Q&A Hero

Q: Generally, to start with, an apprentice is paid _____ percent of a skilled journey worker's wage. a. 30 b. 40 c. 50 d. 60

Q: Apprenticeship programs originated in: a. United States. b. Europe. c. Japan. d. India.

Q: All of the following are suggested to overcome common drawbacks of on-the-job training EXCEPT: a. developing realistic goals and/or measures for each on-the-job training area. b. tying employees' pay to their training progress. c. planning a specific training schedule for each trainee. d. conducting periodic evaluations, after training is completed, to preventregression.

Q: Which of the following is NOT a component of the PROPER method of performing on the job training? a. Prepare b. Perform c. Explain d. Reassure

Q: The appropriate training method for factual materials is: a. lecture. b. simulation. c. on-the-job training. d. apprenticeship.

Q: The objective of behavior modification is: a. to gradually shape behavior toward a desired profile. b. to reward all task behavior. c. to apply principles learned in the classroom to the job. d. to bridge the needs of the employee with the needs of the organization.

Q: Learning curves show: a. that plateaus in performance are regular and predictable. b. that effective training programs eliminate plateaus. c. that performance plateaus are natural and are usually overcome with behavior modification. d. that performance plateaus are natural and are usually followed by a spontaneous recovery.

Q: Periods in learning situations when progress does not occur because of either reduced motivation or ineffective methods of task performance are called: a. learning blocks. b. lapses. c. plateaus. d. learning gaps.

Q: Spacing out the training will result in faster learning and longer retention. This is known as the principle of: a. part learning. b. retention. c. transfer of training. d. distributed learning.

Q: Training given in one ten-hour period instead of five two hour periods is an example of: a. part learning. b. distributed learning. c. mass learning. d. active learning.

Q: Whole-vs-Part Learning: a. builds a bridge between employees and the organization. b. provides learning through repetition. c. sets a road map for the training course, objectives, and learning points. d. breaks down tasks to facilitate learning.

Q: When people learn by mimicking other people, it is referred to as: a. modeling. b. distributed learning. c. reinforcing behavior. d. individual learning difference.

Q: Modeling: a. provides learning through repetition. b. demonstrates the desired behavior or method to be learnt. c. sets a road map for the training course, objectives, and learning points. d. breaks down tasks to facilitate learning.

Q: Goal setting: a. provides a real life demonstration to get the message across. b. provides learning through repetition. c. sets a road map for the training program, its objectives, and its learning points. d. sets a road map for breaking down tasks to facilitate modelling.

Q: By some estimates _____ of employee learning occurs via on the job training. a. 20-30 percent b. 40-50 percent c. 60-70 percent d. 80-90 percent

Q: Which of the following is NOT an issue related to the design of a training program? a. Instructional objectives b. Trainee readiness and motivation c. Principles of learning d. Trainee ethnic characteristics

Q: Performance-centered objectives might include all of the following phrases EXCEPT: a. "to repair". b. "to appreciate". c. "to assemble". d. "to calculate".

Q: The desired outcomes of training programs are formally stated as: a. training goals. b. learning objectives. c. instructional objectives. d. learning goals.

Q: If an individual is responsible for developing a training program, his/her first step should be to: a. create a suitable training environment. b. create a design for the training program. c. perform the evaluation of behavior. d. perform the needs assessment.

Q: Person analysis: a. helps organizations in reviewing the job description and specifications to identify the task performed. b. helps organizations avoid the mistake of sending all employees into training when some do not need it. c. involves self-improvement and self-directed training. d. examines the external labor market for needed skills.

Q: A(n) _____ involves determining which employees require training and which do not. a. person analysis b. demographic analysis c. task analysis d. organization analysis

Q: To which phase of the system model do organization analysis, task analysis, and person analysisbelong? a. Design phase b. Implementation phase c. Needs assessment phase d. Evaluation phase

Q: An analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs is referred to as: a. task analysis. b. needs assessment. c. competency assessment. d. job analysis.

Q: Reviewing the job description and specifications to identify the activities performed in a particular job and the KSAOs needed to perform themis known as: a. organization analysis. b. individual analysis. c. utility analysis. d. task analysis.

Q: A study by the American Society for Training and Development found that organizations conduct need assessment less than _____ percent of the time. a. 50 b. 40 c. 30 d. 20

Q: The four phases of a systematic approach to training are: a. needs assessment, program design, program implementation, and evaluation. b. organization analysis, task analysis, person analysis, and performance analysis. c. needs assessment, person assessment, program implementation, and evaluation. d. organization assessment, KSA assessment, person assessment, and evaluation.

Q: The first step in a needs assessment is: a. task analysis. b. organization analysis. c. person analysis. d. market analysis.

Q: Some organizations fail to make the connection between training and _____. a. technology b. competition c. an organization's goals d. an organization'sfunctional requirements

Q: From the broadest perspective, the goal of training is to contribute to: a. social improvement. b. personal growth. c. organizational goals. d. departmental challenges.

Q: The terms "training" and "development": a. mean the same thing. b. both refer to short term skill development efforts. c. refer to a short term performance orientation vs. a longer term skill development, respectively. d. refer to the skills developed in lower level vs. managerial employees, respectively.

Q: Awareness building in diversity training provides employees with the KSAs necessary for working with people who are different fromthem with regard to race, gender, age. a. True b. False

Q: While cross-training can increase productivity, it can also increase employee turnover. a. True b. False

Q: An orientation program for new employees is an informal process. a. True b. False

Q: While the largest companies agree in principle with remedial training in basic skills, they are generally reluctant to allot funds to provide for that type of training. a. True b. False

Q: The basic skills employees need in addition to reading, writing, and computingincludespeaking, listening, problem solving, working in teams and leading other people. a. True b. False

Q: Supervisors play the most important role in the orientation of new employees. a. True b. False

Q: Orientation programs stress the "why" rather than the "what", including the philosophy behind the organization's rules. a. True b. False

Q: The term "orientation" is often used to describe almost any effort initiated by an organization to foster learning among its members. a. True b. False

Q: Return on investment = Benefits of training/Training Costs a. True b. False

Q: Orientation is the formal process of familiarizing new employees with the organization, their jobs, and their work units. a. True b. False

Q: Benchmarking is concerned with measuring employee retention of training materials at specific points in time. a. True b. False

Q: Return on investment is the amount of money a company saves by avoiding training programs. a. True b. False

Q: Utility refers to measuring one's own training services against the leaders in their industry. a. True b. False

Q: On-the-job training is often one of the most poorly implemented training methods. a. True b. False

Q: Reaction measures to evaluate training typically focus on the entertainment value of the training program. a. True b. False

Q: Two criteria to evaluate training programs are costs and training materials. a. True b. False

Q: Behavior modeling is based on the principle that behavior which is rewarded will be exhibited more frequently in the future, whereas behavior which is unrewarded will decrease in frequency. a. True b. False

Q: Role-playing consists of playing the roles of others, often a supervisor and a subordinate who are facing a particular problem. a. True b. False

Q: Case studiesprovide participantstheexperience of analyzing and synthesizing facts. a. True b. False

Q: On-the-job experiences are used most commonly by organizations to develop managers. a. True b. False

Q: By far the most common informal method used for training employees is on-the-job training. a. True b. False

Q: E-learningallows a firm to bring the training to employees. a. True b. False

Q: E-learning encompasses two techniques: computer-assisted instruction, and computer-based program design. a. True b. False

Q: Encouragement is most effective when it is given after a long period of time after a trainee successfully accomplishes a certain task so that the employee knows that management has not forgotten his/her contributions. a. True b. False

Q: A plateau is a natural phenomenon, and learners usually experience a spontaneous recovery later. a. True b. False

Q: €It has been found in most cases that spacing out the training will result in faster learning and longer retention. a. True b. False

Q: Internship programs that are done well benefit students, schools, and employers. a. True b. False

Q: Apprenticeship programs are an extension of on-the-job training that provide on and off the job instructions. a. True b. False

Q: If one were using the on-the-job training method of training, the first step would be to present the operations and knowledge to the learner. a. True b. False

Q: Although on-the-job training is generally regarded as the most effective means of facilitating learning at the workplace, it is sometimes poorly implemented. a. True b. False

Q: Providing individual assistance is an important aspect for successful trainers. a. True b. False

Q: Effective trainers are often enthusiastic, humorous, have interest in the training itself, and demonstrate knowledge of the subject. a. True b. False

Q: The success of any training effort depends more upon the content of the program than on the teaching skills and personal characteristics of those conducting the training. a. True b. False

Q: Behavior modification seeks to gradually shape trainee behavior using reinforcement. a. True b. False

Q: Verbal learners absorb information best through spoken or written words. a. True b. False

Q: Practicing job tasks enables the trainee to forget about distinct behaviors and become proficient on the subtleties of how they are used. a. True b. False

Q: Trainees should not practice their job tasks until after the training program is complete. a. True b. False

Q: Explaining the goals and objectives of the training program to trainees has little impact on the interest, understanding, and effort they direct toward the training. a. True b. False

Q: Psychological principles of learning refer to the characteristics of training programs that help employees grasp new material, make sense of it in their own lives, and transfer it back to their jobs. a. True b. False

Q: The two preconditions for learning are employee readiness and motivation. a. True b. False

Q: Trainee readiness refers towhether or not the experience and knowledge of trainees have made them ready to absorb the training. a. True b. False

Q: Visual learners absorb information best through pictures, diagrams, and demonstrations. a. True b. False

Q: Instructional objectives are the key components in designing a training program. a. True b. False

Q: A person analysis is the process of determining what the content of the training program should be, based on a study of the tasks and duties involved in the job. a. True b. False

Q: The task analysis portion of organization analysis is shifting from emphasis on a fixed schedule of tasks to a flexible set of competencies needed for performance. a. True b. False

Q: An organization analysis is an examination of the environment, strategies, and resources the firm faces so as to determine what training it should emphasize. a. True b. False

Q: Performance appraisals are generally a good mechanism in determining why employees are not meeting the firm's expectations when conducting a person analysis. a. True b. False

Q: The three different types of training needs assessment are organizational analysis, task analysis, and person analysis. a. True b. False

Q: The goal of training is to contribute to an organization's overall strategic goals. a. True b. False

Q: The systematic approach to training involves needs assessment, program design, implementation, and evaluation. a. True b. False