Respondents generally (83 percent) found this exercise interesting and provided a substantial set of comments related to other topics of interest. (One third of all respondents provided at least one other topic in response to an open ended question to list up to three for which they would be interested in learning more about academic findings / perspectives.) There is some common agreement on the obstacles that prevent total rewards practitioners from implementing academic findings in organizations.

Available Reports

  • 2010