IOP MockBoard BOOSTER (Finalized) (4/14/24)

Question 1

This is considered the starting point or the corner stone of all personnel functions:

A. Job analysis
B. Recruitment
C. Selection
D. Promotion

Answer 1

A. Job analysis

Job Analysis
- Systematic study of the tasks, duties, and responsibilities of a job and the knowledge, skills, and abilities needed to perform it.

Product of Job Analysis are:
- Job Description
- Job Specification
- Job Evaluation
- Performance
- Criteria.

These Job Analysis products produces the following:
- Job Design
- Personnel Planning
- Personnel Recruitment and Selection
- Compensation
- Employee Training and Development
- Equal Employment Opportunity
- Performance Appraisal

Question 2

This function is concerned about the various ways to enhance areas of performance among incumbents:

A. Job analysis
B. Training
C. Recruitment
D. Compensation

Answer 2

B. Training

Question 3

These include decisions regarding who to recruit, select, promote, or deselect

A. Staffing
B. Employee Discipline
C. Performance appraisal
D. Training

Answer 3

A. Staffing

Question 4

Without a thorough ________, a compensation package may not be adequately designed:

A. Training
B. Performance appraisal
C. Job analysis
D. Job design

Answer 4

C. Job analysis

Question 5

One product of a job analysis is the identification of a job ladder/family. Which of the following is TRUE about this job ladder/family?

A. It refers to logical career paths among dissimilar jobs
B. Refers to clusters of jobs similar in terms of successful employees
C. It refers to a group of positions that are similar in terms of tasks
D. Refers to groups of employees who work together in teams

Answer 5

C. It refers to a group of positions that are similar in terms of tasks

Question 6

Which of the following is a statement in a task-oriented job analysis?

A. Able to determine training participants’ needs and demonstrates empathy and sensitivity when participants are tired
B. Conducts training programs and uses the materials provided for SLAs in the corporate setting
C. Demonstrates honesty in handling money and is sociable when dealing with customers
D. None of the above

Answer 6

B. Conducts training programs and uses the materials provided for SLAs in the corporate setting

Task Oriented vs. Worker Oriented Job
- Task Oriented : Focuses on tasks the worker actually performs, the tools & machines used, and the work context

• Worker Oriented : Focuses on the attributes and characteristics of the worker necessary to accomplish job tasks.

Question 7

This refers to the capacity to perform a specific task or job duty:

A. Knowledge
B. Ability
C. Skills
D. Others

Answer 7

C. Skills

Knowledge: “A collection of discrete but related facts and information about a particular domain… acquired through formal education or training, or accumulated through specific experiences”

Skill: “A practiced act, or the capacity to perform a specific task of job duty”

Ability: “The stable capacity to engage in a specific behavior”

Other Characteristics: “Personality variables, interests, training, and experience”

Question 8

Which method of job analysis would you avoid if you were concerned about reactivity?

A. Survey
B. Work diaries
C. Observation
D. Structured interview

Answer 8

C. Observation

The kinds of jobs that really work well with observation as a job analysis methods are those kinds of jobs where there is a lot of manual labor instead of mental analysis.

Like for example, if the job was all mental input, like statistician, observation as job analysis method would not really work, compare to manual labor jobs like surgeon, where you can actually see their performance.

(Reactivity happens when there is a change of behavior due to stimulus, the stimulus is that you know that you are being observed.)

Question 9

Who is allowed to perform a job analysis?

A. Job incumbents
B. Supervisors
C. Consultants
D. All of the above

Answer 9

D. All of the above

(Job incumbents - the person that holds the job)

Question 10

A major advantage of interviews over surveys when dong a job analysis is that:

A. It saves more time
B. It allows for faster collection of data
C. Allows for a more objective assessment
D. Allows for probing of information

Answer 10

D. Allows for probing of information

The rest are more aligned on Surveys:
- It saves more time
- It allows for faster collection of data
- Allows for a more objective assessment

Question 11

The ADDIE model stands for:

A. Analyze, Development, Design, Instruction, Execution
B. Analysis, Development, Design, Implementation, Execution
C. Analyze, Design, Distinguish, Instruction, Evaluation
D. Analysis, Design, Develop, Implement, Evaluation

Answer 11

D. Analysis, Design, Develop, Implement, Evaluation

The ADDIE Model is an iterative instructional design process, where the results of the formative evaluation of each phase may lead the instructional designer back to any previous phase.

The end product of one phase is the start product of the next phase.

ADDIE Model is useful for training while ERG is useful to understand how motivation works.

A - Analysis - all about gathering information, in terms of what are needed and what are lacking within the company
D - Design - identify learning objectives (specific skills and knowledge), and outcomes (assessment of learning). You clarify the goals the needs to be set to achieve the objectives. Plan out the activities needed and to be conducted.
D - Development - Develop instructional strategies and plan logistics; For example, trying to create the manuals, presentations, and other materials needed for the training, and considering as well what learning environment should we have and where are we going to conduct the training. This is more on the concrete side.
I - Implementation - training proper; all about the duration of the training. If its just about soft skills like communication, leadership, etc. it could just be like one day but if its about like hard skills and technical skills, it can last for few days to weeks.
E - Evaluation
Summative Evaluation - identigy if the program was a success; evaluation about everything that happened, if we were able to achieve the goal of the training.
Markers of Summative Evaluation:
- Feedback from the people who underwent the training, was it good or nope?
- Look at the ROI, was there a long term increase in the performance of the employees who underwent the training vs. those who did not? or was there an increase in terms of our profits and sales after the training?
Formative Evaluation - this is where the iterative design comes in. Every phase or step should go pass through Formative Evaluation like a check point, to check if we should go back through the previous phase or proceed to the next phase.

*Search for the Instructional Design of ADDIE Model *

Question 12

Lily has been exposed to multiple training opportunities within the company. She observes that she seemed to experience jobs from different departments. What Lily is undergoing is often called as:

A. Cross-training
B. Blended Learning
C. On-the-job experience
D. Multiple exposure training

Answer 12

A. Cross-training

Cross-training is the same as job-rotation.

Question 13

Determining an appropriate learning environment is part of which phase in ADDIE?

A. Analyze
B. Design
C. Development
D. Instruction

Answer 13

C. Development

Question 14

This is a three step process done as a first step before the creation and implementation of a training:

A. Organizational analysis
B. Task analysis
C. Training needs analysis
D. Objective analysis

Answer 14

C. Training needs analysis (TNA)

Needs Analysis - is the first step in developing an employee training system and is used to determine the types of training, if any, that are needed in an organization, as well as the extent to which training is a practical means of achieving an organizational’s goals.

Three parts of TNA:
1. Organizational Analysis - all about looking at the larger perspective; focus on the goals the organization wants to achieve, the extent to which training will help achieve those goals, the organization’s ability to conduct training and the extent to which employees are willing and able to be trained. Like for example, what are the vision and mission of the company, how training can support their goals, do they have resources for it to be able to conduct the training.

2. Task Analysis - you examine the different jobs positions within the company, you take a look at the competencies involved with these different jobs and determine what should we improve in those competencies. You identify the tasks performed, you identify for example the KSAs needed to do these tasks.
3. Person Analysis - to determine the individual who needs training (because not everyone needs training), person analysis uses performance appraisal scores, surveys, interviews, skill and knowledge tests, and/or critical incidents.

Question 15

When you want to assess whether an adequate training climate is present or not, you are doing:

A. Person analysis
B. Organizational analysis
C. Task analysis
D. Climate analysis

Answer 15

B. Organizational analysis

Organizational Analysis - all about looking at the larger perspective; focus on the goals the organization wants to achieve, the extent to which training will help achieve those goals, the organization’s ability to conduct training and the extent to which employees are willing and able to be trained. Like for example, what are the vision and mission of the company, how training can support their goals, do they have resources for it to be able to conduct the training.

Question 16

If a poor job analysis is done, it will most likely affect the ____ the most:

A. Person analysis
B. Organizational analysis
C. Task analysis
D. Demographic analysis

Answer 16

C. Task analysis

Task Analysis - you examine the different jobs positions within the company, you take a look at the competencies involved with these different jobs and determine what should we improve in those competencies. You identify the tasks performed, you identify for example the KSAs needed to do these tasks.

Question 17

To ensure a successful person analysis, you need to look into which of the ff.?

A. Performance evaluation scores
B. 360 degree feedback
C. Self-assessments of incumbents
D. All of the above

Answer 17

D. All of the above

Question 18

According to several researchers on training (Brown, Le, & Schmidt, 2006; Ree & Carretta, 2002), what is the best predictor among employees for performance in training?

A. Trainees’ general mental ability
B. Trainees’ willingness
C. Trainees’ readiness
D. Trainees’ personality characteristics

Answer 18

A. Trainees’ general mental ability

Question 19

Refers to whether employees have the personal characteristics necessary to acquire knowledge from a training:

A. Readiness
B. Motivation
C. Resources
D. Openness

Answer 19

A. Readiness

Question 20

Mark sees the error he creates in training as opportunities to learn more. He adapts to different learning situations. He has:

A. A mastery orientation
B. A performance orientation
C. A fixed orientation
D. None of the above

Answer 20

A. A mastery orientation

Mastery Orientation - sees the training as a growth opportunity, even when he or she makes mistakes; Transfer of training.

Question 21

Don is more concerned about doing well in training rather than actually learning. For him, nothing else matters than a good rating in training. He has:

A. A mastery orientation
B. A performance orientation
C. A fixed orientation
D. None of the above

Answer 21

B. A performance orientation

Performance Orientation - sees that it is more important to have a higher and better performance during the training, regardless if he or she learned something from it.

Question 22

If your trainees’ are inexperienced and have lower abilities, they are most likely to benefit from a:

A. Longer training with high structure
B. Shorter training with less structure
C. Longer training with less structure
D. Shorter training with high structure

Answer 22

A. Longer training with high structure

Longer training, means more opportunity for distributed learning.

High Structure, means there is an instructions given to the trainees. Step by step, detailed info, what to do and what not to do, so that the trainees will know and understand what they should do, until the time that they can do it on their own.

Question 23

Having a group of veteran employees in your training, the best design would be to have a:

A. Longer training with high structure
B. Shorter training with less structure
C. Longer training with less structure
D. Shorter training with high structure

Answer 23

B. Shorter training with less structure

Shorter training with less structure, give veterans or knowledgeable employees to practice and recall what they know. However, if you are going to teach a different topic and far from the expertise of the trainees, you can give a longer training with high structure, even though they are already veterans on their field.

Additional notes:

Training and development as drivers for employee engagement

When you train your employees well, when you give them competencies, the knowledge, the skills, the abilities that they need to perform.

Naturally, Engagement will follow.

Employee Engagement - refers to an individual’s involvement with, satisfaction with, and enthusiasm for the work he/she does. This can be boosted via training and development opportunities.

If you are engaged, you love doing your job, but if you are empowered, you can make decisions.

Employee engagement and empowerment, they are close together, but whatever that is, training and development helps in those aspects.

For example, in employee engagement, I could be more satisfied with my job because I was trained for it, I know what to do.

Highly engaged employees has a passion for their work and feel a deep connection to their company.

Training and development boosts the confidence of your employees, the sense of efficacy, and their belief that they can do the job, which related to the increase of performance.

Things that could increase Employee Engagement:
- Training
- Job characteristics (if the job is meaningful, has feedback mechanism, and allows you to be autonomous)
- Social recognition.

Question 24

Error management trainings are least effective for those with:

A. High self-monitoring
B. Low neuroticism
C. Low self-regulation
D. High esteem

Answer 24

C. Low self-regulation

Error Management Training - its more of accepting that errors can happen and then talking about those errors; During this training, you are encouraged to make mistakes because mistakes are acceptable, because you don’t just learn how to do something by knowing how to do it right. You also learn how to do something by knowing how not to do it. This training is more of feedback and discussing those errors what we can learn from it.

However, this doesn’t really work among people with Low Self-Regulation, because people with Low Self-Regulation

Question 25

Which of the following is TRUE for on the job training?

A. It is effective when trainers are experienced
B. Reward for trainers should be an option
C. Production rates of trainers may suffer
D. All of the above

Answer 25

D. All of the above

Question 26

It is in this stage of group development by Tuckman where groups are filled with uncertainty and engage in tentative communication:

A. Orientation
B. Structure
C. Conflict
D. Dissolution

Answer 26

A. Orientation

Five stages of Group Development by Tuckman

Stage 1 - Orientation (forming)
Major Process: Members becoming familiar with one another and the group; dependency and inclusion issues; acceptance of leader and group consensus.
Characteristics: Tentative, polite communications; concern over ambiguity, group’s goals; active leader; compliant members.

Stage 2 - Conflict (storming)
Major Process: Disagreement over procedures; expression of dissatisfaction; tension among members; antagonism toward leader.
Characteristics: Criticism of ideas; poor attendance; hostility; polarization and coalition formation.

Stage 3 - Structure (norming)
Major Process: Growth of cohesiveness and unity; establishment of roles, standards, and relationships; increased trust, communication.
Characteristics: Agreement on procedures; reduction in role ambiguity.

Stage 4 - Work (performing)
Major Process: Goal achievement; high task orientation; emphasis on performance and production.
Characteristics: Decision making; problem solving; mutual cooperation.

Stage 5 - Dissolution (adjourning)
Major Process: Termination of roles; completion of tasks; reduction of dependency.
Characteristics: Disintegration and withdrawal; increased independence and emotionality; regret.

Question 27

It is in this stage where a common ground is set, standards are in place, and the group becomes cohesive:

A. Performance
B. Structure
C. Conflict
D. Orientation

Answer 27

B. Structure

Question 28

Employees who band together and talk about a shared idea that they all enjoy is called:

A. Command group
B. Formal group
C. Interest group
D. Task group

Answer 28

C. Interest group

Formal group - a group formed by the organization itself for a project.

Informal group - a group that is not influenced by the organization, it just forms naturally, commonly among employees who share a common hobby.
> Interest group - not influenced by the organization but formed because they have a common interest that is related to their workplace that they enjoy talking about together. For example, a group of managers that talks about management practices.
> Friendship group -

Question 29

A chairman of a department together with the 12 faculty members can be collectively called:

A. Command group
B. Task group
C. Interest group
D. Friendship group

Answer 29

A. Command group

Formal group - a group formed by the organization itself for a project; organizationally mandated.
> Command group - a group that is formed to be the core team; they are formed to make decisions, and they not disband even after finishing several projects. (e.g. Board of Directors)
> Task group - an organizationally formed group that is tasked to do something but after they finished the task, they disband.

Informal group - a group that is not influenced by the organization, it just forms naturally, commonly among employees who share a common hobby.
> Interest group - not influenced by the organization but formed because they have a common interest that is related to their workplace that they enjoy talking about together. For example, a group of managers that talks about management practices.
> Friendship group - a group formed because of friendship and doing activities together that are outside of your jobs.

Question 30

“I think I need to voice my opinion in the meeting because I’m the supervisor”, you tell yourself. This is called:

A. Role expectation
B. Role conflict
C. Role perception
D. Role emphasis

Answer 30

C. Role perception

Role Expectation - what other people expects from you.

Role Perception - what you expects from yourself.

Role Conflict - happens when two or more roles playing either within, outside or a mix of both, interferes with each other.

Role ambiguity - you don’t know your role in the first place.

Question 31

People who are ______ are more likely to rate their colleagues leniently when doing performance appraisal:

A. High in openness
B. Low in neuroticism
C. Low in extraversion
D. High in Agreeableness

Answer 31

D. High in Agreeableness

BIG FIVE
Extraversion - Tend to be happier in general, experience more positive emotions than introverts and more freely express their feelings, tend to work well with others. A strong predictor of leadership emergence.

Agreeableness - Are better liked than those who are disagreeable, Are more compliant and rule abiding, less likely to get into accidents, high job satisfaction, engage in more OCBs (Organizational Citizenship Behaviors), less likely to be an organizational deviant.

Conscientiousness - Have higher job performance, higher levels of job knowledge, maintains and improves performance even when there’s negative feedback, performance oriented, organized and structured, live longer and engage in fewer risky behaviors.

Emotional Stability - Most strongly related to life satisfaction, job satisfaction, and low stress levels. More likely to be positive and optimistic, less vulnerable to physical and psychological effects of stress.

Openness to Experience - More creative in science and art, associated with effective leaders, more comfortable with ambiguity and change.

Question 32

Because Nicky felt that being helpful was indicative of good performance, she rated her subordinate high in other work areas. She has committed:

A. Halo error
B. Leniency error
C. Severity error
D. Similarity error

Answer 32

A. Halo error

Halo Error -

Horn Error/Record Effect - One negative impression makes the person believe that everything is negative.

Leniency Error - giving too many high scores without any basis.

Severity Error/Strictness Error - opposite of Leniency Error

Similarity Error - when the rater and the ratee has the similarity or some connection (e.g. the ratee and the rater were from the same school)

Question 33

Wanting a “safe” and excusable rating free from explanation, Carl might be prone to:

A. Proximity error
B. Halo error
C. Severity error
D. Central tendency error

Answer 33

D. Central tendency error

Question 34

A frame of reference training in performance appraisal includes which of the ff?

A. Information on multidimensionality of personality
B. Raters creating personal meaning on anchors
C. Practice rating exercises on video recorded performance
D. All of the above

Answer 34

C. Practice rating exercises on video recorded performance

Frame-of-reference training
-Based on the assumption that the rater needs a context or frame for providing rating:
(1) providing information on the multidimensional nature of performance
(2) ensuring raters understand the meaning of anchors in the scale
(3) practice rating exercises
(4) providing feedback on practice exercises

Question 35

The focus of psychometric training in performance appraisal is:

A. Teaching about validity and reliability
B. Teaching about rating errors
C. Teaching about the test development process
D. All of the above

Answer 35

B. Teaching about rating errors

Question 36

Important in performance appraisals is an accurate performance criteria. When a job is complicated but the appraisal only rates one area of work, then it can be called:

A. Criterion contaminated
B. Criterion deficient
C. Criterion loss
D. Criterion irrelevant

Answer 36

B. Criterion deficient

Criterion contaminated -

Criterion deficient -

Criterion loss -

Criterion irrelevant -

Question 37

As Tom was rating his subordinate, he remembers how high the employee’s scores were last quarter and decided to rate him the same way. This is considered as:

A. Criterion contaminated
B. Criterion deficient
C. Criterion loss
D. Criterion irrelevant

Answer 37

A. Criterion contaminated

Criterion contaminated - ratings are influenced by recent information

Criterion irrelevant - rating based on irrelevant stuff.

Question 38

When multiple people are involved in performance appraisal, then it will:

A. Allow for an increased sense of fairness
B. Increase the workers’ acceptance of the ratings
C. Allow for an increase of reliability in ratings
D. All of the above

Answer 38

D. All of the above

The primary objective of the 360-degree performance evaluation is to pool feedback from all of the employee’s customers.

Employee
> Co-workers or team members (Internal customer)
> Subordinates (Internal customer)
> Manager (Internal customer)
> Top management (Internal customer)
> Other department representatives (Internal customer)
> Suppliers (External customer)
> Clients (External customer)

• A 360 degree feedback allows for a sense of participation among the employee’s daily contacts and provides accurate reading on an employee’s performance
• There are certain pitfalls, however, such as organizations not taking their time to train evaluators, allowing employees to choose which peers and subordinates evaluate them, and reconciling disagreements between raters.

Question 39

A modesty bias may be easily observed:

A. In peer ratings as compared to self-ratings
B. In self-ratings as compared to peer ratings
C. In both self and peer ratings
D. In none of the above rating categories

Answer 39

B. In self-ratings as compared to peer ratings

Question 40

According to Harris (2000), 360 degree feedback is implemented properly if:

A. The supervisor alone chooses the evaluators
B. The raters undergo training regarding appraisals
C. Positive feedback is the sole focus of the raters
D. Sources of the ratings are not anonymous and know the ratee well

Answer 40

B. The raters undergo training regarding appraisals

Question 41

Improvement in the ratee is most likely to happen if which of the following is TRUE?

A. The person receiving the feedback sets broad goals
B. The person receiving the feedback listens more to the supervisor
C. The feedback given to the ratee focuses solely on strengths
D. None of the above

Answer 41

D. None of the above

Question 42

A cross-cultural evaluation of performance appraisal demonstrates that:

A. How performance appraisal is conducted varies little from culture to culture
B. Performance appraisal is the single most important function in hr
C. Definitions of good performance varies across cultures
D. A 360-degree feedback system works across cultures

Answer 42

C. Definitions of good performance varies across cultures

Question 43

When are customer appraisals not appropriate?

A. When there is an ongoing relationship between customer and employees
B. When the customer does not have a significant relationship with the service provider
C. When the employees are trained for customer service
D. None of the above

Answer 43

B. When the customer does not have a significant relationship with the service provider

Question 44

Simply assigning all employees from best to worst is demonstrated in what method of performance appraisal?

A. Ranking
B. Graphic rating scales
C. BOS
D. Narratives

Answer 44

A. Ranking

Question 45

Which of the ff. can be considered an individual rather than comparative method in appraisal?

A. Ranking
B. BARS
C. Forced distribution
D. Paired comparison

Answer 45

B. BARS

Behaviorally Anchored Rating Scales (BARS)
- Sometimes called Behavioral Expectation Scales, since they ask the rater to describe what a worker might be expected to do.
- BARS have examples of behavioral incidents that reflect poor, average, and good performance in relation to a specific dimension.
- BARS rates quality specific behaviors (were the employee able to do the expected specific behaviors)

Question 46

A major problem in forced distribution may be when:

A. There are variations in employee abilities
B. The employees’ abilities are skewed
C. The employees’ abilities are normally distributed
D. There is a lack in predefined categories

Answer 46

B. The employees’ abilities are skewed

Forced Distribution
- reduces biases because some company gave high ratings to all employees, this is used just to make people think that the employees performances are normally distributed
-

Weakness/Disadvantages/Problems in forced distribution:
> (negative skew) you are forced to put excellent employees to average or poor category
> (positive skew) you are forced to put poor employees to above average or excellent category

Question 47

When important job dimensions are the focus instead of work behaviors, then the rater might be using:

A. Forced distributions
B. Simple ranking
C. BOS
D. Graphic rating scales

Answer 47

D. Graphic rating scales

Graphic Rating Scales
- performance appraisal methods using a pre-determined scale to rate the worker on important job dimensions.
-performance scores are displayed graphically on a scale that runs from high on one end to low on the other
- also associated with trait ratings.
- determine the rating for the generic behaviors (eg. quality of work, frequency of errors)
- similar to likert scale format

Behavioral Observation Scales (BOS)
- raters recollect behaviors and indicate how often the worker has been observed performing key work-related behaviors.
- instead of focusing on expected behaviors (i.e. BARS), BOS focuses on behaviors which were actually performed; instead of determining the expected behaviors, BOS determine how frequent you were able to do certain behaviors; you are rating them how frequent you did the behavior than how good did you perform.

Question 48

When the rater compares each worker with each other worker and a decision is made as to who is the better performer, this is called:

A. Paired comparison
B. Checklist
C. Forced distribution
D. Graphic rating scales

Answer 48

A. Paired comparison

Question 49

What is a major mistake when one creates a graphic rating scale for appraisal?

A. Using verbal labels which are lengthy
B. Using numerical labels for the points in the scale
C. Using a generic set of performance scales for all
D. All of the above

Answer 49

C. Using a generic set of performance scales for all

Different jobs, different job dimensions meaning they should be given different generic set of performance scales based on their job dimensions, we CANNOT give a generic set of performance scales for all, regardless of their position.

Question 50

What is considered an outgrowth of the critical incidents method?

A. Graphic rating scales
B. BARS
C. BOS
D. Forced distribution

Answer 50

B. BARS

The critical incidents method is a technique used for evaluating employee performance by focusing on specific behaviors that are deemed to be critical to success in a particular job. It involves documenting specific examples of behavior that demonstrate both effective and ineffective performance.