Ch 7: Training and development

Question 1

__________ is a relatively permanent change in behavior and human characteristics, while __________ is the systematic acquisition of skills, concepts, or attitudes that results in improved performance in another environment.

a. Teaching; learning
b. Learning; teaching
c. Learning; training
d. Training; learning

Answer 1

c. Learning; training

Question 2

All of the following are considered broad categories of learning outcomes except:

a. Skill-based outcomes
b. Declarative outcomes
c. Cognitive outcomes
d. Affective outcomes

Answer 2

b. Declarative outcomes

Question 3

Mary, an HR professional, is currently attending a training program where she is learning how to use a new computer program. She is not averse to making mistakes, often using them as an opportunity to further understand the computer program and add to her own knowledge. Mary might be characterized as having a

a. limited orientation.
b. cognitive orientation.
c. performance orientation.
d. mastery orientation.

Answer 3

d. mastery orientation.

Question 4

John’s company offers a variety of training methods to learn skills. He is currently participating in one program that is often used to prepare high-potential employees for future management responsibilities, providing him with a variety of experiences in different departments that will likely help him obtain future promotions. What type of training method is he most likely participating in? a. Classroom instruction

b. Mentoring
c. Apprenticeship
d. Job rotation

Answer 4

d. Job rotation

Question 5

Julie is currently in a training program for all managers at a certain level in her company. All of the trainees are exposed to the same material which is presented in a very sequential manner. Whether or not she grasps a specific concept is of no consequence to the presentation of the material. What type of programmed instruction is she most likely experiencing?

a. Branching programming
b. Linear programming
c. Inclusive programming
d. Reinforcement programming

Answer 5

b. Linear programming

Question 6

What distinguishes critical thinking from ordinary thought?

a. It requires active involvement in applying the principles under discussion.
b. It involves the simple memorization of facts or principles.
c. It takes a lot longer to do than ordinary thought.
d. It is currently a basic tenet for learning in all areas.

Answer 6

a. It requires active involvement in applying the principles under discussion.

Question 7

Utility analysis is a technique that assesses:

a. the return on investment of training.
b. the overall usefulness of a training program.
c. how easy it is to implement a training program.
d. assesses the influence of training on performance.

Answer 7

a. the return on investment of training.

Question 8

All of the following are true concerning 360 degree feedback except:

a. Raters who give feedback anonymously are more likely to be honest and open.
b. To help with development, feedback should be timely.
c. It describes the process of collecting feedback from a variety of sources.
d. A recipient is likely to be more open if others are present to hear the feedback.

Answer 8

d. A recipient is likely to be more open if others are present to hear the feedback.

Question 9

Josh works in the HR department of Lunar Company and has been asked to take steps to prevent sexual harassment. He might choose to do all of the following except:

a. Establish an effective complaint or grievance process.
b. Educate only the male employees on sexual harassment.
c. Clearly communicate Lunar Company’s zero tolerance policy to employees.
d. Take immediate and appropriate action when an employee complains.

Answer 9

b. Educate only the male employees on sexual harassment.

Question 10

Systematic acquisition of skills, concepts, or attitudes that result in improved performance in another environment.

Answer 10

Training

Question 11

A relatively permanent change in behavior and human capabilities produced by experience and practice.

Answer 11

Learning

Question 12

Type of learning outcome that includes declarative knowledge, or knowledge of rules, facts, and principles.

Answer 12

Cognitive outcome

Question 13

Type of learning outcome that concerns the development of motor or technical skills.

Answer 13

Skill-based outcome

Question 14

Type of learning outcome that includes attitudes or beliefs that predispose a person to behave in a certain way.

Answer 14

Affective outcome

Question 15

Actions or behaviors relevant to the organization’s goals; measured in terms of each individual’s proficiency.

Answer 15

Performance

Question 16

A three-step process of organizational, task, and person analysis; required to develop a systematic understanding of where training is needed, what needs to be taught or trained, and who will be trained.

Answer 16

Training needs analysis

Question 17

Component of training needs analysis that examines organizational goals, available resources, and the organizational environment; helps to determine where training should be directed.

Answer 17

Organizational analysis

Question 18

Component of training needs analysis that examines what employees must do to perform the job properly.

Answer 18

Task analysis

Question 19

Sets of behaviors, usually learned through experience, that are instrumental in the accomplishment of desired organizational results or outcomes.

Answer 19

Competencies

Question 20

Component of training needs analysis that identifies which individuals in an organization should receive training and what kind of instruction they need.

Answer 20

Person analysis

Question 21

Training needs analysis components:

Answer 21

Organizational analysis, Task analysis, Person analysis

Question 22

Refers to whether employees have the personal characteristics necessary to acquire knowledge from a training program and apply it to
the job.

Answer 22

Trainee readiness

Question 23

Orientation in which individuals are concerned about doing well in training and being evaluated positively.

Answer 23

Performance orientation

Question 24

Orientation in which individuals are concerned with increasing their competence for the task at hand; they view errors and mistakes as part of the learning process.

Answer 24

Mastery orientation

Question 25

Extent to which trainees are interested in attending training, learning from training, and transferring the skills and knowledge acquired in training back to the job.

Answer 25

Trainee motivation

Question 26

Approach in which employees’ expectations about the relationship between how much effort they expend and how well they perform are important to their motivation and learning.

Answer 26

Expectancy framework

Question 27

Occurs when desired behavior is followed by a reward, which increases the probability that the behavior will be repeated.

Answer 27

Positive reinforcement

Question 28

Cognitive theory that proposes that there are many ways to learn, including observational learning, which occurs when people watch someone perform a task and then rehearse those activities mentally until they have an opportunity to try them out.

Answer 28

Social learning theory

Question 29

Learning approach that consists of observing actual job incumbents (or videos of job incumbents) who demonstrate positive modeling behaviors, rehearsing the behavior using a role-playing technique, receiving feedback on the rehearsal, and trying out the behavior on the job.

Answer 29

Behavioral modeling

Question 30

Belief in one’s capability to perform a specific task or reach a specific goal.

Answer 30

Self-efficacy

Question 31

Motivational approach in which specific, difficult goals direct attention and improve performance in training and on the job.

Answer 31

Goal setting

Question 32

Knowledge of the results of one’s actions; enhances learning and performance in training and on the job.

Answer 32

Feedback

Question 33

Approach that involves actively participating in a training or work task rather than passively observing someone else performing the task.

Answer 33

Active practice

Question 34

Result that occurs when tasks can
be performed with limited attention; likely to
develop when learners are given extra learning opportunities after they have demonstrated mastery of a task.

Answer 34

Automaticity

Question 35

Extent to which the task trained is similar to the task required on the job.

Answer 35

Fidelity

Question 36

Extent to which the training task mirrors the physical features of the task performed on the job.

Answer 36

Physical fidelity

Question 37

Training approach in which the entire task is practiced at once.

Answer 37

Whole learning

Question 38

Training approach in which subtasks are practiced separately and later combined.

Answer 38

Part learning

Question 39

Conditions in which individuals practice a task continuously and without rest.

Answer 39

Massed practice

Question 40

Condition that provides individuals with rest intervals between practice sessions, which are spaced over a longer period of time.

Answer 40

Distributed practice

Question 41

Company that emphasizes continuous learning, knowledge sharing, and personal mastery.

Answer 41

Learning organization

Question 42

Approach that involves assigning trainees to jobs and encouraging them to observe and learn from more experienced employees.

Answer 42

On-the-job training

Question 43

Formal program used to teach a skilled trade.

Answer 43

Apprenticeship

Question 44

Approach that involves moving employees to various departments or areas of a company or to various jobs within a single department.

Answer 44

Job rotation

Question 45

Training method in which the trainer communicates through spoken words and audiovisual materials what trainees are supposed to learn; also commonly used to efficiently present a large amount of information to a large number of trainees.

Answer 45

Classroom lecture

Question 46

Approach in which trainees are given instructional materials in written or computer-based forms that positively reinforce them as they move through the material at their own pace.

Answer 46

Programmed instruction

Question 47

Type of programmed instruction in which all trainees proceed through the same material.

Answer 47

Linear programming

Question 48

Type of programmed instruction that provides a customized approach, enabling each learner to practice material he or she had difficulty with when it was first presented.

Answer 48

Branching programming

Question 49

Teaching tool designed to reproduce the critical characteristics of the real world in a training setting that produces learning and transfer to the job.

Answer 49

Simulator

Question 50

Approach that allows trainees to interact and communicate with an instructor by using audio and video (television, computer, or radio) links that allow for learning from a distant location.

Answer 50

Distance learning

Question 51

An instructional approach

that uses distance learning in combination with face-to-face learning.

Answer 51

Blended learning

Question 52

An instructional approach that includes text, graphics, and/or animation presented via computer for the express purpose of teaching job-relevant knowledge
and skills.

Answer 52

Computer-based training

Question 53

An instructional approach that provides trainees with information that helps them interpret their past performance and also determine what they should be studying and practicing to improve their future performance.

Answer 53

Adaptive guidance

Question 54

Skills that require active involvement in applying the principles under discussion.

Answer 54

Critical thinking skills

Question 55

Degree to which trainees apply the knowledge, skills, and attitudes gained in training to their jobs.

Answer 55

Transfer of training

Question 56

Workplace characteristics that either inhibit or facilitate the transfer to the job of what has been learned in training.

Answer 56

Transfer of training climate

Question 57

Transfer across different settings or contexts at the same level of the organization.

Answer 57

Horizontal transfer

Question 58

Transfer across different levels of the organization; concerned with the link between individual training outcomes and outcomes at higher levels of the organization, such as teams.

Answer 58

Vertical transfer

Question 59

The systematic collection of descriptive and judgmental information that can be used to make effective training decisions.

Answer 59

Training evaluation

Question 60

Measures of trainee impressions of the training program.

Answer 60

Reaction criteria

Question 61

Measures that assess how much was learned in the training program.

Answer 61

Learning criteria

Question 62

Measures of how well the behaviors learned in training transfer to the job.

Answer 62

Behavioral criteria

Question 63

Measures of how well training can be related to organizational outcomes such as productivity gains, cost savings, error reductions, or increased customer satisfaction.

Answer 63

Results criteria

Question 64

Measures that assess trainee reactions to and learning in the training program; generally assessed before trainees leave the training program.

Answer 64

Internal criteria

Question 65

Measures that assess whether changes as a result of training occur when trainees are back on the job.

Answer 65

External criteria

Question 66

Technique that assesses the economic return on investment of human resource interventions such as staffing and training.

Answer 66

Utility analysis

Question 67

Design that generally includes random assignment of participants to conditions, a control group, and measures obtained both before and after training has occurred.

Answer 67

Pretest–posttest control group design

Question 68

Formal education, job experiences, mentoring relationships, and assessments of personality and abilities that help employees prepare for the future.

Answer 68

Development

Question 69

Collection of procedures for evaluation that is administered to groups of individuals; assessments are typically performed by multiple assessors.

Answer 69

Assessment center

Question 70

Process of collecting and providing a manager or executive with feedback from many sources, including supervisors, peers, subordinates, customers, and suppliers.

Answer 70

360 degree feedback

Question 71

A practical, goal-focused form of personal, one-on-one learning for busy employees that may be used to improve performance, enhance a career, or work through organizational issues or change initiatives.

Answer 71

Coaching

Question 72

Training experiences that occur outside of formal training programs. Can include specific job assignments, experiences, and activities outside of work.

Answer 72

Informal training