Deck 6: Training Evaluation

Question 1

________ relate(s) to whether trainees are using training content back on the job.

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

Answer 1

D

Question 2

Typically, ________ are used to assess cognitive outcomes.

A) attitude surveys
B) observations
C) focus groups
D) "pencil-and-paper" tests

Answer 2

D

Question 3

It is estimated that 35% of organizations collect data on which of the following training outcomes?

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

Answer 3

D

Question 4

If trainers are interested in the generalizability of a study's results, they are said to be interested in the ________ of the study.

A) outcome practicality
B) criterion relevance
C) external validity
D) outcome believability

Question 5

Which of the following statements is NOT true regarding a Net Promoter Score (NPS)?

A) The NPS is used to measure satisfaction by asking trainees to rate the likelihood of recommending training to a peer.
B) Trainees are categorized into detractors, permissives, and promotors.
C) The NPS is computed by subtracting the number of distractors from the number of promoters, dividing this number by the number of respondents, and then multiplying by 100.
D) None of the above-each statement is true.

Question 6

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

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

Question 7

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

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

Question 8

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

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

Question 9

Which of the following is an affective learning outcome?

A) learners' satisfaction with training
B) greater appreciation of diversity
C) increased production
D) reduced costs of production

Question 10

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

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

Question 11

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

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

Question 12

Behavior and skill-based outcomes are best measured by ________.

A) surveys
B) interviews
C) focus groups
D) observations

Question 13

The evaluation process ideally begins with ________.

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

Question 14

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

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

Question 15

Appropriate training outcomes need to discriminate, meaning that ________.

A) tests given to employees before and after a training program should differ
B) trainees should be asked to take a reliable test
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

Question 16

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

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 17

Which of the following statements best differentiates formative evaluation from summative evaluation?

A) Formative evaluation mainly involves collecting quantitative data, whereas summative evaluation involves collecting qualitative data.
B) Formative evaluation takes place on the completion of training, whereas summative evaluation takes place during program design and development.
C) 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.
D) Formative evaluation includes measuring the monetary benefits of training, whereas summative evaluation measures beliefs and opinions.

Question 18

________ refers to the process of collecting the outcomes needed to determine whether training is effective.

A) Training evaluation
B) Program design
C) Performance appraisal
D) Needs assessment

Question 19

Front-line supervisors are likely most concerned with which training outcomes?

A) reactions
B) return on expectations (ROE)
C) cognitive outcomes
D) behavior and skill-based outcomes

Question 20

Which training outcome relates to trainees providing feedback about their satisfaction with a trainer?

A) results
B) cognitive
C) reactions
D) emotional

Question 21

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

Question 22

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

Question 23

________ refers to concrete examples to show how learning has led to results that a company finds worthwhile and credible.

A) Utility analysis
B) Success cases
C) Return on expectations (ROE)
D) Outcome practicality

Question 24

Which of the following statements is most true of comparison groups?

A) The use of a comparison group poses a threat to internal validity.
B) They represent a group of employees who do not attend training.
C) Employees in a comparison group have personal characteristics that are different from others.
D) They increase the possibility that changes found in outcome measures are due to factors other than training.

Question 25

Improved self-efficacy beliefs relate to an affective learning outcome.

Question 26

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.

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

Question 27

Results are more frequently examined than reactions.

Question 28

In the context of big data, ________ refers to the huge amount of data that is being generated and the speed with which it must be evaluated, captured, and made useful.

A) valence
B) volume
C) variety
D) velocity

Question 29

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) Pre-training outcomes are completely ignored.
C) It combines both pre-test/post-test comparison group and post-test-only/control group designs.
D) Relative to the other evaluation designs, it is more economical and takes less time to conduct.

Question 30

________ demonstrate(s) to key business stakeholders, such as top-level managers, that their expectations about training have been satisfied.

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

Question 31

Among all training outcomes, cognitive outcomes are most frequently assessed.

Question 32

________ is a time period in which participants no longer receive training intervention.

A) Regression
B) Mortality
C) Reversal
D) Maturation

Question 33

Despite its advantages, one of the significant disadvantages of a Net Promoter Score (NPS) is that it is relatively difficult for learners to complete.

Question 34

In the context of big data, ________ refers to the large number of sources and types of data.

A) valence
B) volume
C) variety
D) velocity

Question 35

Return on investment (ROI) analysis is best suited for training programs that are ________.

A) attended by few employees
B) inexpensive and have limited visibility
C) significant financial investments
D) one-time events

Question 36

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 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 37

Evaluation designs without pre-test or comparison groups are most appropriate when ________.

A) information regarding training effectiveness is not needed immediately
B) companies are interested 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

Question 38

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

Question 39

Formative evaluation usually involves collecting quantitative data through tests or objective measures of performance.

Question 40

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

Question 41

Skill-based outcomes can be used to evaluate both learning and transfer.

Question 42

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

Question 43

Evaluation designs without pre-test or comparison groups are most appropriate when companies are interested in determining how much change has occurred in trainees.

Question 44

It is important to conduct a return on investment (ROI) analysis for nearly all training programs.

Question 45

Describe three ways to minimize threats to validity.

Question 46

Negative transfer is evident when learning occurs, but on-the-job behavior is lower than pre-training levels.

Question 47

Outcome measures are often highly related to each other.

Question 48

ROI (return on investment) would be considered a Level-4 outcome in Kirkpatrick's model of training evaluation.

Question 49

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

Question 50

Cognitive outcomes generally do not help determine how much trainees use training content on the job.

Question 51

Compare and contrast reaction and affective learning outcomes. Be sure to define each to demonstrate your understanding of these concepts.

Question 52

A reliable test includes items for which the meaning or interpretation does not change over time.

Question 53

Favorable trainee reactions are strongly connected with transfer.

Question 54

Once the costs and benefits of the training program are determined, ROI is calculated by dividing costs by benefits.

Question 55

The Hawthorne effect refers to employees performing at a low level because of the attention they receive.

Question 56

A comparison group refers to a group of employees who participate in the evaluation study but do not attend the training program.

Question 57

The believability of study results refers to external validity.

Question 58

Negative transfer happens when no learning occurs during training, and subsequently, there is no on-the-job impact.

Question 59

A "pencil-and-paper" test is the best means for measuring skill-based outcomes.

Question 60

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

Question 61

What are the characteristics of big data? Explain how big data could be used to show that learning influences business outcomes.

Question 62

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