Training & Measuring Outcomes Ch.16 Exam Prep - Test Bank | Talent Management Psychology 8e by Wayne F. Cascio by Wayne F. Cascio. DOCX document preview.
Chapter 16: Training and Development: Implementation and the Measurement of Outcomes
Test Bank
Multiple Choice
1. In 2016, ______ of learning hours used at the average organization were delivered by technology-based methods.
A. 25%
B. 34%
C. 41%
D. 50%
Learning Objective: 16-1: Classify training methods as presentation, hands-on, group building, or technology based.
Cognitive Domain: Knowledge
Answer Location: Chapter Opener
Difficulty Level: Medium
AACSB: Information technology
2. A new employee is hired at a fast-food restaurant. The employee is immediately put into their position without an “official” training and told to learn through watching and asking questions to current employees. This is called ______.
A. on-the-job training
B. experiential exercises
C. adventure learning
Learning Objective: 16-1: Classify training methods as presentation, hands-on, group building, or technology based.
Cognitive Domain: Application
Answer Location: Categories of Training and Development Methods
Difficulty Level: Easy
AACSB: Interpersonal relations and teamwork
3. In this type of simulation, trainees attempt to solve a case where they are only given a sketchy outline of a particular incident. They must ask the trainer questions to get enough information and then attempt a solution.
A. the case method
B. the incident method
C. experiential exercise
D. role-playing
Learning Objective: 16-1: Classify training methods as presentation, hands-on, group building, or technology based.
Cognitive Domain: Comprehension
Answer Location: Categories of Training and Development Methods
Difficulty Level: Medium
AACSB: Analytical thinking
4. If you are having your employees take part in activities like improvisation, outdoor training, and cooking classes, you are MOST likely using which kind of group-building training?
A. action learning
B. team training
C. organizational development
D. adventure learning
Learning Objective: 16-1: Classify training methods as presentation, hands-on, group building, or technology based.
Cognitive Domain: Comprehension
Answer Location: Categories of Training and Development Methods
Difficulty Level: Easy
AACSB: Interpersonal relations and teamwork
5. Customized content that is presented to learners specifically based on their needs is called ______.
A. blended learning
B. MOOCS
C. RSS feeds
D. adaptive training
Learning Objective: 16-1: Classify training methods as presentation, hands-on, group building, or technology based.
Cognitive Domain: Knowledge
Answer Location: Technology-Based Training
Difficulty Level: Easy
AACSB: Interpersonal relations and teamwork
6. According to recent research, technology-based training is ______ effective compared to instructor-led training.
A. less
B. equally
C. more
D. not at all
Learning Objective: 16-1: Classify training methods as presentation, hands-on, group building, or technology based.
Cognitive Domain: Comprehension
Answer Location: Technology-Based Training
Difficulty Level: Medium
AACSB: Information technology
7. All of these are principles to improve instructional design EXCEPT ______.
A. design the information structure and presentation to reflect only meaningful organization
B. provide opportunities for practice and constructive feedback
C. balance the need for learner control with guidance to help learners make better choices about content and process
D. encourage learners to be mindful of their cognitive processing and in control of their learning processes
Learning Objective: 16-2: Identify key principles of instructional design to encourage active learner participation.
Cognitive Domain: Analysis
Answer Location: Technology-Based Training
Difficulty Level: Hard
AACSB: Analytical thinking
8. When should a training technique be chosen?
A. as soon as it is decided a training will be conducted
B. during the needs assessment
C. after the objectives of training have been decided
D. when it is time to deliver the training
Learning Objective: 16-1: Classify training methods as presentation, hands-on, group building, or technology based.
Cognitive Domain: Comprehension
Answer Location: Technique Selection
Difficulty Level: Medium
AACSB: Analytical thinking
9. The reading mentions the importance of considering criteria according to all of these EXCEPT ______.
A. technique
B. time
C. level
D. type
Learning Objective: 16-3: List the essential elements for measuring training outcomes.
Cognitive Domain: Knowledge
Answer Location: Criteria
Difficulty Level: Easy
AACSB: Application of knowledge
10. Criteria that are meant to measure actual changes in behavior on the job would be considered ______.
A. formative
B. summative
C. external
D. internal
Learning Objective: 16-3: List the essential elements for measuring training outcomes.
Cognitive Domain: Comprehension
Answer Location: Types of Criteria
Difficulty Level: Medium
AACSB: Application of knowledge
11. When a training program is still be developed, we are MOST likely to use ______ criteria.
A. formative
B. summative
C. external
D. internal
Learning Objective: 16-3: List the essential elements for measuring training outcomes.
Cognitive Domain: Knowledge
Answer Location: Types of Criteria
Difficulty Level: Medium
AACSB: Application of knowledge
12. In the Kraiger model of training evaluation, surveys are consider a potential method for measuring the target of ______.
A. organizational payoff
B. training content and design
C. changes in learners
D. program development
Learning Objective: 16-3: List the essential elements for measuring training outcomes.
Cognitive Domain: Comprehension
Answer Location: Levels of Criteria
Difficulty Level: Medium
AACSB: Application of knowledge
13. The focus for evaluating the organizational payoffs of training programs is on ______, ______, and ______.
A. design; delivery; validity
B. cognitive; affective; behavioral
C. strategic alignment; productivity; validity
D. results; transfer; performance
Learning Objective: 16-3: List the essential elements for measuring training outcomes.
Cognitive Domain: Comprehension
Answer Location: Levels of Criteria
Difficulty Level: Medium
AACSB: Financial theories, analysis, reporting, and markets
14. The reading recommends at least ______ month(s) pass after the completion of training before taking measures of effectiveness.
A. 1
B. 3
C. 6
D. 12
Learning Objective: 16-3: List the essential elements for measuring training outcomes.
Cognitive Domain: Knowledge
Answer Location: Additional Considerations in Measuring Training Outcomes
Difficulty Level: Medium
AACSB: Financial theories, analysis, reporting, and markets
15. A company invests $200,000 on a new training program that results in $700,000 in first year through increase productivity and better retention. What is the ROI for this program?
A. 200%
B. 350%
C. 500%
D. 700%
Learning Objective: 16-4: Explain the advantages and disadvantages of ROI and utility analysis as methods for assessing the financial outcomes of learning and development activities.
Cognitive Domain: Analysis
Answer Location: Additional Considerations in Measuring Training Outcomes
Difficulty Level: Medium
AACSB: Financial theories, analysis, reporting, and markets
16. What does the T represent in the utility analysis from the chapter?
A. testing cost one applicant
B. total average dollar payoff
C. correlation of selection to performance
D. expected tenure
Learning Objective: 16-4: Explain the advantages and disadvantages of ROI and utility analysis as methods for assessing the financial outcomes of learning and development activities.
Cognitive Domain: Knowledge
Answer Location: Additional Considerations in Measuring Training Outcomes
Difficulty Level: Medium
AACSB: Financial theories, analysis, reporting, and markets
17. Given this information, what is the dollar value of the training program: T = 3 years; N = 50; dt = .35; SDy = $50,000; C = $8,000 per person?
A. $1,025,000
B. $1,600,000
C. $2,025,000
D. $2,625,000
Learning Objective: 16-4: Explain the advantages and disadvantages of ROI and utility analysis as methods for assessing the financial outcomes of learning and development activities.
Cognitive Domain: Analysis
Answer Location: Additional Considerations in Measuring the Outcomes of Training
Difficulty Level: Hard
AACSB: Financial theories, analysis, reporting, and markets
18. All of the following are requirements to showing causality in training studies EXCEPT ______.
A. the training occurs before the observed results
B. the training program and measured results are shown to relate
C. alternative explanations have been eliminated
D. the outcome measures are gathered by survey
Learning Objective: 16-5: Identify potential contaminants or threats to valid interpretations of findings from field research.
Cognitive Domain: Comprehension
Answer Location: Classical Experimental Design
Difficulty Level: Medium
AACSB: Application of knowledge
19. I conduct a study on the effect of a new training program in one company, but I hope to sell the program details, so I’m hoping that it also generalizes to other companies. I am MOST interested in which kind of validity?
A. internal
B. external
C. construct
D. statistical conclusion
Learning Objective: 16-5: Identify potential contaminants or threats to valid interpretations of findings from field research.
Cognitive Domain: Application
Answer Location: Classical Experimental Design
Difficulty Level: Easy
AACSB: Application of knowledge
20. When people have residual effects of training experiences that affect their reactions to current training differently, this issue is called ______.
A. attrition
B. differential selection
C. multiple-treatment interference
D. history
Learning Objective: 16-5: Identify potential contaminants or threats to valid interpretations of findings from field research.
Cognitive Domain: Knowledge
Answer Location: Classical Experimental Design
Difficulty Level: Medium
AACSB: Group and individual behaviors
21. Your company gives training to employees after 1 month on the job. Over the next several months, they appear to get better at their jobs, which you attribute to the training given. However, it is possible this effect is actually due to a validity threat called ______.
A. maturation
B. instrumentation
C. history
D. statistical regression
Learning Objective: 16-5: Identify potential contaminants or threats to valid interpretations of findings from field research.
Cognitive Domain: Application
Answer Location: Classical Experimental Design
Difficulty Level: Medium
AACSB: Analytical thinking
22. Which type of design has an experimental group, a control, but no pretest?
A. Design A
B. Design B
C. Design C
D. Design D
Learning Objective: 16-5: Identify potential contaminants or threats to valid interpretations of findings from field research.
Cognitive Domain: Knowledge
Answer Location: Design A
Difficulty Level: Easy
AACSB: Analytical thinking
23. In a Solomon four-group design (also known as Design D), how many control groups are there?
A. zero
B. one
C. two
D. four
Learning Objective: 16-5: Identify potential contaminants or threats to valid interpretations of findings from field research.
Cognitive Domain: Knowledge
Answer Location: Design D
Difficulty Level: Easy
AACSB: Application of knowledge
24. Of the designs discussed in Chapter 16, the only one that doesn’t control for Instrumentation is ______.
A. Design A
B. Design B
C. Design C
D. Design D
Learning Objective: 16-5: Identify potential contaminants or threats to valid interpretations of findings from field research.
Cognitive Domain: Comprehension
Answer Location: Classical Experimental Designs
Difficulty Level: Medium
AACSB: Application of knowledge
25. Statistical power in training studies depends on all of the following EXCEPT ______.
A. effect size obtained
B. the sample size
C. type of design used
D. the statistical analysis used
Learning Objective: 16-5: Identify potential contaminants or threats to valid interpretations of findings from field research.
Cognitive Domain: Comprehension
Answer Location: Limitations of Experimental Design
Difficulty Level: Easy
AACSB: Application of knowledge
26. How does a quasi-experiment differ from a true experiment?
A. The outcome measures are collected by survey.
B. It lacks randomly created, preexperimental equivalence.
C. The inclusion of at least three test groups.
D. Participants are not randomly selected from the population.
Learning Objective: 16-6: Distinguish experimental from quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Designs
Difficulty Level: Medium
AACSB: Application of knowledge
27. An experimenter measures performance once a month for 3 months, trains employees, and then measures performance as an outcome for the next 3 months again. This BEST exemplifies which design?
A. Design E
B. Design F
C. Design G
D. Design H
Learning Objective: 16-6: Distinguish experimental from quasi-experimental designs.
Cognitive Domain: Application
Answer Location: Design E
Difficulty Level: Easy
AACSB: Application of knowledge
28. Which design is exactly like Design C (it has a before–after measurement and a control group) except that participants are not randomly assigned?
A. Design E
B. Design F
C. Design G
D. Design H
Learning Objective: 16-6: Distinguish experimental from quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Design F
Difficulty Level: Easy
AACSB: Application of knowledge
29. Which design utilizes “internal references,” or comparing two sets of dependent variables in the training group: one that was trained and one that was not?
A. Design E
B. Design F
C. Design G
D. Design H
Learning Objective: 16-6: Distinguish experimental from quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Design G
Difficulty Level: Medium
AACSB: Application of knowledge
30. Design H is also called a ______.
A. interrupted time series
B. internal reference design
C. nonequivalent groups design
D. recurrent institutional cycle design
Learning Objective: 16-6: Distinguish experimental from quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Design H
Difficulty Level: Easy
AACSB: Application of knowledge
31. Which of these designs does NOT control for the potential invalidity caused by Selection?
A. Design E
B. Design F
C. Design G
D. Design H
Learning Objective: 16-6: Distinguish experimental from quasi-experimental designs.
Cognitive Domain: Analysis
Answer Location: Quasi-Experimental Designs
Difficulty Level: Hard
AACSB: Application of knowledge
32. As an HR manager, you are particularly concerned with whether or not a new training program will actually have a useful effect in your organization. Thus, you would be especially interested in ______ when conducting your study.
A. practical significance
B. statistical significance
C. theoretical significance
D. statistical power
Learning Objective: 16-8: In assessing the outcomes of training efforts, distinguish statistically significant effects from practically significant effects.
Cognitive Domain: Comprehension
Answer Location: Statistical, Practical, and Theoretical Significance
Difficulty Level: Medium
AACSB: Application of knowledge
33. A logical analysis of training programs is important because it tells us the ______ of the results we obtained.
A. when
B. what
C. why
D. who
Learning Objective: 16-8: In assessing the outcomes of training efforts, distinguish statistically significant effects from practically significant effects.
Cognitive Domain: Comprehension
Answer Location: Statistical, Practical, and Theoretical Significance
Difficulty Level: Easy
AACSB: Application of knowledge
34. You are conducting a study on the effectiveness of a training program you developed, but the organization who is letting you test it out will not allow any assignment to different groups. However, you still want to control for as many validity threats as possible. Therefore, you are most likely to use ______.
A. Design B
B. Design C
C. Design G
D. Design H
Learning Objective: 16-6: Distinguish experimental from quasi-experimental designs.
Cognitive Domain: Analysis
Answer Location: Quasi-Experimental Designs
Difficulty Level: Hard
AACSB: Application of knowledge
35. Which type of validity refers to the inferences about the correlation between treatment and outcome?
A. internal
B. external
C. construct
D. statistical conclusion
Learning Objective: 16-5: Identify potential contaminants or threats to valid interpretations of findings from field research.
Cognitive Domain: Knowledge
Answer Location: Classical Experimental Design
Difficulty Level: Easy
AACSB: Application of knowledge
Short Answer
1. Briefly describe action learning in team training.
Learning Objective: 16-1: Classify training methods as presentation, hands-on, group building, or technology based.
Cognitive Domain: Application
Answer Location: Categories of Training and Development Methods
Difficulty Level: Easy
AACSB: Analytical thinking
2. Name and describe at least three types of technology-based training.
Learning Objective: 16-1: Classify training methods as presentation, hands-on, group building, or technology based.
Cognitive Domain: Knowledge
Answer Location: Technology-Based Training
Difficulty Level: Medium
AACSB: Information technology
3. Define qualitative and quantitative criteria and provide two examples of each.
Learning Objective: 16-3: List the essential elements for measuring training outcomes.
Cognitive Domain: Comprehension
Answer Location: Types of Criteria
Difficulty Level: Medium
AACSB: Application of knowledge
4. When and how should training evaluation information be presented to managers?
Learning Objective: 16-4: Explain the advantages and disadvantages of ROI and utility analysis as methods for assessing the financial outcomes of learning and development activities.
Cognitive Domain: Comprehension
Answer Location: Influencing Managerial Decisions with Program-Evaluation Data
Difficulty Level: Medium
AACSB: Application of knowledge
5. Explain the difference between statistical and practical significance.
Learning Objective: 16-8: In assessing the outcomes of training efforts, distinguish statistically significant effects from practically significant effects.
Cognitive Domain: Comprehension
Answer Location: Statistical, Practical, and Theoretical Significance
Difficulty Level: Medium
AACSB: Application of knowledge
6. Define at least two threats to internal validity described in Chapter 16, and explain why they might be an issue for a training program study.
Learning Objective: 16-5: Identify potential contaminants or threats to valid interpretations of findings from field research.
Cognitive Domain: Comprehension
Answer Location: Classical Experimental Design
Difficulty Level: Medium
AACSB: Application of knowledge
Essay
1. Give at least four reasons why an organization should evaluate the training they provide.
Learning Objective: 16-3: List the essential elements for measuring training outcomes.
Cognitive Domain: Comprehension
Answer Location: Why Measure Training Outcomes?
Difficulty Level: Medium
AACSB: Analytical thinking
2. What is ROI, how is it calculated, and what are some relative pros and cons of it as a measure?
Learning Objective: 16-4: Explain the advantages and disadvantages of ROI and utility analysis as methods for assessing the financial outcomes of learning and development activities.
Cognitive Domain: Analysis
Answer Location: Strategies for Measuring Training Outcomes in Terms of Financial Impact
Difficulty Level: Hard
AACSB: Financial theories, analysis, reporting, and markets
3. What are some limitations of the Solomon Four-Group Design?
Learning Objective: 16-5: Identify potential contaminants or threats to valid interpretations of findings from field research.
Cognitive Domain: Analysis
Answer Location: Classical Experimental Designs
Difficulty Level: Medium
AACSB: Analytical thinking
Document Information
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Test Bank | Talent Management Psychology 8e by Wayne F. Cascio
By Wayne F. Cascio
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