TEST BANK FOR EFFECTIVE TRAINING: SYSTEMS, STRATEGIES, AND PRACTICES CHAPTER ONE: TRAINING IN ORGANIZATIONS ORGANIZATIONS MULTIPLE-CHOICE MULTIPLE-CHOICE QUESTIONS
1.
Whic Which h of of the the fol follo lowi wing ng is evid eviden ence ce supp suppor orti ting ng the the ass asser erti tion on that that companies are investing in more training? A) Higher ne net sa sales pe per em employee B) Higher gr gross pr profits pe per em employee C) Higher ratios of market to ook ook value !) Both A " B #) All of the aove Answer$ # !ifficulty$ #asy %age &ef$ '
(.
n an open open syst system em mode model* l* whic which h of of the the foll follow owin ing g sta state teme ment ntss is is +,+,true? A) ,pen ,pen syst system emss hav havee a dyna dynami micc rel relat atio ions nshi hip p wit with h the their ir environment. B) ,pen ,pen syst system emss may may eis eistt as part part of anot anothe herr ope open n sys syste tem m. C) -he -he sys syste tem m is is open open to infl influe uenc nces es from from its its env envir iron onme ment nt.. !) ,ut ,utput puts nev never er have have an infl nfluenc uencee on on fut futur uree inp input uts. s. #) All of the aove are true. Answer$ ! !ifficulty$ /oderate %age &ef$ 0
'.
iewin ewing g tra train inin ing g as as a sus susys yste tem m of of an an org organi ani2a 2ati tion onal al syst system em** the the inputs into the training susystem include an organi2ation3s A) 4trategies. B) /ission. C) &esources. !) %eople. #) All of the aove. Answer$ # !ifficulty$ #asy %age &ef$ 5
0.
n the the tra traiining ning model odel** a trigg rigger eriing even eventt is A) An or organi2 ni2ational performance nce ga gap. B) A signa ignall tha thatt tra traiining ning has has ee een n suc succe cess ssfful. ul. 1
C) A type of ehavioral6ased evaluation. !) nput into the development phase of training. #) +one of the aove. Answer$ A !ifficulty$ #asy %age &ef$ 7 5.
Which of the following sources is an input to the analysis process? A) -he organi2ation structure B) %rolematic operational areas C) -he people within the operational areas !) Both B " C #) All of the aove Answer$ # !ifficulty$ Challenging %age &ef$ 768
7.
nput into the developmental phase of the training model comes from A) +eeds analysis. B) !esign. C) #valuation. !) Both B " C. #) +one of the aove. Answer$ ! !ifficulty$ Challenging %age &ef$ 8
8.
n the evaluation of training* a determination of whether the trainer actually covered all aspects of the training as designed is called A) ,utcome evaluation. B) ,utcome. C) %hase evaluation. !) %rocess evaluation. #) %rocedural evaluation. Answer$ ! !ifficulty$ /oderate %age &ef$ 9
9.
Which of the following is +,- true of outcome evaluation? A) t uses training o:ectives as its criteria for success. B) -his is all the information you need to improve a training program. C) t is conducted at the end of training. !) All of the aove are true. Answer$ B !ifficulty$ /oderate (
%age &ef$
9
;.
All aspects of the training program come together in the A) !esign phase. B) mplementation phase. C) !evelopment phase. !) Analysis phase. #) #valuation phase. Answer$ B !ifficulty$ Challenging %age &ef$ 9
1<.
When evaluating training* the ma:or type of evaluation to consider is A) %rocess evaluation. B) Analysis evaluation. C) ,utcome evaluation. !) Both A " C. #) Both B " C. Answer$ ! !ifficulty$ #asy %age &ef$ 9
11.
Which of the following statements is true? A) -raining has yet to show a positive effect on the ottom line. B) -raining managers are alone in reali2ing that alignment of training with the usiness strategy is important. C) Worker knowledge provides a competitive advantage. !) Alignment of training with the usiness strategy is =uite simple to do. Answer C !ifficulty /oderate %age &ef ;
1(.
Which of the following statements is true? A) -witter and >aceook have shown to e ineffective as enhancements to training. B) 4ocial networking can e used to support on6the6:o training. C) -he numer of females in the workforce has reached '9 percent. !) Hispanics are y far the largest minority group in oth Canada and the 4A. #) Both C " ! are true. Answer$ B !ifficulty$ /oderate %age &ef$ ; @ 1<
'
1'.
Which of the following are predicted to contriute to a laor shortage in the net 1< years? A) Bay oomers will retire B) Changes in technology C) Continuing recession !) Both A " B #) All of the aove Answer$ ! !ifficulty$ Challenging %age &ef$ 1< 6 11
10.
Which of these steps is part of the continuous improvement model? A) ap analysis B) %reaudit C) %rocess mapping !) Higher productivity #) +one of the aove Answer$ A !ifficulty$ #asy %age &ef$ 1(
15.
What is the focus of the 4, standards? A) A series of standards to assure consistency in product =uality B) An H& software package to assure legal compliance C) A =uality standard set y the apanese !) A strategic =uality forecasting model #) A method designed to improve productivity Answer$ A !ifficulty$ !ifficult %age &ef$ 1(
17.
4, certified companies A) Have lower than normal training costs. B) Are much less likely to eperience ankruptcy. C) Have less ureaucracy within their company structure. !) Both B " C. #) All of the aove. Answer$ ! !ifficulty$ /oderate %age &ef$ 1'
18.
When comparing 4, certified companies with companies that were not certified* the tet noted that 4, certified companies A) Have employees who are more satisfied with their :os. B) Have more ureaucracy set up to meet all the 4, standards. C) Are less likely to file for ankruptcy. 0
!) Have lower training costs. #) Have slightly lower productivity. Answer$ C !ifficulty$ #asy %age &ef$ 1' 19.
Which of the following career paths est prepares a trainer for a supervisory or coordinator position? A) 4everal years3 eperience in a specific function B) Working in a line position C) &otation through various specialist positions !) +one of the aove #) All of the aove Answer$ C !ifficulty$ /oderate %age &ef$ 17
1;.
earning is defined as A) A temporary change in cognition that results from eperience and may influence ehavior. B) A relatively permanent change in understanding and thinking that results from eperience and directly influences ehavior. C) A relatively permanent change in understanding and thinking that models ehavior. !) A temporary change in understanding and thinking. #) A relatively permanent change in cognition that results from self6efficacy and indirectly influences ehavior. Answer$ B !ifficulty$ #asy %age &ef$ 18
(<.
-he authors3 use of attitudes rather than ailities as one of the three types of learning outcomes is ased on A) their ias toward attitudes. B) the fact that ailities and attitudes are fairly similar. C) the fact that ailities are redundant with knowledge and skills. !) -he fact that ailities are not learned. Answer$ !ifficulty$ %age &ef$
(1.
C #asy 18
A person3s store of factual information aout a su:ect matter is A) %rocedural knowledge. B) 4trategic knowledge. C) !eclarative knowledge. 5
!) %ractical knowledge. Answer$ C !ifficulty$ #asy %age &ef$ 18 ((.
Dnowledge is composed of which three interrelated types? A) !eclarative* practical* and strategic B) !eclarative* practical* and skill C) Compilation* automatic* and strategic !) !eclarative* procedural* and strategic #) +one of the aove Answer$ ! !ifficulty$ #asy %age &ef$ 18619
('.
-he authors use the acronym D4A to refer to what? A) Deep it 4imple* and have the right Attitude B) Dnowledge* skills* and attitudes C) Dnowledge* strategy* and aptitude !) Dnowledge skills and ailities Answer$ B !ifficulty$ /oderate %age &ef$ 19
(0.
A person3s understanding aout how and when to apply the facts that have een learned is called A) %rocess knowledge. B) !eclarative knowledge. C) %ractical knowledge. !) %erpetual knowledge. #) %rocedural knowledge. Answer$ # !ifficulty$ #asy %age &ef$ 19
(5.
When a person is ale to perform a skill without thinking aout what they are doing* they are at which level of skill ac=uisition? A) Automaticity B) Automatic C) Compilation !) &esponsive Answer$ A !ifficulty$ #asy %age &ef$ 19
7
(7.
A road grouping of knowledge* skills* and attitudes that enale a person to e successful at a numer of similar tasks is known as a A) Competency. B) -est. C) o analysis. !) 4trategy. #) 4kill set. Answer$ A !ifficulty$ /oderate %age &ef$ 1;
(8.
inking competencies to a set of ehaviors that allow you to Eknow it when you see itF is useful for A) Hiring. B) -raining. C) !etermining rates of pay. !) Both A " B. #) All of the aove. Answer$ # !ifficulty$ #asy %age &ef$ (<
(9.
GGGGGGGGG is are) the foundations for competencies. A) -ests B) D4As C) 4trengths !) /otivation #) 4kill sets Answer$ B !ifficulty$ /oderate %age &ef$ (<
(;.
According to the tet* GGGGG provides the opportunity for learning and GGGGG is a result of the learning. A) #ducationI training B) !evelopmentI training C) -rainingI development !) #ducationI development #) +one of the aove Answer$ C !ifficulty$ #asy %age &ef$ (<
TRUE/FALSE QUESTIONS
'<.
GGGA key part of the !omtar strategy was training. -I p. () 8
'1. '(. ''. '0. '5. '7.
GGGAn open system has three parts input* process* and output. -I p. 0) GGG-he triggering event signals a need for a -+A. -I p. 7) GGGHigher irth rates are one of the reasons for the changing demographics in +orth America. >I p. 1<) GGGn general* the smaller the organi2ation* the fewer responsiilities each H&! employee will have. >I p. 17). GGGCompilation is the highest level of skill ac=uisition. >I p. 19) GGG-he highest level of knowledge is termed strategic knowledge. -I p. 19)
SHORT-ANSWER QUESTIONS
'8.
!efine D4As and eplain the different levels of each. se a diagram if you like. The K ! "#$ %&#'(e)*e, +&) he$e +$e h$ee (ee(! . )e(+$+e, 0$#e)1$+(, +&) !$+e*2 E+h & he #$)e$ 3e&#&e) ! 3#$e #30(e4 h+& he 0$e#1!2 De(+$+e %&#'(e)*e $e"e$! # %&#'&* "+!2 P$#e)1$+( %&#'(e)*e &#(e! %&#'&* h#' +&) 'he& # +00(5 h#!e "+! +&) !$+e* %&#'(e)*e ! he +6(5 # 0(+&, 3#&#$, +&) $e!e *#+(-)$ee) 6eh+#$2 S ! "#$ !%((!, 'hh h+! '# (ee(! . #30(+#& +&) +1#3+52 C#30(+#& ! he 6+! (ee( #" (e+$&&* #" + !%((, 'he$e 5#1 !(( &ee) # h&% +6#1 'h+ 5#1 +$e )#&*2 A1#3+5 $e"e$! # + !%(( (ee( 'he$e 5#1 &# (#&*e$ &ee) # h&% +6#1 'h+ 5#1 +$e )#&*, +! ! +1#3+2 A ! "#$ +1)e2 The!e +$e 6e(e"! +&) #0&#&! + 0e$!#& h+! h+ ehe$ !100#$ #$ &h6 6eh+#$!2 F*1$e 7-8 +& 6e 1!e) # )e!$6e he!e2
'9.
#plain* with the use of a diagram* the key concepts of the Eopen systems model.F A #30(ee +&!'e$ !h#1() &(1)e he "#((#'&* 0#&! 9F*1$e 727: O0e& !5!e3! h+e + )5&+3 $e(+#&!h0 'h he$ • e&$#&3e& The !5!e3 ! #0e& # &"(1e&e! "$#3 ! e&$#&3e& • The !5!e3 )e0e&)! #& he &01 "$#3 he e&$#&3e& • The !5!e3 +%e! &01 "$#3 he e&$#&3e& +&) $+&!"#$3! • he &01! h$#1*h 0$#e!!e! &# #101! The !5!e3;! #101! e&e$ he !5!e3! e&$#&3e& +&) 3+5 • #$ 3+5 &# &"(1e&e "11$e &01!
9
ESSAY QUESTION
';.
!escrie how the model of training processes serves as a prolem6solving tool. nclude a rief eplanation of each of the five phases. A #30(ee +&!'e$ !h#1() &(1)e he "#((#'&* 0#&! 9F*1$e 72<: T$+&&* ! e'e) +! #&e #" !ee$+( 0#!!6(e !#(1#&! # • #$*+&=+#&+( +&) &))1+( 0e$"#$3+&e 0$#6(e3!2 Whehe$ $+&&* ! he $*h !#(1#& )e0e&)! #& 'h+ +1!e! • he 0$#6(e3 +&) he #!-6e&e" $+#! #" he #he$ +(e$&+e!2 The &ee)! +&+(5!! 0h+!e )e&"e! he 0$#6(e39! +&) • )e&"e! he +1!e9!2 T$+&&* 6e#3e! he !#(1#& 'he& he 0$#6(e3 ! +1!e) 65 • &+)e>1+e KSA!2 O&e $+&&* ! )e&"e) +! + !#(1#&, he )e!*&, • )ee(#03e&, +&) 30(e3e&+#& 0h+!e! $e!1( & + $+&&* 0$#*$+3 h+ ! +e&)e) 65 he +00$#0$+e e30(#5ee!2 The e+(1+#& 0h+!e +!!e!!e! 6#h he $+&&* 0$#e!!e! +&) • he $+&&* #1#3e!2 The Fe Ph+!e! A&+(5!! Ph+!e: The $+&&* 0$#e!! 6e*&! 'h + • )ee$3&+#& #" &ee)!2 O&e + 0e$"#$3+&e *+0 ! )e&"e), he +1!e 31! 6e )ee$3&e)2 I" he *+0 ! +1!e) 65 &+)e>1+e KSA!, he& $+&&* +& 6e 1(=e) # !+!"5 he &ee)2 I" he *+0 ! +1!e) 65 !#3eh&* #he$ h+& &+)e>1+e KSA!, he& +00$#0$+e &#&-$+&&* &e$e&#&! &ee) # +%e 0(+e2 T$+&&* &ee)! +&+(5!! 9TNA 1!e! &"#$3+#& "$#3 h$ee !#1$e!: he #$*+&=+#&, he #0e$+#&+( +$e+!, +&) he &))1+(!2 The #101 #" he A&+(5!! Ph+!e #&!!! #" )e&"+#& #" he $+&&* +&) &#&-$+&&* &ee)! +&) he$ 0$#$e!2 •
De!*& Ph+!e: T$+&&* &ee)! 6e#3e he &01! # he )e!*& 0h+!e +&) +))#&+( &01! +$e )e$e) "$#3 he #$*+&=+#&+( +&) #0e$+#&+( +&+(5!e!2 A&#he$ !e #" &01! ! )e$e) "$#3 he#$5 +&) $e!e+$h #& (e+$&&*2 A h! 0#& $+&&* #6?ee! +$e )ee(#0e) 65 e4+3&&* $+&&* &ee)! & $e(+#& # )e&"e) #$*+&=+#&+( !100#$ +&) #&!$+&!2 The "+#$! h+ +$e &ee)e) & he $+&&* 0$#*$+3 #
;
"+(+e he (e+$&&* +&) ! $+&!"e$ 6+% # he ?#6 +$e +(!# )e&"e) & he )e!*& 0h+!e2 The "+#$! &ee)e) # "+(+e (e+$&&* +&) $+&!"e$, +&) he +(e$&+e 3eh#)! #" &!$1#& 6e#3e &01! # he )ee(#03e& 0h+!e #" he $+&&* !5!e32 •
Dee(#03e& Ph+!e: I& he )ee(#03e& 0h+!e, &!$1#&+( !$+e*5 ! "#$31(+e) # 3ee + !e #" $+&&* #6?ee!2 The &!$1#&+( !$+e*5 #&!!! #" he #$)e$, 3&*, +&) #36&+#& #" e(e3e&! h+ '(( 6e 1!e) & he $+&&* 0$#*$+32 I&01! &# h! 0h+!e +$e 0$#)e) 65 +&+(5!! #" he +$#1! &!$1#&+( 3eh#)! +&) he )e!*& "+#$! &ee!!+$5 # "+(+e $+&ee (e+$&&* +&) ! $+&!"e$ 6+% # he ?#62 The !0e" #&e&, &!$1#&+( 3eh#)!, 3+e$+(!, e>103e& +&) 3e)+, 3+&1+(!, +&) "+(e!, +$e &e*$+e) &# + $+&&* 0(+&2 The $+&&* 0(+& ! )e!*&e) # +hee he $+&&* #6?ee!2
•
I30(e3e&+#& Ph+!e: The #101! #" he )ee(#03e& 0h+!e !e$e +! &01! # he 30(e3e&+#& 0h+!e2 The 30(e3e&+#& 0h+!e;! #101 ! he $+&ee!; $e!0#&!e # $+&&*, he $+&ee!; (e+$&&*, he$ 6eh+#$ 6+% #& he ?#6, +&) ! e""e #& %e5 #$*+&=+#&+( #1#3e!2 The!e #1#3e!, #36&e) 'h he 0$#e!! e+(1+#&!, "(#' 6+% # he 0$#0e$ #&!1e&e! 'h& he $+&&* +$e+ +&) he $e! #" he #$*+&=+#&2
•
E+(1+#& Ph+!e: The 3#)e( &)+e! h+ 6#h 0$#e!! e+(1+#& +&) #1#3e e+(1+#& +$e 1!e"1( & $+&&*2 O1#3e e+(1+#& ! + )ee$3&+#& #" he e""e! h+ $+&&* h+) #& he $+&ee, he ?#6, +&) he #$*+&=+#&2 P$#e!! e+(1+#& ! + )ee$3&+#& #" h#' 'e(( + 0+$1(+$ 0$#e!! +hee) ! #6?ee!2 T$+&&* 0$#e!! e+(1+#& )++ +& 6e 1!e) # )e&"5 'he$e 0$#6(e3! e4! +&) #$$ee +#& +& 6e +%e&2
1<
