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C) Internal validity.
D) General validity.
E) History validity.
Answer: C
Difficulty: Moderate
Page Ref: 347
26. Which of the following is NOT listed as a threat to internal validity?
A) Maturation
B) Testing
C) Instrumentation
D) Statistical regression
E) Reaction to evaluation
Page Ref: 347-349
27. The confidence that evaluation findings will generalize to others who
undergo the training is known as
A) History.
B) Maturation.
C) Internal validity.
D) External validity.
E) Testing.
Page Ref: 349
28. Each of the following statements states a weakness with the evaluation
techniques presented in the text; which of the statements is NOT true?
A) Posttest only – there could be a number of other competing
causes for any change.
B) Pretest/posttest – it is difficult to determine the impact of
training on any changes that occur.
C) Posttest only with control group – results may not generalize
to other groups
D) Pretest/posttest with control group – threats to external
validity are still a concern.
E) All of the above are true.
Page Ref: 350-353
29. A group of similar employees who do not receive the training is called
the
A) Random assignment group.
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B) Factor analysis assignment.
C) Neutral group.
D) Control group.
Page Ref: 352
30. The authors suggest that when assigning trainees to a control group or
trained group, the best method to use is
A) Sampling.
B) Representative sampling.
C) Random assignment.
D) Random selection.
Page Ref: 352
31. Name the design that fits the following description – Multiple
measures of performance are taken and each group receives training,
but at different points in time.
A) Multiple baseline design
B) Solomon’s time series design
C) Group 4-time series design
D) Solomon’s multiple baseline series design
Page Ref: 353
32. When the number of employees being trained is small, Blanchard &
Thacker recommend which of the following evaluation designs?
A) Do not evaluate; it is not cost effective
B) Posttest only
C) Single case designs
D) Multiple-case designs
Page Ref: 353
APPENDIX 9-2 QUESTIONS
33. Utility analysis is a
A) Measure of learning.
B) Method of estimating overall value of training based on the
trainee’s change in behavior.
C) Simplified method of cost/benefit analysis.
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D) A cost-savings analysis.
Page Ref: 354
TRUE/FALSE QUESTIONS
34. ____The trainees are very interested in obtaining the process
evaluation data. (F; Table 9-3, p. 321)
35. ____To be of any value, the reaction questionnaire must be
administered right after training. (F; p. 324)
36. _______An inexpensive but effective way to determine if training
transferred to the job is to ask trainees in a reaction questionnaire. (F;
p. 325)
37. ______To assess a change in attitude toward teamwork after training,
simply ask trainees if they feel more positive toward teamwork. (F; p.
327)
38. ____The best time to determine if the training transferred to the job is
2 months after training (F; pp. 327-328)
39. ____For organizational results measures, you can often use the data
obtained in the original TNA as the pre measure. (T; p. 328)
40. _______The ultimate reason for training is organizational results. (T;
p. 328)
41. ______ A cost/ benefit evaluation compares the monetary cost of
training with the non-monetary benefits. (T; p. 329)
42. _____ It is always best to evaluate training using all three levels of
evaluation. (F; p. 333)
APPENDIX QUESTIONS
43. ____Maturation refers to the events other than training that take place
concurrently with the training program. (F; p. 347)
44. ____You must always have a pretest to compare your posttest to in a
well-designed evaluation. (F; p. 350)
45. _____In organizations, random assignment is the method to use when
placing individuals in the control group and trainee group (F; p. 352)
46. Briefly discuss the reasons and counter-reasons for not evaluating
training programs.
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47. Explain the four types of evaluation outcomes identified in the text.
48. Describe the three kinds of knowledge that can be evaluated in training
and how they can be measured.
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49. Describe the cost benefit evaluation and cost effectiveness evaluation
methods of evaluating whether training was “worth it.”
APPENDIX QUESTION
50. Define internal and external validity and explain five threats to internal
validity and two threats to external validity.
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Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
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