Module 6: Behavioral Transfer Final Exam

Module 6: Behavioral Transfer Final Exam

Please select the one BEST answer for each question.

1.Describe how on-the-job behavior is viewed from both the traditional and new

training evaluation models.

a.On-the-job behavior is just another measure under the traditional training

evaluation model whereas under the new model actual behavior is the key

to any evaluation.

b.On-the-job behavior is viewed as the primary focus of any evaluation in

the traditional training evaluation model. Whereas, in the new model,

on-the-job behavior or actual behavior is one of many training outcomes.

c.The traditional training evaluation model is in hierarchical order and so

too is the new evaluation model. Thus, both view behavior as fundamental

to any evaluation.

d.Both evaluation models view actual behavior as one of many evaluation

outcomes. This fact is illustrated by the new model's Tier 4 which is

actual behavior and behavioral intentions.

2.Name three types of data collection methods used to measure on-the-job behavior.

a.inter-rater reliability, observation, and interview

b.self-assessment, interview, and focus group

c.observation, interview, and focus group

d.observation, self-assessment, and interview

3.List the benefits of the three data collection methods.

a.Inter-rater reliability correlates the data better than other methods;

observation may produce more objective analyses, and, interview

generates more details.

b.Interview generates more details; self-assessment is easier to collect; and,

focus group provides a well rounded perspective.

c.Focus group provides a well rounded perspective; observation may

produce more objective analyses; and, interview generates more details.

d.Self-assessment is easier to collect; observation may produce more

objective analyses; and, interview generates more details.

4.List the limitations of the three data collection methods.

a.Inter-rater reliability cannot determine consistency for more than two

raters; observations are time consuming; and, interview data may be

difficult to validate and determine if it is reliable.

b.Interview data may be difficult to validate and determine if it is reliable;

self-assessments may not accurately evaluate trainees' performances; and

focus groups tell the positive to save face.

c.Observations are time consuming; interview data may be difficult to

validate and determine if it is reliable; and, self-assessments may not

accurately evaluate trainees' performances.

d.Focus groups tell the positive to save face; Interview data may be difficult to validate and determine if it is reliable; and observations are time consuming.

5.How would you support your behavioral instrument in terms of content

validity?

a.I would tape the behaviors three times and then have two raters score

them. Next, I would correlate the results to see if the two raters have

high agreement. If there is high agreement, then I would conclude that

the skills test is content valid.

b.I would show the behavioral instrument to a group of people and ask

them what they think the instrument is measuring. If 90% or more of

them responds that the instrument is measuring what it is suppose to,

then you have support for content validity.

c.I would make sure the behavioral instrument items parallel the

training performances, eliminate any irrelevant information, and weight

the behavioral items so that the items are balanced to the training topic

emphasis.

d.I would make sure the behavioral instrument items are parallel to the

training performances, and I would eliminate any irrelevant information.

6.How would you support your behavioral instrument in terms of face

validity?

a.I would make sure the behavioral instrument items parallel to the

training performances, eliminate any irrelevant information, and weight

the behavioral items so that the items are balanced to the training topic

emphasis.

b.I would show the behavioral instrument to a group of people and ask

them what they think the instrument is measuring. If 90% or more of

them responds that the instrument is measuring what it is suppose to,

then you have support for face validity.

c.I would tape the behaviors three times and then have two raters score

them. Next, I would correlate the results to see if the two raters have

high agreement. If there is high agreement, then I would conclude that

the skills test is face valid.

d.I would make sure the behavioral instrument items are parallel to the

training performances, and I would eliminate any irrelevant information.

7.How would you support your behavioral instrument in terms of test-retest

reliability?

a.I would make sure the behavioral instrument items parallel to the

training performances, eliminate any irrelevant information, and weight

the behavioral items so that the items are balanced to the training topic

emphasis.

b.I would gather a group of subjects and ask them to take the behavioral

instrument. The following day, I would ask the same group of subjects to

take the same behavioral instrument again. I would then correlate the

results. If the correlation is high, then I would have support for test-retest

reliability.

c.I would tape the behaviors three times and then have two raters score

them. Next, I would correlate the results to see if the two raters have

high agreement. If there is high agreement, then I would conclude that

the skills test has test-retest reliability.

d.I would gather a group of subjects and ask them to take the behavioral

instrument. I would then run a reliability analysis using Alpha. If Alpha is

above .80, then you have support for test-retest reliability.

8.How would you support your behavioral instrument in terms of internal

consistency reliability?

a.I would make sure the behavioral instrument items parallel to the

training performances, eliminate any irrelevant information, and weight

the behavioral items so that the items are balanced to the training topic

emphasis.

b.I would gather a group of subjects and ask them to take the behavioral

instrument. The following day, I would ask the same group of subjects to

take the same behavioral instrument again. I would then correlate the

results. If the correlation is high, then I would have support for internal

consistency reliability.

c.I would tape the behaviors three times and then have two raters score

them. Next, I would correlate the results to see if the two raters have

high agreement. If there is high agreement, then I would conclude that

the skills test has internal consistency reliability.

d.I would gather a group of subjects and ask them to take the behavioral

instrument. I would then run a reliability analysis using Alpha. If Alpha is

above .80, then you have support for internal consistency reliability.

9.Define intra and inter-rater reliability?

a.Intra-rater reliability involves two raters while inter-rater reliability

involves three or more raters.

b.Inter-rater reliability involves two raters, while intra-rater reliability

involves one rater.

c.Inter-rater reliability involves at least two raters but it could be more, while intra-rater reliability always involves one rater.

d.Intra-rater reliability is similar to self-assessment, where as inter-rater

reliability is similar to observation.

10.Illustrate how you would calculate intra and inter-rater reliability?

a.In calculating intra and inter-rater reliability, you would correlate

the scores from the multiple assessments.

b.In calculating intra and inter-rater reliability, you would run a t-test

on the scores from the multiple assessments.

c.In calculating intra and inter-rater reliability, you would check the mean

scores from the multiple assessments to determine if the mean scores

were statistically significant.

d.In calculating intra and inter-rater reliability, you would check the

standard deviation to determine if the scores were statistically significant.