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Full Human Resource Development Talent Development 7Th Edition Werner Test Bank Online PDF All Chapter
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Name: Class: Date:
2. HRD evaluation includes collecting information to make decisions about training activities.
a. True
b. False
ANSWER: True
3. According to Goldstein, training evaluation has moved from simply collecting anecdotal evidence to now evaluating
the entire HRD process.
a. True
b. False
ANSWER: True
4. The CIPP framework for evaluation includes Context, Information, Process, Product.
a. True
b. False
ANSWER: False
5. When writing a questionnaire you should limit the number of response options.
a. True
b. False
ANSWER: True
8. The text author believes that a positive score on one of Kirkpatrick's levels will mean a positive score on the measures
of other levels, and these positive reactions will result in learning.
a. True
b. False
ANSWER: False
9. The reliability of data refers to the consistency of the results determined by the collection of data.
a. True
b. False
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Name: Class: Date:
10. Using deception to do evaluation research is helpful because it allows employees to answer truthfully and without
bias.
a. True
b. False
ANSWER: False
11. In a strong research design, it does not matter if the control and training group have different existing knowledge,
skills, or abilities.
a. True
b. False
ANSWER: False
13. If the control group and the training group have the same scores before training, and the training group scores increase
while control group scores remain the same after training, it can be attributed to the training rather than other factors.
a. True
b. False
ANSWER: True
14. Donald Kirkpatrick described the following four training evaluation criteria: reaction, learning, job behavior, and
results.
a. True
b. False
ANSWER: True
15. Confidentiality in training evaluation is not important since the trainees work for the organization already.
a. True
b. False
ANSWER: False
16. A proposed modification to Kirkpatrick's evaluation model is to add a fifth level beyond results to include ROI or the
way HRD programs make societal contributions.
a. True
b. False
ANSWER: True
17. A dramatic extension beyond Kirkpatrick's framework includes the idea that constituencies outside the organization
should be involved in the evaluation process.
a. True
18. To determine changes in learning, it should be measured at two times: pre-training and post-training.
a. True
b. False
ANSWER: True
19. A stakeholder is defined as 'a person or group with an interest in seeing an endeavor succeeds but who do not need to
support that activity'.
a. True
b. False
ANSWER: False
20. According to Nickols, each of Kirkpatrick's levels is of similar importance to all stakeholder groups.
a. True
b. False
ANSWER: False
21. The evaluation phase of the HRD process model includes all of the following EXCEPT:
a. Selecting evaluation criteria
b. Conducting the evaluation
c. Interpreting the results
d. Publishing your results in the ASTD results book
ANSWER: d
22. According to Chris Bones, what is true of the HRD evaluation process?
a. "Evaluating what you know works is a waste of time."
b. "Only evaluate if you are forced to do it."
c. "Evaluation is too costly to bother with."
d. "If you can't see results, then stop it."
ANSWER: d
23. According to Phillips, which of the following is NOT a purpose of training evaluation?
a. Determining the cost-benefit ration of an HRD program
b. Determining if the program was appropriate
c. Deciding who should participate in future programs
d. Deciding whether or not to fire the trainer
ANSWER: d
24. Based on ASTD surveys about evaluating training programs which of the following is true?
a. Over 90% of companies surveyed conduct some form of evaluation
b. Only about 10% of companies surveyed conduct some form of evaluation
c. Results are the most commonly used method of evaluating training
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Name: Class: Date:
25. The most popular and influential framework for evaluating training was developed by:
a. Goldstein
b. Kirkpatrick
c. Phillips
d. Brinkerhoff
ANSWER: b
26. Level 3 of Kirkpatrick's framework for evaluation that is a critical measure of training success is:
a. Reaction
b. Learning
c. Behaviors
d. Results
ANSWER: c
27. When collecting data which of the following issues is NOT important?
a. Reliability
b. Validity
c. Effectiveness
d. Practicality
ANSWER: c
28. The number of units produced is generally considered which kind of data?
a. Plant data
b. Economic data
c. Systemwide data
d. Individual performance data
ANSWER: d
29. Which of the following is NOT a common type of data collected for evaluation?
a. Plant data
b. Economic data
c. Systemwide data
d. Individual performance data
ANSWER: a
30. The Kraiger, Ford and Salas evaluation model uses all of the following classifications of learning outcomes EXCEPT:
a. Cognitive
b. Intuitive
c. Skill based
d. Affective
ANSWER: b
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Name: Class: Date:
33. If we provide the training and then collect evaluation measures without the collection of data we are:
a. Positive that any change we see is due to the training
b. Unsure as what caused the result we find, the training or other factors
c. Only sure that the results are sound if we randomly select the trainees
d. Following the best known research design
ANSWER: b
36. According to studies by ASTD, the most common form of evaluation is:
a. reaction
b. learning
c. behavior
d. results
ANSWER: a
38. Which of the following statements provides the best explanation for why training professionals often don't evaluate
the results of their training programs?
a. Results don't matter in training
b. Fear of criticism or program cuts if a program was not effective
c. It can be done only if you majored in statistics in college
d. Management refuses to spend the money to do it right
ANSWER: b
40. Which of the following is a common method for data collection in HRD evaluations?
a. Archival performance data
b. Tests and simulations
c. Direct observation
d. All of these are common methods of data collection
ANSWER: d
42. Why is it a good idea to randomly assign people to the training group and the control group?
a. it increases the confidence in that training is responsible for change and not some other factor
b. it is the easiest way to measure both pre and post training
c. it guarantees that training evaluation will be believed by management
d. it allows us to assume that attitude toward training is positive for all trainees
ANSWER: a
44. Which of the following kind data does return on investment (ROI) and utility data provide?
a. social data
b. behavioral data
c. organizational data
d. economic data
ANSWER: d
46. Donald Kirkpatrick described which of the following four training evaluation criteria as a way to determine trainees’
perceptions about a program and its effectiveness?
a. reaction
b. learning
c. job behavior
d. results
ANSWER: a
47. Which of the following data collection methods are concerned with how much time, money, and resources are
available for an evaluation method?
a. reliability
b. validity
c. provability
d. practicality
ANSWER: d
49. A method of evaluation, which measures the trainee's evaluation prior to and after training, is known as:
a. return on investment
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Name: Class: Date:
50. All of the following are guidelines for writing effective questionnaires EXCEPT:
a. Combine several ideas into one question to get a thoughtful response
b. Use clear and simple questions so meanings are obvious
c. Provide discrete response options and explain them
d. Match the mode of the response to the question
ANSWER: a
51. Which of the following is NOT an example of an ethical issue in evaluation research?
a. confidentiality
b. informed consent
c. adverse impact
d. use of deception
ANSWER: c
52. Recent efforts to combine data from different research studies are known as:
a. macro-analysis
b. meta-analysis
c. combined analysis
d. collaborative analysis
ANSWER: b
55. Which of the following is NOT an example of indirect training program costs?
a. instructor preparation
b. administrative support
c. course materials
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Name: Class: Date:
56. Which of the following is NOT a factor used to compute a utility estimate?
a. "A" (available number of employees for training)
b. "N" (number of employees trained)
c. "T" (length of time benefits of training is expected to last)
d. "C" (cost of conducting the training)
ANSWER: a
57. Which of the following is NOT true of the impact of technology on HDR evaluation?
a. pretests and post-tests are more difficult to collect electronically than in the traditional classroom
b. individual learning styles are not a factor with the use of technology
c. behaviors and results can be captured just as well electronically
d. data collection for HRD research purposes should be easier to collect via the Internet
ANSWER: d
60. Goldstein has suggested that training evaluation has moved through how many stages since the 1960's?
a. 4
b. 5
c. 2
d. 22
ANSWER: a
In the previous chapter I have spoken of Mr. Warner and his fruit
orchard. The old saying that misfortunes, like blessings, never come
singly was verified in their case. One day, not long after the previous
incident, Miss Warner was in the orchard pruning some young trees.
As she moved away from a tree she had finished with, she felt a
sharp slap on her right thigh and knew at once she had trodden on a
snake, which animals are very numerous in that part of the country.
Her bush training had taught her that it is safest in such a case to
stand quite still until you know which end of the snake you are
treading on. Perchance it may be on its head, and if so you can
easily dispatch it; and if, unfortunately, you are on its tail, well, no
earthly power can save you from being bitten before you can jump
clear. As ill-luck would have it, Miss Warner had trod upon the
snake’s tail and it had retaliated by digging its poisoned fang into her
thigh. It was just about to make another stab, when she struck at it
with her pruning knife, cutting it in two and killing it instantly. Then
she coolly wiped the point of the knife on her dress, and deliberately
made a cross cut into her thigh where the snake had bitten her.
Then, while the blood was spurting from the wound, she called out to
her father who came running to her, knowing by the sound of her
voice that something was the matter. In a few seconds he had torn
his handkerchief into strips and tightly bound the leg above and
below the wound. Then, saddling his horse and one for the wounded
girl, they set off on their twelve mile ride to Newcastle.
You can imagine what that ride was like to Miss Warner, up hill and
down dale as fast as the horses could go, the great gash in her leg
was very agony of pain. It required endurance, nerve, and pluck—
qualities our colonial bush-reared maidens are in no way deficient in.
Her father, too, had a very good reason for letting her ride on
horseback. Snake poison, as is well known, causes sleepiness,
which, if succumbed to, knows no waking. Had Mr. Warner taken her
in a trap, he would not have been able to prevent her from falling
asleep, so had put her upon her horse, hoping to reach Newcastle
before the poison took effect. They had ridden about nine miles
when Miss Warner became very faint, and could scarcely keep her
seat on her horse. Just then they met a young man riding out to the
lake district, and as soon as he heard the state of affairs, he at once
turned his horse round and went back to Newcastle to obtain a
doctor.
Fortunately the doctor was in, he immediately ordered his carriage,
and taking his instrument case and some antidote to counteract the
snake poison, he set out and met Mr. and Miss Warner just outside
the town. He at once helped her off her horse, then she was taken
more dead than alive to the nearest house, and all that medical skill
could do and suggest was done for her, but it was fully three months
before she was able to return home, and then looked a perfect wreck
in comparison to her former robust self. But the brave spirit was in no
way quenched by the suffering she had gone through.
The other brave girl was the daughter of an old boat-builder name
Parrell, who lived on the banks of Lake McQuarrie, with his wife and
his one daughter, Jennie, who was seventeen years of age, and had
been born in the bush of Australia. Like most of the girls reared in the
bush, she was a fearless horse-woman, a strong swimmer, a first-
class shot with a revolver, as cool as a cucumber at all times, and, to
crown all, one of the prettiest girls in those parts, at least I thought
so, and many a young fellow beside, but Jennie would have none of
us, but would laugh and shake her head at our attempts to oust each
other in our efforts to win her favour, but it was all to no purpose,
Jennie remained heart-whole, and we sighed in vain.
The house they lived in was built of weatherboard, and stood at
the mouth of a small creek, where it emptied itself into the lake. All
the rooms were on the ground floor, and were divided by a thin
partition about six feet high, thus making two bedrooms and a good-
sized living room, all furnished very comfortably, the beds used being
the ordinary trestle camp beds. One night I had gone over to try and
get a chat with Jennie—the night was hot and sultry, there was not a
breath of air moving, the day had been one of the hottest we had
had, the mosquitoes were terribly vicious. When I got there I found
that Mrs. Parrell and Jennie, unable to bear the heat and mosquitoes
any longer for that day, had gone to bed under their mosquito
curtains, so Mr. Parrell and I sat on a log outside the cottage door.
There was some satisfaction in being near the object of my
admiration at any rate, and her father always gave me a very hearty
welcome, which was something in my favour, at least I thought so.
They had been in bed about two hours—while we had been yarning
—when Mrs. Parrell heard her daughter quietly calling her.
“What do you want, lassie?” she replied. “Can’t you sleep?”
“No, mother, there is a snake in my bed,” the girl answered. “It is
lying on my naked legs. I dare not move or it will bite me. Tell my
father quick.”
The terrified mother needed no second bidding, springing out of
bed she rushed to the door and told her husband.
“Hush, mother,” he said quietly, laying his hand on her arm, “don’t
make a sound, or you will do more harm than good.” Then quietly he
crept into his own room and speaking softly, said:
“Where is it now, Jennie? Don’t be afraid, lassie.”
“On my stomach, father, and it is working up to my breast,” she
replied in a low tone.
I thought, of course, the father would have rushed into the room,
and at one blow would have killed the reptile. Not so, the old man
had learnt by experience a better way than that.
The door of the bedroom was just at the foot of the girl’s bed, and
any noise, either by opening or shutting it, would have startled the
snake, and, perhaps, made it plunge its poisoned fang into Jennie’s
body, and thus have ended her young happy life, but the father knew
just what to do under the circumstances. Going to a cupboard that
stood in the corner of his room, he took down an old violin, then
crossing, without a sound, over to the end of the room farthest away
from the bed, he drew the bow lightly over the strings making a soft
plaintive sound. The moment the snake heard the noise, it poised its
head up on the girl’s breast, and as the soft plaintive notes floated
about the room it began to wriggle along towards the foot of the bed
in the direction of the sound. The brave girl kept her nerve and
presence of mind marvellously. She knew full well her very life
depended on it, for the slightest movement on her part, while the
snake was on her body, would have been fatal. But as soon as she
felt the snake slip off the bed she sprang up and out of the way. The
snake, when it heard her move, made a dart for a small knot hole in
the planking of the floor, through which it had entered the room, but it
had Jennie to reckon with, and before it could reach it she had
thrown a pillow upon it, then her father rushed in and dispatched it
with a stick, he brought it outside, and we measured it, and found it
was three feet nine inches in length, and was about as thick as a
broom handle. It was a carpet snake, one of the most deadly
enemies to be encountered in bush life. A few minutes afterwards,
Jennie and her mother having dressed, came outside, and I could
not help telling her how much I admired her nerve and courage, and
asked how she knew it was a snake?
“Why because it was so cold and clammy,” she replied, making a
wry face. “A snake is always cold, no matter how hot the place may
be where it gets into.”
The next day I had occasion to go to Newcastle on some business
for Mr. Williams and looked forward with some pleasure to the twelve
mile ride through the bush on the back of old Blunderbuss, a horse
that had once belonged to that king of bushrangers, Captain Morgan,
and after having passed through several people’s hands, had
become the property of Mr. Williams. We had only gone a few miles
on our way, when I began to notice that what little air there was had
an acrid smell about it, and every step it seemed to become more
close and stifling. Blunderbuss, too, began to twitch his ears and
sniff. Then a little farther on the cause of it burst upon me—the bush
was on fire—for a second or two I pulled up, and looking round, to
my amazement the trees near by began to blaze and crackle, and
there I was with fire in the front of me and sweeping along the path
over which I had come. There was nothing to be done but try and get
through to where it was already burnt, so putting spurs to the horse
we began our race for life. Hotter and hotter grew the blast, as I
urged the panting beast forward. Kangaroos leaped out from among
the burning scrub, and fled onward, a greater enemy than man was
upon them. Then a drove of wild horses went madly past, while the
birds shrieked and fluttered above our heads, powerless to help
themselves. Onward, still onward we went, the flames hissing and
crackling over our heads, and still we seemed to be no nearer to the
outlet, no track was visible, and all around was the thick hot air.
Blunderbuss, too, seemed to be pulling in quite an opposite direction,
then it flashed across my mind that perhaps the instinct of the poor
beast would lead us into safety, so giving him his head and hoping
for the best I let him go his own way. In an instant he wheeled almost
round, and sped onward towards what seemed a veritable inferno of
flaming trees, with head outstretched and feet scarce touching the
hot earth he dashed through the blazing mass, and presently to my
joy I saw that he was making for an old bridle path that led around
the cliffs to Newcastle, and thankful I was, for had it not been for the
instinct of Blunderbuss we might both have perished miserably. As
we slackened our speed now that the danger was past, I turned to
look at the sight we were leaving behind. Overhead was a dusky
canopy of thick black smoke, there stood the black bare trees
between us and the still raging fire, farther away the sparks were
dropping from the thick smoke like a hailstorm, then again it looked
like a moving curtain of crimson smoke, with the falling and blazing
twigs and small branches, like coloured fireworks—all blue, red and
yellow, while tongues of flame licked up the dry scrub and grass.
It was a grand sight to look at when you were safely out of it, but
we were both in a sorry state, for our hair was singed and our skin
blistered where the flames had touched us. The next day
Blunderbuss and I returned to Belmont, needless to say we gave the
still burning bush a wide berth, and reached home before nightfall.
The fire was burning for the best part of a week, and when some
weeks afterwards I passed that way again, I marvelled how we had
ever passed through that furnace of flame.
CHAPTER XXI
A Dangerous Enterprise