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Q:
People learning interpersonal skills must develop specific key behaviors that are explained in great detail.
a. True
b. False
Q:
In behavior modeling, key behaviors are typically performed in a specific order for a task to be completed.
a. True
b. False
Q:
Behavior modeling is more appropriate for teaching factual information or knowledge than for teaching interpersonal skills.
a. True
b. False
Q:
In a role play, outcomes depend on the emotional reactions of other trainees.
a. True
b. False
Q:
Business games mimic the competitive nature of business.
a. True
b. False
Q:
Case study is inappropriate for developing higher-order intellectual skills such as analysis, synthesis, and evaluation.
a. True
b. False
Q:
Apprenticeships provide guarantee that jobs will be available to the trainee when the program is completed.
a. True
b. False
Q:
In self-directed learning, trainers do not control or disseminate instruction.
a. True
b. False
Q:
On-the-job training needs huge investment in time and money for materials, the trainers salary, and instructional design.
a. True
b. False
Q:
On-the-job training is considered informal because it does not occur as part of a training program.
a. True
b. False
Q:
Hands-on methods are training methods that do not require a trainee to be actively involved in learning.
a. True
b. False
Q:
A potential disadvantage of a panel is that trainees who are relatively naive about a topic may have difficulty understanding the important points.
a. True
b. False
Q:
Lecture is one of the most expensive and time-consuming training method.
a. True
b. False
Q:
Presentation methods are methods in which trainees are active participants in training.
a. True
b. False
Q:
Social contextual learning consists of formal training activities designed and developed by a company.
a. True
b. False
Q:
The competencies that are developed through social learning are typically not necessary for successful performance of ones job.
a. True
b. False
Q:
Context-based learning is unique to an employees needs.
a. True
b. False
Q:
If companies have a limited budget for developing new training methods, the most appropriate hands-on training method will be _____.
a. simulation
b. team training
c. on-the-job training
d. action learning
Q:
Which of the following statements with regard to comparison of training methods is true?
a. There is considerable overlap between learning outcomes across the training methods.
b. Group building methods focus solely on team learning and not on individual learning.
c. Presentation methods provide a better learning environment and transfer of training than the hands-on methods.
d. Companies that have a larger budget for training programs should choose a presentation method over a hands-on method.
Q:
The first and the most important step in choosing a training method is to identify the:
a. cost related to the training method.
b. type of learning outcome the training should influence.
c. effectiveness rating of the training method.
d. time required to complete the training method.
Q:
Which of the following training methods is best suited for attitude learning outcomes?
a. On-the-job training
b. Self-directed learning
c. Apprenticeship
d. Role play
Q:
Six Sigma and Kaizen, black belt training programs, involve principles of:
a. adventure learning.
b. action learning.
c. vicarious reinforcement.
d. social learning theory.
Q:
_____ is a group building method that may include customers and vendors, and addresses problems such as how to change the business and develop global leaders.
a. Action learning
b. Adventure learning
c. Cross training
d. Guided team self-correction
Q:
_____ best prepares team members to step in and take the place of a member who may temporarily or permanently leave the team.
a. Guided team self-correction
b. Cross training
c. Coordination training
d. Scenario-based training
Q:
_____ refers to the training that a team manager or facilitator receives and involves training them on ways to resolve conflict within the team.
a. Guided team self-correction
b. Scenario-based training
c. Team leader training
d. Cross training
Q:
Which of the following is the first stage of an experiential learning training program?
a. Take part in a behavioral simulation
b. Analyze the activity
c. Gain conceptual knowledge and theory
d. Connect the theory and activity with on-the-job or real-life situations
Q:
Key behavior practice sessions are most effective when they allow trainees to practice the behaviors _____.
a. multiple times
b. in a large group
c. in a group where evaluation apprehension is high
d. without any feedback
Q:
Which of the following statements is true of key behaviors in behavior modeling?
a. In behavior modeling, key behaviors can be performed in any order for a task to be completed.
b. The development of general key behaviors promotes far transfer of training.
c. People learning interpersonal skills must develop more specific key behaviors rather than general key behaviors.
d. Effective modeling displays present models engaging in positive use of key behaviors but not negative use.
Q:
Vicarious reinforcement is most relevant to _____.
a. simulations
b. behavior modeling
c. case studies
d. lectures
Q:
_____ is based on the principles of social learning theory.
a. Standard lecture training
b. Simulation
c. Behavior modeling
d. Social media learning
Q:
Which of the following statements is true of business games?
a. Business games are non-competitive.
b. In business games, trainees know for certain the consequences of their actions.
c. There are no limitations for participant behavior in business games.
d. In business games, several alternative courses of action are available to trainees.
Q:
A case study:
a. is a training method that replicates a physical equipment that employees use on a job.
b. is a description about how employees or an organization dealt with a difficult situation.
c. involves assisting a certified tradesperson (a journey worker) at the work site.
d. involves observing peers performing a job and then trying to imitate their behavior.
Q:
Which of the following statements is true of the simulation training method?
a. Simulations cannot be used to teach management and interpersonal skills.
b. Simulators are inexpensive to develop.
c. Simulators need a one-time information update about the work environment.
d. Simulators need to have elements identical to those found in the work environment.
Q:
Which of the following training methods involve assisting a certified tradesperson at the work site?
a. Apprenticeships
b. Simulations
c. Business games
d. Role plays
Q:
Development of effective self-directed learning typically begins with:
a. writing trainee-centered learning objectives directly related to the tasks.
b. conducting a job analysis to identify the tasks that must be covered.
c. developing content for the learning package.
d. developing an evaluation package.
Q:
Which of the following methods allows employees to take responsibility for all aspects of learning, including when it is conducted and who will be involved in it?
a. Self-directed learning
b. Lecture
c. Apprenticeship
d. Business game
Q:
Which of the following statements is true of on-the-job training (OJT)?
a. It is a type of formal training.
b. OJT cannot be used for training newly hired employees.
c. Skills learned in OJT are easily transferred to the job.
d. OJT results in companies incurring high costs on materials and trainers salary.
Q:
Which of the following statements is true of learning through videos?
a. When trainees learn through videos they have no control over their learning.
b. Video requires great knowledge of technology and equipment.
c. Trainees have access to videos even after a training session.
d. Program content in videos is affected by the interests and goals of the trainer.
Q:
Which of the following requires least participation from trainees?
a. Apprenticeship
b. Case study
c. Simulation
d. Audiovisual instruction
Q:
Lecture as a presentation method:
a. emphasizes active trainee involvement and feedback.
b. is an expensive and time-consuming way to communicate information.
c. can be easily employed with large groups of trainees.
d. allows for strong connection to the work environment and easy transfer of training.
Q:
Which of the following is a presentation method of training?
a. On-the-job training
b. Lecture
c. Simulation
d. Case study
Q:
_____ is an example of context-based learning created and guided by companies.
a. Lecture
b. Mentoring
c. Coaching
d. Simulation
Q:
How does workforce-analytics help determine the value of learning activities?
Q:
What conditions require a company to consider a rigorous evaluation design (pretest/post-test with comparison group)?
Q:
Identify the ways to minimize threats to validity.
Q:
Describe the evaluation process for training.
Q:
Why is it important to evaluate a training program?
Q:
A training activity dashboard does not provide a perspective of future learning.
a. True
b. False
Q:
Once the costs and benefits of the training program are determined, ROI is calculated by dividing return or benefits by costs.
a. True
b. False
Q:
It is necessary to limit return on investment analysis only to certain training programs as it can be costly.
a. True
b. False
Q:
Return on investment (ROI) is used to show a training programs cost effectiveness before it has been delivered.
a. True
b. False
Q:
The Solomon four-group design combines the pretest/post-test comparison group and the post-test-only control group design.
a. True
b. False
Q:
Evaluation designs without pretest or comparison groups are most appropriate when companies are interested in determining how much change has occurred in trainees.
a. True
b. False
Q:
The Hawthorne effect refers to employees in an evaluation study performing at a low level because of the attention they receive.
a. True
b. False
Q:
A comparison group refers to a group of employees who participate in the evaluation study but do not attend the training program.
a. True
b. False
Q:
The believability of study results refers to external validity.
a. True
b. False
Q:
No evaluation design can ensure that the results of the evaluation are completely due to training.
a. True
b. False
Q:
Reaction and cognitive outcomes do not help determine how much trainees actually use training content in their jobs.
a. True
b. False
Q:
If instructional objectives identify business-related outcomes such as increased customer service, then reaction outcomes should be used in the evaluation.
a. True
b. False
Q:
Outcome measures are perfectly related to each other.
a. True
b. False
Q:
A reliable test includes items for which the meaning or interpretation does not change over time.
a. True
b. False
Q:
A pencil-and-paper test is ideal for measuring skill-based outcomes.
a. True
b. False
Q:
Results belong to the level 1 criteria in Kirkpatricks framework for categorizing training outcomes.
a. True
b. False
Q:
In Kirkpatricks five-level framework for categorizing training outcomes, the levels indicate the importance of the outcomes.
a. True
b. False
Q:
Formative evaluation usually involves collecting quantitative data through tests or objective measures of performance.
a. True
b. False
Q:
Pilot testing refers to the process of previewing the training program with potential trainees and managers or with other customers.
a. True
b. False
Q:
The influence of training is largest for organizational performance outcomes and weakest for financial outcomes.
a. True
b. False
Q:
_____ refers to concrete examples of the impact of training that show how learning has led to results that a company finds worthwhile and managers find credible.
a. Utility analysis
b. Success case
c. Return on expectation
d. Outcome practicality
Q:
ROI analysis is best suited for training programs that are:
a. attended by few employees.
b. inexpensive and have limited visibility.
c. focused on an operational issue.
d. one-time events.
Q:
Evaluation designs without pretest or comparison groups are most appropriate when:
a. information regarding training effectiveness is not needed immediately.
b. companies are interest in determining how much change has occurred.
c. a company has a strong orientation toward evaluation.
d. a company is only interested in whether trainees have achieved a certain proficiency level.
Q:
Which of the following statements is true of Solomon four-group evaluation design?
a. It is mainly used by companies that are uncomfortable with excluding certain employees or that intend to train only a small group of employees.
b. It is an evaluation design in which pre-training outcomes are completely ignored.
c. It combines both pretest/post-test comparison group and post-test-only control group design.
d. Relative to the other evaluation designs it is more economical and takes lesser time to conduct.
Q:
_____ is a time period in which participants no longer receive training intervention.
a. Regression
b. Mortality
c. Reversal
d. Maturation
Q:
A firm that aims at improving readily observable outcomes such as productivity by collecting related data at periodic intervals both before and after training is typically applying the _____ evaluation design.
a. Solomon four-group
b. pretest/post-test
c. return on investment
d. time series
Q:
Which of the following statements is true of random assignment?
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, gender, and motivation in the comparison group and the training group.
c. It increases the effects of employees dropping out of the study (mortality).
d. It increases the differences between the training group and comparison group in ability, knowledge, skill, or other personal characteristics.
Q:
Which of the following statements is true of comparison groups?
a. The use of a comparison group poses a threat to internal validity.
b. Comparison group consists of a group of employees who do not attend the training program.
c. Employees in a comparison group have personal characteristics that are different from other trainees.
d. Use of a comparison group in training evaluation increases the possibility that changes found in the outcome measures are due to factors other than training.
Q:
Which of the following is a threat to internal validity?
a. Characteristics of trainees influence program effectiveness.
b. Being evaluated causes participants to try harder in training program.
c. Trainees pay extra attention to material on a test before training.
d. Training group differs from comparison group on individual differences that influence outcomes.
Q:
If trainers are interested in the generalizability of a studys results to other groups and situations, then they are said to be interested in the _____ of the study.
a. outcome practicality
b. criterion relevance
c. external validity
d. outcome believability
Q:
Appropriate training outcomes need to be discriminative which implies that:
a. tests given to employees before and after a training program should differ.
b. trainees should be asked to take a reliable test that includes items for which the meaning or interpretation change over time.
c. trainees performance on the outcome should actually reflect true differences in performance.
d. different employees should be given different tests for measuring their performance on the same outcome.
Q:
_____ refers to the ease with which training outcome measures can be collected.
a. Reliability
b. Practicality
c. Acceptability
d. Relevance
Q:
If a manager believes that a training program is valuable and hence provides higher ratings of job performance to those trainees who attended the training program, then the training outcomes will lack relevance due to _____.
a. criterion contamination
b. criterion deficiency
c. criterion irreducibility
d. criterion maturation