Employee Training and Development 6th Edition by Raymond Noe - Test Bank

Employee Training And Development 6th
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Employee Training And Development 6th Edition by Raymond Noe -Test Bank
Chapter 6
Multiple Choice
1. _____ refers to the process of collecting the outcomes needed to determine whether training is
effective.
2. Training evaluation
3. Program design
4. Performance appraisal
5. Needs assessment
Answer: A
Difficulty Level: Easy
2. Which of the following statements best differentiates formative evaluation from summative
evaluation?
3. Formative evaluation mainly involves collecting quantitative data, whereas summative

evaluation involves collecting qualitative data.
4. Formative evaluation takes place on the completion of training, whereas summative evaluation
takes place during program design and development.
5. Formative evaluation focuses on how to make a training program better, whereas summative
evaluation helps to determine the extent to which trainees have changed after training.
6. Formative evaluation includes measuring the monetary benefits that a company receives from a
training program, whereas summative evaluation measures beliefs and opinions of the trainees.
Answer: C
Difficulty Level: Medium
3. Formative evaluation involves collecting qualitative data about a training program from trainees
mainly through:
4. their opinions and feelings about the program.
5. measures of performance such as volume of sales.
6. tests and ratings of their behavior.
7. the return on investment method.
Answer: A
4. The evaluation process ideally begins with:

5. developing outcome measures.
6. choosing an evaluation strategy.
7. developing measurable learning objectives.
8. conducting a needs analysis.
Answer: D
5. The _____ training outcome is collected to determine whether trainees are using training
content back on the job.
6. reaction
7. learning
8. cognitive
9. result
Answer: D
6. According to Kirkpatrick’s framework for categorizing training outcomes, _____ outcomes are
level 1 criteria that are often called class or instructor evaluations.
7. learning
8. reaction
9. skill-based
10. affective
Answer: B
7. Which of the following types of training outcomes are collected when trainees are asked to rate
their level of satisfaction with the trainer at the end of a training program?
8. Result
9. Cognitive
10. Reaction
11. Behavior-based
Answer: C
8. Typically, _____ are used to assess cognitive outcomes.
9. attitude surveys
10. observations
11. focus groups
12. pencil-and-paper tests
Answer: D
9. Which of the following is an affective outcome collected in a training evaluation?
10. Learners’ satisfaction with training

11. Customer service orientation
12. Increased production
13. Reduced costs of production
Answer: B
10. If a firm measures its sales volume before and after a training program, it is typically assessing
the _____ outcome.
11. reaction
12. behavior-based
13. learning
14. results
Answer: D
11. Which of the following is true of return on investment (ROI)?
12. It is referred to as level 3 evaluation in Kirkpatrick’s framework for categorizing training

outcomes.
13. It refers to comparing sales activity before and after a training program.
14. Dollar value of productivity divided by training costs reflects return on investment.
15. The method of measurement for return on investment typically involves tests, surveys, and
interviews.
Answer: C
12. Behavior or skill-based outcomes are best measured by _____.
13. surveys
14. interviews
15. focus groups
16. observations
Answer: D
13. 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 _____.
14. criterion contamination
15. criterion deficiency
16. criterion irreducibility
17. criterion maturation
Answer: A
14. _____ refers to the ease with which training outcome measures can be collected.
15. Reliability
16. Practicality
17. Acceptability
18. Relevance
Answer: B
15. Appropriate training outcomes need to be discriminative which implies that:
16. tests given to employees before and after a training program should differ.
17. trainees should be asked to take a reliable test that includes items for which the meaning or
interpretation change over time.
18. trainees’ performance on the outcome should actually reflect true differences in performance.
19. different employees should be given different tests for measuring their performance on the
same outcome.
Answer: C
16. If trainers are interested in the generalizability of a study’s results to other groups and situations,
then they are said to be interested in the _____ of the study.
17. outcome practicality
18. criterion relevance
19. external validity
20. outcome believability

Answer: C
17. Which of the following is a threat to internal validity?
18. Characteristics of trainees influence program effectiveness.
19. Being evaluated causes participants to try harder in training program.
20. Trainees pay extra attention to material on a test before training.
21. Training group differs from comparison group on individual differences that influence outcomes.
Answer: D
18. Which of the following statements is true of comparison groups?
19. The use of a comparison group poses a threat to internal validity.
20. Comparison group consists of a group of employees who do not attend the training program.
21. Employees in a comparison group have personal characteristics that are different from other
trainees.
22. 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.
Answer: B

19. Which of the following statements is true of random assignment?
20. It assigns employees to a training program without considering their individual differences.
21. It results in an unequal distribution of individual characteristics such as age, gender, and
motivation in the comparison group and the training group.
22. It increases the effects of employees dropping out of the study (mortality).
23. It increases the differences between the training group and comparison group in ability,
knowledge, skill, or other personal characteristics.
Answer: A
20. 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.
21. Solomon four-group
22. pretest/post-test
23. return on investment
24. time series
Answer: D
21. _____ is a time period in which participants no longer receive training intervention.
22. Regression
23. Mortality
24. Reversal
25. Maturation
Answer: C
Difficulty: Easy
22. Which of the following statements is true of Solomon four-group evaluation design?
23. It is mainly used by companies that are uncomfortable with excluding certain employees or that
intend to train only a small group of employees.
24. It is an evaluation design in which pre-training outcomes are completely ignored.
25. It combines both pretest/post-test comparison group and post-test-only control group design.
26. Relative to the other evaluation designs it is more economical and takes lesser time to conduct.
Answer: C
23. Evaluation designs without pretest or comparison groups are most appropriate when:
24. information regarding training effectiveness is not needed immediately.
25. companies are interest in determining how much change has occurred.
26. a company has a strong orientation toward evaluation.
27. a company is only interested in whether trainees have achieved a certain proficiency level.
Answer: D

24. ROI analysis is best suited for training programs that are:
25. attended by few employees.
26. inexpensive and have limited visibility.
27. focused on an operational issue.
28. one-time events.
Answer: C
25. _____ 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.
26. Utility analysis
27. Success case
28. Return on expectation
29. Outcome practicality
Answer: B
True/ False
1. The influence of training is largest for organizational performance outcomes and weakest for
financial outcomes.
2. True
3. False
Answer: A
2. Pilot testing refers to the process of previewing the training program with potential trainees and
managers or with other customers.
3. True
4. False
Answer: A
3. Formative evaluation usually involves collecting quantitative data through tests or objective
measures of performance.
4. True
5. False
Answer: B
4. In Kirkpatrick’s five-level framework for categorizing training outcomes, the levels indicate the
importance of the outcomes.
5. True
6. False
Answer: B
5. Results belong to the level 1 criteria in Kirkpatrick’s framework for categorizing training
outcomes.
6. True
7. False
Answer: B
6. A pencil-and-paper test is ideal for measuring skill-based outcomes.
7. True
8. False
Answer: B
7. A reliable test includes items for which the meaning or interpretation does not change over
time.
8. True
9. False
Answer: A
8. Outcome measures are perfectly related to each other.
9. True
10. False
Answer: B
9. If instructional objectives identify business-related outcomes such as increased customer

service, then reaction outcomes should be used in the evaluation.
10. True
11. False
Answer: B
10. Reaction and cognitive outcomes do not help determine how much trainees actually use training
content in their jobs.
11. True
12. False
Answer: A

11. No evaluation design can ensure that the results of the evaluation are completely due to
training.
12. True
13. False
Answer: A
12. The believability of study results refers to external validity.
13. True
14. False
Answer: B
13. A comparison group refers to a group of employees who participate in the evaluation study but
do not attend the training program.
14. True
15. False
Answer: A

14. The Hawthorne effect refers to employees in an evaluation study performing at a low level
because of the attention they receive.
15. True
16. False
Answer: B
15. Evaluation designs without pretest or comparison groups are most appropriate when companies
are interested in determining how much change has occurred in trainees.
16. True
17. False
Answer: B
16. The Solomon four-group design combines the pretest/post-test comparison group and the post-
test-only control group design.
17. True
18. False
Answer: A
17. Return on investment (ROI) is used to show a training program’s cost effectiveness before it has
been delivered.
18. True
19. False
Answer: B
18. It is necessary to limit return on investment analysis only to certain training programs as it can
be costly.
19. True
20. False
Answer: A
19. Once the costs and benefits of the training program are determined, ROI is calculated by dividing
return or benefits by costs.
20. True
21. False
Answer: A
20. A training activity dashboard does not provide a perspective of future learning.
21. True
22. False
Answer: B
Short Answer/Essay
1. Why is it important to evaluate a training program?
Answer:
It is important to evaluate a training program for the following reasons:
 To identify the program’s strengths and weaknesses; to determine if objectives are being met, to
examine the quality of the learning environment, and whether transfer of training to the job is
occurring.
 To assess whether the training content, organization, and administration of the program
including the schedule, facilities, trainers, and materials contribute to learning and transfer.
 To identify which trainees benefited and which did not.
 To collect information to use in marketing training programs.
 To determine the financial benefits and costs of the program.
 To compare the costs and benefits of training versus nontraining investments.
 To compare the costs and benefits of different training programs.
2. Describe the evaluation process for training.

Answer:
The evaluation process should begin with determining training needs. The next step in the
process is to identify specific, measurable training objectives to guide the program. The more
specific and measurable these objectives are, the easier it is to identify relevant outcomes for the
evaluation. Based on the learning objectives and analysis of transfer of training, outcome
measures are designed to assess the extent to which learning and transfer have occurred. Once
the outcomes have been identified, the next step is to determine an evaluation strategy. The
results of the evaluation are used to modify, market, or gain additional support for the program.
The results of the evaluation should also be used to encourage all stakeholders in the training
process—including managers, employees, and trainers—to design or choose training that helps
the company meet its business strategy and helps managers and employees meet their goals.
3. Identify the ways to minimize threats to validity.
Answer:
There are three ways to minimize threats to validity: the use of pretests and post-tests in
evaluation designs, comparison groups, and random assignment.
 Pretests and Post-tests
One way to improve the internal validity of the study results is to first establish a baseline or
pretraining measure of the outcome. Another measure of the outcomes can be taken after
training. This is referred to as a post-training measure. A comparison of the post-training and
pretraining measures can indicate the degree to which trainees have changed as a result of
training.
 Use of comparison groups
Internal validity can be improved by using a control or comparison group. A comparison group
refers to a group of employees who participate in the evaluation study but do not attend the
training program.
 Random assignment
Random assignment refers to assigning employees to the training or comparison group on the
basis of chance alone. That is, employees are assigned to the training program without
consideration of individual differences (ability or motivation) or prior experiences.
4. What conditions require a company to consider a rigorous evaluation design (pretest/post-test

with comparison group)?
Answer:
A more rigorous evaluation design (pretest/post-test with comparison group) should be

considered if any of the following conditions is true:
 The evaluation results can be used to change the program.
 The training program is ongoing and has the potential to have an important influence on
employees or customers.
 The training program involves multiple classes and a large number of trainees.
 Cost justification for training is based on numerical indicators. (Here, the company has a strong
orientation toward evaluation.)
 Trainers or others in the company have the expertise (or the budget to purchase expertise from
outside the company) to design and evaluate the data collected from an evaluation study.
 The cost of the training creates a need to show that it works.
 There is sufficient time for conducting an evaluation. Here, information regarding training
effectiveness is not needed immediately.
 There is interest in measuring change (in knowledge, behavior, skill, etc.) from pretraining levels
or in comparing two or more different programs.

5. How does workforce-analytics help determine the value of learning activities?
Answer:
The value of learning activities is best determined through the use of workforce analytics.
Workforce analytics refers to the practice of using quantitative methods and scientific methods to
analyze data from human resource databases, corporate financial statements, employee surveys,
and other datasources to make evidence-based decisions and show that human resource practices
(including training, development, and learning) influence important company metrics. Each
company needs to use data and metrics that are related to its business strategy or goals.
Chapter 7
Multiple Choice
1. _____ is an example of context-based learning created and guided by companies.
2. Lecture
3. Mentoring
4. Coaching
5. Simulation
Answer: D
2. Which of the following is a presentation method of training?

3. On-the-job training
4. Lecture
5. Simulation
6. Case study
Answer: B
3. Lecture as a presentation method:
4. emphasizes active trainee involvement and feedback.
5. is an expensive and time-consuming way to communicate information.
6. can be easily employed with large groups of trainees.
7. allows for strong connection to the work environment and easy transfer of training.
Answer: C
4. Which of the following requires least participation from trainees?
5. Apprenticeship
6. Case study
7. Simulation
8. Audiovisual instruction
Answer: D
5. Which of the following statements is true of learning through videos?
6. When trainees learn through videos they have no control over their learning.
7. Video requires great knowledge of technology and equipment.
8. Trainees have access to videos even after a training session.
9. Program content in videos is affected by the interests and goals of the trainer.
Answer: C
6. Which of the following statements is true of on-the-job training (OJT)?
7. It is a type of formal training.
8. OJT cannot be used for training newly hired employees.
9. Skills learned in OJT are easily transferred to the job.
10. OJT results in companies incurring high costs on materials and trainers’ salary.
Answer: C
7. 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?
8. Self-directed learning
9. Lecture
10. Apprenticeship
11. Business game
Answer: A
8. Development of effective self-directed learning typically begins with:
9. writing trainee-centered learning objectives directly related to the tasks.
10. conducting a job analysis to identify the tasks that must be covered.
11. developing content for the learning package.
12. developing an evaluation package.
Answer: B
9. Which of the following training methods involve assisting a certified tradesperson at the work
site?
10. Apprenticeships
11. Simulations
12. Business games
13. Role plays
Answer: A
10. Which of the following statements is true of the simulation training method?
11. Simulations cannot be used to teach management and interpersonal skills.
12. Simulators are inexpensive to develop.
13. Simulators need a one-time information update about the work environment.
14. Simulators need to have elements identical to those found in the work environment.
Answer: D
11. A case study:
12. is a training method that replicates a physical equipment that employees use on a job.
13. is a description about how employees or an organization dealt with a difficult situation.
14. involves assisting a certified tradesperson (a journey worker) at the work site.
15. involves observing peers performing a job and then trying to imitate their behavior.
Answer: B
12. Which of the following statements is true of business games?
13. Business games are non-competitive.
14. In business games, trainees know for certain the consequences of their actions.
15. There are no limitations for participant behavior in business games.
16. In business games, several alternative courses of action are available to trainees.
Answer: D
13. _____ is based on the principles of social learning theory.
14. Standard lecture training
15. Simulation
16. Behavior modeling
17. Social media learning
Answer: C
14. Vicarious reinforcement is most relevant to _____.
15. simulations
16. behavior modeling
17. case studies
18. lectures
Answer: B

15. Which of the following statements is true of key behaviors in behavior modeling?
16. In behavior modeling, key behaviors can be performed in any order for a task to be completed.
17. The development of general key behaviors promotes far transfer of training.
18. People learning interpersonal skills must develop more specific key behaviors rather than
general key behaviors.
19. Effective modeling displays present models engaging in positive use of key behaviors but not
negative use.
Answer: B
16. Key behavior practice sessions are most effective when they allow trainees to practice the
behaviors _____.
17. multiple times
18. in a large group
19. in a group where evaluation apprehension is high
20. without any feedback
Answer: A
17. Which of the following is the first stage of an experiential learning training program?
18. Take part in a behavioral simulation
19. Analyze the activity

20. Gain conceptual knowledge and theory
21. Connect the theory and activity with on-the-job or real-life situations
Answer: C
18. _____ refers to the training that a team manager or facilitator receives and involves training
them on ways to resolve conflict within the team.
19. Guided team self-correction
20. Scenario-based training
21. Team leader training
22. Cross training
Answer: C
19. _____ best prepares team members to step in and take the place of a member who may
temporarily or permanently leave the team.
21. Cross training
22. Coordination training
23. Scenario-based training
Answer: B
20. _____ 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.
21. Action learning
22. Adventure learning
23. Cross training
Answer: A
21. Six Sigma and Kaizen, black belt training programs, involve principles of:
22. adventure learning.
23. action learning.
24. vicarious reinforcement.
25. social learning theory.
Answer: B
22. Which of the following training methods is best suited for attitude learning outcomes?
23. On-the-job training
24. Self-directed learning

25. Apprenticeship
26. Role play
Answer: D
23. The first and the most important step in choosing a training method is to identify the:
24. cost related to the training method.
25. type of learning outcome the training should influence.
26. effectiveness rating of the training method.
27. time required to complete the training method.
Answer: B
24. Which of the following statements with regard to comparison of training methods is true?
25. There is considerable overlap between learning outcomes across the training methods.
26. Group building methods focus solely on team learning and not on individual learning.
27. Presentation methods provide a better learning environment and transfer of training than the
hands-on methods.
28. Companies that have a larger budget for training programs should choose a presentation
method over a hands-on method.
Answer: A
25. If companies have a limited budget for developing new training methods, the most appropriate
hands-on training method will be _____.
26. simulation
27. team training
28. on-the-job training
29. action learning
Answer: C
True/ False
1. Context-based learning is unique to an employee’s needs.
2. True
3. False
Answer: A
2. The competencies that are developed through social learning are typically not necessary for
successful performance of one’s job.
3. True
4. False
Answer: A
3. Social contextual learning consists of formal training activities designed and developed by a
company.
4. True
5. False
Answer: B
4. Presentation methods are methods in which trainees are active participants in training.
5. True
6. False
Answer: B
5. Lecture is one of the most expensive and time-consuming training method.
6. True
7. False
Answer: B
6. A potential disadvantage of a panel is that trainees who are relatively naive about a topic may
have difficulty understanding the important points.
7. True
8. False
Answer: A
7. Hands-on methods are training methods that do not require a trainee to be actively involved in
learning.
8. True
9. False
Answer: B
8. On-the-job training is considered informal because it does not occur as part of a training
program.
9. True
10. False
Answer: A
9. On-the-job training needs huge investment in time and money for materials, the trainer’s salary,
and instructional design.
10. True
11. False
Answer: B
10. In self-directed learning, trainers do not control or disseminate instruction.
11. True
12. False
Answer: A
11. Apprenticeships provide guarantee that jobs will be available to the trainee when the program is
completed.
12. True
13. False
Answer: B

12. Case study is inappropriate for developing higher-order intellectual skills such as analysis,
synthesis, and evaluation.
13. True
14. False
Answer: B
13. Business games mimic the competitive nature of business.
14. True
15. False
Answer: A
14. In a role play, outcomes depend on the emotional reactions of other trainees.
15. True
16. False
Answer: A

15. Behavior modeling is more appropriate for teaching factual information or knowledge than for
teaching interpersonal skills.
16. True
17. False
Answer: B
16. In behavior modeling, key behaviors are typically performed in a specific order for a task to be
completed.
17. True
18. False
Answer: A
17. People learning interpersonal skills must develop specific key behaviors that are explained in
great detail.
18. True
19. False
Answer: B
18. Effective modeling displays presents models engaging in both positive use of key behaviors and
negative use.
19. True
20. False
Answer: B
19. Group building methods focus on individual as well as team learning.
20. True
21. False
Answer: A
20. Presentation methods of training are more effective than the hands-on methods.
21. True
22. False
Answer: B
Short Answer/Essay
1. What should an effective on-the-job (OJT) training program include?

Answer:
Effective OJT programs include:
 A policy statement that describes the purpose of OJT and emphasizes the company’s support for
it.
 A clear specification of who is accountable for conducting OJT. If managers conduct OJT, this is
mentioned in their job descriptions and is part of their performance evaluations.
 A thorough review of OJT practices (program content, types of jobs, length of program, cost
savings) at other companies in similar industries.
 Training of managers and peers in the principles of structured OJT
 Availability of lesson plans, checklists, procedure manuals, training manuals, learning contracts,
and progress reports for use by employees who conduct OJT.
 Evaluation of employees’ levels of basic skills (reading, computation, and writing) before OJT.
2. Elaborate the process used for case development.
Answer:
The first step in the process is to identify a problem or situation. It is important to consider if the
story is related to the instructional objectives, will provoke a discussion, forces decision making,
can be told in a reasonable time period, and is applicable to the situations that trainees may face.
Information on the problem or situation must also be readily accessible. The next step is to
research documents, interview participants, and obtain data that provide the details of the case.
The third step is to outline the story and link the details and exhibits to relevant points in the
story. Fourth, the media used to present the case should be determined. Also, at this point in case
development, the trainer should consider how the case exercise will be conducted. This may
involve determining if trainees will work individually or in teams, and how the students will
report results of their analyses. Finally, the actual case materials need to be prepared. This
includes assembling exhibits (figures, tables, articles, job descriptions, etc.), writing the story,
preparing questions to guide trainees’ analysis, and writing an interesting, attention-getting case
opening that will attract trainees’ attention and provide a quick orientation to the case.
3. What activities do trainers need to engage before, during, and after a role play to make it
effective?
Answer:
For role plays to be effective, trainers need to engage in several activities before, during, and
after the role play. They include:
 Provide background information on the purpose of and context for the role play.
 Make sure that a script is provided with enough detail for trainees to understand their role.
 The room is arranged so trainees can see and hear the role players.
 Observations sheets and checklists that emphasize the issues in the role play are developed and
used.
 Debriefing occurs on the experience of the role players and observers, the relationship of the
role play to the company context, and important learning points.
4. Mention the six characteristics of effective modeling displays.
Answer:
Effective modeling displays have six characteristics:

 The display clearly presents the key behaviors. The music and the characteristics of the situation
shown in the display do not interfere with the trainee seeing and understanding the key
behaviors.
 The model is credible to the trainees.
 An overview of the key behaviors is presented.
 Each key behavior is repeated. The trainee is shown the relationship between the behavior of
the model and each key behavior.
 A review of the key behaviors is included.
 The display presents models engaging in both positive use of key behaviors and negative use
(i.e., ineffective models not using the key behaviors).
5. Write a note on Kaizen.
Answer:
Kaizen, the Japanese word for improvement, is one of the underlying principles of lean
manufacturing and total quality management. Kaizen refers to practices participated in by
employees from all levels of the company that focus on continuous improvement of business
processes. Kaizen involves considering a continuous cycle of activities, including planning,
doing, checking, and acting (PDCA). Statistical process control techniques are used by
employees to identify causes of problems and potential solutions. They include process flow
analysis, cause and effect diagrams, control charts, histograms, and scattergrams.

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3. Formative evaluation mainly involves collecting quantitative data, whereas summative

Difficulty Level: Medium

4. their opinions and feelings about the program.

5. measures of performance such as volume of sales.

6. tests and ratings of their behavior.

7. the return on investment method.

Difficulty Level: Medium

4. The evaluation process ideally begins with:

6. choosing an evaluation strategy.

7. developing measurable learning objectives.

8. conducting a needs analysis.

Difficulty Level: Easy

Difficulty Level: Easy

Difficulty Level: Easy

Difficulty Level: Easy

8. Typically, _____ are used to assess cognitive outcomes.

11. focus groups

12. pencil-and-paper tests

Difficulty Level: Easy

9. Which of the following is an affective outcome collected in a training evaluation?

10. Learners’ satisfaction with training

12. Increased production

13. Reduced costs of production

Difficulty Level: Medium

Difficulty Level: Medium

11. Which of the following is true of return on investment (ROI)?

12. It is referred to as level 3 evaluation in Kirkpatrick’s framework for categorizing training

Difficulty Level: Medium

12. Behavior or skill-based outcomes are best measured by _____.

15. focus groups

Difficulty Level: Easy

14. criterion contamination

15. criterion deficiency

16. criterion irreducibility

17. criterion maturation

Difficulty Level: Medium

Difficulty Level: Easy

15. Appropriate training outcomes need to be discriminative which implies that:

Difficulty Level: Medium

17. outcome practicality

18. criterion relevance

19. external validity

20. outcome believability

Difficulty Level: Easy

17. Which of the following is a threat to internal validity?

18. Characteristics of trainees influence program effectiveness.

19. Being evaluated causes participants to try harder in training program.

20. Trainees pay extra attention to material on a test before training.

Difficulty Level: Medium

18. Which of the following statements is true of comparison groups?

19. The use of a comparison group poses a threat to internal validity.

Difficulty Level: Medium

Difficulty Level: Medium

21. Solomon four-group

23. return on investment

24. time series