Human Resource Development 5th

Edition Werner Test Bank

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APPENDIX 7-1
MORE ON RESEARCH DESIGN

TRUE/FALSE

1. A control group is a group of people of the same age as the trainees.

ANS: F PTS: 1 DIF: Moderate REF: Page 233

NAT: AACSB Analytic | HRM

2. A control group is just a second group of trainees

ANS: F PTS: 1 DIF: Moderate REF: Page 233

NAT: AACSB Analytic | HRM

3. Ideally, the control group and the training group have the same scores before training

ANS: T PTS: 1 DIF: Moderate REF: Page 233

NAT: AACSB Analytic | HRM

4. Internal validity deals with the question - could something besides the training program have caused the observed change to
occur.

ANS: T PTS: 1 DIF: Moderate REF: Page 229

NAT: AACSB Analytic | HRM

5. External validity means you are comparing your results to those of similar size organizations.

ANS: F PTS: 1 DIF: Moderate REF: Page 229

NAT: AACSB Analytic | HRM

6. History means that unrelated events occur during the training process that influence the training measurements.

ANS: T PTS: 1 DIF: Moderate REF: Page 230

NAT: AACSB Analytic | HRM

7. Statistical power is the probability of concluding there is a difference between the training and the control groups when such a
difference actually exists.

ANS: T PTS: 1 DIF: Moderate REF: Page 235

NAT: AACSB Analytic | HRM

8. A case study involves training followed by post training measurement.

ANS: T PTS: 1 DIF: Moderate REF: Page 231

NAT: AACSB Analytic | HRM

9. Relational research involves measuring two or more variables to see if they are measuring the same thing.

ANS: F PTS: 1 DIF: Moderate REF: Page 231

NAT: AACSB Analytic | HRM

10. Sackett and Mullen begin their analysis of nonexperimental research design by asking the question “How much change has
occurred”.

ANS: T PTS: 1 DIF: Moderate REF: Page 232

NAT: AACSB Analytic | HRM

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168 Chapter 15—HRD and Diversity: Diversity Training and Beyond

MULTIPLE CHOICE

1. Which of the following is not a form of research design validity?

a. Internal c. Statistical conclusion
b. External d. Statistical initial

ANS: D PTS: 1 DIF: Moderate REF: Page 229

NAT: AACSB Analytic | HRM

2. Internal validity can be affected by all of the following, except:

a. History c. Differential selection
b. Maturation d. Statistical abnormality

ANS: D PTS: 1 DIF: Moderate REF: Page 230

NAT: AACSB Analytic | HRM

3. Internal validity can be affected by all of the following, except:

a. Instrumentation c. Differential investigation
b. Testing d. Experimental mortality

ANS: C PTS: 1 DIF: Moderate REF: Page 230

NAT: AACSB Analytic | HRM

4. Maturation refers to:

a. Gaining job experience
b. The effect of a pretest on a posttest score
c. Differential loss of respondents from various groups
d. Using different procedures to select individuals for experimental and control groups

ANS: A PTS: 1 DIF: Moderate REF: Page 230

NAT: AACSB Analytic | HRM

5. Differential selection refers to:

a. Gaining job experience
b. The effect of a pretest on a posttest score
c. Differential loss of respondents from various groups
d. Using different procedures to select individuals for experimental and control groups

ANS: D PTS: 1 DIF: Moderate REF: Page 230

NAT: AACSB Analytic | HRM

6. Testing refers to:

a. Gaining job experience
b. The effect of a pretest on a posttest score
c. Differential loss of respondents from various groups
d. Using different procedures to select individuals for experimental and control groups

ANS: B PTS: 1 DIF: Moderate REF: Page 230

NAT: AACSB Analytic | HRM

7. A case study research design:

a. Is easy to use to evaluate training
b. Is questionable since there is no pre training information
c. Measures only results
d. Is very commonly used to evaluate training

ANS: B PTS: 1 DIF: Moderate REF: Page 231

NAT: AACSB Analytic | HRM

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8. A quasi-experimental research design could be:
a. A non equivalent control group
b. A time series
c. A pre post test
d. Both A and B are quasi-experimental designs

ANS: D PTS: 1 DIF: Moderate REF: Page 235

NAT: AACSB Analytic | HRM

9. Collecting data in a pretest and posttest design allows us to:

a. Be certain the training caused any change
b. See what has changed after training
c. Develop the cost effectiveness of our training
d. Know whether or not we should revise the training design.

ANS: B PTS: 1 DIF: Moderate REF: Page 233

NAT: AACSB Analytic | HRM

10. A pre/post comparison is used to evaluate learning so that:

a. we know how much change took place during the program
b. we can calculate a t-test to get nice-looking statistics
c. we can compare the trained group to the control group
d. we know where the group was at the start

ANS: A PTS: 1 DIF: Moderate REF: Page 233

NAT: AACSB Analytic | HRM

11. A control group is:

a. a second group of trainees
b. of no value in helping us evaluate training programs
c. often critical to determining whether changes were due to a training program rather than some other factor
d. an added cost that is generally too expensive

ANS: C PTS: 1 DIF: Moderate REF: Page 233

NAT: AACSB Analytic | HRM

12. Ideally, the control group and the training group have:
a. A lot in common c. The same supervisors
b. The same scores before training d. The exact same job description

ANS: B PTS: 1 DIF: Moderate REF: Page 233

NAT: AACSB Analytic | HRM

13. Relational research typically involves the use of what type of statistical measurement?
a. Regression c. A t-test
b. Correlation d. A z-test

ANS: B PTS: 1 DIF: Moderate REF: Page 231

NAT: AACSB Analytic | HRM

14. According to the text what is true about experimental design evaluations:
a. They are easy to use in almost any organization c. They should be the only method used for evaluating
HRD programs
b. They are cheaper to do than case studies d. They are difficult to use due to organizational
constraints

ANS: D PTS: 1 DIF: Moderate REF: Page 234

NAT: AACSB Analytic | HRM

15. To control costs while increasing statistical power Yang et. al. recommend
a. Training more people c. Faking your results
b. Placing more people in the control group d. None of the above

ANS: B PTS: 1 DIF: Moderate REF: Page 237

NAT: AACSB Analytic | HRM

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