************************* Appendix D - Tests ************************* Appendix Four for A System Approach To Training by Donald Clark copyright 1995 http://www.nwlink.com/~donclark/hrd.html donclark@nwlink.com -------------------- Multiple-choice Written Test -------------------- The example below is a multiple-choice test for a construction supervisor. For your benefit, the correct answers have been marked with an asterisk ( * ). Directions: For each of the questions, select the correct response from among the four listed. Darken in the letter or the correct response. Select only one response for each question. Example: 1. On a construction stake, what is the mark for the beginning of a curve? a. BC b. PC * c. SC d. TC 1. What type of construction print indicates elevations at right angles to the centerline? a. Topography b. Profile c. Overhead d. Cross section * 2. How many feet is the normal distance between stations? a. 25 b. 50 c. 75 d. 100 * 3. What is the end area in feet, using the counting square method for 212 squares if each square is 0.5 feet? a. 106 * b. 212 c. 424 d. 1060 4. What methods are used to determine volume? a. Average Depth of Cut of Fill, Grid, Prismoidal Formula, Contour, and Average End Area * b. Average Depth of Cut of Fill, Grid, Prismoidal Formula, Contour, and Cross Sectional Dissect c. Average Depth of Cut of Fill, Grid, Prismoidal Formula, Average End Area, and Trapezoidal d. Average Depth of Cut of Fill, Grid, Average End Area, Planimeter, and Contour ------------------------- Checklist Example ------------------------- Directions: Place a check-mark in the right column, for every activity that belongs in the Development phase of the ISD model. Select tasks Develop objectives Select delivery system Identify learning steps Develop tests Review existing material List entry behaviors ------------------------- Ranking Scale Example ------------------------- Directions: Starting with the need that must be met first, rank each need in numerical order by placing a number in the right column. Safety needs Esteem needs Physiological needs Self-actualization needs Belongingness and love needs ---------------------- PERFORMANCE EVALUATION ---------------------- FILE NO: HE1ACE NAME______________________ DATE______________________ OBJECTIVE: Place the grader in the V-Ditching blade position. PERFORMANCE STEPS: PASS FAIL 1. Pitches moldboard halfway & centers it on the circle ___ ___ 2. Center shifts until the heel side lift cyl. is straight up & down (left side) ___ ___ 3. Closes heel side lift cylinder ___ ___ 4. Circles blade until toe is lined up on outside edge of the right front tire ___ ___ 5. Leans wheels towards heel ___ ___ 6. Circles blade until it is straight across and 4 " off the ground ___ ___ 7. Center shifts all the way to ditch ___ ___ 8. Power slides all the way to ditch (right side) ___ ___ 9. Lowers toe to skim surface ___ ___ 10. Raises heel 4 inches off ground ___ ___ Performance was: (check one) Satisfactory_____ Unsatisfactory_____ Tester:_______________________________ NOTE: The above example list specifics steps. Others might be more generally in nature: ---------------------- PERFORMANCE EVALUATION ---------------------- FILE NO: GO1A NAME______________________ DATE______________________ OBJECTIVE: Present a new employee briefing. PERFORMANCE STEPS: PASS FAIL 1. Presented all information listed in the new employee briefing outline ____ ____ 2. Voice was pleasing and could be heard by all personnel in the room ____ ____ 3. Answered new employees' questions or directed them to a source who could ____ ____ 4. Used audiovisual equipment as directed by company training policy 3-34 ____ ____ Performance was: (check one) Satisfactory_____ Unsatisfactory_____ Tester:_______________________________ ------------------------- Attitude Surveys ------------------------- -------------------- Job Design Questionnaire -------------------- Directions: Listed below are some statements about your job. For each statement, darken in your response based on how much you agree or disagree with it? My job: Strongly Disagree Slightly Undecided Slightly Agree Strongly Disagree Disagree Agree Agree 1 provides much (1) (2) (3) (4) (5) (6) (7) variety. 2 allows me the (1) (2) (3) (4) (5) (6) (7) opportunity to to complete the work I start. 3 is one that may (1) (2) (3) (4) (5) (6) (7) affect a lot of other people by how well the work is performed. 4 lets me be left on (1) (2) (3) (4) (5) (6) (7) my own to do my own work. 5 provides feedback (1) (2) (3) (4) (5) (6) (7) on how well I am performing as I am working. 6 provides me with a (1) (2) (3) (4) (5) (6) (7) variety of work. 7 is arranged so that (1) (2) (3) (4) (5) (6) (7) I have a chance to do the job from beginning to end. 8 is relatively (1) (2) (3) (4) (5) (6) (7) significant in the organization. 9 provides the (1) (2) (3) (4) (5) (6) (7) opportunity for independent thought and action. 10 provides me with (1) (2) (3) (4) (5) (6) (7) the opportunity to find out how well I am doing. 11 gives me the (1) (2) (3) (4) (5) (6) (7) opportunity to do a number of different things. 12 is arranged so that (1) (2) (3) (4) (5) (6) (7) I may see projects through to their final completion. 13 is very significant (1) (2) (3) (4) (5) (6) (7) in the broader scheme of things. 14 gives me (1) (2) (3) (4) (5) (6) (7) considerable opportunity for independence and freedom in how I do my work. 15 provides me with the (1) (2) (3) (4) (5) (6) (7) feeling that I know whether I am performing well or poorly. Scoring for job design questionnaire: Skill Variety questions 1, 6, 11 Task Identity questions 2, 7, 12 Task Significant questions 3, 8, 13 Autonomy questions 4, 9, 14 Feedback About Results questions 5, 10, 15 This survey is based on the following data: An analysis of job factors by Katz and Van Maanen (1977) identified three clusters that were important to workers as job satisfiers. They named these clusters "Loci of Work Satisfaction" and described them as follows: KATZ & VAN MAANEN'S LOCI OF WORK SATISFACTION 1. The job itself - corresponding to intrinsic factors. 2. The interaction context - corresponding to contextual factors such as co-workers, supervisors, and other people in the job environment. This interaction context, is the social environment that a worker needs. Other behavioral theorists have also deemed the importance of the social environment that a worker needs on the job. 3. Organizational policies - corresponding to contextual factors such as pay and promotions. Hackman and Oldham (1975) broke the intrinsic factors of the job into five dimensions. Any given job can be analyzed, utilizing these five dimensions for its motivating potential. The job can then be redesigned to eliminate what is bothering the workers. Listed below are the five dimensions of motivating potential: HACKMAN & OLDHAM'S FIVE DIMENSIONS 1. Skill variety - the degree to which a job requires a variety of challenging skills and abilities. 2. Task identity - the degree to which a job requires completion of a whole and identifiable piece of work. 3. Task significance - the degree to which the job has a perceivable impact on the lives of others, either within the organization or the world at large. 4. Autonomy - the degree to which the job gives the worker freedom and independence in scheduling work and determining how the work will be carried out. 5. Feedback - the degree to which the worker gets information about the effectiveness of his or her efforts, either directly from the work itself or from others. Hackman and Oldham's five dimensions of Motivating Potential fall under Katz and Van Maanen's first Loci of Work Satisfaction; the job itself. Reference: Katz, R. & Van Maanen, J. (1977). The Loci of Work Satisfaction. Human Relations, 30. pp. 469-486. Hackman, J. R. & Oldham, G. R. (1975). Development of the Job Diagnostic Survey. Journal of Applied Psychology, 60, pp. 159-70. -------------------- Personalty Appraisal Survey -------------------- Directions: Rate the learner for each attitude by circling the number that corresponds with the evaluation and then mark the corresponding box in the profile table. Since an attitude cannot be observed, we have to observe a behavior ( * listed below each scale) associated with that attitude. ATTITUDE -------- Industry 10 9 8 * 7 6 5 4 * 3 2 1 ------------------------------------------------------------- Often does more Does only what is Shows no interest. than is required. required. Usually Does little Very efficient. efficient. required work. * BEHAVIOR: Makes the best use her time. Cooperation 10 9 8 * 7 6 5 4 * 3 2 1 ------------------------------------------------------------- Cooperates well. Seldom causes trouble Reluctant to Excellent to others. Volunteers cooperate. influence on to assist when needed. Difficult to others. handle. * BEHAVIOR: Ability to work with others (works together). Initiative 10 9 8 * 7 6 5 4 * 3 2 1 ------------------------------------------------------------- Completes Does ordinary Needs much assigned work. assignments on own. prodding in doing Seeks additional Shows initiative assignments. tasks. occasionally. * BEHAVIOR: Contribute, develop, and carry out work assignments. Judgment 10 9 8 * 7 6 5 4 * 3 2 1 ------------------------------------------------------------- Thinks logically. Usually logical. Poor & unreliable Little or no Average instruction Requires much instruction required. instruction. required. * BEHAVIOR: Makes intelligent and logical decisions. Dependability 10 9 8 * 7 6 5 4 * 3 2 1 ------------------------------------------------------------- Very reliable. Under normal Often needs Needs little or conditions is reliable supervision. no supervision. and dependable. Dependability questionable. * BEHAVIOR: Accepts responsibility for all work assigned. Trainability 10 9 8 * 7 6 5 4 * 3 2 1 ------------------------------------------------------------- Fast to learn and Learns under normal Very slow to adjusts to conditions. Retains absorb instruction. changed instructions. Poor memory. conditions. * BEHAVIOR: Grasp and retains explanations. Masters new routines. Emotional 10 9 8 * 7 6 5 4 * 3 2 1 ------------------------------------------------------------- Well balanced, Even tempered, not Unstable. Becomes even in difficult disturbed too easily. easily disturbed. situations. * BEHAVIOR: Exercises self-control and remains calm. Profile Table ------------------------------------------------------------------------- Industry|Cooperation|Initiative|Judgement|Dependable|Scholarship|Emotional| ------------------------------------------------------------------------- 10| | | | | | | | ------------------------------------------------------------------------- 9| | | | | | | | ------------------------------------------------------------------------- 8| | | | | | | | ------------------------------------------------------------------------- 7| | | | | | | | ------------------------------------------------------------------------- 6| | | | | | | | ------------------------------------------------------------------------- 5| | | | | | | | ------------------------------------------------------------------------- 4| | | | | | | | ------------------------------------------------------------------------- 3| | | | | | | | ------------------------------------------------------------------------- 2| | | | | | | | ------------------------------------------------------------------------- 1| | | | | | | | ------------------------------------------------------------------------- RATING Name:_________________________________________ Evaluator:______________________________________