Question 1

If a firm measures its sales volume before and after a training program, which training outcome is it focused on?

Accepted Answer

A)  reactions 
B)  return on expectations (RO
E)  
C)  return on investment (ROI) 
D)  results 
A)  reactions 
B)  return on expectations (RO
E)  
C)  return on investment (ROI) 
D)  results D

Question 2

Identify the circumstances when a company should consider employing a more rigorous design for evaluating a training program.

Accepted Answer

A more rigorous evaluation design should be considered when:
•The evaluation results can be used to change the program.
•The training is ongoing and has the potential to affect many employees.
•The training program involves multiple classes and a large number of trainees.
•Cost justification for training is based on numerical indicators.
•Trainers or others in the company have the expertise to evaluate.
•The cost of training creates a need to show that it works.
•There is sufficient time for conducting an evaluation.
•There is interest in measuring change from pre-training levels or in comparing two or more different programs.

Question 3

The Solomon four-group design combines the pre-test/post-test comparison group and the post-test-only/control group design.

Accepted Answer

A) True 
 B)False  True

Question 4

Describe the various reasons for evaluating the effectiveness of training programs.

Accepted Answer

There are multiple reasons to evaluate t

Question 5

Outcome measures are often highly related to each other.

Accepted Answer

A) True 
 B)False

Question 6

It is estimated that 15% of organizations collect data on which of the following training outcomes?

Accepted Answer

A)  reactions 
B)  cognitive outcomes 
C)  behavioral outcomes 
D)  results 
E)  ROI 
A)  reactions 
B)  cognitive outcomes 
C)  behavioral outcomes 
D)  results 
E)  ROI

Question 7

Affective outcomes would be considered a Level 1 outcome in Kirkpatrick's model of training evaluation.

Accepted Answer

A) True 
 B)False

Question 8

A company that aims to improve readily observable outcomes by collecting data at periodic intervals before and after training is likely applying a ________ evaluation design.

Accepted Answer

A)  Solomon four-group 
B)  pre-test/post-test 
C)  return on investment 
D)  time series 
A)  Solomon four-group 
B)  pre-test/post-test 
C)  return on investment 
D)  time series

Question 9

________ refers to whether performance on the outcome reflects true differences in performance.

Accepted Answer

A)  Validity 
B)  Discrimination 
C)  Reliability 
D)  Utility 
A)  Validity 
B)  Discrimination 
C)  Reliability 
D)  Utility

Question 10

The evaluation process ideally begins with ________.

Accepted Answer

A)  developing outcome measures 
B)  choosing an evaluation strategy 
C)  developing measurable learning objectives 
D)  conducting a needs analysis 
A)  developing outcome measures 
B)  choosing an evaluation strategy 
C)  developing measurable learning objectives 
D)  conducting a needs analysis

Question 11

________ relate to trainees' attitudes toward training content and motivation to transfer.

Accepted Answer

A)  Reactions 
B)  Affective outcomes 
C)  Cognitive outcomes 
D)  Behavior and skill-based outcomes 
A)  Reactions 
B)  Affective outcomes 
C)  Cognitive outcomes 
D)  Behavior and skill-based outcomes

Question 12

Pilot testing is more useful for formative evaluation than summative evaluation.

Accepted Answer

A) True 
 B)False

Question 13

________ is (are) likely to be the easiest training outcome to measure.

Accepted Answer

A)  Return on expectations (RO
E)  
B)  Return on investment (ROI) 
C)  Results 
D)  Reactions 
A)  Return on expectations (RO
E)  
B)  Return on investment (ROI) 
C)  Results 
D)  Reactions

Question 14

Favorable trainee reactions are strongly connected with transfer.

Accepted Answer

A) True 
 B)False

Question 15

Pilot testing refers to the process of previewing the training program with potential trainees and managers.

Accepted Answer

A) True 
 B)False

Question 16

It is necessary to limit return on investment (ROI) analysis to certain training programs as it can be costly.

Accepted Answer

A) True 
 B)False

Question 17

Formative evaluation involves collecting data about a training program from trainees mainly through ________.

Accepted Answer

A)  their opinions and feelings about the program 
B)  measures of performance, such as volume of sales 
C)  tests and ratings of behavior 
D)  return on investment (ROI) 
A)  their opinions and feelings about the program 
B)  measures of performance, such as volume of sales 
C)  tests and ratings of behavior 
D)  return on investment (ROI)

Question 18

Which of the following statements is true of random assignment?

Accepted Answer

A)  It assigns employees to a training program without considering their individual differences. 
B)  It results in an unequal distribution of individual characteristics, such as age and gender. 
C)  It increases the effects of employees dropping out of the study. 
D)  It increases the differences between the training group and comparison group. 
A)  It assigns employees to a training program without considering their individual differences. 
B)  It results in an unequal distribution of individual characteristics, such as age and gender. 
C)  It increases the effects of employees dropping out of the study. 
D)  It increases the differences between the training group and comparison group.

Question 19

A CEO is likely more concerned with summative evaluation relative to formative evaluation.

Accepted Answer

A) True 
 B)False

Question 20

________ refers to the ease with which training outcomes can be collected.

Accepted Answer

A)  Reliability 
B)  Practicality 
C)  Acceptability 
D)  Relevance 
A)  Reliability 
B)  Practicality 
C)  Acceptability 
D)  Relevance

If a firm measures its sales volume before and after a training program, which training outcome is it focused on?

Identify the circumstances when a company should consider employing a more rigorous design for evaluating a training program.

The Solomon four-group design combines the pre-test/post-test comparison group and the post-test-only/control group design.

Describe the various reasons for evaluating the effectiveness of training programs.

Outcome measures are often highly related to each other.

It is estimated that 15% of organizations collect data on which of the following training outcomes?

Affective outcomes would be considered a Level 1 outcome in Kirkpatrick's model of training evaluation.

A company that aims to improve readily observable outcomes by collecting data at periodic intervals before and after training is likely applying a ________ evaluation design.

________ refers to whether performance on the outcome reflects true differences in performance.

The evaluation process ideally begins with ________.

________ relate to trainees' attitudes toward training content and motivation to transfer.

Pilot testing is more useful for formative evaluation than summative evaluation.

________ is (are) likely to be the easiest training outcome to measure.

Favorable trainee reactions are strongly connected with transfer.

Pilot testing refers to the process of previewing the training program with potential trainees and managers.

It is necessary to limit return on investment (ROI) analysis to certain training programs as it can be costly.

Formative evaluation involves collecting data about a training program from trainees mainly through ________.

Which of the following statements is true of random assignment?

A CEO is likely more concerned with summative evaluation relative to formative evaluation.

________ refers to the ease with which training outcomes can be collected.

Introduction to Employee Training and Development

Strategic Training

Needs Assessment

Learning and Transfer of Training

Program Design

Traditional Training Methods

Technology-Based Training Methods

Employee Development and Career Management

Social Responsibility: Legal Issues, Managing Diversity, and Career Challenges

The Future of Training and Development

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Exam 6: Training Evaluation

If a firm measures its sales volume before and after a training program, which training outcome is it focused on?

Identify the circumstances when a company should consider employing a more rigorous design for evaluating a training program.

The Solomon four-group design combines the pre-test/post-test comparison group and the post-test-only/control group design.

Describe the various reasons for evaluating the effectiveness of training programs.

Outcome measures are often highly related to each other.

It is estimated that 15% of organizations collect data on which of the following training outcomes?

Affective outcomes would be considered a Level 1 outcome in Kirkpatrick's model of training evaluation.

A company that aims to improve readily observable outcomes by collecting data at periodic intervals before and after training is likely applying a ________ evaluation design.

________ refers to whether performance on the outcome reflects true differences in performance.

The evaluation process ideally begins with ________.

________ relate to trainees' attitudes toward training content and motivation to transfer.

Pilot testing is more useful for formative evaluation than summative evaluation.

________ is (are) likely to be the easiest training outcome to measure.

Favorable trainee reactions are strongly connected with transfer.

Pilot testing refers to the process of previewing the training program with potential trainees and managers.

It is necessary to limit return on investment (ROI) analysis to certain training programs as it can be costly.

Formative evaluation involves collecting data about a training program from trainees mainly through ________.

Which of the following statements is true of random assignment?

A CEO is likely more concerned with summative evaluation relative to formative evaluation.

________ refers to the ease with which training outcomes can be collected.

Introduction to Employee Training and Development

Strategic Training

Needs Assessment

Learning and Transfer of Training

Program Design

Traditional Training Methods

Technology-Based Training Methods

Employee Development and Career Management

Social Responsibility: Legal Issues, Managing Diversity, and Career Challenges

The Future of Training and Development

Filters