Description

INSTANT DOWNLOAD COMPLETE TEST BANK WITH ANSWERS

 

ISBN-13 9780078029219
ISBN-10 0078029219

 

Employee Training And Development 6th Edition by Raymond Noe  – Test Bank

 

 

Sample  Questions

 

Chapter 5

 

Multiple Choice

 

  1. The program design process for training typically begins with:
  2. encouraging learners to apply what they have learned to their work.
  3. preparing a concept map and curriculum road map to facilitate learning.
  4. preparing, motivating, and energizing trainees to attend the learning event.
  5. preparing instruction (classes, courses, programs, lessons) to facilitate learning.

 

Answer: C

Difficulty Level: Medium

 

  1. If training emphasizes total-group discussion with limited presentation and no small-group interaction, a _____ seating arrangement will be most effective.
  2. conference-type
  3. horseshoe
  4. fan-type
  5. classroom-type

 

Answer: A

Difficulty Level: Easy

 

  1. Which of the following statements is true of traditionalists?
  2. They like to be put on the spot in front of other trainees.
  3. They dislike trainers asking them to share their experiences or anecdotes.
  4. They prefer dynamic learning environments.
  5. They value direct presentation of information that is organized logically.

 

Answer: D

Difficulty Level: Medium

 

  1. _____ place a high value on money, so linking training to monetary incentives facilitates learning for them.
  2. Traditionalists
  3. Baby boomers
  4. Millenniums
  5. Gen Xers

 

Answer: C

Difficulty Level: Easy

 

  1. The dimensions of the Myers-Briggs Type Indicator combine to form _____ personality types.
  2. sixteen
  3. fourteen
  4. twelve
  5. eighteen

 

Answer: A

Difficulty Level: Easy

 

  1. According to the Myers-Briggs Type Indicator (MBTI), which of the following types of learners require instructors to emphasize on personal needs, beliefs, values, and experiences?
  2. Proactive learners
  3. Feeling learners
  4. Thinking learners
  5. Reactive learners

 

Answer: B

Difficulty Level: Easy

 

  1. A(n) _____ gets learners into the appropriate mental state for learning and allows them to understand the personal and work-related meaningfulness and relevance of course content.
  2. concept map
  3. request for proposal
  4. application blank
  5. application assignment

 

Answer: A

Difficulty Level: Medium

 

  1. Curricula differ from courses in that curricula:
  2. consist of narrower learning objectives.
  3. include less measurable learning objectives.
  4. address a more limited number of competencies.
  5.    take less time to complete.

 

Answer: B

Difficulty Level: Medium

 

  1. _____ review sessions are meetings between a manager and employee, during which the strengths and weaknesses of the employee’s performance are discussed and improvement goals agreed upon.
  2. Performance testing
  3. Performance appraisal
  4. Performance engineering
  5. Performance budget

 

Answer: B

Difficulty Level: Easy

 

  1. Which of the following statements is true of lesson plans?
  2. They are typically less detailed than the design document.
  3. They ensure that both the trainee and the trainer are aware of the course and program objectives.
  4. They include several courses and mainly focus on developing a set of competencies needed to perform a job.
  5. They are not documented; therefore, they cannot be shared with managers who pay for training services.

 

Answer: B

Difficulty Level: Medium

 

  1. A lesson plan overview matches major activities of a training program and _____.
  2. instructor prerequisites
  3. trainee prerequisites
  4. specific times or time intervals
  5. funding required for the training

 

Answer: C

Difficulty Level: Easy

 

  1. A request for proposal (RFP) is a document mainly used to identify:
  2.    potential vendors and consultants for training services.
  3. employees who do not require training.
  4. trainee prerequisites for a training course.
  5. disruptive trainees in an organization.

 

Answer: A

Difficulty Level: Medium

 

  1. Which of the following instances call for training with an emphasis on far transfer?
  2. Securing offices and buildings
  3. Handling routine client questions
  4. Creating a new product
  5. Logging into computers and using software

 

Answer: C

Difficulty Level: Easy

 

  1. Which of the following statements is true of near transfer?
  2. If the tasks emphasized in training involve more variable interactions with people or equipment and unpredictable responses, then instruction should emphasize near transfer.
  3. Programs that emphasize near transfer should ideally include general principles that might apply to a greater set of contexts than those presented in the training session.
  4. Teaching learners to create a new product or solve a difficult problem requires training with an emphasis on near transfer.
  5. In near transfer, trainees should be encouraged to focus only on important differences between training tasks and work tasks rather than unimportant differences.

 

Answer: D

Difficulty Level: Medium

 

  1. In training, the greatest level of support that a manager can provide is to:
  2. participate in training as an instructor.
  3. allow trainees to attend training.
  4. provide trainees opportunity to practice what they have learnt.
  5. discuss progress of the training sessions with trainees.

 

Answer: A

Difficulty Level: Medium

 

  1. A(n) _____ is a written document that includes the steps that a trainee and manager will take to ensure that training transfers to the job.
  2. concept map
  3. design document
  4. lesson plan
  5. action plan

 

Answer: D

Difficulty Level: Easy

 

  1. Which of the following terms refer to a group of two or more trainees who agree to meet and discuss their progress in using learned capabilities on the job?
  2. Quality circle
  3. Focus group
  4. Support network
  5. Strategic group

 

Answer: C

Difficulty Level: Easy

 

  1. In opportunity to perform, activity level refers to the _____.
  2. number of trained tasks performed on the job
  3. frequency with which trained tasks are performed on the job
  4. critical nature of the trained tasks that are actually performed on the job
  5. number of employees performing a similar trained task

 

Answer: B

Difficulty Level: Medium

 

 

  1. Low levels of opportunity to perform indicate that:
  2. training content is not important for the employee’s job.
  3. refresher courses for trainees are not necessary.
  4. there is no decay in learned capabilities of employees.
  5. the work environment is not interfering with the use of new skills.

 

Answer: A

Difficulty Level: Medium

 

  1. If trainers in a firm want access to valuable information about the transfer of training problems that trainees encounter, they should typically use the _____.
  2. supply chain management system
  3. electronic performance support system
  4. transaction processing system
  5. business process reengineering system

 

Answer: B

Difficulty Level: Easy

 

  1. Explicit knowledge:
  2. mainly consists of personal knowledge based on individual experience.
  3. can be communicated only through discussion and demonstrations.
  4. can be managed by a knowledge management system.
  5. is highly influenced by perceptions and values.

 

Answer: C

Difficulty Level: Easy

 

  1. Which of the following is a major aid in communicating tacit knowledge?
  2. Product formula
  3. Manual
  4. Discussion
  5. Procedure document

 

Answer: C

Difficulty Level: Easy

 

  1. Which of the following statements is true of knowledge management?
  2. Use of social networking sites such as Facebook or MySpace in organizations hinders knowledge management.
  3. It involves acquiring knowledge, studying problems, attending training, and using technology only within work.
  4. It does not require positions like chief information officer (CIO) and chief learning officer (CLO) as knowledge transfer is spontaneous.
  5. Creating communities of practice and using “after-action reviews” at the end of each project facilitates knowledge management.

 

Answer: D

Difficulty Level: Medium

 

  1. Which of the following is a major cause for loss of explicit and tacit knowledge?
  2. Creating chief information officer (CIO) and chief learning officer (CLO) positions
  3. Requiring employees to give presentations to other employees
  4. Older employees retiring
  5. Use of social networking sites in companies

 

Answer: C

Difficulty Level: Easy

 

  1. Effective knowledge sharing is facilitated when employees:
  2. use multiple search engines and collaboration tools all on different computer systems.
  3. see knowledge sharing as an additional responsibility.
  4. view knowledge as a means to have power over others.
  5. have easy access to information within the context of their jobs.

 

Answer: D

Difficulty Level: Medium

 

  1. The _____ job is to develop, implement, and link a knowledge culture with the company’s technology infrastructure, including databases and intranets.
  2. chief technical officer’s (CTO)
  3. chief learning officer’s (CLO)
  4. chief ethics officer’s (CEO)
  5. chief culture officer’s (CCO)

 

Answer: B

Difficulty Level: Easy

 

True/False

 

  1. Fan-type seating is ineffective for training that includes trainees working in groups and teams to analyze problems and synthesize information.
  2. True
  3. False

 

Answer: B

Difficulty Level: Medium

 

  1. Traditional classroom-type seating makes it difficult for trainees to work in teams.
  2. True
  3. False

 

Answer: A

Difficulty Level: Medium

 

  1. Using managers and employees as trainers decreases the perceived meaningfulness of the training content.
  2. True
  3. False

 

Answer: B

Difficulty Level: Medium

 

  1. Compared to the other groups, baby boomers are especially motivated to learn if they believe that training content will benefit them personally.
  2. True
  3. False

 

Answer: A

Difficulty Level: Medium

 

  1. The dimensions of Myers-Briggs Type Indicator combine to form eighteen personality types.
  2.    True
  3. False

 

Answer: B

Difficulty Level: Easy

 

  1. Giving trainees frequent breaks so that they can leave the room and return ready to start learning again is a good practice in training.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. Negative expectations held by instructors can lead to learners’ negative evaluation of the training and the trainer.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. The smaller the room, the more a trainer’s gestures and movements must be exaggerated to get the audience’s attention.
  2. True
  3. False

 

Answer: B

Difficulty Level: Easy

 

  1. The only way to deal with disruptive trainees is to ask them to leave the training session.
  2. True
  3. False

 

Answer: B

Difficulty Level: Easy

 

  1. A curriculum covers more specific learning objectives and addresses a more limited number of competencies than a course or program.
  2. True
  3. False

 

Answer: B

Difficulty Level: Medium

 

  1. Lesson plans are typically more detailed than design documents.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. In developing a lesson outline, trainers need to consider the proper sequencing of topics.
  2. True
  3. False

 

Answer: A

Difficulty Level: Medium

 

  1. The traditional classroom-type arrangement is good for role-play exercises that involve trainees working in groups of two or three.
  2. True
  3. False

 

Answer: B

Difficulty Level: Medium

 

  1. When using an outside vendor to provide training services, it is important to consider the extent to which the training program will be customized based on a company’s needs.
  2. True
  3. False

 

Answer: A

Difficulty Level: Medium

 

  1. When a series of steps must be followed in a specific way to complete a task successfully, then training should be designed with an emphasis on far transfer.
  2. True
  3. False

 

Answer: B

Difficulty Level: Medium

 

  1. To encourage self-management, it is important to emphasize that lapses are evidence of personal inadequacy.
  2. True
  3. False

 

Answer: B

Difficulty Level: Medium

 

  1. The basic level of training support that a manager can provide is acceptance.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. Opportunity to perform is influenced by both the work environment and trainee motivation.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. According to the opportunity to perform, breadth refers to the number of times or the frequency with which trained tasks are performed on the job.
  2. True
  3. False

 

Answer: B

Difficulty Level: Easy

 

  1. Companies experience loss of explicit and tacit knowledge when older employees retire.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

Short Answer/Essay

 

  1. What is program design? What are the three phases of the program design process?

 

Answer:

Program design refers to the organization and coordination of the training program. The three phases of the program design process are: pretraining, the learning event, and post-training. Phase 1, pretraining, involves preparing, motivating, and energizing trainees to attend the learning event. Phase 1 also involves ensuring that the work environment (i.e., climate, managers, and peers) supports learning and transfer. Phase 2, the learning event, involves preparing instruction (classes, the overall program) and the physical environment to facilitate learning. Phase 2 focuses on creating a positive learning environment, including planning the activities that occur during training, selecting a high-quality instructor or trainer, choosing a training room and creating positive interaction with learners, and having a proper program design. Phase 3, post-training, refers to transfer of training, or getting learners to apply what they have learned to their work. Typically, most effort, attention, and financial resources tend to be devoted to designing and choosing the learning event itself. The events that take place before the learning event (pretraining) and after the learning event (post-training) are important in determining if learners are motivated to learn, acquire new knowledge and skills, and apply, share, and use what they have learned.

 

Difficulty Level: Medium

 

  1. Explain how the Myers-Briggs Type Indicator (MBTI) can be used as a tool for instructors to understand learner needs and styles.

 

Answer:

The MBTI focuses on how information is gathered and how decisions are made. It is an assessment tool designed to help individuals understand their personality and how to use their personality preferences at work and in their lives. MBTI theory suggests that personalities differ on four dimensions. Individuals gather information with an emphasis on either facts and details (Sensing or S) or on abstract patterns and possibilities (Intuition). They make decisions based on logical analysis (Thinking or T) or on personal values (Feeling). Also, they differ in their orientation toward and how they deal with the environment. Individuals with an Extroversion (E) gain energy from interpersonal interactions, while those with an Introversion (I) preference draw energy from within themselves. Individuals with a preference for Judging (J) desire structure and closure, while those with a Perceiving (P) preference prefer to have many decision options. The MBTI assessment provides a four-letter personality type that is related to each of the four personality dimensions. The dimensions combine to form sixteen personality types (e.g., an individual can be an ISTJ, an ENFP, or an INFP).

 

Difficulty Level: Medium

 

  1. What is a curriculum road map and what does it include?

 

Answer:

A curriculum road map refers to a figure showing all of the courses in a curriculum, the paths that learners can take through it, and the sequences in which courses have to be completed (e.g., identify prerequisite courses). For each course, information that can be used to help develop and design detailed courses is provided. This includes:

  • A brief statement of the course purpose, including why the course is important.
  • Prerequisite skills needed for the course.
  • Learning objectives or competencies covered by the course and a supporting or enabling objective (i.e., an objective that has to be reached in order for the learning objective to be accomplished).
  • The format of the content and course expectations. Expectations might relate to the type of content to be covered, how the content will be presented, and the structure of the content.
  • Delivery method for the content (e.g., online, classroom, blended learning).

 

Difficulty Level: Medium

 

  1. How can opportunity to perform be measured and what do low levels of opportunity to perform indicate?

 

Answer:

Opportunity to perform can be measured by asking former trainees to indicate (1) whether they perform a task, (2) how many times they perform the task, and (3) the extent to which they perform difficult and challenging tasks. Individuals who report low levels of opportunity to perform may be prime candidates for “refresher courses” (courses designed to let trainees practice and review training content). Refresher courses are necessary because these persons have likely experienced a decay in learned capabilities because they have not had opportunities to perform. Low levels of opportunity to perform may also indicate that the work environment is interfering with using new skills. For example, the manager may not support training activities or give the employee the opportunity to perform tasks using skills emphasized in training. Finally, low levels of opportunity to perform may indicate that training content is not important for the employee’s job.

 

Difficulty Level: Medium

 

  1. What is the role of chief learning officers (CLOs) in ensuring effective knowledge management?

 

Answer:

Chief learning officers (CLOs), also known as knowledge officers, are the leaders of a company’s knowledge management efforts. The CLO’s job is to develop, implement, and link a knowledge/learning culture with the company’s technology infrastructure, including databases and intranets. CLOs locate knowledge and find ways to create, capture, and distribute it. The CLO has to ensure that trainers, information technologists, and business units support and contribute to the development of knowledge management practices. The CLO also is responsible for actively supporting strategic business objectives by providing management direction and support for learning and development activities and by ensuring that knowledge management translates into visible benefits for the business.

 

Difficulty Level: Medium