Questions-training and Development Exam

TRAINING TRAINING AND DEVELOPMENT DEVELOPMENT EXAM STUDENT NAME: DATE:

1

The best reason reason for presenting a training progra progra is be!a"se: a. it contributes to the organization's goals and objectives b# it has been high$% a&'ertise&# !# !opetitors are "sing the training# &# !on!ern abo"t fe&era$ agen!% press"re#

2

The s%stes o&e$ of training !ontains three phases: phases: (((((((((() training an& &e'e$opent) an& e'a$"ation# a# preparation b. assessment !# intro&"!tion &# organi*ing

4

The a+or &i,eren!e &i,eren!e bet-een training an& e&"!ation is that: a# e&"!ation refers ore to a!."iring spe!i/! s0i$$s# b# e&"!ation is ore !$ose$% re$ate& to $earning a parti!"$ar +ob# !# training pro'i&es ore genera$ 0no-$e&ge# d. training narrows the range of responses while education broadens the range.

5

The best etho& for !on&"!ting !on&"!ting a training nee&s ana$%sis -hen &ata &ata nee&s to be obtaine& fro a $arge n"ber of ep$o%ees is a# inter'ie-s b# obser'ations c. questionnaires &# fo!"s gro"ps

8

A $egitiate &i,eren!e bet-een a&"$ts 'ers"s etho&s for tea!hing !hi$&ren fo!"ses on a. the abilit to utilize past e!perience in the training b# the &esire to parti!ipate in the $earning e1perien!e !# the &esire for re$e'ant $earning that is prob$e2!entere& &# the nee& to in'o$'e the $earner in the $earning pro!ess

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3aref"$$% preparing a training an"a$ so that ea!h i&ea e,e!ti'e$% b"i$&s on the pre'io"s i&eas i$$"strates -hi!h training prin!ip$e4 a. #timulus$ meaningful organization of materials b# Response: pra!ti!e an& repetition !# 5ee&ba!0: 0no-$e&ge of res"$ts &# Transfer of Training: se."en!ing the $earning

11

The best strateg% for re&"!ing re&"!ing the prob$es of transfer transfer of training is a# to ha'e the trainee pra!ti!e pr a!ti!e the $earning $onger in ea!h training session b. to have the trainee develop an action plan for implementing the new learning !# to pro'i&e ore ie&iate fee&ba!0 &"ring the training perio& &# to $engthen the training tie o'er a&&itiona$ training perio&s

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TRAINING AND DEVELOPMENT EXAM STUDENT NAME: DATE:

12

An iportant a&'antage of on2the2+ob training is that it a. provides immediate transfer of training b# a$$o-s ep$o%ees to $earn at their o-n rate -itho"t an% press"re to pro&"!e !# pro'i&es for greater gro"p intera!tion &# re&"!es the !osts of s"per'ision

14

6hi!h training etho& has $iite& "sef"$ness be!a"se it &oes not pro'i&e for a!ti'e parti!ipation of the $earners) an& there is no pra!ti!e) no fee&ba!0) no 0no-$e&ge of res"$ts) an& $iite& transfer of training4 a# spe!ia$ st"&% b# si"$ation !# prograe& instr"!tion d. lecture

15

The a+or bene/t of o,2site training progras is a# there is ore spa!e for the training to ta0e p$a!e b. job%related distractions can be minimized !# the training fa!i$ities are "s"a$$% ore !ofortab$e &# the training !an be pro'i&e& b% o"tsi&e e1perts

1&

6hat are the $ega$ restri!tions on "sing !op%righte& a"&io2'is"a$ ateria$s in a training progra4 a# There are no restri!tions -ithin the Unite& States pro'i&e& that an a&issions fee is not !harge& for seeing the# b# 3op%righte& ateria$s fa$$ "n&er the 7fair "se8 !$a"se for e&"!ationa$ p"rposes# c. he trainer can view them but the cannot be shown to trainees unless the trainer has a licensed agreement. &# An a&issions fee for a$$ trainees "st be pai& either b% the trainees or the !opan% sponsoring the training#

1(

Tests -o"$& ost $i0e$% be "se& for e'a$"ating the res"$ts of training progras -hen -hi!h !riterion is "ti$i*e&4 a# rea!tion b. learning !# beha'ior &# res"$ts

18

The ost !oon t%pe of ep$o%ee training is: a. )earning b actuall doing the job training b# Training on o,2the2+ob e."ipent !# Mo&e$ing the beha'ior of others &# A !obination of !$assroo instr"!tion an& on2the2+ob training

1"

The ost !oon t%pe of ep$o%ee training is: a. )earning b actuall doing the job training b# Training on o,2the2+ob e."ipent !# Mo&e$ing the beha'ior of others &# A !obination of !$assroo instr"!tion an& on2the2+ob training

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2*

9ob enri!hent in'o$'es: a. +dding more depth to a job b# roa&ening the s!ope of a +ob !# Rotating the or&er in -hi!h the tas0s are &one &# Gi'ing fee&ba!0 &ire!t$% to the ep$o%ee

21

Training e1patriates to prepare for g$oba$ assignents in!$"&es a$$ of the fo$$o-ing e1!ept: a# Pre2&epart"re training for both the ep$o%ee an& fai$% b# "siness eti."ette of the other !"$t"re c. ,n%the%job training in the new countr &# 3ross2!"$t"ra$ te!hno$og%

22

The best ans-er for &eterining if training is !ost e,e!ti'e is to: a# Loo0 for re&"!tions in 'o$"ntar% t"rno'er b. -ompare the costs and benets associated with the training !# Meas"re ipro'eents in perforan!e &# Assess the attit"&e !hanges in parti!ipants

2/

The three phases of training are: a. 0eeds assessment implementation evaluation b# 9ob ana$%sis) s"r'e%ing trainees) e'a$"ation !# 3oitent fro "pper anageent) nee&s assessent) e'a$"ation &# Approa!h) ephasis) presentation

24

The three $earning &oains that in;"en!e or !hange beha'ior are: a# I&enti/!ation) &e'e$opent) e&"!ation b# 3ooperation) sharing) e'a$"ating !# Preparing) ip$eenting) e'a$"ating d. #ills nowledge attitude

25

A training te!hni."e that in'o$'es transferring trainees to &i,erent +obs to broa&en their fo!"s an& to in!rease their 0no-$e&ge is: a. 3ob rotation b# 9ob2instr"!tion training !# Iitati'e $earning &# 3op"ter2assiste& instr"!tion

2&

6hi!h is not one of the fo"r !riteria for e'a$"ating training progras4 a# eha'ior b# S%nthesis !# Rea!tions d. )earning

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6hi!h of the fo$$o-ing +ob &esign pra!ti!es broa&ens the s!ope of a +ob b% e1pan&ing the n"ber of &i,erent tas0s to be perfore&4 a# 9ob enri!hent b# Di'ision of $abor !# 9ob rotation d. 3ob enlargement

The preparation of the ep$o%ee for f"t"re responsibi$it%) often at a &i,erent $e'e$ in the organi*ation is4 a. development b# training !# e&"!ation &# nee&s assessent

2"

6hat &o a$$ fo"r phases of the $earning pro!ess ha'e in !oon4 a# Rea!tion b. uestioning !# Res"$ts &# eha'ior

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6hi!h of the fo$$o-ing !orre!t$% &e/nes training4 a. #ills that appl to an emploees current job b# Preparation of the ep$o%ee for f"t"re responsibi$it% !# A genera$i*e&) in&i'i&"a$ $earning e1perien!e &# An attept to o&if% beha'ior

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6hat is the &i,eren!e bet-een training a!ti'ities an& &e'e$openta$ a!ti'ities4 +. raining activities prepare emploees for their present jobs developmental activities prepare emploees for future jobs. # Training a!ti'ities fo!"s on the a!."isition of ne- s0i$$s< &e'e$openta$ a!ti'ities !orre!t s0i$$ &e/!ien!ies# 3# Training a!ti'ities are broa&er in fo!"s< &e'e$openta$ a!ti'ities ha'e a narro- fo!"s# D# There is no &i,eren!e< the t-o ters are inter!hangeab$e#

/2

6hi!h ofthe fo$$o-ing is tr"e of training nee&s assessents4 A# The% are !on!erne& -ith ep$o%ee s0i$$ gaps) not attit"&es# # The% !an be e$iinate& if anageent 0no-s -hat training is nee&e&# -. he serve as base line for evaluating training e6ectiveness. D# The% &o not !onsi&er the !on&itions "n&er -hi!h training is !on&"!te&#

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6hi!h ofthe fo$$o-ing stateents abo"t an organi*ationa$ nee&s assessent is tr"e4 A# It "ses ep$o%ee inter'ie-s to &eterine training nee&s# # It i&enti/es)ho- -e$$ in&i'i&"a$s perfor their +obs# 3# It in&i!ates gaps bet-een +ob re."ireents an& +ob perforan!e# 7. t identies the impact of change on future training.

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II# The training &ire!tor for a !opan% that -ants to pro'i&e training for its => !"stoer ser'i!e representati'es -ants to "n&erta0e a nee&s ana$%sis# On!e the &ata has been gathere&) the ne1t step is to +. report the needs that training can and cannot meet. # &e'e$op the ob+e!ti'es for the training progra# 3# propose a series of so$"tions for !"stoer ser'i!e prob$es# D# &e!i&e -hether to &e'e$op or b"% the training progra#

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6hi!h of the fo$$o-ing stateents abo"t a goo& training ob+e!ti'e is tr"e4 A# It in!$"&es the !onse."en!es of not eeting the ob+e!ti'e# 9. t states what a trainee will be able to do as a result of training. 3# It states the ro$e that anageent -i$$ p$a% in the training# D# It in!$"&es &ire!tions for eeting the ob+e!ti'e#

/&

6hi!h ofthe fo$$o-ing is NOT a goa$ of orientation4 +. o provide remedial sills training # To estab$ish re$ationships -ith !o-or0ers 3# To "n&erstan& !opan% po$i!ies an& pro!e&"res D# To gain a fee$ing of be$onging

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A anager a% !hoose to ha'e a $arger gro"p of ne- ep$o%ee trainees or a sa$$er gro"p# ?e has -or0e& !aref"$$% -ith the ?R &epartent to !oor&inate ep$o%ees to a$$ eet for an in o@!e) $e!t"re st%$e training progra# If he !hooses to train a $arger gro"p in an e,ort to sa'e tie an& one% for the organi*ation) -hi!h of the fo$$o-ing stateents is tr"e4 +. -lassrooms must be used to accommodate a large group to be trained. # Sa$$ roos !an be "se& to a!!oo&ate a $arge gro"p to be traine&# 3# O@!e spa!e of ea!h ep$o%ee !an be "se& to a!!oo&ate a $arge gro"p to be traine&# D# The anagers o@!e !an be "se& to a!!oo&ate a $arge gro"p to be traine&#

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A anager -ants to proote gro"p intera!tion in the training session that he is !on&"!ting# La!0 of a!!o"ntabi$it% of in&i'i&"a$s -ithin a gro"p) o,2tas0 !on'ersations) an& ep$o%ees -ho tr% to &oinate the &is!"ssion are +"st soe of the potentia$ prob$es s"rro"n&ing gro"p intera!tions# 6hi!h of the fo$$o-ing $earning etho&s in'o$'es a1i" gro"p intera!tion aong parti!ipants in a training progra4 A# Orientations # Le!t"res 3# 3ase st"&ies 7. :roup 7iscussions

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TraineesB per!eptions of !hara!teristi!s in the -or0 en'ironent that fa!i$itate or inhibit the "se of traine& s0i$$s or beha'ior on the +ob is 0no-n as: AC he training culture C The training !$iate 3C The !$iate for transfer DC The !"$t"re for transfer

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If a training progra res"$ts in positi'e transfer) - hat &oes this ean4 AC 3ob performance has improved as a result of training C Trainees rea!t positi'e$% to transfer inter'entions 3C Trainees are high$% oti'ate& to transfer DC Positi'e rea!tions to training -i$$ ha'e a positi'e e,e!t on transfer Ep$o%ee an& Labo"r Re$ation

41

asi! inforation for a$$ ep$o%ees in a position is p resente& in -hat t%pe of progras4 +; ,rientation

C 5o"r step training 3C Gro"p training DC In&"!tion 42

The% are !on&"!te& b% &i,erent parties# The 222222222222222222222222222222222 is "s"a$$% anage& b% either the Training Departent or the ?"an Reso"r!es Departent) -ith the Departenta$ Orientation b% the Departent ?ea& or /rst Assistant) -hi$e the spe!i/! 9ob Orientation !an be !arrie& o"t b% an e1perien!e& an& traine& ep$o%ee traine& on ho- to trainC# +; :eneral
C Spe!i/! 9ob Orientation 3C Month$% Training 3a$en&ar DC F Da%s Training

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Managers &e'e$op (((((((((((((((((((((((((((((( to ens"re that ea!h ne- ep$o%ee has the sae orientation e1perien!e an& a !han!e to $earn abo"t the sae topi!s# AC S!reening C ?iring -; ,rientation chec list

DC ?o"r$% ep$o%ees 44

222222222222222222222222222222222222222222is a eans for &e'e$oping a partnership bet-een the anager an& ep$o%ee that !reates a share& "n&erstan&ing abo"t -hat nee&s to be a!hie'e& an& ho- it is to be a!hie'e&# A$so it in!reases the probabi$it% of an ep$o%ees s"!!ess b% pro'i&ing tie$% fee&ba!0) re!ognition) !$arit% an& s"pport # This refers to: +;
C Go&father !oa!hing 3C F &a%s training DC Training 3a$en&ar

45

o"r abi$it% to perfor e,e!ti'e$% in %o"r +ob re."ires that %o" ha'e an& "n&erstan& a !op$ete an& "p2to2&ate +ob &es!ription for %o"r position) an& that %o" "n&erstan& the 2222222222222222222222222222222222222222222222222re."ireents an& stan&ar&s that %o" are e1pe!te& to eet# o"r s"per'isor sho"$& re'ie- %o"r +ob &es!ription an& perforan!e re."ireents -ith %o"# AC Tas0 List 9; 3ob
3C 9ob Hno-$e&ge DC 9ob Ana$%sis 4&

There are a n"ber of etho&s organi*ations !an !hoose to !o"ni!ate its safet% r"$es to ep$o%ees an& espe!ia$$% -hen it !oes to ep$o%ees re!r"iting# 6hi!h of the fo$$o-ing is the ost e,e!ti'e etho&4 AC S"per'isors

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9; 0ew emploee orientation program

3C "$$etin boar& noti!es DC Ep$o%ee han&boo0s 4(

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9ob are "s"a$$% &esigne& b% !on&"!ting a 22222222222222222222222222222222222222) -hi!h in!$"&es e1aining the tas0s an& se."en!es of tas0s ne!essar% to perfor the +ob# A tas0 is a t%pi!a$$% &e/ne& as a "nit of -or0) that is) a set of a!ti'ities nee&e& to pro&"!e soe res"$t) e#g#) 'a!""ing a !arpet) -riting a eo) sorting the ai$) et!# 3op$e1 positions in the organi*ation a% in!$"&e a $arge n"ber of tas0s) -hi!h are soeties referre& to asf"n!tions# A; 3ob +nalsis

•

C 9ob Des!ription

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3C 9ob rea0&o-n

D 9ob 3opeten!%

48

6hat position ana$%sis &o!"ent spe!i/es a$$ tas0s that are part of a +ob4 +; as list

C Tas0 brea0&o-n 3C Tas0 &es!ription DC Tas0 spe!i/!ation 4"

One of the p"rpose of an orientation progra is to: AC E1p$ain !opan% po$i!ies C Ip$eent an ephasis on &i'ersit% 3C Rep$a!e a fo"r step training progra 7; 7etermine training needs of new emploees

>

A (((((((((((((((((((((( is the se!on& part of a position ana$%sis# It te$$s e1a!t$% ho- ea!h tas0 in the tas0 $ist sho"$& be &one# +; as breadown

C Tas0 $ist 3C Perforan!e stan&ar&s

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DC S!reening

=nd of uestions

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Questions-training and Development Exam

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