Q Instructions NOTE: Chapter 6 presents material that has a research-oriented focus, in that training evaluation is essentially a process of 'doing research' on a training program to assess if it is working and, if so, how much of a difference it makes (on several dimensions or outcome types). In this case, the material will be much less familiar to most if not all students. For this content, I am focusing on concepts more so than on the differences between various evaluation designs (Table 6.7) or the details of, for example, a Soloman Four-Group Design. Therefore, despite the more complex material than found in other book chapters, I've approached Chapter 6 questions in the same way I that I have approached those for the other course chapters - e.g., as before on Exam I, you all should know the key terms presented, be aware that Figures and Tables often (though not always) present important summarizations of things, and that concepts are by far more important overall than are 'narrower' details (hence the approximate 80% of test questions drawn from PPTs/Outlines/Quizzes and 20% drawn from book only). 1.A ___________ map includes concepts shown in boxes, with the relationships between the concepts indicated by connecting lines. 2.According to the text, threats to internal validity: 3.According to the text, _________ outcomes are sometimes referred to as a measure of 'creature comfort.' 4.The smaller the room, the more a trainer's gestures and movements must be exaggerated to get the audience's attention. 5.The three phases of the program design process include: