Description

INSTANT DOWNLOAD COMPLETE TEST BANK WITH ANSWERS

 

ISBN-10: 007802921X

ISBN-13: 978-0078029219        9780078029219

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

 

Chapter 3

 

Multiple Choice

 

  1. Which of the following statements is true of needs assessment?
  2. The needs assessment process fails to provide information regarding the outcomes that should be collected to evaluate training effectiveness.
  3. Upper- and mid-level managers are excluded from getting involved in the needs assessment process.
  4. The role of the needs assessment process is to determine if training is the appropriate solution.
  5. A company’s decision regarding outsourcing its training is independent of the needs assessment outcome.

 

Answer: C

Difficulty Level: Medium

 

  1. _____ involves determining whether performance deficiencies result from lack of knowledge or skills.
  2. Organizational analysis
  3. Person analysis
  4. Gap analysis
  5. Task analysis

 

Answer: B

Difficulty Level: Easy

 

  1. _____ analysis involves determining the appropriateness of training, given the company’s business strategy, its resources available for training, and support by managers and peers for training activities.
  2. Organizational
  3. Task
  4. Gap
  5. Value-chain

 

Answer: A

Difficulty Level: Easy

 

  1. _____ are more concerned with how training may affect the attainment of financial goals for the particular units they supervise.
  2. Operational workers
  3. Instructional designers
  4. Mid-level managers
  5. Upper-level managers

 

Answer: C

Difficulty Level: Easy

 

  1. Which of the following method of needs assessment is inexpensive and allows the collection of data from a large number of persons?
  2. Questionnaire
  3. Observation
  4. Focus group
  5. Interview

 

Answer: A

Difficulty Level: Easy

 

  1. _____ are useful with complex or controversial issues that one person may be unable or unwilling to explore.
  2.    Questionnaires
  3. Observations
  4. Focus groups
  5. Historical data reviews

 

Answer: C

Difficulty Level: Easy

 

  1. _____ refers to asking a large group of employees to help provide information for needs assessment that they are not traditionally asked to do.
  2.    Crowdsourcing
  3.    Historical data review
  4.    Focus group
  5.    Benchmarking

 

Answer: A

Difficulty Level: Easy

 

  1. _____ refers to the process of a company using information about other companies’ training practices.
  2. Brainstorming
  3. Crowdsourcing
  4. Outsourcing
  5. Benchmarking

 

Answer: D

Difficulty Level: Easy

 

  1. In the needs assessment process, organizational analysis deals with identifying:
  2. the training resources that are available.
  3. employees’ personal characteristics.
  4. the conditions under which tasks are performed.
  5. the employees who require training.

 

Answer: A

Difficulty Level: Easy

 

  1. Employees’ readiness for training includes identifying whether:
  2. an organization’s work environment will facilitate learning and not interfere with performance.
  3. an organization should develop training programs by itself or if it should buy them from a vendor or a consulting firm.
  4. peers’ and managers’ attitudes and behaviors toward the employees are supportive.
  5. managers are using a similar frame of reference when they evaluate associates using same competencies.

 

Answer: A

Difficulty Level: Medium

 

  1. In the person analysis, _____ relates to the instructions that tell employees what, how, and when to perform.
  2. output
  3. input
  4. consequence
  5. feedback

 

Answer: B

Difficulty Level: Easy

 

  1. Which of the following is considered as cognitive ability?
  2.    Sociability
  3. Psychomotor ability
  4. Quantitative ability
  5.    Emotional stability

 

Answer: C

Difficulty Level: Easy

 

  1. Employees’ self-efficacy level can be increased by:
  2. letting them know that the purpose of training is to identify areas in which employees are incompetent.
  3. providing limited information about the training program and the purpose of training prior to the actual training.
  4. convincing them that they lack the ability and the responsibility to overcome learning difficulties they experience.
  5. showing them the training success of their peers who are now in similar jobs.

 

Answer: D

Difficulty Level: Medium

 

  1. Which of the following statements is true about age and generation in the context of training?
  2. The speed at which people process information increases as they age.
  3. Gen Xers dislike close supervision.
  4. Baby boomers are technology-literate and they appreciate diversity.
  5. Traditionalists prefer more of a self-directed training environment.

 

Answer: B

Difficulty Level: Medium

 

  1. Which of the following is considered as a part of “input” in the process for analyzing the factors that influence employee performance and learning?
  2. Awareness of performance standard
  3. Social support
  4. Understanding the level of proficiency
  5. Work-group norms

 

Answer: B

Difficulty Level: Medium

 

  1. In which of the following instances is training required for employees?
  2. Employees have the knowledge and skill to perform a job, but they have inadequate input.
  3. Employees have the knowledge and skill to perform a job, but they lack feedback.
  4. Employees lack the knowledge and skill to perform a job, but the other factors are satisfactory.
  5. Employees have the knowledge and skill to perform a job, but the consequences are inadequate.

 

Answer: C

Difficulty Level: Medium

 

  1. Which of the following issues is addressed by task analysis?
  2.    Who needs training?
  3. What is the focus of training?
  4. Does training support the company’s strategic direction?
  5. Should the training be built or bought?

 

Answer: B

Difficulty Level: Medium

 

  1. Which one of the following is true of task analysis?
  2. It should be undertaken before organizational analysis.
  3. It involves breaking a task into several jobs.
  4. It is a simple process that requires minimum time commitment compared to the other processes.
  5. It involves gathering and summarizing data from many different persons in the company.

 

Answer: D

Difficulty Level: Medium

 

  1. In task analysis, the next step after selecting the job or jobs to be analyzed is to:
  2. identify the knowledge, skills, or abilities necessary to perform the tasks successfully.
  3. develop a preliminary list of tasks performed on the job by talking to those who have performed a task analysis.
  4. have a group of SMEs validate a preliminary list of tasks through a meeting or through a written survey.
  5.    separate important, frequently performed tasks from tasks that are not important and are infrequently performed.

 

Answer: B

Difficulty Level: Medium

 

  1. The first step in task analysis is to:
  2. develop a preliminary list of tasks performed on the job.
  3. select the job or jobs to be analyzed.
  4. identify the KSAOs important for successful task performance.
  5. identify important and frequently performed tasks for which training is required.

 

Answer: B

Difficulty Level: Easy

 

  1. Which of the following statements is true of competency models?
  2. They are not useful for recruitment and selection.
  3. They fail to identify the best employees to fill open positions.
  4. They cannot be used for performance management.
  5. Traditionally, needs assessment failed to focus on competencies.

 

Answer: D

Difficulty Level: Medium

 

  1. The difference between job analysis and competency models is that:
  2. competency modeling is more work- and task-focused, whereas job analysis is worker-focused.
  3. competency models describe employees’ skills, knowledge, abilities and personal characteristics that are common across jobs, whereas job analysis describes what is different across jobs.
  4. competency modeling is used to generate specific requirements of employees for a job, and job analysis is used to generate more general requirements.
  5. job analysis can be applied to selection, training, employee development, and performance management unlike competency models.

 

Answer: B

Difficulty Level: Hard

 

  1. The first step in developing a competency model is:
  2. to identify the job or position to be analyzed.
  3. to identify the business strategy.
  4. to select the needs assessment strategy.
  5. to identify effective and ineffective job performers.

 

Answer: B

Difficulty Level: Medium

 

  1. In the process of developing a competency model, the job or position to be analyzed is identified after:
  2. the needs assessment strategy is selected.
  3. the effective and ineffective job performers are identified.
  4. the business strategy and goals are identified.
  5. the competencies responsible for effective and ineffective performance are identified.

 

Answer: C

Difficulty Level: Medium

 

  1. Which of the following statements is true of rapid needs assessment?
  2. It involves using a large amount of resources such as money and SMEs.
  3. It ultimately results in the sacrifice of the quality of the process.
  4. Its scope is independent of the size of the potential pressure point.
  5. It opts for methods that provide results in which trainers have the greatest confidences.

 

Answer: D

Difficulty Level: Medium

 

True/ False

 

  1. Pressure points such as changes in customer preferences or employees’ lack of basic skills do not necessarily mean that training is the right solution.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. Upper-level managers view the needs assessment process by focusing on specific jobs.
  2. True
  3. False

 

Answer: B

Difficulty Level: Easy

 

  1. Upper-level managers are not usually involved in identifying which employees need training or the tasks for which training is needed.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. Subject-matter experts (SMEs) must have an understanding of the company’s language, tools, and products.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. Job incumbents should be included as SME’s in the needs assessment process since they tend to be the most knowledgeable about the job.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. No single method of conducting needs assessment is superior to the others.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. Questionnaires do not allow many employees to participate in the needs assessment process.
  2. True
  3. False

 

Answer: B

Difficulty Level: Easy

 

  1. Output refers to the type of incentives employees receive for performing well.
  2. True
  3. False

 

Answer: B

Difficulty Level: Easy

 

  1. Age, or even the generation an employee belongs to, does not affect how they prefer to learn.
  2. True
  3. False

 

Answer: B

Difficulty Level: Easy

 

  1. Possession of a high school diploma or a college degree is a guarantee that an employee has basic skills.
  2. True
  3. False

 

Answer: B

Difficulty Level: Easy

 

  1. The importance of cognitive ability for job success increases with job complexity.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. Determining a job’s cognitive ability requirement is part of the task analysis process.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. A nontraining option to match trainees’ reading level with the level needed for the training materials involves redesigning a job to accommodate the trainees’ reading levels.
  2. True
  3. False

 

Answer: B

Difficulty Level: Medium

 

  1. To motivate employees to learn in training programs, managers should avoid informing the employees about their skill weaknesses or knowledge deficiencies.
  2. True
  3. False

 

Answer: B

Difficulty Level: Easy

 

  1. To motivate employees to learn in training programs, they need to be given a choice of what training programs to attend.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. Employees’ lack of awareness of performance standards is a problem that training can “fix.”
  2. True
  3. False

 

Answer: B

Difficulty Level: Easy

 

  1. Work-group norms may encourage employees not to meet performance standards.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. One of the most powerful ways to motivate employees to attend and learn from training is to communicate the personal value of the training.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. If the critical job issue, process issue, and business issue are related, training should be a top priority.
  2. True
  3. False

 

Answer: A

Difficulty Level: Easy

 

  1. Task analysis should be undertaken only after the organizational analysis has determined that the company wants to devote time and money for training.
  2. True
  3. False

 

Answer: A

Difficulty Level: Medium

 

Short Answer/Essay

 

  1. What are the three types of analysis involved in needs assessment?

 

Answer:

Needs assessment typically involves organizational analysis, person analysis, and task analysis. An organizational analysis considers the context in which training will occur. That is, organizational analysis involves determining the appropriateness of training, given the company’s business strategy, its resources available for training, and support by managers and peers for training activities. Person analysis helps to identify who needs training. Person analysis involves (1) determining whether performance deficiencies result from a lack of knowledge, skill, or ability (a training issue) or from a motivational or work-design problem; (2) identifying who needs training; and (3) determining employee readiness for training. Task analysis identifies the important tasks and knowledge, skills, and behaviors that need to be emphasized in training for employees to complete their tasks.

 

Difficulty Level: Easy

 

  1. What are the consequences if needs assessment is not properly conducted?

 

Answer:

Needs assessment is the first step in the instructional design process, and if it is not properly conducted, any one or more of the following situations could occur:

  • Training may be incorrectly used as a solution to a performance problem (when the solution should deal with employee motivation, job design, or a better communication of performance expectations).
  • Training programs may have the wrong content, objectives, or methods.
  • Trainees may be sent to training programs for which they do not have the basic skills, prerequisite skills, or confidence needed to learn.
  • Training will not deliver the expected learning, behavior change, or financial results that the company expects.
  • Money will be spent on training programs that are unnecessary because they are unrelated to the company’s business strategy.

 

Difficulty Level: Medium

 

  1. What is the role of upper-level managers in needs assessment?

 

 

 

Answer:

Upper-level managers include directors, CEOs, and vice presidents. Upper-level managers view the needs assessment process from the broader company perspective rather than focusing on specific jobs. Upper-level managers are involved in the needs assessment process to identify the role of training in relation to other human resource practices in the company (e.g., selection and compensation of employees). That is, upper-level managers help to determine if training is related to the company’s business strategy, and if so, what type of training is required. Upper-level managers are also involved in identifying what business functions or units need training (person analysis) and in determining if the company has the knowledge, skills, and abilities in the workforce that are necessary to meet its strategy and be competitive in the marketplace.

Upper-level managers are not usually involved in identifying which employees need training, the tasks for which training is needed, or the knowledge, skills, abilities, and other characteristics needed to complete those tasks.

 

Difficulty Level: Medium

 

  1. What are the options available if trainees’ reading level does not match the level needed for the training materials?

 

Answer:

If trainees’ reading level does not match the level needed for the training materials, four options are available. First, trainers can determine whether it is feasible to lower the reading level of training materials or use video or on-the-job training, which involves learning by watching and practicing rather than by reading. Second, employees without the necessary reading level could be identified through reading tests and reassigned to other positions more congruent with their skill levels. Third, again using reading tests, trainers can identify employees who lack the necessary reading skills and provide them with remedial training. Fourth, trainers can consider whether the job can be redesigned to accommodate employees’ reading levels.

 

Difficulty Level: Medium

 

  1. How are competency models useful for training and development?

 

Answer:

Competency models are useful for training and development in several ways:

  • They identify behaviors needed for effective job performance. These models ensure that feedback given to employees as part of a development program (such as 360-degree feedback) relate specifically to individual and organizational success.
  • They provide a tool for determining what skills are necessary to meet today’s needs, as well as the company’s future skill needs. They can be used to evaluate the relationship between the company’s current training programs and present needs. That is, they help align training and development activities with the company’s business goals. They can be used to evaluate how well the offerings relate to anticipated future skill needs.
  • They help to determine what skills are needed at different career points.
  • They provide a framework for ongoing coaching and feedback to develop employees for current and future roles. By comparing their current personal competencies to those required for a job, employees can identify competencies that need development and choose actions to develop those competencies. These actions may include courses, job experiences, and other types of development.
  • They create a “road map” for identifying and developing employees who may be candidates for managerial positions (succession planning).
  • They provide a common set of criteria that are used for identifying appropriate development training and learning activities for employees, as well as for evaluating and rewarding them. This helps integrate and align the company’s HR systems and practices.

 

Difficulty Level: Medium

 

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