Test Bank For Human Resource Development 8th Edition by Jon M. Werner Chapter 1-15

Test Bank For Human Resource Development 8th Edition by Jon M. Werner Chapter 1-15 Chapter 01: Introduction to Human Resource Development 1. Coaching is NOT considered an aspect of human resource development. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-01 - Define human resource development (HRD) ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Define human resource development (HRD) OTHER: Bloom's: Remember 2. Using the apprenticeship model, a person apprenticing in a law office could practice law after passing a statesupervised examination as late as the 1920s. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 3. The core of all HRD efforts is reading. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.01-01 - Define human resource development (HRD) TOPICS: Define human resource development (HRD) OTHER: Bloom's: Remember 4. The human relations movement began as an ―anti-factory‖ movement due to poor working conditions in many factories. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 5. During World War II, many industry-based companies cut their training programs to save money and time during the war effort. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 6. It is estimated that U.S. organizations spent $83 billion on employee learning and development in 2019. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-01 - Define human resource development (HRD) TOPICS: Define human resource development (HRD) OTHER: Bloom's: Remember Copyright Cengage Learning. Powered by Cognero.

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7. The definition of human resource development includes training for both past and present job skills. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-01 - Define human resource development (HRD) TOPICS: Define human resource development (HRD) OTHER: Bloom's: Remember 8. Yeomanries were the forerunners of modern labor unions. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 9. Scientific management principles recognized that people are more important in efficient production than are machines. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 10. The first documented factory school began at Hoe and Company in 1872. a. True b. False ANSWER: True POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 11. The show, tell, do, and check training method began during World War I and is still in use today. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 12. ASTD stands for the American Society for Training & Development. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 13. In 2020, ATD had over 35,000 members in over 120 countries. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 14. Once new employees have become proficient in their jobs, HRD activities should focus on coaching and counseling. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Human Resource Development Functions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-04 - Identify and describe each of the major HRD functions TOPICS: Identify and describe each of the major HRD functions OTHER: Bloom's: Remember 15. Staff authority is given to organizational units that advise and consult line units. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: The Relationship between Human Resource Management and HRD/Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-03 - Distinguish between HRD and human resource management (HRM) TOPICS: Distinguish between HRD and human resource management (HRM) OTHER: Bloom's: Remember 16. Traditionally, HRM functional units had line authority that superseded staff authority. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: The Relationship between Human Resource Management and HRD/Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-03 - Distinguish between HRD and human resource management (HRM) TOPICS: Distinguish between HRD and human resource management (HRM) OTHER: Bloom's: Understand Copyright Cengage Learning. Powered by Cognero.

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17. The original ―learning and performance wheel‖ identified four primary HRD functions. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Human Resource Development Functions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-04 - Identify and describe each of the major HRD functions TOPICS: Identify and describe each of the major HRD functions OTHER: Bloom's: Remember 18. According to Bernthal’s lear ning and performance wheel, business strategy should be at the center of all HRD efforts. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Human Resource Development Functions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-05 - Describe how HRD can be linked to the goals and strategies of an organization TOPICS: Describe how HRD can be linked to the goals and strategies of an organization OTHER: Bloom's: Remember 19. External and upward alignments are needed in order to more fully integrate HRM with the strategic needs of an organization. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Human Resource Development Functions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-05 - Describe how HRD can be linked to the goals and strategies of an organization TOPICS: Describe how HRD can be linked to the goals and strategies of an organization OTHER: Bloom's: Understand 20. HRD executives should contribute ideas, information, and recommendations during strategy formulation. a. True b. False ANSWER: True Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy REFERENCES: Human Resource Development Functions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-05 - Describe how HRD can be linked to the goals and strategies of an organization TOPICS: Describe how HRD can be linked to the goals and strategies of an organization OTHER: Bloom's: Remember 21. The learning strategist focuses on entry-level employee training. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Roles and Competencies of an HRD Professional QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-06 - Recognize the various roles and competencies of an HRD professional TOPICS: Recognize the various roles and competencies of an HRD professional OTHER: Bloom's: Remember 22. In the organization change agent role, the HRD manager advises management in the design and implementation of change strategies. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Human Resource Development Functions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-05 - Describe how HRD can be linked to the goals and strategies of an organization TOPICS: Describe how HRD can be linked to the goals and strategies of an organization OTHER: Bloom's: Understand 23. Over the past 25 years, the HRD profession has become less connected to the academic community. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Roles and Competencies of an HRD Professional Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-06 - Recognize the various roles and competencies of an HRD professional TOPICS: Recognize the various roles and competencies of an HRD professional OTHER: Bloom's: Remember 24. Increasing diversity in the workplace means racial, ethnic, gender, and age diversity. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Challenges to Organizations and to HRD Professionals QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-07 - Cite contemporary challenges facing HRD professionals TOPICS: Cite contemporary challenges facing HRD professionals OTHER: Bloom's: Understand 25. Diversity is always a catalyst for improved organizational performance. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Challenges to Organizations and to HRD Professionals QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-07 - Cite contemporary challenges facing HRD professionals TOPICS: Cite contemporary challenges facing HRD professionals OTHER: Bloom's: Remember 26. In the United States, only about 20 percent of the jobs require at least a high school education. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Challenges to Organizations and to HRD Professionals QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-07 - Cite contemporary challenges facing HRD professionals TOPICS: Cite contemporary challenges facing HRD professionals OTHER: Bloom's: Remember Copyright Cengage Learning. Powered by Cognero.

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27. HRD professionals need to develop a solid understanding of learning theory. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Challenges to Organizations and to HRD Professionals QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-07 - Cite contemporary challenges facing HRD professionals TOPICS: Cite contemporary challenges facing HRD professionals OTHER: Bloom's: Remember 28. ASTD has not yet developed a code of ethics. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Challenges to Organizations and to HRD Professionals QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-07 - Cite contemporary challenges facing HRD professionals TOPICS: Cite contemporary challenges facing HRD professionals OTHER: Bloom's: Remember 29. Evaluation is an important phase of the HRD process but is often overemphasized. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: A Framework for the HRD Process QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-08 - Identify the major phases of the training and HRD process TOPICS: Identify the major phases of the training and HRD process OTHER: Bloom's: Remember 30. Specific training objectives are normally developed in the needs assessment phase. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: A Framework for the HRD Process Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-08 - Identify the major phases of the training and HRD process TOPICS: Identify the major phases of the training and HRD process OTHER: Bloom's: Remember 31. A mechanism in shaping individual and group values and beliefs and skilling through learning-related activities to support the desired performance of the host system or organization is called: a. organization design. b. organization development. c. human resource development. d. human resource planning.

ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-01 - Define human resource development (HRD) TOPICS: Define human resource development (HRD) OTHER: Bloom's: Remember 32. _____ is at the core of all HRD efforts. a. Recruitment b. Learning c. Communication d. Policy and procedure ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-01 - Define human resource development (HRD) TOPICS: Define human resource development (HRD) OTHER: Bloom's: Remember 33. The leading HRD professional organization is: a. IPMA. b. TDAPHR. c. SHRM. d. ATD. ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-01 - Define human resource development (HRD) TOPICS: Define human resource development (HRD) OTHER: Bloom's: Remember 34. The origins of HRD can be traced to which of the following? a. Factory schools b. Universities c. Apprenticeship training programs d. Boston's first technical school ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 35. A yeoman is a person who: a. sails a ship. b. has not been admitted to an apprentice program as yet. c. has mastered a few skills. d. has mastered all the apprentice skills.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.12.2 - HRM HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 36. The first privately funded vocational school in the United States was founded by: a. Jon Werner. b. DeWitt Clinton. c. George Washington. d. Donald Kirkpatrick.

ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 37. The first privately funded vocational school in the United States was founded to: a. train university graduates in a skill. b. train the sons of wealthy people. c. train new managers in machine operation. d. provide occupational training to young people who were unemployed or had criminal records.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 38. A main distinction between training and development is that developmental activities are generally: a. more focused on specific job skills. b. less expensive than training activities. c. becoming less common as organizations deal with their changing business environment. d. more focused on long-term or future responsibilities.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Human Resource Development Functions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-04 - Identify and describe each of the major HRD functions TOPICS: Identify and describe each of the major HRD functions OTHER: Bloom's: Understand 39. The first privately funded vocational school in the United States was founded in: a. 1809. b. 1917. c. 1872. d. 1907.

ANSWER: a Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 40. The first documented factory school was founded in: a. 1809. b. 1917. c. 1872. d. 1907.

ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 41. An ongoing process where an individual progresses through a series of stages, with each stage addressing unique issues, themes, and tasks, is the description of: a. human resource intervention. b. tactical career planning. c. career development. d. career planning.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Human Resource Development Functions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-04 - Identify and describe each of the major HRD functions TOPICS: Identify and describe each of the major HRD functions OTHER: Bloom's: Remember 42. The introduction of the Model T assembly line impacted training in what way? a. It made it less important. b. It did not have an impact. c. Work on an assembly line was an easy job that did not require any training.

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d. It increased the need for training of unskilled and semiskilled workers.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 43. The Smith-Hughes Act of 1917 granted funds to the states to: a. build highways. b. train managers. c. build new universities. d. train people in agriculture, home economics, industry, and teacher training.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 44. How did the introduction of the Ford Model T and the events of World War I impact the training of unskilled and semiskilled workers? a. There were more training opportunities for both unskilled and semiskilled workers. b. Semiskilled workers were retrained while unskilled workers were fired. c. Workers had to pass a skill evaluation to qualify for training. d. Most workers were able to learn the new processes without additional training.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 45. Which of the following is NOT a function included in the learning and performance wheel of an HRD department?

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a. Training and development b. Career development c. Organization development d. Compensation and benefits ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Human Resource Development Functions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-04 - Identify and describe each of the major HRD functions TOPICS: LO4 OTHER: Bloom's: Remember 46. The HRCI offers which of the following designations upon passing a written exam and having the required years of exempt-level HR experience? a. PHR, Professional in Human Resources b. HRDP, Human Resource Development Professional c. HRE, Human Resources Executive d. AHR, Administrator in HR ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Roles and Competencies of an HRD Professional QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.12.1 - Communication HUMA.WERN.12.2 - HRM TOPICS: Describe how HRD can be linked to the goals and strategies of an organization OTHER: Bloom's: Remember 47. Diversity in the workforce includes which groups of employees? a. Older workers b. Women c. Workers of different ethnic and racial backgrounds d. All of these are considered diverse groups.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Challenges to Organizations and to HRD Professionals QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.12.1 - Communication HUMA.WERN.12.2 - HRM TOPICS: Recognize the various roles and competencies of an HRD professional OTHER: Bloom's: Understand Copyright Cengage Learning. Powered by Cognero.

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48. A four-step, sequential process used to design HRD interventions is called: a. PDAC (plan, do, act, check). b. PDCA (plan, design, check, assess). c. ADImE (assess, design, implement, evaluate). d. SADIE (survey, access, develop, implement, evaluate).

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: A Framework for the HRD Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-08 - Identify the major phases of the training and HRD process TOPICS: Identify the major phases of the training and HRD process OTHER: Bloom's: Remember 49. The Smith-Hughes bill was passed in: a. 1809. b. 1917. c. 1872. d. 1907.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 50. The four-step instructional training method of "show, tell, do, and check" introduced in World War I was later named: a. repetitive job evaluation. b. evaluative performance initiative. c. job instruction training (JIT). d. instructional training management.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Bloom's: Remember

51. During World War II, the Training Within Industry (TWI) Service was established by: a. the federal government. b. the state of New York. c. the U.S. Chamber of Commerce. d. General Electric.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 52. An undesirable by-product of the factory system was: a. higher taxes for the factory owners. b. abuse of unskilled workers and children. c. the creation of labor unions. d. lack of strong government regulation.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 53. The human relations movement began in the: a. late 1930s. b. late 1890s. c. late 1940s. d. 1950s at Harvard.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

of HRD as a profession Relate the major historical events leading up to the establishment of HRD as a profession Bloom's: Remember

54. In the 1970s, ASTD renamed itself: a. The Alaskan Society for Training & Development. b. The American Society for Training & Development. c. The American Society for Teaching Drama. d. The American Society for Technical Development.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 55. Which of the following would NOT be included in the career development function of HRD? a. Skills evaluation b. Career management c. Counseling d. Management training and development ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Human Resource Development Functions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-04 - Identify and describe each of the major HRD functions TOPICS: Identify and describe each of the major HRD functions OTHER: Bloom's: Remember 56. A staff organizational unit generally: a. gives direct orders to workers. b. advises and consults. c. directly produces goods and services. d. does not include the HR department.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Relationship between Human Resource Management and HRD/Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.01-03 - Distinguish between HRD and human resource management (HRM) TOPICS: Distinguish between HRD and human resource management (HRM) OTHER: Bloom's: Understand 57. Which of the following is NOT a typical T&D function? a. Employee discipline b. Employee orientation c. Technical training d. Coaching ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Human Resource Development Functions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-04 - Identify and describe each of the major HRD functions TOPICS: Identify and describe each of the major HRD functions OTHER: Bloom's: Understand 58. Strategic management involves all of the following EXCEPT: a. strategy formulation. b. control. c. strategy recording. d. strategy implementation ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Human Resource Development Functions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-05 - Describe how HRD can be linked to the goals and strategies of an organization TOPICS: Describe how HRD can be linked to the goals and strategies of an organization OTHER: Bloom's: Remember 59. A challenge currently facing the HRD field is: a. addressing workforce diversity and inclusion. b. competing in a global economy. c. eliminating the skills gap. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Challenges to Organizations and to HRD Professionals QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-07 - Cite contemporary challenges facing HRD professionals TOPICS: Cite contemporary challenges facing HRD professionals OTHER: Bloom's: Remember 60. The trend in today's workforce is: a. employees are getting younger. b. employees’ average ages have not changed over the last decade. c. employees are getting older. d. there is no accurate way to determine employee trends.

ANSWER: c POINTS: 1 REFERENCES: Challenges to Organizations and to HRD Professionals QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-07 - Cite contemporary challenges facing HRD professionals TOPICS: Cite contemporary challenges facing HRD professionals OTHER: Bloom's: Remember 61. According to the Bernthal’s learning and performance wheel, what is true about business strategy? a. It should be at the hub or center of HRD efforts. b. It should not be a part of the wheel. c. It is included in the "upper right spokes." d. It is included in the "lower left spokes."

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Human Resource Development Functions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-04 - Identify and describe each of the major HRD functions TOPICS: Identify and describe each of the major HRD functions OTHER: Bloom's: Remember 62. In the needs assessment phase, the identified gaps can be attributed to: a. current deficiencies. b. new challenges that demand change. c. both current deficiencies and new challenges that demand change. d. none of these choices.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: A Framework for the HRD Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.01-08 - Identify the major phases of the training and HRD process TOPICS: Identify the major phases of the training and HRD process OTHER: Bloom's: Understand 63. What is the goal of the assessment and design phases of effective HRD interventions? a. Learning development b. Evaluation c. Restructuring d. Implementation ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: A Framework for the HRD Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-08 - Identify the major phases of the training and HRD process TOPICS: Identify the major phases of the training and HRD process OTHER: Bloom's: Remember 64. Which of the following is true of apprenticeship training? a. It began in the 1920s. b. It has been used to train skilled workers and even physicians. c. It has been used only for a small group of skilled trades. d. It is no longer used to train workers.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 65. Training semiskilled workers to use machines after the Industrial Revolution was done by: a. factory schools. b. corporate universities. c. yeoman training. d. apprentice programs.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 66. In which of the following roles does the HRD professional help transform organizations by advising management in the design and implementation of change strategies that can result in more efficient work teams? a. HR strategic advisor b. HR systems designer and developer c. Organization change agent d. Learning program specialist ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Roles and Competencies of an HRD Professional QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-06 - Recognize the various roles and competencies of an HRD professional TOPICS: Recognize the various roles and competencies of an HRD professional OTHER: Bloom's: Understand 67. The human relations movement highlighted: a. the need for more factory schools. b. the importance of machine efficiency. c. the importance of well-trained managers. d. the importance of human behavior on the job.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 68. In Chester Barnard’s book The Functions of the Executive, he emphasized the integration of: a. machines and efficiency. b. traditional management and behavioral science applications. c. efficiency and employee training. d. training and development.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 69. Since the 1990s, ASTD’s focus has been on: a. strengthening the strategic role of HRD. b. performance improvement programs. c. high-performing work systems. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Progression toward a Field of Human Resource Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Relate the major historical events leading up to the establishment of HRD as a profession OTHER: Bloom's: Remember 70. Which of the following is true of the training function of T&D? a. Providing employees with the knowledge needed to do a particular task or job b. Providing employees with the skills needed to do a particular task or job c. Pursuing attitude changes within the work environment d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Human Resource Development Functions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.12.2 - HRM HUMA.WERN.22.01-04 - Identify and describe each of the major HRD functions TOPICS: Identify and describe each of the major HRD functions OTHER: Bloom's: Understand 71. Which of the following is true about organizational development? a. It emphasizes macro changes. b. It emphasizes micro changes. c. In OD, the HRD professional functions as a change agent. d. All of these choices are correct.

ANSWER: d Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Human Resource Development Functions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-02 - Relate the major historical events leading up to the establishment of HRD as a profession TOPICS: Describe how HRD can be linked to the goals and strategies of an organization OTHER: Bloom's: Remember 72. For HRD professionals to play a more important role in the strategic plan of an organization, all of the following are necessary EXCEPT: a. they must contribute ideas and information to strategy formulation. b. they must provide education and training programs that support effective strategic management. c. they must provide training that is budget conscious. d. they must ensure that all training efforts are linked to the organization’s goals and strategies.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Human Resource Development Functions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.12.2 - HRM HUMA.WERN.22.01-05 - Describe how HRD can be linked to the goals and strategies of an organization TOPICS: Describe how HRD can be linked to the goals and strategies of an organization OTHER: Bloom's: Understand 73. The six foundational competencies needed by HRD professionals include all of the following EXCEPT: a. personal skills. b. team skills. c. interpersonal skills. d. business skills.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Roles and Competencies of an HRD Professional QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-06 - Recognize the various roles and competencies of an HRD professional TOPICS: Recognize the various roles and competencies of an HRD professional OTHER: Bloom's: Remember 74. A primary role of the HRD Executive/Manager is to: a. stay within the budget.

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b. create programs desired by trainees. c. plan a wide array of programs each year. d. promote the value of HRD programs to senior managers.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Roles and Competencies of an HRD Professional QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-06 - Recognize the various roles and competencies of an HRD professional TOPICS: Recognize the various roles and competencies of an HRD professional OTHER: Bloom's: Understand 75. The organization design consultant produces which of the following outputs? a. Alternative work designs b. Lesson plans c. Education and training programs d. Quality management programs ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Roles and Competencies of an HRD Professional QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-06 - Recognize the various roles and competencies of an HRD professional TOPICS: Recognize the various roles and competencies of an HRD professional OTHER: Bloom's: Remember 76. Certification for HRD professionals is a. offered by SHRM. b. scheduled to begin in 2017. c. the Certified Professional in Talent Development. d. offered by the U.S. government.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Roles and Competencies of an HRD Professional QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-06 - Recognize the various roles and competencies of an HRD professional TOPICS: Recognize the various roles and competencies of an HRD professional OTHER: Bloom's: Remember Copyright Cengage Learning. Powered by Cognero.

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77. The Human Resource Certificate Institute offers all of the following EXCEPT: a. Professional in Human Resources. b. Master Professional in Human Resources. c. Senior Professional in Human Resources. d. Global Professional in Human Resources.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Roles and Competencies of an HRD Professional QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-06 - Recognize the various roles and competencies of an HRD professional TOPICS: Recognize the various roles and competencies of an HRD professional OTHER: Bloom's: Remember 78. The link between ASTD and the academic community includes: a. offering university courses. b. offering more academic courses to members. c. allowing academics to be certified. d. a research journal—the Human Resource Development Quarterly.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Roles and Competencies of an HRD Professional QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-06 - Recognize the various roles and competencies of an HRD professional TOPICS: Recognize the various roles and competencies of an HRD professional OTHER: Bloom's: Remember 79. What is true about the skills gap? a. Both Germany and Japan have done a better job of teaching basic skills than has the United States. b. The United States has done a better job of teaching basic skills than has Japan. c. The United States has done a better job of teaching basic skills than has Germany. d. There is no skills gap for basic knowledge in the United States ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Challenges to Organizations and to HRD Professionals QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-07 - Cite contemporary challenges facing HRD professionals TOPICS: Cite contemporary challenges facing HRD professionals OTHER: Bloom's: Remember Copyright Cengage Learning. Powered by Cognero.

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80. Lifelong learning means: a. the same learning for all employees. b. continuing education for all employees. c. skills training for all employees. d. different things for different employees.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Challenges to Organizations and to HRD Professionals QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-07 - Cite contemporary challenges facing HRD professionals TOPICS: Cite contemporary challenges facing HRD professionals OTHER: Bloom's: Understand 81. Identifying training needs involves all of the following EXCEPT: a. examining the organization. b. looking at educational standards in the local area. c. looking at job tasks. d. looking at individual employee performance.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: A Framework for the HRD Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-08 - Identify the major phases of the training and HRD process TOPICS: Identify the major phases of the training and HRD process OTHER: Bloom's: Remember 82. Which of the following is true of scheduling a training program? a. Many issues need to be dealt with in order for it to be effective. b. It is a simple process. c. Scheduling is not an important aspect of a training program. d. Scheduling is important if you use an external trainer.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: A Framework for the HRD Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-08 - Identify the major phases of the training and HRD process TOPICS: Identify the major phases of the training and HRD process OTHER: Bloom's: Understand Copyright Cengage Learning. Powered by Cognero.

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83. Evaluation allows managers to make better decisions about which of the following? a. Continuing to use a method of training b. Continuing to offer a program c. How to allocate scarce resources d. All of these choices ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: A Framework for the HRD Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.01-08 - Identify the major phases of the training and HRD process TOPICS: Identify the major phases of the training and HRD process OTHER: Bloom's: Understand

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Chapter 02: Influences on Employee Behavior 1. Downsizing is the voluntary action on the part of the organization to reduce the size of its workforce. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: External Influences on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-01 - Identify the major external and internal factors that influence employee behavior ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Identify the major external and internal factors that influence employee behavior OTHER: Bloom's: Remember 2. The motivational theories by Maslow and Alderfer are examples of cognitive theories of motivation. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 3. In expectancy theory, the importance that an individual places upon a particular outcome is called instrumentality. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 4. According to social learning theory, self-efficacy is defined as people’s judgments about their own capabilities.

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a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-02 - Describe two primary types of outcomes that can result from employee behavior and tell how they may influence future behavior TOPICS: Describe two primary types of outcomes that can result from employee behavior and tell how they may influence future behavior OTHER: Bloom's: Remember 5. The self-fulfilling prophecy is also called the Pygmalion effect. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-03 - State how a supervisor’s leadership and expectations can affect employee behavior TOPICS: State how a supervisor’s leadership and expectations can affect employee behavior OTHER: Bloom's: Remember 6. Groupthink means that a group is ―smarter‖ than the individuals in the group. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-04 - Recognize the impact that coworkers and organizations themselves have on employee behavior TOPICS: Recognize the impact that coworkers and organizations themselves have on employee behavior OTHER: Bloom's: Remember 7. Studying motivational behavior usually focuses on what affects the group rather than the individual. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 8. Leadership is the coercive influence used to direct and coordinate the activities of a group toward accomplishing a goal. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-03 - State how a supervisor’s leadership and expectations can affect employee behavior TOPICS: State how a supervisor’s leadership and expectations can affect employee behavior OTHER: Bloom's: Remember 9. The behavioral intentions model is based on a combination of attitudes and perceived social pressures to behave in a given way. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Other Internal Factors That Influence Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-06 - Discuss how knowledge, skill, ability, and attitudes influence employee behavior TOPICS: Discuss how knowledge, skill, ability, and attitudes influence employee behavior OTHER: Bloom's: Remember 10. According to the Wagner and Hollenbeck motivational model, five employee work outcomes should be considered when determining influences on performance and motivation. a. True b. False ANSWER: False POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 11. Cohesiveness means that group members are willing to remain a part of the group. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: External Influences on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-04 - Recognize the impact that coworkers and organizations themselves have on employee behavior TOPICS: Recognize the impact that coworkers and organizations themselves have on employee behavior OTHER: Bloom's: Remember 12. In general, need theories of motivation focus on a deficiency that energizes one's behavior. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 13. Specific and difficult goals lead to higher performance than do vague and easy goals. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 14. Attitudes can easily be used to explain all behaviors. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Other Internal Factors That Influence Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-06 - Discuss how knowledge, skill, ability, and attitudes influence employee behavior TOPICS: Discuss how knowledge, skill, ability, and attitudes influence employee behavior OTHER: Bloom's: Remember 15. KSA stands for knowledge, skills and attitudes. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Other Internal Factors That Influence Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-06 - Discuss how knowledge, skill, ability, and attitudes influence employee behavior TOPICS: Discuss how knowledge, skill, ability, and attitudes influence employee behavior OTHER: Bloom's: Remember 16. Employee behavior is a result of the interaction of external and internal forces and has a direct relationship to personal and organizational outcomes. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Model of Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Define motivation and describe the main approaches to understanding motivation at work Bloom's: Remember

17. A major focus of most HRD interventions is to change employee behavior. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-01 - Identify the major external and internal factors that influence employee behavior TOPICS: Identify the major external and internal factors that influence employee behavior OTHER: Bloom's: Remember 18. Outcomes can be either personal to the employee or organizationally focused. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: External Influences on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-02 - Describe two primary types of outcomes that can result from employee behavior and tell how they may influence future behavior TOPICS: Describe two primary types of outcomes that can result from employee behavior and tell how they may influence future behavior OTHER: Bloom's: Remember 19. In equity theory, employees compare themselves to their goals. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: External Influences on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-04 - Recognize the impact that coworkers and organizations themselves have on employee behavior TOPICS: Recognize the impact that coworkers and organizations themselves have on employee behavior OTHER: Bloom's: Remember Copyright Cengage Learning. Powered by Cognero.

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20. The employee work outcomes in the Wagner-Hollenbeck model of motivation and performance are: employee desire to perform, effort employees put forth, performance, and employee motivation. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 21. External forces impacting employee behavior include all of the following EXCEPT: a. KSAs. b. technology developments. c. government laws. d. economic conditions.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-01 - Identify the major external and internal factors that influence employee behavior TOPICS: Identify the major external and internal factors that influence employee behavior OTHER: Bloom's: Remember 22. All of the following external forces within an organization influence employee behavior EXCEPT: a. supervisors. b. coworkers. c. KSAs. d. the organizational reward structure.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-04 - Recognize the impact that coworkers and organizations themselves have on employee behavior TOPICS: Recognize the impact that coworkers and organizations themselves have on employee behavior Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Bloom's: Remember

23. Which of the following is NOT true of downsizing? a. Negative external forces often lead organizations to downsize. b. There is no strong evidence concerning its long-term effectiveness. c. There is no significant, consistent evidence that employment downsizing led to improved financial performance. d. It is an involuntary action on the part of the organization.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-01 - Identify the major external and internal factors that influence employee behavior TOPICS: Identify the major external and internal factors that influence employee behavior OTHER: Bloom's: Remember 24. Personal outcomes of employee behavior would include which of the following? a. Downsizing b. Pay and recognition c. Teamwork d. Productivity ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-02 - Describe two primary types of outcomes that can result from employee behavior and tell how they may influence future behavior TOPICS: Describe two primary types of outcomes that can result from employee behavior and tell how they may influence future behavior OTHER: Bloom's: Remember 25. Organizational outcomes of employee behavior would include which of the following? a. Downsizing b. Pay c. Productivity d. Recognition ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-02 - Describe two primary types of outcomes that can result from employee behavior and tell how they may influence future behavior TOPICS: Describe two primary types of outcomes that can result from employee behavior and tell how they may influence future behavior OTHER: Bloom's: Remember 26. In expectancy theory, the value that an individual places upon a particular outcome is called: a. instrumentality. b. valence. c. expectancy. d. extrinsic motivation.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 27. According to social learning theory, self-efficacy is defined as people’s: a. judgments about their ability to successfully perform a particular task or activity. b. judgments about their overall worth or sense of value. c. beliefs that performing a particular task will lead to a given outcome. d. beliefs that the cause of their behavior is something external to themselves.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 28. Which motivation theory suggests that people compare the outcomes they received to the outcomes received by others? a. Equity theory b. Attribution theory c. Goal-setting theory d. Expectancy theory ANSWER: a Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN. 22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 29. Reinforcement theory deals mainly with which of the following? a. Trainability b. Rewards and punishment c. Intrinsic motivation d. The need for social belonging ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN. 22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 30. A person's general feeling of favorableness or unfavorableness toward some stimulus object is the definition of a(n): a. ability. b. outcome. c. motivation. d. attitude.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Other Internal Factors That Influence Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-06 - Discuss how knowledge, skill, ability, and attitudes influence employee behavior TOPICS: Discuss how knowledge, skill, ability, and attitudes influence employee behavior OTHER: Bloom's: Remember 31. The motivational theories by Maslow and Alderfer are examples of what type of motivational approach? a. Cognitive b. Meta-analytic c. Noncognitive Copyright Cengage Learning. Powered by Cognero.

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d. Need-based ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 32. The idea that a supervisor's (or trainer's) expectations for an employee (or trainee) can influence the employee's (or trainee's) behavior is referred to as the: a. Pygmalion effect. b. Vertical-dyad-linkage theory. c. Path-goal theory. d. Groupthink theory.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-03 - State how a supervisor’s leadership and expectations can affect employee behavior TOPICS: State how a supervisor’s leadership and expectations can affect employee behavior OTHER: Bloom's: Remember 33. Which of the following is NOT a factor in an organization that can influence an employee's behavior? a. Reward structure b. Culture c. Job design d. Outcomes ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-04 - Recognize the impact that coworkers and organizations themselves have on employee behavior TOPICS: Recognize the impact that coworkers and organizations themselves have on employee behavior OTHER: Bloom's: Remember Copyright Cengage Learning. Powered by Cognero.

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34. Which of the following is true of organizational citizenship behaviors? a. They are also called task performances. b. They are not considered in job-related behavior. c. They are not a required behavior by most organizations. d. They contribute to organizational effectiveness.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Model of Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-01 - Identify the major external and internal factors that influence employee behavior TOPICS: Identify the major external and internal factors that influence employee behavior OTHER: Bloom's: Remember 35. Which of the following can occur if employees see rewards as a means to control behavior? a. It may unintentionally reinforce undesirable behavior in employees. b. It reduces employee motivation and performance. c. It increases employee motivation and performance. d. It does not affect employee motivation and performance.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-01 - Identify the major external and internal factors that influence employee behavior TOPICS: Identify the major external and internal factors that influence employee behavior OTHER: Bloom's: Remember 36. Behavior modification principles suggest four choices for controlling an employee's behavior. These include all of the following EXCEPT: a. positive reinforcement. b. termination. c. extinction. d. negative reinforcement.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Define motivation and describe the main approaches to understanding motivation at work Bloom's: Remember

37. In terms of a salesperson's knowledge, abilities, and skills, which of the following tasks would be considered an ability? a. Technical troubleshooting b. Cold calling c. Developing relationships d. Audiovisual expertise ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Other Internal Factors That Influence Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-06 - Discuss how knowledge, skill, ability, and attitudes influence employee behavior TOPICS: Discuss how knowledge, skill, ability, and attitudes influence employee behavior OTHER: Bloom's: Understand 38. External forces within the work environment that impact employee behavior include which of the following? a. Organizational culture b. Performance expectations c. Job design d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-01 - Identify the major external and internal factors that influence employee behavior TOPICS: Identify the major external and internal factors that influence employee behavior OTHER: Bloom's: Remember 39. Which of the following is a negative outcome of bad employee behavior? a. Job satisfaction b. Job transfer c. Team building training d. Performance recognition ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-02 - Describe two primary types of outcomes that can result from employee behavior and tell how they may influence future behavior TOPICS: Describe two primary types of outcomes that can result from employee behavior and tell how they may influence future behavior OTHER: Bloom's: Understand 40. Causes of employee behavior at work can be explained by which of the following? a. External factors b. Internal factors c. One or two dominant factors d. A combination of many factors ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Model of Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-01 - Identify the major external and internal factors that influence employee behavior TOPICS: Identify the major external and internal factors that influence employee behavior OTHER: Bloom's: Remember 41. The concept of the self-fulfilling prophecy is also called: a. Pygmalion effect b. self-efficacy c. instrumentality d. valence ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-03 - State how a supervisor’s leadership and expectations can affect employee behavior TOPICS: State how a supervisor’s leadership and expectations can affect employee behavior OTHER: Bloom's: Remember 42. The self-fulfilling prophecy affects behavior by focusing on the expectations of which of the following? a. The organization b. The supervisor c. Work colleagues d. Peers ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN. 22.02-03 - State how a supervisor’s leadership and expectations can affect employee behavior TOPICS: State how a supervisor’s leadership and expectations can affect employee behavior OTHER: Bloom's: Remember 43. Which of the following is NOT true of an organization’s reward structure? a. The types of rewards may be material or social. b. If perceived too strongly as control mechanisms, rewards can serve to reduce employee motivation and performance. c. The criteria for rewards should be based on results or behavior and never on nonperformance issues such as seniority. d. Access to HRD programs may be used as a reward.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-04 - Recognize the impact that coworkers and organizations themselves have on employee behavior TOPICS: Recognize the impact that coworkers and organizations themselves have on employee behavior OTHER: Bloom's: Remember 44. According to the path-goal theory of leadership, motivation and job satisfaction will be high if: a. the leader identifies the goals and clarifies the paths employees can take to reach these goals. b. the leader identifies the goals and lets the employees seek their own path to reach these goals. c. the leader lets employees identify their own goals and then steps aside until goals are obtained. d. None of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-03 - State how a supervisor’s leadership and expectations can affect employee behavior TOPICS: State how a supervisor’s leadership and expectations can affect employee behavior OTHER: Bloom's: Remember 45. Organizational culture is: a. illegal to talk about in the workplace. b. not a factor in training and development.

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c. a set of values, beliefs, norms, and patterns of behavior that is shared by organization members. d. a factor only for management-level employees.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-04 - Recognize the impact that coworkers and organizations themselves have on employee behavior TOPICS: Recognize the impact that coworkers and organizations themselves have on employee behavior OTHER: Bloom's: Remember 46. Which of the following is true of job design? a. It is not important in affecting the way employees behave. b. It is a function of the tasks one performs and the scope of one's responsibilities. c. It is completed by HR designers only once each year. d. It is the way the employee performs the job.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-04 - Recognize the impact that coworkers and organizations themselves have on employee behavior TOPICS: Recognize the impact that coworkers and organizations themselves have on employee behavior OTHER: Bloom's: Remember 47. Groupthink allows people to: a. be grouped together at work by common IQ levels. b. have unanimity. c. spend more time thinking than doing. d. assess realistic multiple alternatives to make better decisions.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-04 - Recognize the impact that coworkers and organizations themselves have on employee behavior TOPICS: Recognize the impact that coworkers and organizations themselves have on employee behavior Copyright Cengage Learning. Powered by Cognero.

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48. Organizational rewards: a. include only things like pay and benefits. b. have no impact on employee behavior. c. include pay and intangible things like recognition. d. work most effectively when they are used as control mechanisms.

ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-04 - Recognize the impact that coworkers and organizations themselves have on employee behavior TOPICS: Recognize the impact that coworkers and organizations themselves have on employee behavior OTHER: Bloom's: Remember 49. A norm is best defined as: a. a part of company policy. b. an informal rule for appropriate behavior within a group. c. a written policy for behavior. d. something each employee makes up for themself.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-04 - Recognize the impact that coworkers and organizations themselves have on employee behavior TOPICS: Recognize the impact that coworkers and organizations themselves have on employee behavior OTHER: Bloom's: Remember 50. Social loafing: a. increases as group size increases. b. dhows that the performance of individuals within groups can differ from how they behave alone. c. is a tendency of group members to reduce their effort. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: External Influences on Employee Behavior QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-04 - Recognize the impact that coworkers and organizations themselves have on employee behavior TOPICS: Recognize the impact that coworkers and organizations themselves have on employee behavior OTHER: Bloom's: Remember 51. Maslow's need theory of motivation: a. contains internal and external factors. b. contains five categories of needs: physiological, safety and security, love, status and esteem, and selfactualization. c. focuses on existence, relatedness, and growth. d. None of these choices are correct.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 52. Which of the following is true of Alderfer's theory of motivation? a. Frustration can cause needs that have already been satisfied to reemerge and actively drive behavior. b. It suggests that needs are arranged in a hierarchy. c. It focuses on existence, relatedness, and growth. d. None of these choices are correct.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 53. Motivation focuses on all of the following processes affecting behavior EXCEPT: a. energizing. b. direction. c. cohesiveness. d. persistence.

ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 54. Which of the following is a true of KSAs? a. They are internal factors included in the model of employee behavior. b. They have a significant impact on employee performance. c. HRD programs focus on improving or renewing the KSAs of employees. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Other Internal Factors That Influence Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-06 - Discuss how knowledge, skill, ability, and attitudes influence employee behavior TOPICS: Discuss how knowledge, skill, ability, and attitudes influence employee behavior OTHER: Bloom's: Remember 55. According to social learning theory, a person's self-efficacy expectations will determine: a. whether or not they will do the task correctly. b. how much effort a person will spend on a task. c. the size of the reward they expect. d. whether or not they like doing the task.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 56. Which is the correct sequence of events in behavior modeling training? a. Watch a demonstration of how to perform a behavior to be learned, be told the components of the behavior, practice the behavior, receive feedback, receive social reinforcement. b. Be told the components of a behavior to be learned, watch a demonstration of how to perform the behavior, Copyright Cengage Learning. Powered by Cognero.

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practice the behavior, receive feedback, receive social reinforcement. c. Be told the components of a behavior to be learned, watch a demonstration of how to perform the behavior, receive feedback, practice the behavior, receive social reinforcement. d. Be told the components of a behavior to be learned, watch a demonstration of how to perform the behavior, receive social reinforcement, practice the behavior, receive feedback.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Motivation: A Fundamental Internal Influence on Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-05 - Define motivation and describe the main approaches to understanding motivation at work TOPICS: Define motivation and describe the main approaches to understanding motivation at work OTHER: Bloom's: Remember 57. The behavioral intentions model: a. explains why attitudes always predict actual behaviors. b. states that individuals are influenced through a combination of attitudes and perceived social pressure. c. is the best way to evaluate a training program. d. has no link to employees’ intentions to use what they learn during a training program.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Other Internal Factors That Influence Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-06 - Discuss how knowledge, skill, ability, and attitudes influence employee behavior TOPICS: Discuss how knowledge, skill, ability, and attitudes influence employee behavior OTHER: Bloom's: Remember 58. According to Fleishman, abilities: a. have nothing to do with heredity. b. reflect what you have been trained to do. c. are an understanding you have of a particular subject. d. are general capacities related to the performance of a set of tasks.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Other Internal Factors That Influence Employee Behavior QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-06 - Discuss how knowledge, skill, ability, and attitudes influence employee behavior TOPICS: Discuss how knowledge, skill, ability, and attitudes influence employee behavior Copyright Cengage Learning. Powered by Cognero.

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59. The major goals of HRD efforts include all EXCEPT: a. stay within budget. b. help employees attain their goals. c. improve organizational performance. d. change employee behavior.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.02-01 - Identify the major external and internal factors that influence employee behavior TOPICS: Identify the major external and internal factors that influence employee behavior OTHER: Bloom's: Remember

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Chapter 03: Learning and HRD 1. Trainability is influenced by all of the following factors: motivation, ability, and your level of education. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 2. Learning is defined as a relatively permanent change in behavior, cognition, or affect that occurs as a result of one’s interaction with the environment. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Learning and Instruction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-01 - Define learning and list at least three learning principles TOPICS: Define learning and list at least three learning principles OTHER: Bloom’s: Remember 3. Learning is defined as a short-term change in behavior, cognition, or affect that occurs as a result of one’s interaction with the environment. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Learning and Instruction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-01 - Define learning and list at least three learning principles TOPICS: Define learning and list at least three learning principles OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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4. Overlearning, or learning something beyond the point of mastery, is always a waste of time. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-04 - Identify and discuss the training design issues that can be used to maximize learning TOPICS: Identify and discuss the training design issues that can be used to maximize learning OTHER: Bloom’s: Remember 5. Component task achievement means that each task must be fully completed before the entire task is performed correctly. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Learning and Instruction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-04 - Identify and discuss the training design issues that can be used to maximize learning TOPICS: Identify and discuss the training design issues that can be used to maximize learning OTHER: Bloom’s: Remember 6. Experiencing negative events on the job prior to training can increase a person's motivation and performance in a training program. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-04 - Identify and discuss the training design issues that can be used to maximize learning TOPICS: Identify and discuss the training design issues that can be used to maximize learning OTHER: Bloom’s: Remember 7. Interference refers to things you learned before the training session, as well as information received after the training. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 8. An example of stimulus variability would be allowing the trainees to practice on different types of stoves they may be asked to cook on at work. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Understand 9. The three primary areas that are emphasized as ways to maximize learning are trainee characteristics, training design, and the transfer of training. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-02 - Describe the three broad categories of issues that should be considered to maximize learning TOPICS: Describe the three broad categories of issues that should be considered to maximize learning OTHER: Bloom's: Knowledge 10. Gerontology is the study of old age and aging. a. True b. False ANSWER: True Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy REFERENCES: Individual Differences in the Learning Process QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-07 - Discuss the value of adult learning theory to HRD interventions TOPICS: Discuss the value of adult learning theory to HRD interventions OTHER: Bloom’s: Remember 11. Declarative knowledge is knowing what to do but not how to do it. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Further Contributions from Instructional and Cognitive Psychology QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-07 - Discuss the value of adult learning theory to HRD interventions TOPICS: Discuss the value of adult learning theory to HRD interventions OTHER: Bloom’s: Remember 12. Expert performance is being very good at almost everything. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Further Contributions from Instructional and Cognitive Psychology QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-09 - Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD TOPICS: Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD OTHER: Bloom’s: Remember 13. Practice alone will make for a strong association. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Learning and Instruction QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.03-01 - Define learning and list at least three learning principles TOPICS: Define learning and list at least three learning principles OTHER: Bloom’s: Remember 14. An IRS representative uses a cognitive strategy when selecting the auditing approach to take for a particular tax audit. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Learning and Instruction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-08 - Describe the role that learning styles, perceptual preferences, and learning strategies play in learning TOPICS: Describe the role that learning styles, perceptual preferences, and learning strategies play in learning OTHER: Bloom’s: Understand 15. If a trainee views training as a remedial event they will learn less than if they view it as an opportunity to advance. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-04 - Identify and discuss the training design issues that can be used to maximize learning TOPICS: Identify and discuss the training design issues that can be used to maximize learning OTHER: Bloom’s: Remember 16. Learning style is defined as an individual's choices made during the learning process that affect how information is processed and selected. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Learning Styles and Strategies QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-08 - Describe the role that learning styles, perceptual preferences, and learning strategies play in learning TOPICS: Describe the role that learning styles, perceptual preferences, and learning strategies play in learning Copyright Cengage Learning. Powered by Cognero.

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Bloom’s: Remember

17. Individuals with low levels of cognitive playfulness are less affected by positive feedback than individuals with high levels of cognitive playfulness. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-03 - Identify and discuss several personal characteristics (such as ability and personality) that affect trainee learning TOPICS: Identify and discuss several personal characteristics (such as ability and personality) that affect trainee learning OTHER: Bloom’s: Remember 18. Feedback can be both informational and motivational. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 19. ACT* theory focuses on the changes that occur as a learner proceeds from declarative knowledge to procedural knowledge. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Further Contributions from Instructional and Cognitive Psychology QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-09 - Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD TOPICS: Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD Copyright Cengage Learning. Powered by Cognero.

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Bloom’s: Remember

20. Gagne's five categories of human performance are all similar to one another. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Further Contributions from Instructional and Cognitive Psychology QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-09 - Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD TOPICS: Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD OTHER: Bloom’s: Remember 21. Kolb's Learning Style Inventory assesses an individual's orientation toward the four modes of the learning process. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Learning Styles and Strategies QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-08 - Describe the role that learning styles, perceptual preferences, and learning strategies play in learning TOPICS: Describe the role that learning styles, perceptual preferences, and learning strategies play in learning OTHER: Bloom’s: Remember 22. When learning a new language, pairing a new word with a picture of an object is an example of: a. the law of effect. b. contiguity. c. reinforcement. d. practice.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Learning and Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-01 - Define learning and list at least three learning principles TOPICS: Define learning and list at least three learning principles OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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23. Trainability is thought to be influenced by all of the following factors EXCEPT: a. the ability of trainees. b. perceptions of the supportiveness of the work environment. c. the ability of the trainer to effectively communicate the content of training. d. the motivation level of trainees.

ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-02 - Describe the three broad categories of issues that should be considered to maximize learning TOPICS: Describe the three broad categories of issues that should be considered to maximize learning OTHER: Bloom’s: Remember 24. Gagne argued that training could be improved using three principles. They are: a. task association, component task achievement, task sequencing. b. task analysis, component task achievement, task spacing. c. task analysis, component task achievement, task sequencing. d. task analysis, component task analysis, task sequencing.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Learning and Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 25. A student who studied for this exam for two hours a day for four days would most clearly be using (or demonstrating): a. whole learning. b. spaced practice. c. overlearning. d. massed practice.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning Bloom’s: Apply

26. Describing the learning goal, analyzing the initial state of the learner, identifying the conditions that foster learning, and assessing and monitoring progress are part of what field of learning? a. Social psychology b. Educational psychology c. Organizational behavior d. Instructional psychology ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Learning and Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-01 - Define learning and list at least three learning principles TOPICS: Define learning and list at least three learning principles OTHER: Bloom’s: Remember 27. Which of the following describes the extent to which a trainee can attach a similar meaning to events that occur both in the training session as well as on the job? a. Environmental fidelity b. Psychological fidelity c. Physical fidelity d. Marital fidelity ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-04 - Identify and discuss the training design issues that can be used to maximize learning TOPICS: Identify and discuss the training design issues that can be used to maximize learning OTHER: Bloom’s: Remember 28. Suppose an attribute-treatment interaction was found between the type of computer training provided (lecture versus self-paced) and the learning styles of different trainees. In particular, trainees who were strong in Abstract Conceptualization (AC) did much better in the self-paced training than did trainees who scored lower on this attribute.

Based on this, if the trainer wants the most effective outcomes possible, which of the following statements is TRUE? a. All trainees should receive lecture-based training. b. All trainees should receive self-paced training. c. Trainees who score low on AC should not be placed in the self-paced training condition. d. Trainees who score low on AC should not be placed in the lecture-based training.

ANSWER: c POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

Moderate Individual Differences in the Learning Process Multiple Choice False HUMA.WERN.22.03-06 - Discuss how various individual differences affect the learning process ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Discuss how various individual differences affect the learning process OTHER: Bloom's: Apply 29. Active practice involves a. the trainee repeatedly performing the task to be learned. b. the trainee mentally rehearsing what is being learned. c. both physically performing and mentally rehearsing. d. None of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Describe the three broad categories of issues that should be considered to maximize learning OTHER: Bloom’s: Remember 30. Which of the following is true of mental practice? a. It involves the cognitive rehearsal of a task in the absence of overt physical movement. b. It is effective for both cognitive and physical tasks. c. It should be conducted outside of the training environment as one way to enhance performance. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 31. Research has shown that: a. only active practice can help learning.

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b. mental practice does not help learning. c. mental practice is more effective the shorter the time interval between rehearsal and performance. d. practice is not an effective training for learning.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 32. Conducting an eight-hour training program in one day is an example of: a. overlearning. b. active practice. c. massed practice. d. spaced practice.

ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Understand 33. Which of the following does research show to be the least effective strategy for learning and retention? a. Overlearning b. Active practice c. Massed practice d. Spaced practice ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how Copyright Cengage Learning. Powered by Cognero.

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these can be used to maximize learning Bloom’s: Remember

34. In choosing between whole versus part learning: a. whole learning is always better than part learning. b. part learning is always better than whole learning. c. the choice depends on the nature of the task to be learned. d. it simply does not matter which method you select.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 35. Which of the following is true of personality? a. It is something that changes constantly. b. It does not affect training and is of no interest to trainers in how to conduct training. c. It is a key part of motivation theory. d. It is a stable set of personal characteristics that account for consistent patterns of behavior.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-03 - Identify and discuss several personal characteristics (such as ability and personality) that affect trainee learning TOPICS: Identify and discuss several personal characteristics (such as ability and personality) that affect trainee learning OTHER: Bloom’s: Remember 36. Overlearning a. would be good for training emergency procedures (e.g., CPR). b. is a waste of the training budget. c. means that training stops once people have achieved basic mastery of the skill. d. means that the training is over the trainee’s head.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 37. When something that you learned prior to training inhibits your recall of the newly learned material, it is called: a. interference. b. meaningfulness. c. physical fidelity. d. zero transfer.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 38. The argument that teaching adults requires a different set of instructional techniques than those typically used to teach children is called: a. gerontology. b. andragogy. c. pedagogy. d. contiguity.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Individual Differences in the Learning Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-07 - Discuss the value of adult learning theory to HRD interventions TOPICS: Discuss the value of adult learning theory to HRD interventions OTHER: Bloom’s: Remember 39. A relatively permanent change in behavior, cognition, or affect that occurs as a result of one's interaction with the environment is referred to as: a. boundary spanning. b. learning. c. behavioral modeling. d. cognitive effect.

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ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Learning and Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-01 - Define learning and list at least three learning principles TOPICS: Define learning and list at least three learning principles OTHER: Bloom’s: Remember 40. A learning situation where tasks are arranged so that each task is learned in the appropriate order before the total task is attempted is called: a. task analysis. b. component task achievement. c. step learning. d. task sequencing.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Learning and Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-04 - Identify and discuss the training design issues that can be used to maximize learning TOPICS: Identify and discuss the training design issues that can be used to maximize learning OTHER: Bloom’s: Remember 41. The meaningfulness of material, the degree of original learning, and interference influence which of the following? a. Retention b. Initial learning c. Task performance d. Mastery ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 42. Which of the following has to do with the ability to directly apply on the job what has been learned in training with little adjustment or modification?

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a. Positive transfer b. Near transfer c. Far transfer d. Immediate transfer ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 43. Andragogy is based on all of the following assumptions about adults EXCEPT: a. adults are self-motivated. b. adults have acquired a large amount of experience that can be used a resource. c. adults look to apply learned tasks later in life. d. adults are motivated to learn.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Individual Differences in the Learning Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-07 - Discuss the value of adult learning theory to HRD interventions TOPICS: Discuss the value of adult learning theory to HRD interventions OTHER: Bloom’s: Remember 44. The theory of instruction that focuses on the kinds of things people learn and how they learn them, arguing that there is not one best way to learn everything, is known as: a. Myers-Briggs Theory. b. Maslow's Theory. c. Gagne-Briggs Theory. d. Senge's Social Leaning Theory.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Further Contributions from Instructional and Cognitive Psychology QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-09 - Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD TOPICS: Cite at least two of the perspectives from instructional and cognitive psychology that impact Copyright Cengage Learning. Powered by Cognero.

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HRD Bloom’s: Remember

45. Change as it applies to learning is defined as: a. acquiring something new. b. modifying something that already exists. c. long-lasting before it can be said that learning has really occurred. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Learning and Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-01 - Define learning and list at least three learning principles TOPICS: Define learning and list at least three learning principles OTHER: Bloom’s: Remember 46. The law of effect means that: a. many people are motivated by punishment. b. rewards can still be achieved by those with bad behavior. c. punishable behavior is usually repeated due to the enjoyment factor. d. we repeat actions that give us a pleasurable consequence.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Learning and Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-01 - Define learning and list at least three learning principles TOPICS: Define learning and list at least three learning principles OTHER: Bloom’s: Remember 47. Which of the following is true of the degree of original learning? a. It does not influence retention. b. Information that is initially learned is better retained. c. It does not reinforce the research on learning. d. It is easy to learn things that you have no experience with.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning Bloom’s: Remember

48. An experienced plumber is having trouble learning the installation of a new product that has been requested by many of his new clients. He can install the old model with ease, but it has been discontinued. This is an example of which of the following? a. Meaningfulness of training b. Degree of original material c. Interference d. Transfer or training ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom's: Apply 49. Which of the following is true about transfer of training? a. Zero transfer means nothing changed after training. b. Positive transfer means performance got worse after training. c. Negative transfer means performance got better after training. d. None of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 50. Before training Joe produced 20 widgets per day. Four months after training he is producing 30 widgets per day. This is an example of: a. zero transfer. b. positive transfer. c. negative transfer. d. None of these choices are correct.

ANSWER: b Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 51. Which is true about ―near transfer‖ and ―far transfer‖ of training? a. Near transfer is training that can be applied right away to the job. b. Far transfer is training that can be applied right away to the job. c. Near transfer is also called ―skill generalization.‖ d. Far transfer is also called ―skill reproduction.‖ ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 52. According to Lim and Johnson, the number one reason for failure of training to transfer to work was: a. a bad instructor in the training process. b. a poor-quality video was shown during a training lecture. c. lack of effective handouts to illustrate work processes. d. lack of opportunity to apply on the job.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 53. Training firefighters to do their job by showing them videos of a fire, rather than active training, would violate the principle of: Copyright Cengage Learning. Powered by Cognero.

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a. transfer of training. b. identical elements. c. contiguity. d. fidelity.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Understand 54. For individual trainees, a learning curve will be: a. the same—curving sharply upward at first and then slowing down. b. different for all trainees. c. the same—curving sharply downward at first and then speeding up. d. the same—curving sharply upward at first and then speeding up.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Individual Differences in the Learning Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-06 - Discuss how various individual differences affect the learning process TOPICS: Discuss how various individual differences affect the learning process OTHER: Bloom’s: Remember 55. Which of the following is true of ―non-traditional‖ learners? a. They need to be motivated to learn. b. They tend to focus on getting good grades. c. They do not question presented content. d. They tend to be practical and are interested in relevant content.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-07 - Discuss the value of adult learning theory to HRD interventions TOPICS: Discuss the value of adult learning theory to HRD interventions OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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56. Which of the following is true of ―traditional‖ learners? a. They are highly motivated to learn. b. They tend to focus on getting good grades. c. They question presented content. d. They tend to be practical and are interested in relevant content.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-07 - Discuss the value of adult learning theory to HRD interventions TOPICS: Discuss the value of adult learning theory to HRD interventions OTHER: Bloom’s: Remember 57. Which of the following is NOT a principle to follow when training older workers? a. Older workers can and do develop. b. Supervisors need to be aware of their own bias about not training older workers. c. The organization does not need to pay attention to the rewards structure for learning new skills. d. Training must be considered within a total career perspective.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-07 - Discuss the value of adult learning theory to HRD interventions TOPICS: Discuss the value of adult learning theory to HRD interventions OTHER: Bloom’s: Remember 58. Which of the following is true of learning styles? a. They tend to be the same for all people at the same age level. b. They explain why some individuals are more comfortable and successful with some training approaches. c. They are the same as a mode of learning. d. They are unimportant to consider when training adults.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Learning Styles and Strategies QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-08 - Describe the role that learning styles, perceptual preferences, and learning strategies play in learning TOPICS: Describe the role that learning styles, perceptual preferences, and learning strategies play in learning Copyright Cengage Learning. Powered by Cognero.

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59. Which of the following is correct? a. Concrete experiences focus on thinking. b. Abstract conceptualization focuses on feeling. c. Reflective observation focuses on watching. d. Active experimentation focuses on feeling and watching.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Learning Styles and Strategies QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-08 - Describe the role that learning styles, perceptual preferences, and learning strategies play in learning TOPICS: Describe the role that learning styles, perceptual preferences, and learning strategies play in learning OTHER: Bloom’s: Remember 60. The VARK stands for: a. Video–Aural–Read/write–Kinesthetic. b. Visual–Aural–Read/write–Kinesthetic. c. Visual–Aural–Read/write–Know and tell. d. Visual–Aural–Reflect–Kinesthetic.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Learning Styles and Strategies QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-08 - Describe the role that learning styles, perceptual preferences, and learning strategies play in learning TOPICS: Describe the role that learning styles, perceptual preferences, and learning strategies play in learning OTHER: Bloom’s: Remember 61. Gestalt psychologists believe that learning occurs by: a. insight or epiphany. b. trial and error. c. association of facts and ideas. d. practice.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Learning and Instruction QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-01 - Define learning and list at least three learning principles TOPICS: Define learning and list at least three learning principles OTHER: Bloom’s: Remember 62. Which of the following is NOT one of Gagne's categories of human performance? a. Attitudes b. Motor skills c. Technical skills d. Verbal information ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Further Contributions from Instructional and Cognitive Psychology QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-09 - Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD TOPICS: Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD OTHER: Bloom’s: Remember 63. Trainability testing is used to determine if the trainees have which of the following? a. Basic principles and language skills b. Intelligence and language skills c. Motivation and skill knowledge d. Motivation and ability ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-04 - Identify and discuss the training design issues that can be used to maximize learning TOPICS: Identify and discuss the training design issues that can be used to maximize learning OTHER: Bloom’s: Remember 64. According to Kluger and DeNisi, which of the following is NOT a level of control that individuals go through when learning and performing tasks? a. Self-regulatory action b. Self-analysis c. Task learning d. Task motivation ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-04 - Identify and discuss the training design issues that can be used to maximize learning TOPICS: Identify and discuss the training design issues that can be used to maximize learning OTHER: Bloom’s: Remember 65. Supervisory support for training includes all of the following EXCEPT: a. goal setting. b. encouragement to attend training. c. team building. d. reinforcement for attending training.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 66. A continuous-learning work environment means that: a. supervisors require training each week for all members of their work team. b. training goes on every day. c. members share perceptions that learning is an important part of everyday work life. d. training is rewarded by paying bonuses each week.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 67. Actions that increase the likelihood that training will transfer back to the job include all of the following EXCEPT: a. provide support in the work environment. b. develop and state only general learning objectives.

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c. provide opportunity to perform what is learned on the job. d. use a variety of examples including both positive and negative examples.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maximizing Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-05 - Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning TOPICS: Identify and discuss the factors that affect the retention and transfer of training, and how these can be used to maximize learning OTHER: Bloom’s: Remember 68. Learning strategies can be grouped into all EXCEPT which of the following categories? a. Rehearsal strategies b. Organizational strategies c. Teamwork strategies d. Comprehension monitoring strategies ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Learning Styles and Strategies QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-08 - Describe the role that learning styles, perceptual preferences, and learning strategies play in learning TOPICS: Describe the role that learning styles, perceptual preferences, and learning strategies play in learning OTHER: Bloom’s: Remember 69. James and Galbraith's seven primary perceptual preferences include all of the following EXCEPT: a. kinesthetic/psychomotor. b. tactile/manipulative. c. aural, visual, and olfactory. d. thinking and sensing.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Learning Styles and Strategies QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-08 - Describe the role that learning styles, perceptual preferences, and learning strategies play in learning TOPICS: Describe the role that learning styles, perceptual preferences, and learning strategies play in learning Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Bloom’s: Remember

70. According to the ACT* theory, knowing what to do is described as which of the following? a. Process knowledge b. Acquired knowledge c. Declarative knowledge d. Procedural knowledge ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Further Contributions from Instructional and Cognitive Psychology QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-09 - Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD TOPICS: Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD OTHER: Bloom’s: Remember 71. Research suggests that experts develop what through experience? a. A reputation as an expert b. Self-efficacy c. More knowledge d. Self-regulation and control strategies ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Further Contributions from Instructional and Cognitive Psychology QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-09 - Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD TOPICS: Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD OTHER: Bloom’s: Remember 72. Exceptional performance is acquired through which of the following? a. Deliberate practice b. Trial and error c. Age and seniority d. Formal education ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Further Contributions from Instructional and Cognitive Psychology QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.03-09 - Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD TOPICS: Cite at least two of the perspectives from instructional and cognitive psychology that impact HRD OTHER: Bloom’s: Remember

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Chapter 04: Assessing Workplace Learning Needs 1. A needs assessment should be the starting point for all HRD programs and is critical to program success. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 2. A job description is a narrative statement of the major activities involved in performing a job and conditions under which these duties are performed. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Task Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember 3. A job analysis is the systematic study of the environment the job is performed within. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Task Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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4. In general, it is preferable to use more than one method of task identification when studying a job. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Task Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember 5. Immediate supervisors should not be involved in a person analysis. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Person Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-05 - Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning programs TOPICS: Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning programs OTHER: Bloom’s: Remember 6. A diagnostic person analysis involves determining the overall success of individual employee performance. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Person Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-05 - Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning programs TOPICS: Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning programs OTHER: Bloom’s: Remember 7. The ultimate goal of HRD is to improve an organization's effectiveness. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 8. The ISD approach stands for Institutional Systems Design. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 9. The gap determined by a needs assessment identifies the difference between employee skills and skills required for effective current job performance. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 10. The three levels of needs analysis are: strategic/organizational, task, and team. a. True b. False ANSWER: False POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 11. A task analysis asks the question: What must be done to perform the job effectively? a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-02 - State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address TOPICS: State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address OTHER: Bloom’s: Remember 12. The organizational climate has little to do with the success of an HRD program. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Strategic/Organizational Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-02 - State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address OTHER: Bloom’s: Remember 13. "Found data" is data that comes from new surveys conducted by the HRD department. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Strategic/Organizational Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-02 - State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address TOPICS: State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address OTHER: Bloom’s: Remember 14. The stimulus-response-feedback method of task identification breaks each task into four components. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Task Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember 15. An ability is a general or enduring trait that a person possesses. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Task Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember 16. Performance appraisal information can always be considered to be accurate. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Person Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-05 - Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

programs Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning programs Bloom’s: Remember

17. When using multiple rater sources, it is important that all raters agree on their rating. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Person Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-06 - Discuss the pros and cons of using multiple sources to collect data for person analysis TOPICS: Discuss the pros and cons of using multiple sources to collect data for person analysis OTHER: Bloom’s: Remember 18. The main advantage of 360-degree feedback is that employees are observed from people with different perspectives on the employee's performance. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Person Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-06 - Discuss the pros and cons of using multiple sources to collect data for person analysis TOPICS: Discuss the pros and cons of using multiple sources to collect data for person analysis OTHER: Bloom’s: Remember 19. A needs assessment is often not conducted for which of the following reasons? a. It can be difficult and time consuming to do. b. Line managers prefer action to research. c. There is lack of support from management for this step. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

assessment Discuss the purpose and advantages of conducting a needs assessment Bloom’s: Remember

20. Compliance needs are those: a. mandated by law. b. focused on what prevents performance. c. that identify new ways to perform tasks. d. None of the above are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 21. In needs assessment, a focus on environmental constraints would occur as part of which analysis? a. Person b. Strategic/organizational c. Task d. Ergonomic ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Strategic/Organizational Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-02 - State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address OTHER: Bloom’s: Remember 22. The knowledge, skills, abilities, and other requirements (KSAOs) needed to perform a task or job are spelled out in the: a. job specification. b. job design. c. skills inventory. d. organizational climate index.

ANSWER: a Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Task Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember 23. Which of the following could be used to conduct an organizational needs analysis? a. Exit interviews b. Customer complaints c. Data such as turnover and absenteeism d. All of these choices ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Strategic/Organizational Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-02 - State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address TOPICS: State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address OTHER: Bloom’s: Remember 24. Which of the following is NOT a source of data for a task needs analysis? a. Job descriptions b. Job specifications c. Corporate mission statement d. Observing people actually performing the job ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Task Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember 25. When an effort is made to discover the reasons for an employee's work performance, this is referred to as: a. psychoanalysis. b. card sort analysis. c. summary person analysis. d. diagnostic person analysis.

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ANSWER: POINTS: DIFFICULTY: REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

d 1 Moderate Person Analysis Multiple Choice False HUMA.WERN.22.04-05 - Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning programs ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning programs OTHER: Bloom’s: Remember 26. Which of the following is NOT a method of task identification? a. Simultaneous repository file b. Time sampling c. Critical incident technique d. Job inventory ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Task Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember 27. The instrument developed by the Center for Creative Leadership to identify the developmental needs of managers is called: a. strategic analysis. b. benchmarks. c. ballparks. d. Human Resource Information System.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Person Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-05 - Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning programs TOPICS: Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning programs Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Bloom’s: Remember

28. A major advantage of using a questionnaire to gather data about training needs is that: a. it allows for input from many people. b. it is always unbiased. c. it is completed by the supervisor. d. it involves a two-way dialog.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Task Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember 29. Which method of task identification asks people familiar with the job to record behaviors that are particularly effective or ineffective for performing that job? a. Job inventory questionnaire b. Time sampling c. Critical incident technique d. Card sort ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Task Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember 30. In "The Attack on ISD," which charge or complaint was raised by critics of the instructional systems design model used in the chapter? a. It focuses too heavily on the end results of training. b. It focuses too heavily on attitudes and emotions. c. It is too slow and clumsy to meet today's training/HRD needs. d. It works best with jobs that are rapidly changing and at high organizational levels.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: The HRD Process Model Debate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-07 - Explain the importance of prioritizing workplace learning needs Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Explain the importance of prioritizing workplace learning needs Bloom’s: Remember

31. Which of the following is a cause of the lack of support for needs assessments? a. A lack of bottom-line justification b. The HRD professional’s inability to sell needs assessment to management c. The lack of documentation, benefits, and analogies from respected fields d. All of these choices ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 32. The type of HRD need that identifies new or better ways to perform tasks is known as a(n): a. democratic need. b. diagnostic need. c. analytic need. d. compliance need.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 33. Which of the following data sources provides an estimate of the magnitude of the specific needs for HRD/training by looking at the number of employees in each skill group, evaluating knowledge and skill levels, as well as training time per job? a. Organizational goals and objectives b. Skills inventory c. Exit interviews d. Performance appraisals ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Strategic/Organizational Analysis Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-02 - State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address TOPICS: State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address OTHER: Bloom’s: Remember 34. The systematic collection of data about a specific job or group of jobs used to determine what an employee should be taught in order to achieve optimal performance is called: a. position summary analysis. b. diagnostic analysis. c. task analysis. d. job review.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Task Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember 35. The process of identifying personal development needs that involves the feedback of peers, subordinates, superiors, customers, suppliers, and self-ratings is known as: a. a 360-degree performance appraisal. b. appraisal progressive action feedback. c. peer review. d. None of these choices are correct.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Person Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-05 - Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning programs TOPICS: Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning programs OTHER: Bloom’s: Remember 36. A needs assessment can identify: a. gaps between employees’ skills and the skills required for effective current job performance. b. gaps between current skills and the skills needed to perform the job successfully in the future. c. an organization’s goals and its effectiveness in reaching those goals.

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d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction Comprehension QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-02 - State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address TOPICS: State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address OTHER: Bloom's: Analysis 37. A person analysis is best defined as: a. a systematic collection of data about every job in the company. b. a systematic collection of data about specific jobs or groups of jobs. c. an assessment of who needs to be trained and what kind of training they need. d. a systematic collection of information on how people think their jobs should be performed.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-05 - Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning programs TOPICS: Explain the importance of identifying individual performance deficiencies and developmental needs in planning and developing workplace learning programs OTHER: Bloom’s: Remember 38. Having a trained observer watch an employee perform a task and note the nature and frequency of activities is an example of which method of task identification? a. Critical incident b. Time sampling c. Job inventory questionnaire d. Stimulus-response-feedback ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Task Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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39. Which task identification method results in a list of the cues, behaviors, and feedback that make up each task involved in a job? a. Critical incident b. Time sampling c. Job inventory questionnaire d. Stimulus-response-feedback ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Task Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember 40. Supervisors and job incumbents evaluate a task list in terms of its importance and time spent performing it in which method of task identification? a. Critical incident b. Time sampling c. Job inventory questionnaire d. Stimulus-response-feedback ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Task Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember 41. Which of the following is true about using peer, subordinate, and customer input in a 360-degree performance appraisal? a. It allows observations of employees from different perspectives, providing information that other sources cannot. b. It can make participants feel that their input matters. c. It may create a more supportive work environment. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Person Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-06 - Discuss the pros and cons of using multiple sources to collect Copyright Cengage Learning. Powered by Cognero.

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data for person analysis ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Discuss the pros and cons of using multiple sources to collect data for person analysis OTHER: Bloom’s: Remember 42. All of the following are ways HRD seeks to improve organizational effectiveness EXCEPT: a. preventing anticipated problems. b. including as participants those individuals and units that can benefit the most. c. hiring better people. d. solving current problems.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 43. A needs assessment allows HRD to learn which of the following? a. Where and what kinds of programs or interventions are needed b. Who needs to be included in programs or interventions c. Whether there are currently any roadblocks to the effectiveness of programs or interventions d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 44. Which of the following is correct? a. Compliance needs emphasize existing problems. b. Diagnostic needs focus on better ways to do a job. c. Analytic needs focus on preventing problems. d. None of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 45. A trap to avoid when doing needs assessments is: a. focusing on organizational performance. b. using both hard and soft data. c. doing multiple methods in addition to questionnaires. d. using hard data only.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 46. When assessing needs using organizational goals: a. focus on individual performance first. b. examine areas where goals are not being met. c. look only at goals that are met. d. goals should be considered if they are consistently met.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Strategic/Organizational Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 47. Communicating to operating managers and employees the link between the organization’s strategic plan and HRD activities: a. may increase support for HRD programs. b. will lower motivation of trainees. c. should not be done by HRD due to staff-versus-line-authority issues. d. does not matter to the success of the plan.

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ANSWER: POINTS: DIFFICULTY: REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

a 1 Moderate Strategic/Organizational Analysis Multiple Choice False HUMA.WERN.22.04-02 - State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: State the purpose of conducting a strategic/organizational analysis, and describe four issues it is intended to address OTHER: Bloom’s: Remember 48. Work planning and review systems are useful tools for assessing needs because: a. they provide performance review data. b. they provide baseline performance measurements. c. they provide long-term business objectives. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Strategic/Organizational Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 49. Which of the following is NOT a component in the stimulus-response-feedback method of task identification? a. The ego identifier b. The response or behavior c. The stimulus or cue d. Feedback ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Task Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-03 - Discuss five steps that can be used to conduct a task analysis TOPICS: Discuss five steps that can be used to conduct a task analysis OTHER: Bloom’s: Remember 50. What is the goal of identifying diagnostic needs?

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a. To emphasize existing problems b. To determine how effective performance is obtained c. To determine new or better way to perform tasks d. To determine how interventions should be conducted ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-01 - Discuss the purpose and advantages of conducting a needs assessment TOPICS: Discuss the purpose and advantages of conducting a needs assessment OTHER: Bloom’s: Remember 51. Self-ratings of training needs: a. may be useful when combined with other sources. b. might be useful but no information is available on their value. c. are never useful. d. are proven to be totally accurate.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Person Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-06 - Discuss the pros and cons of using multiple sources to collect data for person analysis TOPICS: Discuss the pros and cons of using multiple sources to collect data for person analysis OTHER: Bloom’s: Remember 52. The HRD Advisory Committee: a. should only contain members from the HR department. b. should contain members from a cross section of the organization. c. meets only occasionally. d. should never be used in analyzing training needs.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Prioritizing HRD Needs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.04-07 - Explain the importance of prioritizing workplace learning needs TOPICS: Explain the importance of prioritizing workplace learning needs OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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Chapter 05: Designing Workplace Learning Interventions 1. When designing an HRD program, it is usually more effective to use objectives developed by an outside vendor rather than developing your own objectives. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-01 - Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) OTHER: Bloom's: Remember 2. A needs assessment is usually very useful in defining a learning intervention’s objectives. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Defining the Objectives of the Learning Intervention QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-01 - Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) TOPICS: Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) OTHER: Bloom's: Remember 3. Training manuals that include elements of the design and implementation process are not a replacement for train-thetrainer programs. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Selecting the Trainer QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.05-02 - Identify several sources outside one’s own organization where workplace learning programs could be obtained TOPICS: Identify several sources outside one’s own organization where workplace learning programs could be obtained OTHER: Bloom's: Remember 4. A lesson plan is a trainer’s guide for the actual delivery of training content. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Selecting the Trainer QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-04 - List the activities involved in employer-designed workplace learning programs TOPICS: List the activities involved in employer-designed workplace learning programs OTHER: Bloom's: Remember 5. Subject matter expertise guarantees that an individual will be an effective trainer. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Selecting the Trainer QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-03 - Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source TOPICS: Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source OTHER: Bloom's: Remember 6. As of 2019, the most commonly used method of training was still the instructor-led classroom program. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Selecting Training Methods and Media QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-03 - Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source TOPICS: Compare the relative merits of developing a workplace learning program in-house versus Copyright Cengage Learning. Powered by Cognero.

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purchasing it from an outside source Bloom's: Remember

7. Executive development programs are the most frequent type of training offered by organizations. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Selecting Training Methods and Media QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-05 - Compare various types of learning materials and describe how they are prepared TOPICS: Compare various types of learning materials and describe how they are prepared OTHER: Bloom's: Remember 8. When possible, it is best to schedule training sessions on Mondays. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Scheduling a Workplace Learning Program QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-06 - Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them TOPICS: Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them OTHER: Bloom's: Remember 9. It is recommended that you do not waste time setting program objectives before deciding whether to design or purchase a workplace learning program, which may already have stated objectives. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: The ―Make-versus-Buy‖ Decision: Creating or Purchasing Workplace Learning Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-03 - Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source TOPICS: Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source OTHER: Bloom's: Understand Copyright Cengage Learning. Powered by Cognero.

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10. Training/learning objectives describe the intent and desired result of the workplace learning intervention. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Defining the Objectives of the Learning Intervention QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-01 - Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) TOPICS: Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) OTHER: Bloom's: Remember 11. According to Mager, the objective ―Discuss and illustrate principles and techniques of computer programming‖ is not a good objective. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Defining the Objectives of the Learning Intervention QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-01 - Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) TOPICS: Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) OTHER: Bloom's: Understand 12. It is easy to write specific behavioral objectives for programs dealing with attitudes and emotions. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Defining the Objectives of the Learning Intervention QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-01 - Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) TOPICS: Write training/learning objectives for a specific workplace learning intervention that contain Copyright Cengage Learning. Powered by Cognero.

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all three qualities for useful objectives (described by Robert Mager) Bloom's: Understand

13. Training competency involves the Remember and skills needed to design and implement training programs. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Selecting the Trainer QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-04 - List the activities involved in employer-designed workplace learning programs TOPICS: List the activities involved in employer-designed workplace learning programs OTHER: Bloom's: Remember 14. Subject matter expertise refers to mastery of the subject and of training. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Selecting the Trainer QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-04 - List the activities involved in employer-designed workplace learning programs TOPICS: List the activities involved in employer-designed workplace learning programs OTHER: Bloom's: Remember 15. Trainers who lack subject matter expertise may rely too heavily on books and other training materials. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Selecting the Trainer QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-04 - List the activities involved in employer-designed workplace learning programs TOPICS: List the activities involved in employer-designed workplace learning programs OTHER: Bloom's: Remember 16. Alexander Consulting Group found that its self-directed Instructor Guide was valued by only a small percentage of SMEs; most preferred a formal train-the-trainer program.

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a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Selecting the Trainer QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-04 - List the activities involved in employer-designed workplace learning programs TOPICS: List the activities involved in employer-designed workplace learning programs OTHER: Bloom's: Remember 17. A program announcement should include the purpose of the program. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Preparing Learning Materials QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-05 - Compare various types of learning materials and describe how they are prepared TOPICS: Compare various types of learning materials and describe how they are prepared OTHER: Bloom's: Remember 18. Trainers should be very careful when copying material from others so that they do not violate copyright laws. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Preparing Learning Materials QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-05 - Compare various types of learning materials and describe how they are prepared TOPICS: Compare various types of learning materials and describe how they are prepared OTHER: Bloom's: Remember 19. Scheduling an HRD program when employees are busy with their jobs is the best time to do it since they are focused on work. a. True b. False ANSWER: False Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy REFERENCES: Scheduling a Workplace Learning Program QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-06 - Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them TOPICS: Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them OTHER: Bloom's: Remember 20. Having employees attend training after their normal workday is a good idea since it does not interfere with their actual workload. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Scheduling a Workplace Learning Program QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-06 - Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them TOPICS: Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them OTHER: Bloom's: Remember 21. Online or technology-based training has the advantage of placing less control over the learning pace and process in the hands of the trainee. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Scheduling a Workplace Learning Program QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-06 - Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them TOPICS: Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them OTHER: Bloom's: Remember 22. In online programs, a variety of activities should not be used because they tend to confuse the students and distract from the core issues surrounding the training. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Scheduling a Workplace Learning Program QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-06 - Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them TOPICS: Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them OTHER: Bloom's: Remember 23. It is expected that e-learning use will increase in coming years. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Scheduling a Workplace Learning Program QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-05 - Compare various types of learning materials and describe how they are prepared TOPICS: Compare various types of learning materials and describe how they are prepared OTHER: Bloom's: Remember 24. Which of the following is NOT a key activity in designing a workplace learning program? a. Setting objectives b. Developing a lesson plan c. Selecting the trainer d. Determining a budget ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-04 - List the activities involved in employer-designed workplace learning programs TOPICS: List the activities involved in employer-designed workplace learning programs OTHER: Bloom's: Remember 25. In a training program objective, a description of how well a learner must perform in order for the performance to be considered acceptable is called the: a. conditions. b. performance.

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c. criteria. d. deficiency.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Defining the Objectives of the Learning Intervention QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-01 - Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) TOPICS: Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) OTHER: Bloom's: Remember 26. Which of the following have seen growth in its use as a training method in recent years? a. Videotapes b. Instructor-led classroom programs c. Case studies d. Web-based self-study programs and virtual (online) classrooms ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Selecting Training Methods and Media QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-05 - Compare various types of learning materials and describe how they are prepared TOPICS: Compare various types of learning materials and describe how they are prepared OTHER: Bloom's: Remember 27. All of the following are advantages of using outside trainers (e.g., consultants) EXCEPT: a. they have the specialized expertise needed. b. they can prepare the program in a more timely fashion, c. they are committed to the company and its problems in the long run. d. they can help if you have no dedicated HRD department.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: The ―Make-versus-Buy‖ Decision: Creating or Purchasing Workplace Learning Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-03 - Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source TOPICS: Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source Copyright Cengage Learning. Powered by Cognero.

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Bloom's: Remember

28. All of the following are factors to consider before purchasing a workplace learning program EXCEPT: a. registration issues. b. expertise. c. subject matter. d. cost.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: The ―Make-versus-Buy‖ Decision: Creating or Purchasing Workplace Learning Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-03 - Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source TOPICS: Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source OTHER: Bloom's: Remember 29. Which of the following is NOT a quality of a useful training objective? a. It describes what you intend trainees to achieve. b. It describes the conditions under which they will perform. c. It describes the required backgrounds of trainees. d. It identifies the criteria for acceptable performance.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Defining the Objectives of the Learning Intervention QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-01 - Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) TOPICS: Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) OTHER: Bloom's: Remember 30. Content to be covered, activity sequence, training media, exercises, and the timing of each activity are considered parts of a: a. training outline. b. training schedule. c. evaluation plan. d. lesson plan.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Selecting the Trainer Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-04 - List the activities involved in employer-designed workplace learning programs TOPICS: List the activities involved in employer-designed workplace learning programs OTHER: Bloom's: Remember 31. A lesson plan is: a. a waste of time and paper. b. a way to translate program objectives into an executable training session. c. needed only by new trainers. d. used only for online courses.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Selecting the Trainer QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-04 - List the activities involved in employer-designed workplace learning programs TOPICS: List the activities involved in employer-designed workplace learning programs OTHER: Bloom's: Remember 32. Preparing a lesson plan requires the trainer to do which of the following? a. Determine the sequence of activities. b. Determine what material is to be covered. c. Determine how much time to spend on each area. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Selecting the Trainer QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-04 - List the activities involved in employer-designed workplace learning programs TOPICS: List the activities involved in employer-designed workplace learning programs OTHER: Bloom's: Remember 33. Which of the following is NOT a major factor to consider when purchasing a workplace learning program? a. How big the budget is b. How fast you need the program c. The current stock price of the organization d. The number of trainees ANSWER: c POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: The ―Make-versus-Buy‖ Decision: Creating or Purchasing Workplace Learning Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-03 - Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source TOPICS: Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source OTHER: Bloom's: Remember 34. When choosing which training method is most effective, a trainer should consider all of the following EXCEPT: a. program objectives. b. characteristics and preferences of the trainer. c. time and money available. d. characteristics and preferences of the trainees.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Selecting Learning Methods and Media QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-05 - Compare various types of learning materials and describe how they are prepared TOPICS: Compare various types of learning materials and describe how they are prepared OTHER: Bloom's: Remember 35. Which of the following are options when considering the development and delivery of a learning program? a. Design the program internally. b. Purchase the program from an outside vendor. c. Use a combination of internal design and outside vendors. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: The ―Make-versus-Buy‖ Decision: Creating or Purchasing Workplace Learning Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-02 - Identify several sources outside one’s own organization where workplace learning programs could be obtained TOPICS: Identify several sources outside one’s own organization where workplace learning programs could be obtained OTHER: Bloom's: Remember 36. Which of the following factors can influence an organization’s decision in choosing an outside vendor? a. Personal contacts or past experience b. Geographic proximity to a vendor Copyright Cengage Learning. Powered by Cognero.

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c. Government incentives for the use of training programs d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: The ―Make-versus-Buy‖ Decision: Creating or Purchasing Workplace Learning Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-03 - Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source TOPICS: Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source OTHER: Bloom's: Remember 37. Along with working with an outside vendor, less-qualified trainers can do which of the following to help deliver effective learning programs? a. Form an instructional team with in-house SMEs. b. Only deliver instruction on selected concepts. c. Rely heavily on textbooks or other training materials to relay important concepts. d. Use instructor-led techniques only to keep the information simple and concise.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Selecting the Trainer QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-04 - List the activities involved in employer-designed workplace learning programs TOPICS: List the activities involved in employer-designed workplace learning programs OTHER: Bloom's: Remember 38. Which of the following factors to consider before purchasing a learning program deals with assessing the capacity to design, conduct, and/or implement skills training? a. Expertise b. Size of HRD c. Number of trainees d. Timeliness ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: The ―Make-versus-Buy‖ Decision: Creating or Purchasing Workplace Learning Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-03 - Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source TOPICS: Compare the relative merits of developing a workplace learning program in-house versus Copyright Cengage Learning. Powered by Cognero.

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purchasing it from an outside source Bloom's: Remember

39. According to Mager, what is the major goal of objectives? a. To provide details of where the program is going and when the final target has been achieved b. To create a broad overview of the program c. To allow room for different levels of achievement d. To describe the results of the program ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Defining the Objectives of the Learning Intervention QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-01 - Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) TOPICS: Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) OTHER: Bloom's: Remember 40. Broad and unobservable objectives: a. never happen in a good HRD program. b. can be measured using unobservable behaviors. c. are acceptable if that is all that is achievable. d. can cause frustration and conflict through different interpretations.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Defining the Objectives of the Learning Intervention QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-01 - Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) TOPICS: Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) OTHER: Bloom's: Remember 41. According to Mager, which of the following would be a good objective? a. Discuss principles and techniques of computer programming. b. Write a program to calculate arithmetic means using COBOL. c. Illustrate principles and techniques of computer programming. d. Understand how a computer works.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Defining the Objectives of the Learning Intervention QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-01 - Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) TOPICS: Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) OTHER: Bloom's: Apply 42. Langdon has proposed moving beyond objectives to what he calls: a. ellipses. b. proformas. c. performance goals. d. outcomes.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Defining the Objectives of the Learning Intervention QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-01 - Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) TOPICS: Write training/learning objectives for a specific workplace learning intervention that contain all three qualities for useful objectives (described by Robert Mager) OTHER: Bloom's: Remember 43. Outside vendors can provide which of the following services? a. Assisting with the needs assessment b. Presenting an off-the-shelf program they have available c. Conducting a train-the-trainer program. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: The ―Make-versus-Buy‖ Decision: Creating or Purchasing Workplace Learning Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-03 - Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source TOPICS: Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source OTHER: Bloom's: Remember 44. A firm would be LEAST likely hire an outside vendor to conduct a workplace learning program for which of the following reasons?

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a. The firm does not have the time to develop an in-house program. b. The firm does not have the budget to develop an in-house program. c. The firm does not have the expertise to design an in-house program. d. The firm does not have an HRD department.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: The ―Make-versus-Buy‖ Decision: Creating or Purchasing Workplace Learning Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-03 - Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source TOPICS: Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source OTHER: Bloom's: Remember 45. The most frequent topics covered by vendors are: a. management development, technical training, and computer training. b. supervisor training and skills training. c. orientation programs and computer training. d. performance appraisal and skills training.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: The ―Make-versus-Buy‖ Decision: Creating or Purchasing Workplace Learning Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-03 - Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source TOPICS: Compare the relative merits of developing a workplace learning program in-house versus purchasing it from an outside source OTHER: Bloom's: Remember 46. As one of the factors in choosing among an array of training methods, ―trainee characteristics and preferences‖ focuses on: a. trainee literacy. b. diversity of the target population. c. trainee learning style. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Selecting Training Methods and Media QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-05 - Compare various types of learning materials and describe how Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

they are prepared Compare various types of learning materials and describe how they are prepared Bloom's: Remember

47. Which of the following is NOT a part of the program outline? a. Course objectives b. Tools needed for the program c. A tentative schedule of events d. A list of participants ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Preparing Training Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-05 - Compare various types of learning materials and describe how they are prepared TOPICS: Compare various types of learning materials and describe how they are prepared OTHER: Bloom's: Remember 48. What is true about training manuals? a. They provide a hands-on approach to the subject. b. They provide a broad overview of the subject. c. They are difficult for the organization to reproduce. d. They are never used in real training programs.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Preparing Training Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-05 - Compare various types of learning materials and describe how they are prepared TOPICS: Compare various types of learning materials and describe how they are prepared OTHER: Bloom's: Remember 49. Which of the following is an outside source of information and training programs? a. Educational institutions and professional societies b. Governmental agencies and nonprofit community-based organizations c. Trade unions and consulting firms d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: The ―Make-versus-Buy‖ Decision: Creating or Purchasing Workplace Learning Programs QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-02 - Identify several sources outside one’s own organization where workplace learning programs could be obtained TOPICS: Identify several sources outside one’s own organization where workplace learning programs could be obtained OTHER: Bloom's: Remember 50. When scheduling a workplace learning program during work hours, trainers should consider which of the following? a. The day of week b. The time of day c. Peak work hours d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Scheduling a Workplace Learning Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-06 - Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them TOPICS: Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them OTHER: Bloom's: Remember 51. A learning management system (LMS) refers to: a. a virtual environment. b. technology used in the classroom. c. combining written and spoken elements of content. d. None of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Scheduling a Workplace Learning Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-06 - Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them TOPICS: Point out some of the constraints to scheduling workplace learning programs and suggest ways of dealing with them OTHER: Bloom's: Remember 52. Blended learning means: a. movies are added to the program. b. classroom training is enhanced with technology. c. multiple instructors teach the program. d. multiple topics are covered in one session.

ANSWER: b Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Scheduling a Workplace Learning Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.05-05 - Compare various types of learning materials and describe how they are prepared TOPICS: Compare various types of learning materials and describe how they are prepared OTHER: Bloom's: Remember

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Chapter 06: Implementing Workplace Learning Interventions 1. When deciding which instructional method to use, it is useful to consider the current level of expertise that learners possess. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Learning Delivery Methods QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach OTHER: Bloom's: Remember 2. On-the-job training (OJT) is the most common type of training. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: On-the-Job Training (OJT) Methods QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach OTHER: Bloom's: Remember 3. Job rotation involves moving different people into one job to see who will be the best worker for a position. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: On-the-Job Training (OJT) Methods QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and Copyright Cengage Learning. Powered by Cognero.

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disadvantages of each approach Bloom's: Remember

4. Discussion is a form of classroom training. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 5. A key element of job instruction training (JIT) is preparing the learner. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: On-the-Job Training (OJT) Methods QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach OTHER: Bloom's: Remember 6. A reflective question mirrors what someone else said in order to ensure its intended meaning. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember Copyright Cengage Learning. Powered by Cognero.

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7. In using the discussion method, one of the trainer's jobs is to see that only knowledgeable participants engage in the discussion. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 8. A case study presents a story about an organization and asks the trainees to analyze the situation. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 9. Role playing is very seldom used by organizations for training. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember Copyright Cengage Learning. Powered by Cognero.

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10. Social learning theory suggests we learn best from listening to others talk. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-04 - Determine when various learning techniques are more or less effective in different situations TOPICS: Determine when various learning techniques are more or less effective in different situations OTHER: Bloom's: Remember 11. Job rotation is most often used with employees who have worked in one department for a long time. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: On-the-Job Training (OJT) Methods QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-04 - Determine when various learning techniques are more or less effective in different situations TOPICS: Determine when various learning techniques are more or less effective in different situations OTHER: Bloom's: Remember 12. Classroom training is training conducted within the normal work setting. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach OTHER: Bloom's: Remember 13. A key disadvantage of the lecture method of training is the lack of sharing of ideas among trainees. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 14. Static media involve fixed illustrations that use both words and images. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 15. The intranet uses internal computer networks for training while the Internet uses world-wide computer networks. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Self-Paced/Technology-Based Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-06 - Describe ways technology is used to provide and improve workplace learning interventions TOPICS: Describe ways technology is used to provide and improve workplace learning interventions OTHER: Bloom's: Remember 16. Blended learning combines technology-enhanced training and traditional classroom instruction. a. True b. False ANSWER: True POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Some Final Issues Concerning Training Program Implementation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-08 - Understand and explain the activities involved in implementing workplace learning TOPICS: Understand and explain the activities involved in implementing workplace learning OTHER: Bloom's: Remember 17. The three broad categories of training are on-the-job, classroom, and trial-and-error. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Learning Delivery Methods QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach OTHER: Bloom's: Remember 18. Structured on-the-job training is normally conducted by a trainer who is assigned, recognized, and rewarded for the job. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: On-the-Job Training (OJT) Methods QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach OTHER: Bloom's: Remember 19. The primary advantage of technology-based learning over other methods of training is its low cost. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Self-Paced/Technology-Based Training Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-03 - Describe the advantages and disadvantages of self-paced approaches to learning delivery TOPICS: Describe the advantages and disadvantages of self-paced approaches to learning delivery OTHER: Bloom's: Remember 20. In job instruction training (JIT), which of the following shows the steps in their proper order? a. Present the task, allow practice time, prepare the worker, follow up b. Present the task, prepare the worker, allow practice time, follow up c. Frepare the worker, present the task, allow practice time, follow up d. Prepare the worker, allow practice time, present the behavior, follow up ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: On-the-Job Training (OJT) Methods QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-04 - Determine when various learning techniques are more or less effective in different situations TOPICS: Determine when various learning techniques are more or less effective in different situations OTHER: Bloom's: Remember 21. In the discussion method, which of the following types of questions are used to challenge the trainees to increase their understanding of a specific topic? a. Direct b. Reflective c. Open-ended d. Diabolical ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 22. Which training method is generally thought to be most effective at developing the analytical and problem-solving skills of trainees? a. Videotape b. Lecture c. Case study method d. Teleconferencing Copyright Cengage Learning. Powered by Cognero.

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ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-04 - Determine when various learning techniques are more or less effective in different situations TOPICS: Determine when various learning techniques are more or less effective in different situations OTHER: Bloom's: Remember 23. Which of the following is NOT true about on-the-job training (OJT)? a. It is typically less expensive than off-the-job training. b. It provides trainees with an immediate opportunity to practice the tasks on the job. c. Customers are usually very forgiving of the inconvenience they experience when served by someone who is learning on the job. d. If OJT is used with heavy equipment, this may pose a safety threat for those who are working nearby.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: On-the-Job Training (OJT) Methods QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach OTHER: Bloom's: Remember 24. The approach to technology-based training that is able to determine the learner's capability from the learner’s responses and adapt lessons accordingly is: a. teleconferencing. b. intelligent computer-assisted instruction. c. computer-assisted instruction via CD-ROM. d. Intranet-based training.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Self-Paced/Technology-Based Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-03 - Describe the advantages and disadvantages of self-paced approaches to learning delivery TOPICS: Describe the advantages and disadvantages of self-paced approaches to learning delivery OTHER: Bloom's: Remember 25. Which step of job instruction training (JIT) includes telling, showing, explaining, and demonstrating?

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a. Prepare the worker b. Present the task c. Allow practice time d. Follow up ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: On-the-Job Training (OJT) Methods QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach OTHER: Bloom's: Remember 26. A training scenario where a new employee receives training in the environment where the trainee will be working is called: a. just-in-time (JIT) training. b. coaching/mentoring. c. on-the-job (OJT) training. d. job rotation.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: On-the-Job Training (OJT) Methods QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach OTHER: Bloom's: Remember 27. Classroom training may include all of the following components EXCEPT: a. coaching/mentoring. b. discussion. c. lecture. d. audiovisual media.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the Copyright Cengage Learning. Powered by Cognero.

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advantages and disadvantages of each one Describe five primary categories of classroom training, and the advantages and disadvantages of each one Bloom's: Apply

28. The question "Can you tell me about your most recent experience in a positive customer situation?" is an example of: a. a direct question. b. a reflective question. c. an open-ended question. d. a situational question.

ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Apply 29. When properly done, the lecture method can be an effective way to facilitate: a. the acquisition of new skills. b. idea sharing. c. the transfer of factual information. d. None of these choices are correct.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Apply 30. A simulation requiring participants to set priorities and make management decisions is called: a. a case study. b. a scenario study. c. behavioral modeling. d. an in-basket exercise.

ANSWER: d POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 31. The use of internal computer networks for training purposes is known as a. intranet-based training. b. computer-based training. c. e-learning. d. e-education.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Self-Paced/Technology-Based Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-06 - Describe ways technology is used to provide and improve workplace learning interventions TOPICS: Describe ways technology is used to provide and improve workplace learning interventions OTHER: Bloom's: Remember 32. The physical environment is very important in supporting a learning process. Which of the following is NOT a factor of the physical environment? a. Seating b. Comfort level c. Food, catering d. Physical distractions ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Arranging the Physical Environment QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-08 - Understand and explain the activities involved in implementing workplace learning TOPICS: Understand and explain the activities involved in implementing workplace learning OTHER: Bloom's: Understand 33. Once the elements of a workplace learning intervention have come together, what is a responsibility of the trainer in getting the program off to a good start? a. Set the tone for the remainder of the program. b. Establish clear expectations.

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c. Seek to determine each trainee’s capacity and motivation to learn. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Final Implementation Issues QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-08 - Understand and explain the activities involved in implementing workplace learning TOPICS: Understand and explain the activities involved in implementing workplace learning OTHER: Bloom's: Remember 34. Workbooks, computer-aided instruction on CD-ROM, and the Internet/intranet are examples of delivery methods for which of the following types of learning methods? a. On-the-job training b. Classroom c. Self-paced d. Behavioral modeling ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: Learning Delivery Methods QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach OTHER: Bloom's: Remember 35. Job rotation is frequently used to train: a. highly skilled production workers. b. first-level managers. c. top executives. d. workers with limited skills.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: On-the-Job Training (OJT) Methods QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach Copyright Cengage Learning. Powered by Cognero.

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Bloom's: Apply

36. Coaching typically involves: a. the learner and their supervisor. b. a classroom setting. c. a survey or review. d. a senior executive.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: On-the-Job Training (OJT) Methods QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach OTHER: Bloom's: Remember 37. Mentoring involves: a. giving support and preparing the employee for increasing responsibilities. b. correcting performance problems. c. maintaining effective performance. d. examining employee performance.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: On-the-Job Training (OJT) Methods QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach OTHER: Bloom's: Remember 38. Which of the following is a factor of success in a job instruction training (JIT) program? a. The ability of the trainer to adapt their own style to the training process b. The amount of money in the budget for the program c. The motivation of the employee d. The quality of the vendor ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: On-the-Job Training (OJT) Methods QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-01 - Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach TOPICS: Describe three broad approaches to delivering workplace learning, and the advantages and disadvantages of each approach OTHER: Bloom's: Remember 39. Which of the following is NOT a primary category of classroom learning methods? a. Job instructional training b. Lecture c. Audiovisual media d. Discussion ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 40. Experiential training methods include all of the following EXCEPT: a. case studies. b. role playing. c. seeing a video. d. business games and simulations.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 41. Experiential learning is best described as: a. active learning—it engages the trainee. b. passive learning—sit and listen. c. OJT with no training provided. d. active writing—taking notes.

ANSWER: a Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 42. The case study approach is often criticized because it can: a. cause groupthink. b. cause the trainees to be actively engaged. c. be based on real situations. d. take too much valuable lecture time.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 43. Research on the in-basket technique shows: a. what the trainees already know. b. that it improves trainee effectiveness and it is a good predictor of future managerial potential. c. that it is a good evaluation of the training program. d. the learning gap before training.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 44. Role plays are most effective when they include: a. a feedback session after the role play.

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b. only experienced managers. c. only inexperienced trainees. d. females and minorities.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 45. A problem with role plays is that: a. they take too much time. b. role players take them too seriously. c. they may be viewed as fun and games with little transfer to work. d. they are too difficult to develop.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 46. Behavior modeling does NOT include: a. observing a model of performance. b. discussing the model. c. practicing the behavior. d. listening to a lecture on how to do something.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages Copyright Cengage Learning. Powered by Cognero.

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OTHER:

of each one Bloom's: Remember

47. Outdoor education includes: a. low-ropes courses. b. high-ropes activities. c. adventure programs. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 48. Which of the following is true about outdoor education? a. Results of effectiveness are mixed. b. It always works. c. It is too disorganized to be training. d. It has not been used since World War II. ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember 49. The physical environment of a training program: a. does not matter since most people can learn anywhere. b. should be designed to enhance learning. c. is usually left up to the hosting location. d. is always determined by top management.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Final Implementation Issues Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-08 - Understand and explain the activities involved in implementing workplace learning TOPICS: Understand and explain the activities involved in implementing workplace learning OTHER: Bloom's: Remember 50. E-learning is increasingly combining elements of: a. instructor-led and self-paced learning. b. supervisory and experimental learning. c. direct and indirect learning methods. d. exploratory and cognitive learning.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-06 - Describe ways technology is used to provide and improve workplace learning interventions TOPICS: Describe ways technology is used to provide and improve workplace learning interventions OTHER: Bloom's: Remember 51. Which of the following is NOT a guideline for effective presentation slides? a. Present one major idea on each slide. b. Assume that the equipment will work when you start. c. Make your slides interesting by using color and images. d. Make all text large enough to read.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-06 - Describe ways technology is used to provide and improve workplace learning interventions TOPICS: Describe ways technology is used to provide and improve workplace learning interventions OTHER: Bloom's: Remember 52. How does technology change the way HRD programs are implemented? a. There is an increase in the number of individuals who can be trained at one time. b. Pre-testing can be done through online assessment tools. c. Follow-up activities and assessments can be done online. d. All of these choices are correct.

ANSWER: d POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Easy REFERENCES: Final Implementation Issues QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-08 - Understand and explain the activities involved in implementing workplace learning TOPICS: Understand and explain the activities involved in implementing workplace learning OTHER: Bloom's: Remember 53. Dynamic media would include: a. overheads. b. CD-ROMs. c. handouts. d. PowerPoints.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-06 - Describe ways technology is used to provide and improve workplace learning interventions TOPICS: Describe ways technology is used to provide and improve workplace learning interventions OTHER: Bloom's: Remember 54. ICAI stands for: a. intelligent computer-assisted instruction. b. IBM computer-assisted instruction. c. intelligent comprehensive aided instructors. d. None of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Self-Paced/Technology-Based Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-03 - Describe the advantages and disadvantages of self-paced approaches to learning delivery TOPICS: Describe the advantages and disadvantages of self-paced approaches to learning delivery OTHER: Bloom's: Remember 55. Which of the following is true of teleconferencing and videoconferencing? a. It is not widely used by colleges and universities. b. It increases the cost of trainers, travel, and facilities. c. It allows organizations to conduct conferences or training programs between remote locations. d. It is not considered as effective as classroom training.

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ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-06 - Describe ways technology is used to provide and improve workplace learning interventions TOPICS: Describe ways technology is used to provide and improve workplace learning interventions OTHER: Bloom's: Remember 56. A common example of self-paced training is: a. listening to a lecture. b. driving a car. c. flying an airplane. d. computer-aided instruction.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Self-Paced/Technology-Based Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-03 - Describe the advantages and disadvantages of self-paced approaches to learning delivery TOPICS: Describe the advantages and disadvantages of self-paced approaches to learning delivery OTHER: Bloom's: Remember 57. An effective discussion needs: a. a skilled facilitator. b. sufficient time. c. a common reference point for trainees. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Classroom (Instructor-Led) Approaches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.06-02 - Describe five primary categories of classroom training, and the advantages and disadvantages of each one TOPICS: Describe five primary categories of classroom training, and the advantages and disadvantages of each one OTHER: Bloom's: Remember

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Chapter 07: Evaluating Workplace Learning Interventions 1. In order to effectively evaluate a training program, the specific objectives of the program must be known. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-01 - Define evaluation and explain its role in workplace learning ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Define evaluation and explain its role in workplace learning OTHER: Bloom's: Remember 2. The term effectiveness as it applies to a workplace learning intervention is relative to its goals. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-01 - Define evaluation and explain its role in workplace learning TOPICS: Define evaluation and explain its role in workplace learning OTHER: Bloom’s: Understand 3. Goldstein emphasized a stakeholder approach to training evaluation. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Changing Evaluation Emphases QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-02 - Compare different frameworks for evaluating workplace learning TOPICS: Compare different frameworks for evaluating workplace learning OTHER: Bloom’s: Remember 4. Galvin’s CIPP model for evaluation includes four variables: Context, Input, Process, and Product. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Models and Frameworks of Evaluation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-02 - Compare different frameworks for evaluating workplace learning TOPICS: Compare different frameworks for evaluating workplace learning OTHER: Bloom’s: Remember 5. Questionnaires used in workplace learnings evaluations are sometimes called “smile sheets.” a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Data Collection for Evaluation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data collection OTHER: Bloom’s: Remember 6. ROI stands for rating on intervention. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Kirkpatrick’s Evaluation Framework QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-06 - Identify and explain the choices available for translating evaluation results into dollar terms TOPICS: Identify and explain the choices available for translating evaluation results into dollar terms OTHER: Bloom’s: Remember 7. A control group is a group of people of the same age as the trainees. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Research Design Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-04 - Explain the role of research design in evaluating workplace learning TOPICS: Explain the role of research design in evaluating workplace learning OTHER: Bloom’s: Remember 8. A positive score on one of Kirkpatrick's levels will mean a positive score on the measures of other levels, and these positive reactions will result in learning. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Models and Frameworks of Evaluation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-02 - Compare different frameworks for evaluating workplace learning TOPICS: Compare different frameworks for evaluating workplace learning OTHER: Bloom’s: Remember 9. The reliability of data refers to the consistency of the results and the freedom from error and bias in a data collection method. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Data Collection for Evaluation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-04 - Explain the role of research design in evaluating workplace learning TOPICS: Explain the role of research design in evaluating workplace learning OTHER: Bloom’s: Remember 10. If deception is determined necessary, it should be as minimal as possible, and employees in the study should never be informed of the deception. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Ethical Issues Concerning Evaluation Research QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.07-05 - Describe the ethical issues involved in conducting evaluation of workplace learning TOPICS: Describe the ethical issues involved in conducting evaluation of workplace learning OTHER: Bloom’s: Remember 11. In a strong research design, it does not matter if the control and training groups have different existing knowledge, skills, or abilities. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Research Design QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-04 - Explain the role of research design in evaluating workplace learning TOPICS: Explain the role of research design in evaluating workplace learning OTHER: Bloom’s: Remember 12. Utility analysis presents an opportunity for HRD professionals to provide information to decision-makers in monetary terms. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Assessing the Impact of HRD Programs in Monetary Terms QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-06 - Identify and explain the choices available for translating evaluation results into dollar terms TOPICS: Identify and explain the choices available for translating evaluation results into dollar terms OTHER: Bloom’s: Remember 13. If the control group and the training group have the same scores before training, and the training group scores increase while control group scores remain the same after training, it can be attributed to the training rather than other factors. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Research Design QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-04 - Explain the role of research design in evaluating workplace learning Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Explain the role of research design in evaluating workplace learning Bloom’s: Remember

14. Donald Kirkpatrick described the following four training evaluation criteria: reaction, learning, behavior, and results. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Models and Frameworks of Evaluation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-02 - Compare different frameworks for evaluating workplace learning TOPICS: Compare different frameworks for evaluating workplace learning OTHER: Bloom’s: Remember 15. Confidentiality in training evaluation is not important since the trainees work for the organization already. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Ethical Issues Concerning Evaluation Research QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-05 - Describe the ethical issues involved in conducting evaluation of workplace learning TOPICS: Describe the ethical issues involved in conducting evaluation of workplace learning OTHER: Bloom’s: Remember 16. Proposed fifth levels to be added to Kirkpatrick's evaluation model include addressing ROI and societal contributions. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Models and Frameworks of Evaluation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-02 - Compare different frameworks for evaluating workplace learning TOPICS: Compare different frameworks for evaluating workplace learning OTHER: Bloom's: Remember 17. A dramatic extension beyond Kirkpatrick's framework includes the idea that constituencies outside the organization should be involved in the evaluation process. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Models and Frameworks of Evaluation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data collection OTHER: Bloom’s: Remember 18. To determine changes in learning, it should be measured at two times: pre-training and post-training. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Research Design QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-04 - Explain the role of research design in evaluating workplace learning TOPICS: Explain the role of research design in evaluating workplace learning OTHER: Bloom’s: Remember 19. According to Nickols, a stakeholder is defined as “a person or group with an interest in seeing an endeavour succeeds but who do not need to support that activity.” a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: A Stakeholder Approach to Evaluation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-02 - Compare different frameworks for evaluating workplace learning TOPICS: Compare different frameworks for evaluating workplace learning OTHER: Bloom’s: Remember 20. According to Nickols, each of Kirkpatrick's levels is of similar importance to all stakeholder groups. a. True b. False ANSWER: False POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: A Stakeholder Approach to Evaluation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-02 - Compare different frameworks for evaluating workplace learning TOPICS: Compare different frameworks for evaluating workplace learning OTHER: Bloom’s: Remember 21. The evaluation phase of the HRD process model includes all of the following EXCEPT: a. selecting evaluation criteria. b. conducting the evaluation. c. interpreting the results. d. publishing your results in the ASTD results book.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-01 - Define evaluation and explain its role in workplace learning TOPICS: Define evaluation and explain its role in workplace learning OTHER: Bloom’s: Remember 22. According to Chris Bones, what is TRUE of the HRD evaluation process? a. "Evaluating what you know works is a waste of time." b. "Only evaluate if you are forced to do it." c. "Evaluation is too costly to bother with." d. "If you can't see results, then stop it."

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: The What and Why of Workplace Learning Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-01 - Define evaluation and explain its role in workplace learning TOPICS: Define evaluation and explain its role in workplace learning OTHER: Bloom's: Remember 23. Which of the following is NOT a purpose of training evaluation? a. Determining the cost-benefit ratio of a workplace learning program b. Determining if the program accomplished its objectives c. Deciding who should participate in future programs d. Finding poor performance indicators (PPIs) ANSWER: d POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: The What and Why of Workplace Learning Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-01 - Define evaluation and explain its role in workplace learning TOPICS: Define evaluation and explain its role in workplace learning OTHER: Bloom’s: Remember 24. Based on a survey of management training and education practices of U.S. companies, which of the following is TRUE? a. Over 90% of companies surveyed conduct some form of evaluation for company-sponsored training. b. Only about 10% of companies surveyed conduct some form of evaluation for company-sponsored training. c. Results are the most commonly used method of evaluating training. d. Reactions to company-sponsored training are almost never evaluated.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: How Often Are Workplace Learning Programs Evaluated?

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-01 - Define evaluation and explain its role in workplace learning TOPICS: Define evaluation and explain its role in workplace learning OTHER: Bloom’s: Remember 25. The most popular and influential framework for evaluating training was developed by: a. Goldstein. b. Kirkpatrick. c. Phillips. d. Brinkerhoff.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Models and Frameworks of Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-02 - Compare different frameworks for evaluating workplace learning TOPICS: Compare different frameworks for evaluating workplace learning OTHER: Bloom’s: Remember 26. Level 3 of Kirkpatrick's evaluation framework is: a. reaction. b. learning. c. behavior. d. results.

ANSWER: c POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Easy REFERENCES: Models and Frameworks of Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-02 - Compare different frameworks for evaluating workplace learning TOPICS: Compare different frameworks for evaluating workplace learning OTHER: Bloom’s: Remember 27. When collecting data, which of the following issues is NOT important? a. Reliability b. Validity c. Effectiveness d. Practicality ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Data Collection for Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data collection OTHER: Bloom’s: Remember 28. The number of units produced is generally considered which type of data for evaluating HRD effectiveness? a. Plant data b. Economic performance data c. Systemwide performance data d. Individual performance data ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Data Collection for Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data collection OTHER: Bloom’s: Apply 29. Which of the following is NOT a common type of data collected for evaluating HRD effectiveness? a. Plant performance data b. Economic performance data c. Systemwide performance data Copyright Cengage Learning. Powered by Cognero.

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d. Individual performance data ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Data Collection for Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data collection OTHER: Bloom’s: Remember 30. The Kraiger, Ford, and Salas evaluation model uses all of the following classifications of learning outcomes EXCEPT: a. cognitive. b. intuitive. c. skill-based. d. affective.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Models and Frameworks of Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-02 - Compare different frameworks for evaluating workplace learning TOPICS: Compare different frameworks for evaluating workplace learning OTHER: Bloom’s: Remember 31. A socially desirable response is: a. telling the researcher your true feelings. b. telling the researcher the truth. c. telling the researcher what you think they want to hear. d. telling the research an answer in sociological terms.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Data Collection for Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data collection OTHER: Bloom’s: Remember 32. Self-report data is: Copyright Cengage Learning. Powered by Cognero.

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a. data provided by an employee's supervisor. b. data provided by the individual involved in the training. c. data from company archives. d. data provided by customers.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Data Collection for Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data collection OTHER: Bloom’s: Remember 33. Collecting data in a pre-test and post-test design allows us to: a. be certain the training caused any change. b. see what has changed after the learning intervention. c. develop the cost effectiveness of our training. d. know whether or not we should revise the training design.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Data Collection for Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-04 - Explain the role of research design in evaluating workplace learning TOPICS: Explain the role of research design in evaluating workplace learning OTHER: Bloom’s: Remember 34. Questionnaires are often used for evaluation because: a. trainees like to fill them out. b. they can be completed and analyzed quickly. c. they are very interactive. d. they measure all of Kirkpatrick’s four levels of evaluation quickly and easily.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Data Collection for Evaluations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data Copyright Cengage Learning. Powered by Cognero.

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35. Based on a survey of management training and education practices of U.S. companies, the most common form of evaluation is: a. reaction. b. learning. c. behavior. d. results.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: How Often Are Workplace Learning Programs Evaluated QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-01 - Define evaluation and explain its role in workplace learning TOPICS: Define evaluation and explain its role in workplace learning OTHER: Bloom’s: Remember 36. A pre/post comparison is used to evaluate learning so that: a. we know how much change took place during the program. b. we can calculate a t-test to get useful statistics. c. we can compare the trained group to the control group. d. we know where the group was at the start.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Research Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-04 - Explain the role of research design in evaluating workplace learning TOPICS: Explain the role of research design in evaluating workplace learning OTHER: Bloom’s: Remember 37. Which of the following statements provides the best explanation for why training professionals often don't evaluate the results of their training programs? a. Results do not matter in training. b. Fear of criticism or program cuts if a program was not effective. c. It can be done only if you majored in statistics in college. d. Management refuses to spend the money to do it right.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: How Often Are Workplace Learning Programs Evaluated?

QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-01 - Define evaluation and explain its role in workplace learning TOPICS: Define evaluation and explain its role in workplace learning OTHER: Bloom’s: Remember 38. Trainee reaction to a training program is: a. critical—if they do not like it, they can't learn. b. limited because it does not tell us if the program met its objective. c. in most cases, the only evaluation method that can be accomplished. d. the only level of evaluation worth doing.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Data Collection for Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data collection OTHER: Bloom’s: Understand 39. Which of the following is a common method for data collection in HRD evaluations? a. Archival performance data b. Tests and simulations c. Direct observation d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Data Collection for Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data collection OTHER: Bloom’s: Remember 40. Which of the following is true of workplace learning evaluation? a. Descriptive and judgmental information should not be included. b. Information should be collected according to a predetermined plan. c. Any information collected should be random to ensure credibility. d. It is not a critical step in the HRD process.

ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: The What and Why of Workplace Learning Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-01 - Define evaluation and explain its role in workplace learning TOPICS: Define evaluation and explain its role in workplace learning OTHER: Bloom’s: Remember 41. Why is it a good idea to randomly assign people to the training group and the control group? a. It increases the confidence that training is responsible for change and not some other factor. b. It is the easiest way to measure both pre- and post-training. c. It guarantees that training evaluation will be believed by management. d. It allows us to assume that attitude toward training is positive for all trainees.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Research Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-04 - Explain the role of research design in evaluating workplace learning TOPICS: Explain the role of research design in evaluating workplace learning OTHER: Bloom’s: Remember 42. Confidentiality in training evaluation is: a. not a factor in employee willingness to complete evaluations. b. up to the trainers to protect since they should not discuss what they find out during training. c. a good reason not to evaluate a training program. d. assured by using code numbers or demographic information, rather than names, to identify trainees.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Ethical Issues Concerning Evaluation Research QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-05 - Describe the ethical issues involved in conducting evaluation of workplace learning TOPICS: Describe the ethical issues involved in conducting evaluation of workplace learning OTHER: Bloom’s: Remember 43. Which of the following types of data do return on investment (ROI) and utility calculations provide? a. Social performance data b. Individual performance data c. Systemwide performance data d. Economic performance data ANSWER: d Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy REFERENCES: Data Collection for Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data collection OTHER: Bloom’s: Apply 44. A cost-benefit analysis compares: a. the benefits of one program to those of another one. b. the cost of training to its benefits. c. the costs of two different HRD programs. d. employee morale to training effectiveness.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Assessing the Impact of HRD Programs in Monetary Terms QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-06 - Identify and explain the choices available for translating evaluation results into dollar terms TOPICS: Identify and explain the choices available for translating evaluation results into dollar terms OTHER: Bloom’s: Remember 45. Donald Kirkpatrick described which of the following four training evaluation criteria as a way to determine trainees’ perceptions about a program and its effectiveness? a. Reaction b. Learning c. Job behavior d. Results ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Models and Frameworks of Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-02 - Compare different frameworks for evaluating workplace learning TOPICS: Compare different frameworks for evaluating workplace learning OTHER: Bloom’s: Remember 46. Which of the following data collection methods is concerned with how much time, money, and resources are available for an evaluation method? a. Reliability Copyright Cengage Learning. Powered by Cognero.

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b. Validity c. Provability d. Practicality ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Data Collection for Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data collection OTHER: Bloom’s: Remember 47. The most commonly used type of data in HR evaluation is: a. self-report data. b. return on investment. c. customer satisfaction surveys. d. organizational report data.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Data Collection for Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-02 - Compare different frameworks for evaluating workplace learning TOPICS: Compare different frameworks for evaluating workplace learning OTHER: Bloom’s: Remember 48. A method of evaluation which measures the trainee's evaluation prior to and after training is known as: a. return on investment. b. variance improvement method. c. pre-test, post-test. d. gap closure method.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Research Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-04 - Explain the role of research design in evaluating workplace learning TOPICS: Explain the role of research design in evaluating workplace learning OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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49. Which of the following is NOT an example of an ethical issue in evaluation research? a. Withholding training b. Informed consent c. Adverse impact d. Use of deception ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Ethical Issues Concerning Evaluation Research QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-05 - Describe the ethical issues involved in conducting evaluation of workplace learning TOPICS: Describe the ethical issues involved in conducting evaluation of workplace learning OTHER: Bloom’s: Remember 50. Recent efforts to combine data from different research studies are known as: a. macro-analysis. b. meta-analysis. c. combined analysis. d. collaborative analysis.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Research Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-04 - Explain the role of research design in evaluating workplace learning TOPICS: Explain the role of research design in evaluating workplace learning OTHER: Bloom’s: Remember 51. Validity asks the question: a. does the information evaluate a trainee's reaction? b. is the measure consistent? c. does the data measure what it is supposed to measure? d. is the data legal?

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Data Collection for Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data Copyright Cengage Learning. Powered by Cognero.

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52. Practicality deals with question of: a. consistency. b. accuracy. c. legality. d. sufficient resources.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Data Collection for Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-03 - Discuss the various types of evaluation information available and compare methods of data collection TOPICS: Discuss the various types of evaluation information available and compare methods of data collection OTHER: Bloom’s: Remember 53. Which of the following is NOT true regarding return on investment (ROI)? a. It is computed as training costs divided by results. b. If the ROI ratio is less than one, then the training program costs more than it returns to the organization. c. ROI estimates can be used to express the contribution of workplace learning interventions. d. It requires converting the results of training to a monetary benefit.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Assessing the Impact of HRD Programs in Monetary Terms QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-06 - Identify and explain the choices available for translating evaluation results into dollar terms TOPICS: Identify and explain the choices available for translating evaluation results into dollar terms OTHER: Bloom’s: Remember 54. Which of the following is NOT a variable used to compute a utility estimate using the Brogden-Cronbach-Gleser model? a. "A" (available number of employees for training) b. "N" (number of employees trained) c. "T" (length of time the benefits of training are expected to last) d. "C" (cost of conducting the training) ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Assessing the Impact of HRD Programs in Monetary Terms Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-07 - Calculate a utility estimate for a target organization TOPICS: Calculate a utility estimate for a target organization OTHER: Bloom’s: Remember 55. Which of the following is NOT true of the impact of technology on HDR evaluation? a. Pre-tests and post-tests are more difficult to collect electronically than in the traditional classroom. b. Individual learning styles are not a factor with the use of technology. c. Behaviors and results can be captured just as well electronically. d. Data collection for HRD research purposes should be easier to collect via the Internet.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: How Technology Impacts HRD Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-08 - Discuss how technology impacts workplace learning evaluation TOPICS: Discuss how technology impacts workplace learning evaluation OTHER: Bloom’s: Remember 56. Informed consent: a. informs participants about any risks. b. must be obtained before any training is done. c. is completed at time of hire for all employees. d. is never legally needed.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Ethical Issues Concerning Evaluation Research QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-05 - Describe the ethical issues involved in conducting evaluation of workplace learning TOPICS: Describe the ethical issues involved in conducting evaluation of workplace learning OTHER: Bloom’s: Remember 57. Utility analysis: a. is easy for trainers to calculate. b. compares training gain to training costs. c. is completed using a computer program like Blackboard. d. has never been used for training evaluation.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Assessing the Impact of HRD Programs in Monetary Terms Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-07 - Calculate a utility estimate for a target organization TOPICS: Calculate a utility estimate for a target organization OTHER: Bloom’s: Remember 58. What is the correct progression of the stages Goldstein has suggested that training evaluation has moved through since the 1960s? a. From a holistic emphasis on the entire process of workplace learning, to an emphasis on stronger research methodology, to a focus on reactions from trainees and trainers b. From an initial focus on reactions from trainees and trainers, to a more holistic emphasis on the entire process of workplace learning, to an emphasis on stronger research methodology c. From an initial focus on reactions from trainees and trainers, to an emphasis on stronger research methodology, to a more holistic emphasis on the entire process of workplace learning d. From an emphasis on strong research methodology, to a more holistic emphasis on the entire process of workplace learning, to a focus on reactions from trainees and trainers ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: Changing Evaluation Emphases QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.07-02 - Compare different frameworks for evaluating workplace learning TOPICS: Compare different frameworks for evaluating workplace learning OTHER: Bloom’s: Remember

Copyright Cengage Learning. Powered by Cognero.

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Chapter 08: Onboarding: Employee Socialization and Orientation 1. Role ambiguity occurs when employees feel that their role in the organization is not clear. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Socialization: The Process of Becoming an Insider QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Remember 2. Role overload occurs when the employee does not have enough work to do. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Socialization: The Process of Becoming an Insider QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Remember 3. Self-selection can result in people turning down a job. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Realistic Job Preview QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-03 - Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees TOPICS: Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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4. A problem with orientation programs is that they almost never contain enough information. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Employee Orientation Efforts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-02 - State the challenges faced by new employees entering an organization and the things they need in order to be successful TOPICS: State the challenges faced by new employees entering an organization and the things they need in order to be successful OTHER: Bloom’s: Remember 5. Little research has been published about the effectiveness of orientation programs. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Realistic Job Preview QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-06 - Learn the key elements necessary to design, implement, and evaluate orientation/onboarding efforts TOPICS: Learn the key elements necessary to design, implement, and evaluate orientation/onboarding efforts OTHER: Bloom’s: Remember 6. The process of adjusting to a new organization is called organizational joining. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Remember 7. Norms are established by the employees themselves. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Socialization: The Process of Becoming an Insider QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Understand 8. Role conflict occurs when people get mixed signals about what is expected of them on the job. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Socialization: The Process of Becoming an Insider QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Remember 9. Anticipatory socialization occurs before the individual joins the organization. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Various Perspectives on the Socialization Process QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Remember 10. Realistic job previews tend to increase job satisfaction. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: The Realistic Job Preview Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-03 - Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees TOPICS: Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees OTHER: Bloom’s: Remember 11. Self-selection means that job seekers are eliminated from the applicant pool by HR specialists called a “self-selector.” a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: The Realistic Job Preview QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-03 - Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees TOPICS: Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees OTHER: Bloom’s: Remember 12. Orientation programs often suffer from a lack of follow-up with the newcomer. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: The Realistic Job Preview QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-05 - Identify the characteristics of effective orientation/onboarding efforts TOPICS: Identify the characteristics of effective orientation/onboarding efforts OTHER: Bloom’s: Remember 13. A well-run orientation program should take place over a period of time. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Orientation Efforts QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.08-05 - Identify the characteristics of effective orientation/onboarding efforts TOPICS: Identify the characteristics of effective orientation/onboarding efforts OTHER: Bloom’s: Remember 14. Newcomers need experienced insiders to help them effectively socialize to an organization. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Various Perspectives on the Socialization Process QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-02 - State the challenges faced by new employees entering an organization and the things they need in order to be successful TOPICS: State the challenges faced by new employees entering an organization and the things they need in order to be successful OTHER: Bloom’s: Remember 15. The encounter stage of socialization begins when you make a formal commitment to join an organization. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Various Perspectives on the Socialization Process QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Remember 16. It has been found that newcomers actively seek out the information they need rather than simply waiting for the organization to supply it to them. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Various Perspectives on the Socialization Process QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-02 - State the challenges faced by new employees entering an organization and the things they need in order to be successful TOPICS: State the challenges faced by new employees entering an organization and the things they Copyright Cengage Learning. Powered by Cognero.

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need in order to be successful Bloom’s: Remember

17. A realistic job preview (RJP) can be effective when the selection ratio for the job is high (there are few applicants for each job). a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Realistic Job Preview QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-03 - Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees TOPICS: Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees OTHER: Bloom’s: Understand 18. A realistic job preview (RJP) can be effective during times of low unemployment. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Realistic Job Preview QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-03 - Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees TOPICS: Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees OTHER: Bloom’s: Understand 19. In general, realistic job previews (RJPs) have been found to have a beneficial effect on turnover, satisfaction, and commitment. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Realistic Job Preview QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-03 - Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees TOPICS: Describe the realistic job preview approach to recruiting, and explain how it can benefit Copyright Cengage Learning. Powered by Cognero.

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20. It is not important for an organization to continually evaluate the effectiveness of their orientation programs. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Orientation Efforts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-06 - Learn the key elements necessary to design, implement, and evaluate orientation/onboarding efforts TOPICS: Learn the key elements necessary to design, implement, and evaluate orientation/onboarding efforts OTHER: Bloom’s: Remember 21. The process of an outsider’s transformation into a productive and accepted insider is called: a. organizational adjustment. b. organizational socialization. c. corporate learning. d. company adjustment time.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Socialization: The Process of Becoming an Insider QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Remember 22. An effective program to get people started in an organization (e.g., an orientation program) is important because: a. it will help get rid of poor performers. b. it makes sure everyone understands all company policies. c. it reduces benefit costs. d. it reduces start-up costs.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Orientation Efforts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-04 - 4. Define and explain the goals of employee Copyright Cengage Learning. Powered by Cognero.

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orientation/onboarding Define and explain the goals of employee orientation/onboarding Bloom’s: Remember

23. Role overload, role conflict, and role ambiguity are all related to which of the following? a. Organizational structure b. Stress c. Job position d. Lack of clear chain of command ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Socialization: The Process of Becoming an Insider QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Understand 24. Which of the following is true of the anticipatory socialization stage? a. Impressions about organizational membership are formed. b. Prospective employees may examine the extent to which their skills, abilities, needs, and values match those that they perceive the organization to require or prefer. c. Judgments made during this time can affect how new hires interact with organization members. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Various Perspectives on the Socialization Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Remember 25. Behaviors or norms that are essential to organizational membership are called: a. pivotal. b. relevant. c. peripheral. d. organic.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Socialization: The Process of Becoming an Insider Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Remember 26. Recruiting practices should be such that they result in new employees having: a. very low expectations to ensure that they will not be disappointed after taking the job. b. very high expectations in order to get them to take the job. c. realistic expectations to reduce turnover. d. Recruiters should not consider newcomers’ expectations.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Socialization: The Process of Becoming an Insider QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Understand 27. According to Wanous, the RJP process presents four interrelated mechanisms, which include all EXCEPT: a. vaccination. b. self-selection. c. struggling. d. personal commitment.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Realist Job Preview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-03 - Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees TOPICS: Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees OTHER: Bloom’s: Remember 28. Fisher divides the content of socialization into five categories of learning, which include all EXCEPT: a. interpersonal learning. b. learning about the organization. c. learning to function in the work group. d. learning how to perform the job.

ANSWER: a Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Socialization: The Process of Becoming an Insider QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-05 - Identify the characteristics of effective orientation/onboarding efforts TOPICS: Identify the characteristics of effective orientation/onboarding efforts OTHER: Bloom’s: Remember 29. According to Fisher's socialization learning categories, personal learning includes the: a. internalization of the goals, values, and policies of the organization. b. acquisition of the necessary skills and knowledge to do the job. c. discovery of what to learn and who to learn from. d. self-identity, expectations, and motivation that come from experience with the job and organization.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Socialization: The Process of Becoming an Insider QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Remember 30. According to Schein, the dimensions of organizational roles include all of the following EXCEPT: a. inclusionary. b. functional. c. hierarchical. d. structural.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Socialization: The Process of Becoming an Insider QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Remember 31. A recruit who makes a decision to join an organization based on a realistic perspective will likely: a. earn more money. b. develop a stronger personal commitment to that choice. c. end up leaving the organization anyway. d. seek to recruit others.

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ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Realistic Job Preview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-03 - Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees TOPICS: Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees OTHER: Bloom’s: Remember 32. A key element in designing an effective orientation program is to: a. include frequent interaction with supervisors and peers. b. include frequent interaction with top management. c. include frequent interaction with the HR department. d. keep the new employees in the classroom for the entire program.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Orientation Efforts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-06 - Learn the key elements necessary to design, implement, and evaluate orientation/onboarding efforts TOPICS: Learn the key elements necessary to design, implement, and evaluate orientation/onboarding efforts OTHER: Bloom’s: Remember 33. Orientation program designers can reduce the problem of information overload by: a. conducting the program in phases over time. b. including only essential information in the initial phase. c. following up with newcomers to assure understanding. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Orientation Efforts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-05 - Identify the characteristics of effective orientation/onboarding efforts TOPICS: Identify the characteristics of effective orientation/onboarding efforts OTHER: Bloom’s: Remember 34. Insiders possess essential elements that newcomers lack, which include Copyright Cengage Learning. Powered by Cognero.

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a. expectations that more likely reflect organizational reality. b. a knowledge base from history and experience to more accurately make sense of a surprising organizational event. c. relationships with other insiders that they can trust and draw upon to help them interpret organizational events. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Various Perspectives on the Socialization Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-02 - State the challenges faced by new employees entering an organization and the things they need in order to be successful TOPICS: State the challenges faced by new employees entering an organization and the things they need in order to be successful OTHER: Bloom’s: Remember 35. Which of the following exists on a continuum between custodial and innovative? a. Role overload b. Role conflict c. Role orientation d. Role uncertainty ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: Socialization: The Process of Becoming an Insider QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Remember 36. Which of the following is a positive outcome of socialization? a. Greater knowledge of the organization and work group b. The formulation of attitudes that make groups work c. Behaviors that lead to personal and organizational effectiveness d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Socialization: The Process of Becoming an Insider QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Discuss the content, outcomes, and process of organizational socialization Bloom’s: Remember

37. A commonly cited objective for orientation programs is: a. to reduce a newcomer’s stress and anxiety. b. to assist newcomers in learning organizational culture and values. c. to encourage the development of positive attitudes. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Employee Orientation Efforts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-04 - 4. Define and explain the goals of employee orientation/onboarding TOPICS: Define and explain the goals of employee orientation/onboarding OTHER: Bloom’s: Remember 38. Which individual in an organization plays a pivotal role in new employee orientation? a. Staff member of HRD department b. Supervisor c. Trainer d. Coworker ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Orientation Efforts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-05 - Identify the characteristics of effective orientation/onboarding efforts TOPICS: Identify the characteristics of effective orientation/onboarding efforts OTHER: Bloom’s: Remember 39. All of the following are problems or criticisms of orientation programs EXCEPT: a. information irrelevance. b. too much selling of the organization. c. too much emphasis on two-way communication. d. one-shot mentality.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Orientation Efforts QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.08-05 - Identify the characteristics of effective orientation/onboarding efforts TOPICS: Identify the characteristics of effective orientation/onboarding efforts OTHER: Bloom’s: Remember 40. . Expectations encompass all of the following EXCEPT: a. behaviors. b. feelings. c. policies. d. attitudes.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Socialization: The Process of Becoming an Insider QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Understand 41. Information covered in orientation programs that include the function of a department or work group, job duties and responsibilities, policies, rules, procedures, and a tour of a department are which of the following types of orientation information? a. Organizational information b. Job-specific information c. Structural information d. Program information ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Orientation Efforts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-05 - Identify the characteristics of effective orientation/onboarding efforts TOPICS: Identify the characteristics of effective orientation/onboarding efforts OTHER: Bloom’s: Apply 42. The primary role of the HRD staff in new employee orientation is: a. to design and oversee the orientation program. b. to play the lead role in the orientation process by being active learners. c. to help newcomers learn the norms of a work group and organization. d. to serve as an information source and a guide for new employees.

ANSWER: a POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Employee Orientation Efforts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-05 - Identify the characteristics of effective orientation/onboarding efforts TOPICS: Identify the characteristics of effective orientation/onboarding efforts OTHER: Bloom’s: Remember 43. Well-run orientation programs: a. run on a need-to-know principle. b. assign the responsibility for new recruits’ adjustment to their immediate supervisors. c. present a healthy balance of technical information and social aspects. d. All of these choices are correct.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Orientation Efforts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-06 - Learn the key elements necessary to design, implement, and evaluate orientation/onboarding efforts TOPICS: Learn the key elements necessary to design, implement, and evaluate orientation/onboarding efforts OTHER: Bloom’s: Remember 44. The last stage of the socialization process is: a. encounter. b. anticipatory. c. mature. d. change and acquisition.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Various Perspectives on the Socialization Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-01 - Discuss the content, outcomes, and process of organizational socialization TOPICS: Discuss the content, outcomes, and process of organizational socialization OTHER: Bloom’s: Remember 45. An RJP addresses which stage of the socialization process? a. Encounter b. Anticipatory c. Mature Copyright Cengage Learning. Powered by Cognero.

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d. Change and acquisition ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Realistic Job Preview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-03 - Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees TOPICS: Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees OTHER: Bloom’s: Remember 46. An RJP can be delivered via: a. printed materials. b. discussions and interviews. c. videos. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Realistic Job Preview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-03 - Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees TOPICS: Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees OTHER: Bloom’s: Remember 47. Which of the following is NOT an issue that should be considered when selecting RJP content? a. Extensive or intensive content b. Descriptive or judgmental content c. Message destination d. Degree of content negativity ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Realistic Job Preview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.08-03 - Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees TOPICS: Describe the realistic job preview approach to recruiting, and explain how it can benefit organizations and new employees OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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Chapter 09: Skills and Technical Training 1. In 2017, it was estimated that 29% of U.S. adults were low in numeracy. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Basic Skills/Literacy Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-02 - Explain the need for remedial basic skills training ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Explain the need for remedial basic skills training OTHER: Bloom’s: Remember 2. One role of the HRD group is to monitor that training is going as planned. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Professional Development and Education QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-06 - Understand the professional development and education practices common in many organizations TOPICS: Understand the professional development and education practices common in many organizations OTHER: Bloom’s: Remember 3. Technical training would include training in operating a computer-driven machine. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-01 - Identify and describe basic workplace competencies TOPICS: Identify and describe basic workplace competencies OTHER: Bloom's: Apply 4. Self-efficacy is a belief that one can perform a given behavior. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember 5. TQM stands for Total Quality Maintenance. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Technical Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember 6. TQM requires employees to learn one fundamental skill: the ability to work effectively with others in a team. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Technical Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember 7. Apprenticeship training is most common in the trucking industry. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-03 - Explain the role of apprenticeships in today’s work environment TOPICS: Explain the role of apprenticeships in today’s work environment OTHER: Bloom’s: Remember 8. The Voluntary Protection Program (VPP) encourages organizations to work in conjunction with OSHA to establish workplace safety programs. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember 9. Statistical process control (SPC) has been used primarily in service organizations. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember 10. ISO 9000 is a set of uniform standards of quality that organizations use to improve the international cooperation and exchange of goods and services. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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11. Unions do not have an active role in providing, developing, or sponsoring training programs for their members. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Role of Labor Unions in Skills and Technical Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember 12. Basic skills/literacy education deals with upgrading reading, writing, and computational skills. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-02 - Explain the need for remedial basic skills training TOPICS: Explain the need for remedial basic skills training OTHER: Bloom’s: Remember 13. Learning in apprenticeship programs is based on competency levels and not on time requirements. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-03 - Explain the role of apprenticeships in today’s work environment TOPICS: Explain the role of apprenticeships in today’s work environment OTHER: Bloom’s: Remember 14. Behavior modeling training has been found to be the most effective means for computer software training. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember 15. Traditional “hard sell” sales techniques are increasingly being replaced by more consultative approaches. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Interpersonal Skills Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-05 - Describe typical interpersonal skills training TOPICS: Describe typical interpersonal skills training OTHER: Bloom’s: Remember 16. Customer service training does not need any financial incentive to be effective. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Interpersonal Skills Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-05 - Describe typical interpersonal skills training TOPICS: Describe typical interpersonal skills training OTHER: Bloom’s: Remember 17. There is no research that shows that the formation of teams is an effective organizational intervention. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Interpersonal Skills Training QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-05 - Describe typical interpersonal skills training TOPICS: Describe typical interpersonal skills training OTHER: Bloom’s: Remember 18. Which of the following is NOT a factor in the growing skills gap?

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a. The lack of basic skills of many high school graduates b. The increased sophistication of jobs c. The aging of the workforce d. All of these choices are correct.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Basic Workplace Competencies QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-01 - Identify and describe basic workplace competencies TOPICS: Identify and describe basic workplace competencies OTHER: Bloom’s: Remember 19. Surveys have found that 73% of recent high school graduates lack: a. a driver's license. b. grammar and spelling skills. c. computer skills. d. the ability to speak English.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Basic Workplace Competencies QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-02 - Explain the need for remedial basic skills training TOPICS: Explain the need for remedial basic skills training OTHER: Bloom’s: Remember 20. Which of the following is considered a basic employee skill? a. Windows 10 b. Reading c. Simple machine operation d. Driving a car ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-01 - Identify and describe basic workplace competencies TOPICS: Identify and describe basic workplace competencies OTHER: Bloom’s: Remember 21. The knowledge and skills needed to apply the arithmetical operations of addition, subtraction, multiplication, and Copyright Cengage Learning. Powered by Cognero.

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division fall under which of the following broad categories of adult literacy? a. Literacy b. Numeracy c. Digital problem solving d. None of these choices are correct.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Basic Skills/Literacy Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-01 - Identify and describe basic workplace competencies TOPICS: Explain the need for remedial basic skills training OTHER: Bloom’s: Apply 22. Which of the following is a common characteristic of basic skills/literacy programs? a. Large group lectures b. Videos done as cartoons c. Aptitude testing d. Pass/fail tests at the end of training ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Basic Skills/Literacy Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-02 - Explain the need for remedial basic skills training TOPICS: Explain the need for remedial basic skills training OTHER: Bloom’s: Remember 23. Apprenticeship training: a. is an old concept, traced to the Middle Ages, as a way to pass on the knowledge of individuals working in skilled trades and crafts. b. was created by Lyndon Johnson in 1965. c. is no longer used in today’s organizations. d. teaches the same skills year after year.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-03 - Explain the role of apprenticeships in today’s work environment TOPICS: Explain the role of apprenticeships in today’s work environment OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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24. Which of the following is the latest federal law designed to fund training programs for youth, adults, and displaced workers? a. Job Training and Partnership Act (JTPA) b. Workforce Investment Act (WIA) c. Workforce Innovation and Opportunity Act d. School-to-Work Opportunities Act ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Basic Skills/Literacy Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-02 - Explain the need for remedial basic skills training TOPICS: Explain the need for remedial basic skills training OTHER: Bloom’s: Remember 25. What role do labor unions play in apprenticeship and technical skills training? a. None—union participation would violate the National Labor Relations Act. b. None—unions have shown no interest in this area. c. They are generally a full partner with the company in these programs. d. In effective programs, the union usually takes an adversarial role and opposes company training.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Role of Labor Unions in Skills and Technical Training Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-06 - Understand the professional development and education practices common in many organizations TOPICS: Understand the professional development and education practices common in many organizations OTHER: Bloom’s: Remember 26. The federal government's current role in providing basic skills training is best defined as: a. Nonexistent—all funding was canceled by Ronald Reagan b. Modest—mainly through the Basic Skills Training Act c. Huge and growing—mainly through the Department of Education d. Substantial—through the Workforce Innovation and Opportunity Act ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Basic Skills/Literacy Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-02 - Explain the need for remedial basic skills training Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Explain the need for remedial basic skills training Bloom’s: Remember

27. Which of the following is NOT a positive outcome of a successful apprentice program? a. Decreased turnover b. Reduced health care costs c. Tax incentives d. Networking opportunities with other employers ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-03 - Explain the role of apprenticeships in today’s work environment TOPICS: Explain the role of apprenticeships in today’s work environment OTHER: Bloom’s: Remember 28. Which of the following is a benefit of the school-to-work program for employers? a. Trained labor pool b. A better public image c. Potential eligibility for wage subsidies and tax credits d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-03 - Explain the role of apprenticeships in today’s work environment TOPICS: Explain the role of apprenticeships in today’s work environment OTHER: Bloom’s: Remember 29. Which of the following is true of the School-to-Work Opportunities Act? a. It provided federal grants to states to cover the costs of school-to-work programs. b. It required employers to notify the government of plant closings. c. No training was encouraged by this act. d. None of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-03 - Explain the role of apprenticeships in today’s work environment Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Explain the role of apprenticeships in today’s work environment Bloom’s: Remember

30. Which of the following usually meets the criteria for licensing and certification? a. Supervisor recommendation and work experience b. Completion of training hours and scores on aptitude tests c. Work experience and peer approval d. Attainment of a degree, a given level of practical experience, and a passing score on an examination ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Professional Development and Education QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-06 - Understand the professional development and education practices common in many organizations TOPICS: Understand the professional development and education practices common in many organizations OTHER: Bloom’s: Remember 31. Customer service training is an example of: a. KSAO training. b. interpersonal skills training. c. technical skills training. d. sales training.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Interpersonal Skills Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-05 - Describe typical interpersonal skills training TOPICS: Describe typical interpersonal skills training OTHER: Bloom’s: Apply 32. All of the following are types of teams EXCEPT: a. department. b. quality circle. c. self-managed. d. cross-functional.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Interpersonal Skills Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.09-05 - Describe typical interpersonal skills training TOPICS: Describe typical interpersonal skills training OTHER: Bloom’s: Remember 33. A license can generally be granted by: a. a professional association. b. a state government. c. labor unions. d. a local government.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Professional Development and Education QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-06 - Understand the professional development and education practices common in many organizations TOPICS: Understand the professional development and education practices common in many organizations OTHER: Bloom’s: Remember 34. OSHA stands for: a. Occupation Safety and Health Act. b. On-site Safety and Health Act. c. Oregon Safety and Health Act. d. Occupation Sales and Healing Act. ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember 35. Effective safety management includes all of the following EXCEPT: a. employee involvement. b. management support and reinforcement. c. one-time safety training followed by monitoring. d. safety culture audits.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember 36. The lost work day index (LWDI) is: a. number of workdays missed due to illness divided by total number of employees times 10. b. number of workdays missed due to personal injury per 100 employees divided by the total number of employees and multiplied by 100. c. "OSHA Recordables" divided by 200,000 hours. d. number of workdays missed due to sick children divided by total hours worked times 10.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember 37. Which of the following is true regarding the number of 2018 workplace injuries and illnesses? a. There is a marked decrease compared to 1989 statistics. b. There is a recent uptick in worker deaths compared to 2011 statistics. c. Workplace injuries and illnesses are still common, with approximately 2.8 million reported in 2018. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember 38. How do professional organizations provide continuing education opportunities and stay connected with their members? a. Publishing journals, magazines, and newsletters b. Hosting websites that disseminate useful information to association members c. Sponsoring conferences, meetings, and workshops d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Professional Development and Education Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-06 - Understand the professional development and education practices common in many organizations TOPICS: Understand the professional development and education practices common in many organizations OTHER: Bloom’s: Remember 39. Many customer service training programs are based on the idea that: a. good service keeps customers coming back. b. bad service keeps customers challenged. c. service doesn't matter to customers. d. the customers are responsible for their experiences.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Interpersonal Skills Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-05 - Describe typical interpersonal skills training TOPICS: Describe typical interpersonal skills training OTHER: Bloom’s: Remember 40. The team-related skills that are necessary for accomplishing the work assigned to the group are called: a. basic skills. b. technical skills. c. task skills. d. process skills.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Interpersonal Skills Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-05 - Describe typical interpersonal skills training TOPICS: Describe typical interpersonal skills training OTHER: Bloom’s: Remember 41. Team building is: a. hiring new team members with specific attributes that the team is missing. b. making a team-based organizational chart that outlines the hierarchy of the team. c. a form of team training that is designed to build the trust, cohesiveness, and mutual sense of responsibility that make for an effective team. d. the sense of belonging felt by an insider in an organization.

ANSWER: c POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Interpersonal Skills Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-05 - Describe typical interpersonal skills training TOPICS: Describe typical interpersonal skills training OTHER: Bloom’s: Remember 42. All of the following are variables that predict team effectiveness EXCEPT: a. a team pay system. b. team spirit. c. social support. d. communication within the group.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Interpersonal Skills Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-05 - Describe typical interpersonal skills training TOPICS: Describe typical interpersonal skills training OTHER: Bloom’s: Remember 43. Joint training programs involve the company and: a. the federal government. b. the IRS. c. a labor union. d. a university.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Role of Labor Unions in Skills and Technical Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-06 - Understand the professional development and education practices common in many organizations TOPICS: Understand the professional development and education practices common in many organizations OTHER: Bloom’s: Remember 44. Corporate universities have been developed by organizations with which of the following goals? a. Provide curriculum that is linked to the goals and mission of the organization. b. Make employees feel increased loyalty to the organization. c. Allow employees to leave their job to secure additional education. d. Enable all employees the opportunity to access free higher education.

ANSWER: a Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Professional Development and Education QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-06 - Understand the professional development and education practices common in many organizations TOPICS: Understand the professional development and education practices common in many organizations OTHER: Bloom’s: Remember 45. Which of the following is NOT a category of adult literacy used by the National Center for Education Statistics? a. Digital problem solving b. Literacy c. Aptitude d. Numeracy ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Basic Skills/Literacy Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-01 - Identify and describe basic workplace competencies TOPICS: Identify and describe basic workplace competencies OTHER: Bloom’s: Remember 46. A 2017 report estimated that what percent of U.S. adults were low in literacy? a. 5% b. 19% c. 38% d. 29% ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Basic Skills/Literacy Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-02 - Explain the need for remedial basic skills training TOPICS: Explain the need for remedial basic skills training OTHER: Bloom’s: Remember 47. A team is defined as a group of individuals who: a. see themselves and who are seen by others as a social entity. b. are embedded in one or more larger social systems (e.g., communities, organizations). c. perform tasks that affect others (such as customers or coworkers). d. All of these choices are correct.

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ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Interpersonal Skills Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-05 - Describe typical interpersonal skills training TOPICS: Describe typical interpersonal skills training OTHER: Bloom's: Knowledge 48. Safety training is particularly important for: a. sales managers. b. production workers. c. office workers. d. executives.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Technical Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember 49. An on-site safety observation (OSO) is a: a. position that organizations hire outside consultants for. b. yearly inspection of equipment. c. training program offered to those who are hurt on the job. d. formal, structured approach for conducting a safety needs assessment.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Technical Training QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.09-04 - Describe typical technical skills training TOPICS: Describe typical technical skills training OTHER: Bloom’s: Remember

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Chapter 10: Coaching and Performance Management 1. To be an effective manager of employee performance requires supervisors to be controllers, not coaches. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Coaching: A Positive Approach to Managing Performance QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-01 - Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations OTHER: Bloom’s: Remember 2. The interpersonal skills needed for coaching include planning. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Skills Necessary for Effective Coaching QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-05 - Identify the skills necessary for effective coaching TOPICS: Identify the skills necessary for effective coaching OTHER: Bloom’s: Remember 3. Performance goals are most likely to be met if the employees do NOT participate in the final discussion. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: The Effectiveness of Coaching QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-04 - Explain how coaching can be used to maintain effective performance and encourage superior performance TOPICS: Explain how coaching can be used to maintain effective performance and encourage superior performance OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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4. In coaching, the HRD manager has the primary responsibility for the functioning of the coaching and performance management system. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: The HRD Professional’s Role in Coaching QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-06 - Identify the critical elements in a performance management system TOPICS: Identify the critical elements in a performance management system OTHER: Bloom’s: Remember 5. According to Fournies, the final step or question to ask in a coaching analysis is if the subordinate knows what they should be doing in regard to their performance. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Conducting the Coaching Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-02 - Explain how to analyze employee performance to set the stage for a coaching discussion TOPICS: Explain how to analyze employee performance to set the stage for a coaching discussion OTHER: Bloom’s: Remember 6. Performance management focuses on the use of performance evaluations. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Coaching and Performance Management QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-01 - Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations TOPICS: Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations OTHER: Bloom’s: Remember 7. Requiring all employees to achieve an error rate of no more than 1 percent is an example of a relative standard. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Coaching To Improve Poor Performance QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom's: Understand 8. Finding out if employees know their performance is not satisfactory is a key step in the coaching analysis. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Conducting the Coaching Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-02 - Explain how to analyze employee performance to set the stage for a coaching discussion TOPICS: Explain how to analyze employee performance to set the stage for a coaching discussion OTHER: Bloom’s: Remember 9. When defining poor performance, it is important to agree on what the standards of performance should be. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Coaching to Improve Poor Performance QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 10. Deviant behavior differs from poor performance in that it “threatens” the organization. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

Coaching to Improve Poor Performance True / False False HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 11. Research is increasing on the effectiveness of coaching as a way to improve poor performance and to encourage and enhance effective performance. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: The Effectiveness of Coaching QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-07 - Discuss the evidence of the effectiveness of coaching and performance management TOPICS: Discuss the evidence of the effectiveness of coaching and performance management OTHER: Bloom’s: Remember 12. The coaching analysis assumes that unsatisfactory performance has only one cause—poor effort by the employee. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Conducting the Coaching Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-02 - Explain how to analyze employee performance to set the stage for a coaching discussion TOPICS: Explain how to analyze employee performance to set the stage for a coaching discussion OTHER: Bloom’s: Remember 13. According to Fournies, it is important to get the employee to agree that a problem exists. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Coaching Discussion Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 14. Value shaping is a way to continue and maintain effective performance. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maintaining Effective Performance and Encouraging Superior Performance QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-04 - Explain how coaching can be used to maintain effective performance and encourage superior performance TOPICS: Explain how coaching can be used to maintain effective performance and encourage superior performance OTHER: Bloom’s: Remember 15. Abusive supervision (yelling and screaming at employees) has been found to be an effective way to reduce performance problems. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Coaching and Performance Appraisal QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-01 - Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations TOPICS: Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations OTHER: Bloom’s: Remember 16. It is very important to set specific goals to achieve improved performance. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: The Coaching Discussion QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 17. It is important for managers to demonstrate sincerity, commitment to, and respect for employees. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Skills Necessary for Effective Coaching QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-05 - Identify the skills necessary for effective coaching TOPICS: Identify the skills necessary for effective coaching OTHER: Bloom’s: Remember 18. An effective performance management system should focus on a large number of performance measures. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Closing Comments on Coaching and Performance Management QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-06 - Identify the critical elements in a performance management system TOPICS: Identify the critical elements in a performance management system OTHER: Bloom’s: Remember 19. In coaching, the direct supervisor: a. is not involved because it is the training department's problem. b. bears the primary responsibility for the effectiveness of the program. c. assigns employees to the coaching program but does not get involved in the program. d. is responsible only for the evaluation of the program.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Manager’s Role in Coaching QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-01 - Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations Bloom’s: Remember

20. The term coaching is: a. defined as a face-to-face discussion between a manager and a subordinate to get the subordinate to stop performing undesirable behaviors and begin performing desirable ones. b. defined as a conversation of self-discovery that follows a logical process and leads to superior performance, commitment to sustained growth, and positive relationships. c. used to describe both a broad approach to performance management and a specific technique to facilitate it. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Definition Of Coaching QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-01 - Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations TOPICS: Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations OTHER: Bloom’s: Remember 21. Coaching represents a: a. negative approach to being a supervisor. b. positive approach to being a supervisor. c. neutral approach to being a supervisor. d. nonpersonal approach to being a supervisor.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Coaching: A Positive Approach to Managing Performance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-01 - Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations TOPICS: Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations OTHER: Bloom’s: Remember 22. In conducting a coaching analysis, it is possible that: a. the alleged poor performance may be simply annoying to the supervisor and not really cause a problem for the organization. b. the employee may not know they are performing poorly. c. correcting the performance issue may not be worth the effort. d. All of these choices are correct.

ANSWER: d Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Conducting the Coaching Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-02 - Explain how to analyze employee performance to set the stage for a coaching discussion TOPICS: Explain how to analyze employee performance to set the stage for a coaching discussion OTHER: Bloom’s: Remember 23. According to Fournies, a primary goal of a coaching discussion is: a. to get the employee's attention. b. to cover yourself in case you have to fire the employee. c. to get agreement on the problem and solution. d. to meet the legal requirements of coaching.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Coaching Discussion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 24. Which of the following is true of performance management? a. Performance management emphasizes formal over informal feedback. b. Performance management extends the performance appraisal process to include goal setting and the ongoing process of performance improvement. c. Performance management is completely separate from the performance appraisal process. d. Performance management is driven by a top-down approach.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Coaching and Performance Management QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-06 - Identify the critical elements in a performance management system TOPICS: Identify the critical elements in a performance management system OTHER: Bloom’s: Remember 25. Which of the following interpersonal skills are necessary for effective coaching? a. Immediacy b. Objectivity Copyright Cengage Learning. Powered by Cognero.

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c. Planning and goal setting d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Skills Necessary for Effective Coaching QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-05 - Identify the skills necessary for effective coaching TOPICS: Identify the skills necessary for effective coaching OTHER: Bloom’s: Remember 26. For coaching to be effective, it must: a. include two-way communication. b. be structured. c. be critical in nature. d. All of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Effectiveness of Coaching QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-04 - Explain how coaching can be used to maintain effective performance and encourage superior performance TOPICS: Explain how coaching can be used to maintain effective performance and encourage superior performance OTHER: Bloom’s: Remember 27. When a rater compares an employee's performance to that of other employees, this is referred to as which of the following standards? a. Causal b. Absolute c. Relative d. Deviant ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Coaching to Improve Poor Performance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Understand Copyright Cengage Learning. Powered by Cognero.

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28. The fundamental attribution error refers to: a. the tendency to overattribute a behavior to a cause within the person, rather than to the situation. b. the tendency to overattribute a behavior to a cause within the situation, rather than to the person. c. the tendency to show bias toward people who are different from yourself. d. the tendency to remember recent employee behaviors better than ones that occurred some time ago.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Coaching to Improve Poor Performance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 29. Which of the following is NOT included in the Kinlaw Process for coaching discussions dealing with employee performance? a. Confronting or presenting b. Using reactions to develop information c. Resolving or resolution d. Terminating or promoting ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Coaching Discussion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 30. Which of the following is true of constructive criticism? a. It is feedback that is delivered inconsiderately. b. It attributes poor performance to internal causes. c. It is vague. d. It is descriptive and non-judgmental.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Effectiveness of Coaching QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.10-05 - Identify the skills necessary for effective coaching TOPICS: Identify the skills necessary for effective coaching OTHER: Bloom’s: Remember 31. In coaching, the role of HRD professionals is to: a. do the coaching analysis. b. help managers become effective coaches. c. conduct coaching discussions. d. take primary responsibility for the process.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: The HRD Professional’s Role in Coaching QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-04 - Explain how coaching can be used to maintain effective performance and encourage superior performance TOPICS: Explain how coaching can be used to maintain effective performance and encourage superior performance OTHER: Bloom’s: Remember 32. Poor performance is defined as: a. any deviation from expected behavior. b. specific, agreed-upon deviations from expected behavior. c. any performance deviation the supervisor thinks is bad. d. specific deviations from management's expectations.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Coaching to Improve Poor Performance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 33. Poor performance: a. depends on the standards for performance. b. is defined by ASTD. c. is known to all employees. d. is a standard all companies can easily define.

ANSWER: a POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

Easy Coaching to Improve Poor Performance Multiple Choice False HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 34. Action to improve performance should be: a. mandated by the supervisor. b. left up to HRD. c. mutually agreed to by supervisor and employee. d. solely up to the employee.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Conducting the Coaching Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 35. The interpersonal skills needed for coaching include all of the following EXCEPT: a. indicating respect. b. assertiveness. c. affirming. d. consistency of behavior.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Skills Necessary for Effective Coaching QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-05 - Identify the skills necessary for effective coaching TOPICS: Identify the skills necessary for effective coaching OTHER: Bloom’s: Remember 36. Causal attribution theory describes: a. the process by which people assign causes for their own, and others’, behavior. b. the process by which people assign causes for their own, but not other people's, behavior. c. the process by which people assign causes for other people's behavior, but not their own.

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d. None of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Coaching to Improve Poor Performance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 37. Which of the following is an example of a manager who commits a fundamental attribution error? a. The manager finds that laziness or carelessness is the cause of employee error and poor performance. b. The manager finds that task difficulty is the cause of employee error and poor performance. c. The manager finds that bad luck is the cause of employee error and poor performance. d. The manager finds that environmental factors are the cause of employee error and poor performance.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Coaching to Improve Poor Performance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom's: Apply 38. Performance goals are most likely to lead to performance improvement if: a. they are set up as specific goals. b. a copy of the final decision of the supervisor is given to the employee. c. employees are told what took place by HRD. d. the employee does not get involved in the process.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Conducting the Coaching Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-06 - Identify the critical elements in a performance management system ACCREDITING STANDARDS: BUSPROG: Analytic Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

DISC: HRM Identify the critical elements in a performance management system Bloom’s: Remember

39. Which of the following is NOT a type of deviant workplace behavior? a. Personal aggression b. Property deviance c. Production deviance d. Poor performance ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Coaching to Improve Poor Performance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 40. In which stage of the Kinlaw process does the supervisor help the employee examine the causes for poor performance? a. Confronting stage b. Using reactions to develop information stage c. Resolution stage d. Criticizing stage ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Coaching Discussion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 41. Which of the following activities are performed to attain organizational goals and effectiveness? a. Coaching analysis b. Coaching discussions c. Both coaching analysis and coaching discussions d. None of these choices are correct.

ANSWER: c POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Definition of Coaching QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-01 - Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations TOPICS: Define coaching, performance appraisal, and performance management, and explain the need for such activities in organizations OTHER: Bloom’s: Remember 42. After a performance problem has been identified in a coaching analysis, the supervisor should: a. talk to HR to get their view. b. decide if it is worth the time and effort to deal with the problem. c. immediately tell the employee to fix the problem. d. take several weeks to see if the problem goes away by itself.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Conducting the Coaching Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-03 - Describe the steps involved in coaching to improve poor performance TOPICS: Describe the steps involved in coaching to improve poor performance OTHER: Bloom’s: Remember 43. If the coaching discussion fails and the employee is able but unwilling to improve performance, the next step should be: a. turn it over and let HR handle it. b. give up and tell the employee it really does not matter. c. follow the organization's discipline policy. d. immediate termination.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Coaching Discussion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-06 - Identify the critical elements in a performance management system ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Identify the critical elements in a performance management system OTHER: Bloom’s: Remember 44. All of the following are ways of increasing employee motivation and sense of ownership of their performance EXCEPT: Copyright Cengage Learning. Powered by Cognero.

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a. goal setting. b. job redesign. c. employee participation and engagement efforts. d. pay raises.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Maintaining Effective Performance and Encouraging Superior Performance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-04 - Explain how coaching can be used to maintain effective performance and encourage superior performance ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain how coaching can be used to maintain effective performance and encourage superior performance OTHER: Bloom’s: Remember 45. Two skills necessary for effective coaching are: a. public speaking and writing skills. b. communication and interpersonal skills. c. planning and organizing skills. d. leadership and motivational skills.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Skills Necessary for Effective Coaching QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-05 - Identify the skills necessary for effective coaching TOPICS: Identify the skills necessary for effective coaching OTHER: Bloom’s: Remember 46. Paraphrasing is: a. making a new paragraph when needed. b. rewriting the last paragraph in different terms. c. a concise restatement of what the other person just said. d. a written skill used in evaluating performance.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Skills Necessary for Effective Coaching QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-05 - Identify the skills necessary for effective coaching TOPICS: Identify the skills necessary for effective coaching Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Bloom’s: Remember

47. Employees are more accepting of performance appraisals from supervisors who are: a. knowledgeable about the job. b. opinionated. c. good decision makers. d. supportive and helpful.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Effectiveness of Coaching QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-07 - Discuss the evidence of the effectiveness of coaching and performance management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Discuss the evidence of the effectiveness of coaching and performance management OTHER: Bloom’s: Remember 48. Criticism of employees: a. should be general in nature. b. should be specific and kept to a minimum. c. should be saved for the performance review. d. should never be given.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Effectiveness of Coaching QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.10-07 - Discuss the evidence of the effectiveness of coaching and performance management TOPICS: Discuss the evidence of the effectiveness of coaching and performance management OTHER: Bloom’s: Remember

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Chapter 11: Employee Counseling, Well-being, and Wellness 1. Most managers and supervisors are well-trained to deal with serious employee personal problems. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-04 - Describe the role of supervisors in the various types of employee counseling programs ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Describe the role of supervisors in the various types of employee counseling programs OTHER: Bloom’s: Remember 2. Confidentiality is of no concern to employees in counseling. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Issues in Employee Counseling QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-05 - Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs OTHER: Bloom’s: Remember 3. Employers see health care costs as a major factor in encouraging counseling programs for employees. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-01 - Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity TOPICS: Explain the need for employee counseling and wellness efforts in organizations, and why Copyright Cengage Learning. Powered by Cognero.

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OTHER:

counseling to promote employee well-being is an HRD activity Bloom’s: Remember

4. A necessary ingredient for an effective employee counseling program is a clear and well-enforced policy about employee confidentiality. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: An Overview of Employee Counseling Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-05 - Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs OTHER: Bloom’s: Remember 5. Stress is easy to define and identify. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Stress Management Interventions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 6. Employee counseling services should always be outsourced to get the best possible program. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: An Overview of Employee Counseling Programs QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.11-02 - Describe the typical activities included in employee counseling programs TOPICS: Describe the typical activities included in employee counseling programs OTHER: Bloom’s: Remember 7. Substance abuse, while found in the U.S. population, is not a problem in the workplace, since most abusers do not have jobs. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-01 - Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity TOPICS: Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity OTHER: Bloom’s: Remember 8. Employee assistance programs (EAPs) are based on the assumption that work is the cause of an employee's problems. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-02 - Describe the typical activities included in employee counseling programs TOPICS: Describe the typical activities included in employee counseling programs OTHER: Bloom’s: Remember 9. An HPP is a Health Promotion Program that encourages individuals to adopt lifestyles that maximize overall wellbeing. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Employee Wellness and Health Promotion Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and Copyright Cengage Learning. Powered by Cognero.

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TOPICS:

OTHER:

employee wellness/health promotion programs Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs Bloom’s: Remember

10. Exercise and fitness programs are popular among large employers. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Employee Wellness and Health Promotion Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 11. Heart disease and stroke are health problems linked to hypertension. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Employee Wellness and Health Promotion Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-01 - Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity TOPICS: Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity OTHER: Bloom’s: Remember 12. “Reasonable accommodation” for substance abuse generally is interpreted to mean that abusers cannot be fired for poor performance. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Issues in Employee Counseling QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: LEARNING OBJECTIVES:

False HUMA.WERN.22.11-05 - Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs OTHER: Bloom’s: Remember 13. An alcoholic employee may be fired for wrecking a company car while under the influence, if wrecking a car is an offense that normally results in termination. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Issues in Employee Counseling QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-05 - Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs OTHER: Bloom's: Apply 14. Records on EAP utilization by an employee should be kept as part of the employee’s regular personnel file. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Issues in Employee Counseling QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-05 - Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs OTHER: Bloom’s: Remember 15. If an employee declines participation in a recommended EAP, the organization should attempt to force acceptance. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: POINTS: DIFFICULTY: REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

False 1 Moderate Issues in Employee Counseling True / False False HUMA.WERN.22.11-05 - Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs OTHER: Bloom’s: Remember 16. Studies have shown that employees who feel that their skills are underused tend to have poorer mental health than other employees. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Employee Assistance Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-01 - Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity OTHER: Bloom’s: Remember 17. Employees must contact an EAP through their supervisor. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Employee Assistance Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-04 - Describe the role of supervisors in the various types of employee counseling programs TOPICS: Describe the role of supervisors in the various types of employee counseling programs OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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18. In general, internal EAPs offer more services than do external EAPs. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity OTHER: Bloom’s: Remember 19. While the research on constructive confrontation is not plentiful, the evidence to date casts doubt on its efficacy in dealing with both substance abuse and other problems. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 20. A stressor is an internal force affecting an individual. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Stress Management Interventions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-01 - Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity ACCREDITING STANDARDS: BUSPROG: Analytic Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

DISC: HRM Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity Bloom’s: Remember

21. Over the last 40 years, the obesity level in the United States has remained relatively constant. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Employee Wellness and Health Promotion Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-01 - Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity TOPICS: Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity OTHER: Bloom’s: Remember 22. Negative attitudes toward overweight people are widespread in the United States. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Employee Wellness and Health Promotion Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-01 - Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity TOPICS: Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity OTHER: Bloom’s: Remember 23. Training programs can help supervisors acquire the skills and attitudes needed to fulfill the role of confronting problem employees and dealing with them sensitively and effectively. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Issues in Employee Counseling QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-04 - Describe the role of supervisors in the various types of employee counseling programs Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Describe the role of supervisors in the various types of employee counseling programs Bloom’s: Remember

24. Of the following, the biggest concern that employees have about employee counseling services is: a. cost (How much they will have to pay for the services?). b. confidentiality (Who will know that they have received counseling?). c. credentials (Does the counselor have the proper training to do the counseling?). d. evaluation (Has research shown that the counseling is effective?).

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Issues in Employee Counseling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-05 - Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs OTHER: Bloom’s: Remember 25. Which of the following statements is TRUE concerning employee assistance programs (EAPs)? a. The number of EAPs in the United States has decreased significantly since the 1970s. b. They began in the 1940s to help employees deal with illegal drug use. c. They are based on the premise that work is very important to people. d. They focus primarily on drug and alcohol problems, rather than work performance problems.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 26. A typical employee counseling program includes all of the following activities EXCEPT: a. problem identification. b. referral. c. discipline. d. counseling.

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ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: An Overview of Employee Counseling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-02 - Describe the typical activities included in employee counseling programs TOPICS: Describe the typical activities included in employee counseling programs OTHER: Bloom’s: Remember 27. The necessary ingredients for an effective counseling program include a. top management support. b. a clear set of policies and procedures. c. coverage of services by the health insurance plan. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: An Overview of Employee Counseling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 28. Which of the following is true of the Americans with Disabilities Act (ADA)?: a. It prohibits discrimination against individuals with disabilities. b. It requires that employers make unreasonable accommodations to help disabled employees perform their job functions. c. It requires that employers make unreasonable accommodations to help disabled employees perform their job functions. d. All of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Issues in Employee Counseling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-05 - Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs Bloom’s: Remember

29. Health promotion programs (HPPs) include all of the following EXCEPT: a. exercise programs. b. smoking cessation programs. c. assertiveness training programs. d. nutrition and weight control programs.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Wellness and Health Promotion Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Apply 30. Which of the following are necessary for an employee counseling program to be effective? a. A range of care, including follow-up b. A clear and well-enforced employee confidentiality policy c. Cooperation with unions, if present in the organization d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: An Overview of Employee Counseling Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 31. All of the following are components of a typical employee counseling program EXCEPT: a. prevention. b. counseling. c. treatment. d. education.

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ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: An Overview of Employee Counseling Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-02 - Describe the typical activities included in employee counseling programs TOPICS: Describe the typical activities included in employee counseling programs OTHER: Bloom’s: Remember 32. Employee counseling services began: a. in the early 1900s with Macy’s Department Store providing a leading example. b. in 1964 after the EEO laws. c. in 1991 with the ADA. d. in the late 1980s due to increasing drug use by employees.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-01 - Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity TOPICS: Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity OTHER: Bloom’s: Remember 33. The typical counseling program begins with: a. a customer complaint. b. an employee's request for time off. c. the identification of a problem. d. a supervisor’s disciplinary action.

ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: An Overview of Employee Counseling Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-02 - Describe the typical activities included in employee counseling programs TOPICS: Describe the typical activities included in employee counseling programs OTHER: Bloom’s: Remember 34. EAPs first began in the United States in: a. 1960s—the drug era.

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b. 1970s—baby boomers come of age. c. 1940s—alcoholism programs. d. 1890s—the Victorian era.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 35. Which of the following is an example of the emotional and mental health issues commonly seen by counselors in industry? a. Divorce and marital problems b. Depression and suicide attempts c. Legal and financial problems d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Employee Assistance Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 36. The act that requires mental health coverage be equivalent to other medical benefits for many employers is the: a. Americans with Disabilities Act (ADA) of 1990. b. Drug-Free Workplace Act. c. Mental Health Parity and Addiction Equity Act of 2010. d. Healthcare Rebuilding Act. ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: Employee Assistance Programs QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: LEARNING OBJECTIVES:

False HUMA.WERN.22.11-05 - Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs OTHER: Bloom’s: Remember 37. Which of the following is NOT one of the ten dimensions of worksite wellness programs? a. Conducting wellness screening with health risk appraisals b. Referring employees to treatment and health-improvement interventions c. Holding wellness events done for the entire organization d. Providing all treatment and health-improvement activities on-site ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Wellness and Health Promotion Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 38. Which of the following is true regarding alcoholism in the United States? a. Only about 1 million people have an alcohol problem. b. As much as 47 percent of industrial injuries have been linked to alcohol use. c. It is a personal problem and almost never involves the employer. d. Almost one-half of workers are alcoholics.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-01 - Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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39. The Drug-Free Workplace Act: a. applies only to federal contractors and grant receivers. b. applies to all U.S. employers. c. applies only to big companies. d. covers only federal employees.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Employee Assistance Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-05 - Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs TOPICS: Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs OTHER: Bloom’s: Remember 40. Which of the following is a true statement regarding gambling? a. Gambling addiction is not included within the coverage of EAPs. b. Gambling problems affect up to 8 million Americans to some degree. c. Gambling is not considered to be an issue worth addressing by most HRD professionals. d. Problem gambling is not considered a mental health issue.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 41. According to studies: a. up to 50 percent of medical claims filed can be tied to mental and emotional illnesses. b. mental health medical claims are almost never made. c. mental illnesses in the United States have been almost eliminated. d. almost one-quarter of the U.S. population has some type of diagnosable mental disorder in a given year.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-01 - Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity TOPICS: Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity OTHER: Bloom’s: Remember 42. The U.S. Equal Employment Opportunity Commission (EEOC) issued guidelines to help employers comply with the Americans with Disabilities Act (ADA) in which of the following areas? a. Substance abuse b. Psychiatric disabilities c. Wellness d. Fitness ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-05 - Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Explain the legal and ethical issues raised by employee counseling, assistance, and health and wellness programs OTHER: Bloom’s: Remember 43. How are substance abuse and other personal problems in the workplace defined in EAPs? a. Clinically defined as addiction or psychiatric disorders b. Operationally defined in terms of job performance c. As learned patterns of behavior d. Legally they cannot be defined.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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44. In most EAPs, supervisors are: a. trained in “constructive confrontation.” b. not part of the program since it is usually outsourced. c. too close to their employees to offer unbiased help. d. trained to say whether an employee has a drug or alcohol problem.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-04 - Describe the role of supervisors in the various types of employee counseling programs TOPICS: Describe the role of supervisors in the various types of employee counseling programs OTHER: Bloom’s: Remember 45. The effectiveness of EAPs is: a. totally unknown due to the lack of research. b. considered very poor by almost everyone in the industry. c. still in the research phase. d. generally accepted with some controversy.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 46. All of the following are organizational stressors EXCEPT: a. poorly defined rules. b. inconsistent policies. c. superficial monitoring. d. work overload.

ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: Stress Management Interventions QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES:

HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 47. A Level I employee wellness program includes: a. health screenings. b. memberships in fitness centers. c. classes on how to perform properly physical work tasks. d. All of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Employee Wellness and Health Promotion Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom's: Apply 48. Which of the following is NOT a behavior pattern that may indicate a substance abuse problem? a. Asking to work a lot of overtime b. A high accident rate for an employee c. Frequent absenteeism d. Missing deadlines and generally doing poor work ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Assistance Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Bloom’s: Apply

49. All of the following are true regarding the role of supervisors EXCEPT: a. Supervisors are generally encouraged to provide early identification of employees' serious personal problems. b. Supervisors should be trained to counsel and solve employees' personal problems. c. The supervisor’s primary responsibility is to ensure the effective functioning of the work unit. d. Supervisors should support troubled employees by helping them obtain the care they need to improve performance.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Issues in Employee Counseling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-04 - Describe the role of supervisors in the various types of employee counseling programs ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the role of supervisors in the various types of employee counseling programs OTHER: Bloom’s: Remember 50. According to O'Donnell, which of the following is true of fitness and wellness programs? a. Level I focuses on direct behavior change. b. Level II focuses on education only. c. Level III focuses on the organizational environment. d. Level IV focuses on the ”total person.”

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Wellness and Health Promotion Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 51. Which of the following programs are among the most popular employee well-being interventions? a. Smoking cessation b. Blood analysis c. Weight loss d. Exercise and fitness ANSWER: d POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Employee Wellness and Health Promotion Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 52. The benefits of health and wellness programs: a. have never been studied. b. generally far outweigh the cost of such programs. c. are far less than the cost of these programs. d. have been found to be about the same as the costs of such programs.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Overall Effectiveness of Health and Wellness Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 53. Potential unintended negative outcomes of employee counseling programs include all of the following EXCEPT: a. increased worker's compensation costs. b. conflicts between smokers and nonsmokers. c. increased scheduling problems due to program participation. d. reduced motivation and job satisfaction.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Issues in Employee Counseling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM Copyright Cengage Learning. Powered by Cognero.

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TOPICS:

OTHER:

Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs Bloom’s: Remember

54. In addition to rising health care costs, a major factor promoting organizational interest in employees' well-being is: a. the aging population. b. immigration reform. c. globalization. d. shortage of skilled workers.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-01 - Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity TOPICS: Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity OTHER: Bloom’s: Remember 55. All of these are disadvantages of in-house counseling programs EXCEPT: a. lack of necessary resources. b. reduced credibility with supervisors. c. reluctance of some employees to use the service. d. real or perceived problems with confidentiality.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: An Overview of Employee Counseling Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-02 - Describe the typical activities included in employee counseling programs TOPICS: Describe the typical activities included in employee counseling programs OTHER: Bloom’s: Remember 56. Stress on the job is: a. rare. b. found but costs U.S. companies little money. c. expressed most frequently as job dissatisfaction. d. common but not seen as really impacting work.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

Stress Management Interventions Multiple Choice False HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember 57. A typical skill-acquisition intervention to deal with stress would include: a. time management training. b. safety training. c. a stress management lecture. d. a video on stress.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Stress Management Interventions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Apply 58. What is true about smoking in the United States? a. Only 5 percent of the population smokes. b. It has declined since 1965 but is still high. c. Almost 50 percent of people smoke. d. It has increased since 1965.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Wellness and Health Promotion Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-01 - Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity TOPICS: Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Bloom’s: Remember

59. What percentage of the U.S. population is considered obese? a. 52 percent b. 25 percent c. 10 percent d. 42 percent ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Employee Wellness and Health Promotion Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-01 - Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity TOPICS: Explain the need for employee counseling and wellness efforts in organizations, and why counseling to promote employee well-being is an HRD activity OTHER: Bloom’s: Remember 60. The effectiveness of employee counseling programs is: a. easy to evaluate. b. assessed mostly by line managers. c. commonly evaluated by organizations. d. difficult to research since the personal nature of the programs makes organizations reluctant to allow researchers access to the data.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Issues in Employee Counseling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.11-03 - Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the focus and effectiveness of three types of employee counseling programs: employee assistance programs, stress management interventions, and employee wellness/health promotion programs OTHER: Bloom’s: Remember

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Chapter 12: Career Management and Development 1. In the “traditional” employment relationship, employees often felt that they had joined the company “family.” a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-02 - Explain how the current state of the employment relationship is impacting career management and development ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain how the current state of the employment relationship is impacting career management and development OTHER: Bloom’s: Remember 2. Because career development is primarily an individual’s responsibility, it is not an area for organizational activity. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Delivering Effective Career Development Systems QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-07 - Understand what is involved in designing a career management program ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand what is involved in designing a career management program OTHER: Bloom’s: Remember 3. Outplacement counseling focuses on keeping people happy within the organization. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Career Development Practices and Activities QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Describe five career management practices Bloom’s: Remember

4. A career path is a series of jobs with related tasks and experiences that an employee moves through over time. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Career Development Practices and Activities QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-03 - Describe how models of life and career development enhance our understanding of careers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe how models of life and career development enhance our understanding of careers OTHER: Bloom’s: Remember 5. Career exploration always includes goal setting. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Process of Career Management QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-04 - Describe several models of career management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe several models of career management OTHER: Bloom's: Understand 6. Career planning involves becoming aware of one's options, constraints, and consequences. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Defining Career Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-01 - Define the term career, and explain the roles involved in career management and development Copyright Cengage Learning. Powered by Cognero.

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ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define the term career, and explain the roles involved in career management and development OTHER: Bloom’s: Remember 7. Career management is largely carried out by the individual rather than the organization. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Defining Career Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-01 - Define the term career, and explain the roles involved in career management and development ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define the term career, and explain the roles involved in career management and development OTHER: Bloom’s: Remember 8. In the “new” employment relationship described in your text, employment is best viewed as an exchange relationship for mutual benefit. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-02 - Explain how the current state of the employment relationship is impacting career management and development ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain how the current state of the employment relationship is impacting career management and development OTHER: Bloom’s: Remember 9. According to Greenhaus, a career is best defined as one's work experiences over a lifetime. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

Defining Career Concepts True / False False HUMA.WERN.22.12-01 - Define the term career, and explain the roles involved in career management and development ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define the term career, and explain the roles involved in career management and development OTHER: Bloom’s: Remember 10. According to the multiple career concept model, an “expert” focuses on building knowledge and skill within a specialty, with little upward movement in a traditional hierarchy. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Models of Career Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-04 - Describe several models of career management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe several models of career management OTHER: Bloom’s: Remember 11. According to Levinson, 80% of men interviewed experienced a midcareer period of self-questioning and reevaluation. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Stages of Life and Career Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-03 - Describe how models of life and career development enhance our understanding of careers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe how models of life and career development enhance our understanding of careers OTHER: Bloom’s: Remember 12. Generativity (according to Erikson) is when people focus on the generations that have gone before them. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: POINTS: DIFFICULTY: REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

False 1 Moderate Stages of Life and Career Development True / False False HUMA.WERN.22.12-03 - Describe how models of life and career development enhance our understanding of careers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe how models of life and career development enhance our understanding of careers OTHER: Bloom’s: Remember 13. According to Jones and DeFillippi, one of the key competencies possessed by individuals who have successfully navigated careers and organizational networks is “knowing whom” to form work relationships with. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Roles in Career Management QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 14. HRD's role in career development is to make a plan for every employee. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Roles in Career Management QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 15. The career counseling process can be viewed as having three stages.

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a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Career Development Practices and Activities QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 16. Which of the following is important for creating, delivering, and evaluating an effective career development system? a. Obtain senior management support. b. Evaluate pilot programs before implementing a full-blown program. c. Implement a joint effort among managers, HR professionals, and the individual employee. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Delivering Effective Career Development Systems QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-07 - Understand what is involved in designing a career management program ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand what is involved in designing a career management program OTHER: Bloom’s: Remember 17. Which of the following is NOT a theme of past definitions of career? a. The property of an occupation or organization b. Advancement within an organization c. A sequence of unrelated jobs d. Status of a profession ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Defining Career Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-01 - Define the term career, and explain the roles involved in career management and development ACCREDITING STANDARDS: BUSPROG: Analytic Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

DISC: HRM Define the term career, and explain the roles involved in career management and development Bloom’s: Remember

18. According to Levinson, each era of life contains a series of stable and transitional periods. Each stable period lasts about: a. 6 years. b. 10 years. c. 4 years. d. 15 years.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Stages of Life and Career Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-03 - Describe how models of life and career development enhance our understanding of careers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe how models of life and career development enhance our understanding of careers OTHER: Bloom’s: Remember 19. Based on the Greenhaus et al. four-stage model, career establishment occurs at what age? a. Not until near retirement (about 55–65) b. Generally between the ages of 25 and 40 c. While still in high school or college, 16–22 d. It varies, based on the job market.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Models of Career Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-03 - Describe how models of life and career development enhance our understanding of careers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe how models of life and career development enhance our understanding of careers OTHER: Bloom’s: Remember 20. Hall and colleagues’ protean career concept emphasizes that: a. individuals drive their own careers. b. organizations drive a person's career.

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c. careers are determined by the god Proteus. d. None of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Models of Career Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-04 - Describe several models of career management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe several models of career management OTHER: Bloom’s: Remember 21. According to the multiple career concept model, which of the following statements is accurate? a. A transitory career features a devotion to one occupation. b. An expert generally changes fields every 5 years. c. A linear career is the traditional view of a career in the United States. d. A spiral career means moving progressively upward to the top of an organization.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Models of Career Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-03 - Describe how models of life and career development enhance our understanding of careers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe how models of life and career development enhance our understanding of careers OTHER: Bloom’s: Remember 22. A career plateau is: a. when burnout occurs. b. when you become president of the organization. c. when you make as much money as you want. d. when the likelihood of promotion becomes very low.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Issues in Career Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-06 - Describe four issues that affect career management ACCREDITING STANDARDS: BUSPROG: Analytic Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

DISC: HRM Describe four issues that affect career management Bloom’s: Remember

23. All of the following are career concepts EXCEPT: a. linear. b. horizontal. c. spiral. d. transitory.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Models of Career Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-03 - Describe how models of life and career development enhance our understanding of careers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe how models of life and career development enhance our understanding of careers OTHER: Bloom’s: Remember 24. Career exploration can include any of the following EXCEPT: a. self-analysis of KSAOs. b. research of possible jobs. c. working with a career coach. d. goal setting.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Process of Career Management QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 25. A systems view of career management is an example of: a. an individually oriented career management model. b. a long-term-oriented career management model. c. an organizationally oriented career management model. d. a sequential career management model.

ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Process of Career Management QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-04 - Describe several models of career management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe several models of career management OTHER: Bloom’s: Remember 26. HRD professionals can benchmark their career development practices through all of the following EXCEPT: a. by reading practitioner literature profiling effective practices. b. through discussions with other HRD professionals. c. through visits to leading organizations. d. employee surveys.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Delivering Effective Career Development Systems QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-07 - Understand what is involved in designing a career management program ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand what is involved in designing a career management program OTHER: Bloom’s: Remember 27. Assessment centers can be used for: a. new employee selection. b. assessing advancement potential of existing employees. c. both new employee selection and assessing advancement potential of existing employees. d. None of these choices are correct.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Career Development Practices and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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28. How does one's personal life impact one’s career choices? a. There is no impact because it is easy to keep the two totally separate. b. A link between these two is illegal. c. Any link would violate personal privacy. d. It has a major impact on the decisions one makes about jobs.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Defining Career Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-01 - Define the term career, and explain the roles involved in career management and development ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define the term career, and explain the roles involved in career management and development OTHER: Bloom’s: Remember 29. According to Levinson, in which era does an individual find a place in society, obtain meaningful work, realize a lifestyle, and establish meaningful relationships? a. Early adulthood b. Middle adulthood c. Pre-adulthood d. Late adulthood ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Stages of Life and Career Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-03 - Describe how models of life and career development enhance our understanding of careers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe how models of life and career development enhance our understanding of careers OTHER: Bloom’s: Remember 30. According to Levinson, what characterizes late adulthood? a. It allows an even stronger sense of self, leading one to become more compassionate. b. It is a period of great energy and great stress. c. The challenge in this era is to come to terms with one’s life and accept things as they have been. d. It is a time of questioning and reappraisal about the path initially chosen.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

Stages of Life and Career Development Multiple Choice False HUMA.WERN.22.12-03 - Describe how models of life and career development enhance our understanding of careers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe how models of life and career development enhance our understanding of careers OTHER: Bloom’s: Remember 31. Middle adulthood is almost always a period of: a. preparing to die. b. pursuing one's career dreams. c. questioning of the career dream. d. great energy and stress.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Stages of Life and Career Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-03 - Describe how models of life and career development enhance our understanding of careers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe how models of life and career development enhance our understanding of careers OTHER: Bloom’s: Remember 32. During midcareer, the two events likely to occur are: a. plateauing and obsolescence. b. disinterest and illness. c. happiness and satisfaction. d. laziness and loss of appetite.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Models of Career Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-04 - Describe several models of career management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe several models of career management OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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33. Which career concept is motivated by creativity and personal growth with a lifelong progression of periodic moves across related occupations, disciplines, or specialties? a. Linear b. Expert c. Spiral d. Transitory ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Models of Career Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-04 - Describe several models of career management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe several models of career management OTHER: Bloom’s: Remember 34. The systems view of career management includes all of the following EXCEPT: a. the people system. b. the job market system. c. the organizational system. d. the management and information system.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Process of Career Management QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-04 - Describe several models of career management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe several models of career management OTHER: Bloom’s: Remember 35. Which of the following is NOT true of job postings? a. It is one of the least common career development activities. b. It is a source of career information as well as a recruiting and selection tool. c. Most postings are done online, using the organization’s website or intranet. d. They can create problems if employees suspect that only low-level positions are being posted.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Career Development Practices and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 36. In the team-based career development model, the team: a. members serve as role models. b. rewards behaviors that enhance team performance and growth. c. determines training opportunities for team members. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Process of Career Management QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-04 - Describe several models of career management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe several models of career management OTHER: Bloom’s: Remember 37. In career management, which of the following is NOT one of the manager's roles? a. Act as a referral agent b. Act as an advisor c. Act as a disciplinarian d. Act as an appraiser ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Roles in Career Management QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-01 - Define the term career, and explain the roles involved in career management and development ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define the term career, and explain the roles involved in career management and development OTHER: Bloom’s: Remember 38. Outplacement counseling focuses on: a. terminated employees. b. retiring employees. c. newly hired employees.

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d. those remaining with the organization after a lay-off.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Career Development Practices and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 39. Which of the following stages in the career counseling process includes providing assistance in self-assessment and establishing career goals and strategies? a. Opening and probing b. Understanding and focusing c. Programming d. None of these choices are correct.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Career Development Practices and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 40. Which of the following is NOT a way to measure an employee's potential to fill key positions? a. Assessment centers b. Succession planning c. 360-degree evaluations d. Potential ratings ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Career Development Practices and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Bloom’s: Remember

41. Job rotation involves assigning employees to a series of jobs in different: a. states. b. functional areas of the organization. c. company divisions. d. countries.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Career Development Practices and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 42. Mentoring occurs between: a. male and female employees. b. people who work in the same department. c. junior and senior members of the organization. d. different supervisors.

ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: Career Development Practices and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 43. Successful development of which of the following allows an individual to be at peace with one’s life as one faces death while failure can lead to despair over the meaning of one’s existence? a. Ego integrity b. Generativity c. Autonomy d. Identity discovery ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Stages of Life and Career Development Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

Multiple Choice False HUMA.WERN.22.12-03 - Describe how models of life and career development enhance our understanding of careers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe how models of life and career development enhance our understanding of careers OTHER: Bloom’s: Remember 44. Which of the following describes the correct developmental stages of team careers? a. Integration, development, independence and accountability b. Development, integration, accountability and independence c. Accountability and independence, development, integration d. Development, accountability and independence, integration ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Process of Career Management QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-04 - Describe several models of career management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe several models of career management OTHER: Bloom’s: Remember 45. In succession planning, senior managers: a. determine models for success. b. define success for their subordinates. c. identify employees who should be developed to replace them. d. succeed in strategic planning.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Career Development Practices and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 46. Which of the following is true of mentoring? a. It must be assigned by HRD. Copyright Cengage Learning. Powered by Cognero.

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b. The mentoring relationship is complex. c. It does not need to tie to the strategic plan of the organization. d. It serves the needs of the junior member but does nothing for the senior member.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Career Development Practices and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 47. Which of the following is NOT a method to increase career motivation? a. Define career plateaus b. Enhance career insight c. Build career identity d. Support career resilience ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Issues in Career Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-06 - Describe four issues that affect career management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe four issues that affect career management OTHER: Bloom’s: Remember 48. Which of the following is true of career insight? a. It encourages work involvement through job challenge and professional growth. b. It generates opportunities for achievement. c. It rewards solid performance through professional recognition and/or financial bonuses. d. It supplies employees with information relevant to attaining their career goals.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Issues in Career Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-06 - Describe four issues that affect career management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Describe four issues that affect career management Bloom’s: Remember

49. Career enrichment could include all of the following EXCEPT: a. retraining. b. promotions. c. certification. d. job transfers and rotation.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Issues in Career Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-06 - Describe four issues that affect career management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe four issues that affect career management OTHER: Bloom’s: Understand 50. Succession planning is normally carried out by: a. first-line supervisors. b. an outside specialist. c. senior managers. d. HRD and the employee.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Career Development Practices and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 51. All of the following are a career management method proposed by Brousseau and colleagues EXCEPT: a. performance planning. b. counseling. c. individual career development program contracts. d. cafeteria approach.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Process of Career Management Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-04 - Describe several models of career management ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe several models of career management OTHER: Bloom’s: Remember 52. Self-assessment activities include: a. self-study workbooks. b. career planning workshops. c. pre-retirement programs. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Career Development Practices and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 53. Career counseling includes a. opening and probing. b. understanding and planning. c. organizing. d. opening and planning.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Career Development Practices and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember 54. Potential ratings are: a. not used anymore in organizations. b. focused on the future rather than the past or present. c. very different than performance evaluations.

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d. performed by HRD. ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Career Development Practices and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.12-05 - Describe five career management practices ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe five career management practices OTHER: Bloom’s: Remember

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Chapter 13: Management Development 1. The number of managers in the United States is shrinking. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-01 - Define management development and describe how it is used ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define management development and describe how it is used OTHER: Bloom’s: Remember 2. Needs assessment in management training is critical to program success. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Approaches to Understanding the Job of Managing QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-02 - Understand approaches that have been taken to describing the managerial job ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand approaches that have been taken to describing the managerial job OTHER: Bloom’s: Remember 3. Corporate colleges or universities are seldom used in the United States. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Management Training and Experiences QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-04 - Describe the options and trends in management education ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the options and trends in management education Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Bloom’s: Remember

4. A potential disadvantage to short courses offered by colleges and universities is a perceived lack of relevance and practical orientation. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Management Education QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-04 - Describe the options and trends in management education ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Describe the options and trends in management education OTHER: Bloom’s: Remember 5. Behavior modeling typically involves five steps, which include: lecture, taking notes, memorization, repeating, and learning. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Examples of Approaches Used to Develop Managers QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-06 - Describe the components of two common management development programs: leadership training and behavior modeling training ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the components of two common management development programs: leadership training and behavior modeling training OTHER: Bloom’s: Remember 6. Researchers who have examined the job of managing have done so from at least three perspectives: describing the characteristics of the job, describing the roles managers serve, and developing models that show how the various components of managing relate to each other. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Approaches to Understanding the Job of Managing QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES:

HUMA.WERN.22.13-02 - Understand approaches that have been taken to describing the managerial job ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand approaches that have been taken to describing the managerial job OTHER: Bloom’s: Remember 7. When organizations are competing globally, four categories of managers are needed: Business, Country, Functional, and Corporate. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Approaches to Understanding the Job of Managing QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-03 - Explain specific ways that management development can be linked to organizational goals and strategies ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain specific ways that management development can be linked to organizational goals and strategies OTHER: Bloom’s: Remember 8. A transformational leader offers us a vision and inspires us to pursue that vision. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Examples of Approaches Used to Develop Managers QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-04 - Describe the options and trends in management education ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the options and trends in management education OTHER: Bloom’s: Remember 9. Traditional management education offered at four-year colleges and universities, leading to a bachelor’s or master’s degree, generally focuses on management knowledge and general concepts. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Management Education QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-04 - Describe the options and trends in management education ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Describe the options and trends in management education OTHER: Bloom’s: Remember 10. Even among the best empirical studies, there are significant limitations that make it difficult to confidently conclude what most managers do and how they develop. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Describing the Manager’s Job: Roles and Competencies QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-01 - Define management development and describe how it is used ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define management development and describe how it is used OTHER: Bloom’s: Remember 11. The characteristics approach involves interviewing managers. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Approaches to Understanding the Job of Managing QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-01 - Define management development and describe how it is used ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define management development and describe how it is used OTHER: Bloom’s: Remember 12. Business degrees are the most popular undergraduate degrees offered in the United States. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Management Education QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-04 - Describe the options and trends in management education ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Describe the options and trends in management education OTHER: Bloom’s: Remember 13. The HRD process model (A DImE) is not suited to management education and development efforts. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Designing Effective Management Development Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-07 - Use the HRD process model to design, implement, and evaluate management development programs ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Use the HRD process model to design, implement, and evaluate management development programs OTHER: Bloom’s: Understand 14. All of the following are true concerning management development a. it must be specific to each organization. b. to be effective, it should be outsourced. c. it must provide employees a chance to learn and grow. d. it must be linked to the organization's business strategy.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-01 - Define management development and describe how it is used ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define management development and describe how it is used OTHER: Bloom’s: Remember 15. The definition of management development includes all of the following EXCEPT: a. providing managers with opportunities to learn, grow, and change. b. a conscious effort by the organization.

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c. a hope of producing skilled and effective managers. d. an analysis of needs.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-01 - Define management development and describe how it is used ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define management development and describe how it is used OTHER: Bloom’s: Remember 16. Research studies done in the 1970s and earlier found: a. an environment very similar to today's world. b. a very stable environment, unlike today's turbulent world. c. a rapidly changing environment. d. None of these choices are correct.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Describing the Manager’s Job: Roles and Competencies QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-02 - Understand approaches that have been taken to describing the managerial job ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Understand approaches that have been taken to describing the managerial job OTHER: Bloom’s: Remember 17. Based on the need for globally competent managers, Bartlett and Ghoshal argue that the role of a country manager is to: a. be leaders and talent scouts. b. develop new products. c. sense local threats/opportunities and build local resources. d. coordinate transactions across national borders.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Approaches to Understanding the Job of Managing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-03 - Explain specific ways that management development can be linked to organizational goals and strategies Copyright Cengage Learning. Powered by Cognero.

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ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain specific ways that management development can be linked to organizational goals and strategies OTHER: Bloom’s: Remember 18. Which of the following is NOT a component of management development? a. Mentoring and coaching b. Management education c. Management training d. On-the-job experiences ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-01 - Define management development and describe how it is used ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define management development and describe how it is used OTHER: Bloom’s: Remember 19. Corporate colleges or universities are: a. seldom used in the United States. b. generally offered by Harvard University on weekends. c. reflective of past (older) training concepts. d. geared toward an organization’s specific needs and preferred ways of doing things.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Management Training and Experiences QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-04 - Describe the options and trends in management education ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the options and trends in management education OTHER: Bloom’s: Remember 20. The integrated competency model focuses on: a. education. b. experiences. c. competencies. d. traits.

ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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POINTS: DIFFICULTY: REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

1 Moderate Approaches to Understanding the Job of Managing Multiple Choice False HUMA.WERN.22.13-05 - Explain how training and on-the-job experiences can be used to develop managers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain how training and on-the-job experiences can be used to develop managers OTHER: Bloom’s: Remember 21. Which of the following is included in the characteristics approach to understanding managerial jobs? a. Observing the tasks managers perform and grouping them into meaningful categories b. Using observation to identify the roles managers are typically assigned c. Using descriptive questionnaires completed by managers and others to identify effective managerial behaviors d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Approaches to Understanding the Job of Managing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-05 - Explain how training and on-the-job experiences can be used to develop managers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain how training and on-the-job experiences can be used to develop managers OTHER: Bloom’s: Understand 22. Which of the following is a true statement regarding action learning? a. It uses cases developed by universities like Harvard b. It is basically a case study approach c. It is “hypothetical” and not real to the managers d. It is losing popularity in today's leaner organizations ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Management Training and Experiences QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-05 - Explain how training and on-the-job experiences can be used to develop managers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain how training and on-the-job experiences can be used to develop managers Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Bloom’s: Understand

23. The integrated competency model identifies 21 competencies that are grouped into six categories, which include all EXCEPT: a. human resource management. b. focus on others. c. general knowledge. d. leadership.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Approaches to Understanding the Job of Managing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-02 - Understand approaches that have been taken to describing the managerial job ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand approaches that have been taken to describing the managerial job OTHER: Bloom’s: Remember 24. In the global organization, which category of manager plays the role of strategist for the organization, coordinator of transactions across national borders, and architect for asset configuration? a. Business manager b. Country manager c. Functional manager d. Corporate manager ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Approaches to Understanding the Job of Managing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-02 - Understand approaches that have been taken to describing the managerial job ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand approaches that have been taken to describing the managerial job OTHER: Bloom’s: Apply 25. Mintzberg's problem with previous attempts to define the manager's job is that they: a. separate the job components behaviorally. b. focus on the holistic approach. c. ignore the elements of the job and focus on the big picture. d. focus on the integrated work of managing.

ANSWER: a POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

Moderate Approaches to Understanding the Job of Managing Multiple Choice False HUMA.WERN.22.13-02 - Understand approaches that have been taken to describing the managerial job ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand approaches that have been taken to describing the managerial job OTHER: Bloom’s: Remember 26. At the center of Mintzberg's well-rounded model of the managerial job is: a. the job. b. the individual. c. the organization. d. the environment of the job.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Approaches to Understanding the Job of Managing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-02 - Understand approaches that have been taken to describing the managerial job ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand approaches that have been taken to describing the managerial job OTHER: Bloom’s: Remember 27. The managerial rating instrument Prospector rates managers on which of the following dimensions? a. End-state competency dimensions b. Learning-oriented dimensions c. Specialized knowledge dimensions d. Both end-state competency and learning-oriented dimensions ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Approaches to Understanding the Job of Managing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-02 - Understand approaches that have been taken to describing the managerial job ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand approaches that have been taken to describing the managerial job OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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28. Which of the following is NOT a guiding principle for making strategic links according to Seibert and colleagues? a. Give primary focus to developing managers and secondary focus to implementing strategy. b. Put job experiences before classroom activities. c. Be opportunistic. d. Provide support for experience-based learning.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Making Management Development Strategic QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-03 - Explain specific ways that management development can be linked to organizational goals and strategies ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain specific ways that management development can be linked to organizational goals and strategies OTHER: Bloom’s: Remember 29. Behavior modeling typically involves which of the following five phases? a. Modeling, retention, rehearsal, feedback, and transfer of training b. Modeling, retention, rehearsal, feedback, and correction c. Modeling, retention, rehearsal, feedback, and execution d. Modeling, retention, rehearsal, feedback, and planning ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Examples of Approaches Used to Develop Managers QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-06 - Describe the components of two common management development programs: leadership training and behavior modeling training ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the components of two common management development programs: leadership training and behavior modeling training OTHER: Bloom’s: Remember 30. Which of the following is NOT a leadership area that is included in the teachable point of view of leadership training? a. Ideas b. Values c. Energy d. Charisma ANSWER: d POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

Examples of Approaches Used to Develop Managers Multiple Choice False HUMA.WERN.22.13-06 - Describe the components of two common management development programs: leadership training and behavior modeling training ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the components of two common management development programs: leadership training and behavior modeling training OTHER: Bloom’s: Remember 31. Executive MBA programs condense or accelerate the coursework by normally meeting: a. daily. b. once a week on weekends. c. only online. d. once a month.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Management Education QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-04 - Describe the options and trends in management education ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Describe the options and trends in management education OTHER: Bloom’s: Remember 32. Hamburger University is: a. a cooking school. b. located in Paris, France. c. attended by fast-food workers of various chain restaurants. d. McDonald's management training school.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Management Training and Experiences QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-04 - Describe the options and trends in management education ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Describe the options and trends in management education OTHER: Bloom’s: Remember 33. McCall and colleagues suggest that effective management development is characterized by: Copyright Cengage Learning. Powered by Cognero.

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a. encouragement of self-motivation. b. individualism. c. a long-term perspective. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Management Training and Experiences QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-05 - Explain how training and on-the-job experiences can be used to develop managers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain how training and on-the-job experiences can be used to develop managers OTHER: Bloom’s: Remember 34. Job experiences can potentially offer managers all of the following EXCEPT: a. reinforcement of old attitudes. b. reinforcement of old behaviors. c. a formal method to change old attitudes and behaviors. d. a chance to learn lessons on their own.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Management Training and Experiences QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-05 - Explain how training and on-the-job experiences can be used to develop managers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain how training and on-the-job experiences can be used to develop managers OTHER: Bloom’s: Understand 35. Learning points are: a. important to recall and performance. b. a way to achieve better performance if they are generated by trainees. c. key behaviors that make up the overall behavior. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Examples of Approaches Used to Develop Managers QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES:

HUMA.WERN.22.13-06 - Describe the components of two common management development programs: leadership training and behavior modeling training ACCREDITING STANDARDS: BUSPROG: Communication DISC: HRM TOPICS: Describe the components of two common management development programs: leadership training and behavior modeling training OTHER: Bloom’s: Understand 36. The Developmental Challenge Profile (DCP) assesses the: a. educational level of a manager. b. developmental components of a job. c. challenges of a job. d. potential of a job.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Management Training and Experiences QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-05 - Explain how training and on-the-job experiences can be used to develop managers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain how training and on-the-job experiences can be used to develop managers OTHER: Bloom’s: Remember 37. As a group, which of the following is true of managers? a. They are shrinking in numbers. b. They are increasing in numbers. c. They are staying even. d. There is no valid data for the number of managers in today’s organizations.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-01 - Define management development and describe how it is used ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define management development and describe how it is used OTHER: Bloom’s: Remember 38. Which of the following effective management development characteristics takes the view that developing managers is a multiyear process? a. Opportunism b. Individualism Copyright Cengage Learning. Powered by Cognero.

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c. Long-term perspective d. Encouragement of self-motivation ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Management Training and Experiences QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-05 - Explain how training and on-the-job experiences can be used to develop managers ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain how training and on-the-job experiences can be used to develop managers OTHER: Bloom’s: Apply 39. Prospector, developed by Spreitzer and colleagues, is designed to do which of the following? a. Identify managers with the greatest potential to be international executives. b. Identify potential supervisors. c. Identify managers for U.S. jobs. d. Find new managers for an organization.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Approaches to Understanding the Job of Managing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-04 - Describe the options and trends in management education ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the options and trends in management education OTHER: Bloom’s: Remember 40. According to Allred and colleagues, which of the following is NOT a KSAO that will be important for managerial careers in the twenty-first century? a. A knowledge-based technical specialty b. Cross-functional and international experience c. Self-management skills d. Computer programming knowledge ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Approaches to Understanding the Job of Managing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-02 - Understand approaches that have been taken to describing the managerial job Copyright Cengage Learning. Powered by Cognero.

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ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand approaches that have been taken to describing the managerial job OTHER: Bloom’s: Remember 41. A key characteristic of transformational leaders is: a. intelligence. b. computer knowledge. c. charisma. d. decisiveness.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Examples of Approaches Used to Develop Managers QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-06 - Describe the components of two common management development programs: leadership training and behavior modeling training ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the components of two common management development programs: leadership training and behavior modeling training OTHER: Bloom’s: Remember 42. Terry decried what he calls a “management development conspiracy,” whereby: a. managers are manipulated into developmental activities against their will. b. managers are purposely underdeveloped. c. managers are sent to development programs despite the lack of clear evidence that these programs are providing meaningful organizational benefits. d. on-the-job experiences are planned to challenge and sharpen managerial skills.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Designing Effective Management Development Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.13-07 - Use the HRD process model to design, implement, and evaluate management development programs ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Use the HRD process model to design, implement, and evaluate management development programs OTHER: Bloom’s: Remember

Copyright Cengage Learning. Powered by Cognero.

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Chapter 14: Organization and Development and Change 1. Techno-structural intervention theory focuses on job design. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Organization Development Theories and Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-02 - Understand the basic theories and concepts of OD ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand the basic theories and concepts of OD OTHER: Bloom’s: Remember 2. The change agent needs knowledge of OD theories, concepts, practices, and research results. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Designing an Intervention Strategy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-04 - Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy OTHER: Bloom’s: Remember 3. Double-loop learning is the highest level of learning. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Types of Interventions: Organizational Transformation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation Bloom’s: Remember

4. OD generally uses spontaneous (nonplanned) interventions to accomplish its goals. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-01 - Define organization development (OD) ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define organization development (OD) OTHER: Bloom’s: Remember 5. OD enhances the well-being of the members of the organization. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-01 - Define organization development (OD) ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define organization development (OD) OTHER: Bloom’s: Remember 6. OD enhances the effectiveness of the organization. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-01 - Define organization development (OD) ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Define organization development (OD) Bloom’s: Remember

7. According to Schein’s Change Model, the first stage in this process is cognitive restructuring. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Organization Development Theories and Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-02 - Understand the basic theories and concepts of OD ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand the basic theories and concepts of OD OTHER: Bloom’s: Remember 8. An HPWS is a high-performance work system that has emerged from the experiences of companies involved in continuous improvement. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Types of Interventions: Organizational Transformation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 9. A high-performance work system is organized around eight core principles. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Organizational Transformation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation Copyright Cengage Learning. Powered by Cognero.

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ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 10. HRD generally has little impact on OD changes. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Types of Interventions: Organizational Transformation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-07 - Describe the role of HRD professionals in OD interventions ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the role of HRD professionals in OD interventions OTHER: Bloom’s: Remember 11. Campion and colleagues argue that work redesign functions best when job enlargement is combined with job enrichment. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Techno-Structural QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 12. Two types of alternative work schedules are flextime and compressed work week. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Types of Interventions: Techno-Structural QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human Copyright Cengage Learning. Powered by Cognero.

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process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Apply 13. TQM stands for Total Quality Maintenance. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Types of Interventions: Sociotechnical Systems QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 14. An SMT is a self-managed team in which the group members are interdependent and can have the authority to regulate a team’s activities. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Types of Interventions: Sociotechnical Systems QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 15. The model of planned changed (by Porras and Silvers) distinguishes two sets of target variables: vision variables and work setting variables. a. True b. False ANSWER: True Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Model of Planned Change QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-03 - Describe the planned change model ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the planned change model OTHER: Bloom’s: Remember 16. Survey feedback is interviewing a random amount of people about their jobs. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Human Process–Based QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 17. Strategic interventions may be needed when an organization is faced with internal pressures to change and adapt. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Organizational Transformation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 18. The culture of an organization has no impact on organization learning. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Designing an Intervention Strategy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-07 - Describe the role of HRD professionals in OD interventions ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the role of HRD professionals in OD interventions OTHER: Bloom’s: Understand 19. Organization development appears to be currently in a state of flux. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Whither Organization Development?

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-02 - Understand the basic theories and concepts of OD ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand the basic theories and concepts of OD OTHER: Bloom’s: Remember 20. An intervention strategy is: a. the primary means through which organizational improvement and change takes place. b. an unplanned corporate event. c. a new government regulation. d. a major problem encountered for the first time by an organization.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-02 - Understand the basic theories and concepts of OD ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand the basic theories and concepts of OD OTHER: Bloom’s: Understand 21. Organizational development is designed to enhance: a. the well-being of individual employees.

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b. the effectiveness of the organization. c. the relationship between the company and its customers. d. both the well-being of individual employees and the effectiveness of the organization.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-01 - Define organization development (OD) ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Define organization development (OD) OTHER: Bloom’s: Remember 22. In which stage of Schein’s Change Model is the emphasis on getting employees to see and do things differently and to actually believe that by changing work habits, their performance will improve? a. Stage 1 (unfreezing) b. Stage 2 (changing through cognitive restructuring) c. Stage 3 (refreezing) d. Stage 4 (feedback and evaluation) ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Organization Development Theories and Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-02 - Understand the basic theories and concepts of OD ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand the basic theories and concepts of OD OTHER: Bloom’s: Remember 23. An organization’s paradigm is: a. its generally accepted view or belief based on unexamined assumptions. b. its corporate rule book. c. its accounting method. d. None of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Model of Planned Change QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-03 - Describe the planned change model ACCREDITING STANDARDS: BUSPROG: Analytic Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

DISC: HRM Describe the planned change model Bloom’s: Remember

24. The change agent: a. oversees the evaluation of the process. b. determines the need for the change. c. has primary responsibility for facilitating the activities surrounding the design and implementation of a strategy. d. can never be an internal HRD person.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Designing an Intervention Strategy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-04 - Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy OTHER: Bloom’s: Remember 25. What are the two primary roles an HRD practitioner can play in the design of OD interventions? a. Assessor and critic b. Change agent and evaluator c. Change agent and implementer d. Trainer and planner ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Designing an Intervention Strategy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-07 - Describe the role of HRD professionals in OD interventions ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the role of HRD professionals in OD interventions OTHER: Bloom’s: Remember 26. The role of the change agent is all of the following EXCEPT: a. fact finder. b. alternative identifier. c. production manager. d. technical specialist.

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ANSWER: POINTS: DIFFICULTY: REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

c 1 Moderate Designing an Intervention Strategy Multiple Choice False HUMA.WERN.22.14-04 - Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy OTHER: Bloom’s: Apply 27. In OD, the action plan specifies: a. who will be the manager. b. the intervention strategy. c. the evaluation strategy. d. how to do the needs assessment.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Designing an Intervention Strategy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-05 - Understand the basic steps involved in designing an implementation strategy ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand the basic steps involved in designing an implementation strategy OTHER: Bloom’s: Remember 28. Job enrichment involves changing: a. the job’s title. b. the job’s pay structure. c. one or more of the job's characteristics. d. All of these choices are correct.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Techno-Structural QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

DISC: HRM Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation Bloom’s: Remember

29. In organizational development, interventions between unions and management: a. take the place of the labor contract. b. give the unions what they want with nothing given back on the part of the unions. c. are not needed because management runs the organization. d. require trust on both sides for organizational change to take place in a unionized organization.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Designing an Intervention Strategy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-04 - Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy OTHER: Bloom’s: Understand 30. Which of the following is included in the job characteristics model? a. Skill variety b. Task identity c. Autonomy d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Types of Interventions: Techno-Structural QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Apply 31. What role should senior management take in a TQM program? a. Keep hands-off, because it is the workers' program. b. Guide the implementation of the program.

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c. Facilitate the TQM training. d. None of these choices are correct.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Sociotechnical Systems QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 32. Which of the following is NOT a common characteristic of an effective self-managed team? a. Team members are told what to do by their supervisor. b. Team members have the skills to perform several tasks. c. The team receives feedback on performance. d. Members have discretion over work assignments, schedules, and other work issues.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Sociotechnical Systems QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Apply 33. Which of the following is true regarding the levels of organizational learning? a. Deutero learning, the highest level of learning, is essentially learning to learn. b. Double-loop learning represents a radical shift in the way employees learn because it involves changing basic assumptions and core values about how they work. c. Single-loop learning is commonplace in continuous improvement programs. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Organizational Transformation QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: LEARNING OBJECTIVES:

False HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 34. Team building programs: a. are used to improve a work group's problem-solving ability and effectiveness. b. are up to management alone to implement. c. have always been found to be legal by the U.S. Supreme Court. d. always require a new union contract.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Human Process Based QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 35. All of the following are limitations of research supporting OD theories EXCEPT: a. potential bias by OD evaluators. b. a lack of resources available to OD practitioners. c. a lack of motivation of OD evaluators to evaluate rigorously. d. current experimental designs force researchers to focus on the systematic nature of organizations.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Organization Development Theories and Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-02 - Understand the basic theories and concepts of OD ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand the basic theories and concepts of OD OTHER: Bloom’s: Remember 36. Which type of change is possible when individuals perceive a replacement of one paradigm with another that contains new variables?

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a. Alpha change b. Beta change c. Gamma (A) change d. Gamma (B) change ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Model of Planned Change QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-03 - Describe the planned change model ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Describe the planned change model OTHER: Bloom’s: Remember 37. The change manager: a. oversees the design of an intervention strategy. b. must understand how to properly use coercive tactics. c. needs a broad range of HRD knowledge. d. should always be an executive.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Designing an Intervention Strategy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-04 - Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy OTHER: Bloom’s: Remember 38. Which of the following alternative work schedules are preferred by employees with young families? a. Compressed work week b. Job narrowing c. Flextime d. Overtime ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Techno-Structural QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES:

HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 39. A prestigious award recognizing an organization for having a successful TQM program is known as the: a. Department of Commerce Quality Award. b. Malcolm Forbes National Quality Award. c. Malcolm Baldrige National Quality Award. d. Seven Sigma Total Quality Award.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Sociotechnical Systems QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 40. Which of the following is true regarding self-managed teams (SMTs)? a. SMTs require little organizational change. b. SMT members are made up of employees with the same skill set. c. SMTs work only in small organizations. d. Organizations typically use SMTs as part of a larger organizational transformation strategy.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Sociotechnical Systems QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 41. An organization that wants to bring about lasting change in a unionized work environment should do which of the Copyright Cengage Learning. Powered by Cognero.

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following? a. View union leaders as partners in change. b. Try to separate OD interventions and labor relations. c. Reach cooperative agreements outside of normal contract negotiations. d. All of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Designing an Intervention Strategy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-04 - Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy OTHER: Bloom’s: Remember 42. Which role is the change agent assuming when attempting to clarify information so that the change manager can make a decision? a. Trainer b. Collaborator c. Process specialist d. Reflector ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Designing an Intervention Strategy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-04 - Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy OTHER: Bloom's: Apply 43. A cooperative agreement is a strategy between: a. the organization and the labor union. b. the organization and the IRS. c. the union and the EEOC. d. the organization and a third-party consultant.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

Designing an Intervention Strategy Multiple Choice False HUMA.WERN.22.14-05 - Understand the basic steps involved in designing an implementation strategy ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand the basic steps involved in designing an implementation strategy OTHER: Bloom’s: Remember 44. Group effectiveness depends on all of the following EXCEPT: a. the degree to which members of the group like one another. b. the degree to which a group’s productive output meets the standards of quantity, quality, and timeliness of the people who receive, review, or use the output. c. the degree to which the process of carrying out the work enhances the capability of members to work together interdependently in the future. d. the degree to which the group experience contributes to the growth and personal well-being of team members.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Human Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 45. In their published studies, Campion and McClelland concluded that job enlargement has: a. the greatest positive effect on employee satisfaction but little or no effect on customer service or the alleviation of mental overload. b. the greatest positive effect on customer service but little or no effect on employee satisfaction or the alleviation of mental overload. c. positive effects on employee satisfaction and alleviating mental overload but little or no effect on customer service. d. the greatest positive effect on employee satisfaction and customer service but less effect on alleviating mental overload.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Techno-Structural QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human Copyright Cengage Learning. Powered by Cognero.

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process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 46. Working four 10-hour shifts in a week is an example of: a. working overtime. b. flextime. c. compressed workweek. d. working exempt time.

ANSWER: c POINTS: 1 DIFFICULTY: Easy REFERENCES: Types of Interventions: Techno-Structural QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Apply 47. Which of the following statements regarding force field analysis is accurate? a. Bate and Robert developed force field analysis to analyze the driving and restraining forces of change. b. Lewin developed force field analysis to gauge the effectiveness of teams. c. It allows intervention strategists to pinpoint specific support for and resistance to a proposed change program. d. It is used in the second step of designing an intervention strategy.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Designing an Intervention Strategy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-05 - Understand the basic steps involved in designing an implementation strategy ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand the basic steps involved in designing an implementation strategy OTHER: Bloom’s: Understand 48. Total quality management (TQM): a. is a set of concepts and tools for getting all employees focused on continuous improvement. b. seeks to make managers and select employees responsible for continuous quality improvement.

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c. usually involves some minor changes in the way employees do their work. d. All of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Sociotechnical Systems QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 49. Organizational culture is: a. communicated and reinforced through organizational mechanisms, managers, and employees. b. a system of shared values, beliefs, and norms that are used to interpret events and guide behavior. c. found in a mission statement or a corporate policy manual. d. both a system of shared values, beliefs, and norms and communicated and reinforced through organizational mechanisms, managers, and employees.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Organizational Transformation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 50. Which of the following types of learning emphasizes understanding and changing the basic assumptions and core values that lead to a particular problem? a. Single-loop learning b. Double-loop learning c. Deutero learning d. Triple-loop learning ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Organizational Transformation QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: LEARNING OBJECTIVES:

False HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 51. According to Trahant and Burke, the strongest predictor of the success of an organizational transformation intervention is: a. union acceptance. b. employee commitment at the lowest levels of the organization. c. committed leadership in the earliest stages of change. d. supervisor support.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Organizational Transformation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 52. An external change agent's role should be determined by the: a. president. b. change manager. c. union leader. d. HR manager.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Designing an Intervention Strategy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-04 - Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the roles of a change agent, a manager, and people within a system/organization in developing an intervention strategy OTHER: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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53. The first step in designing an intervention strategy is to: a. diagnose the environment. b. develop an action plan. c. design an evaluation plan. d. None of these choices are correct.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Designing an Intervention Strategy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-02 - Understand the basic theories and concepts of OD ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Understand the basic theories and concepts of OD OTHER: Bloom’s: Remember 54. An organization may go through a strategic change due to all of the following EXCEPT: a. acquisition. b. merger. c. a new management team. d. the legal environment.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Organizational Transformation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember 55. Single-loop learning is: a. the same as double-loop learning. b. commonplace in continuous improvement programs. c. not often found in a complex world. d. only used with a special computer package.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Types of Interventions: Organizational Transformation Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

Multiple Choice False HUMA.WERN.22.14-06 - Explain the different types of intervention strategies: human process–based, techno-structural, sociotechnical, and organizational transformation ACCREDITING STANDARDS: BUSPROG: Analytic DISC: HRM TOPICS: Explain the different types of intervention strategies: human process–based, technostructural, sociotechnical, and organizational transformation OTHER: Bloom’s: Remember

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Chapter 15: HRD, Diversity and Inclusion: Beyond Diversity Training 1. In 2018, the U.S. foreign-born population exceeded 13 percent of the population. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Labor-Market Changes and Discrimination QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-01 - Understand how the changing demographics of the labor market are changing the cultural fabric of organizations ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Understand how the changing demographics of the labor market are changing the cultural fabric of organizations OTHER: Bloom’s: Remember 2. The two forms of sexual harassment are quid quo pro and hostile work environment. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Labor-Market Changes and Discrimination QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-04 - Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects OTHER: Bloom’s: Remember 3. Equal employment opportunity is the giving of preferences to women and minorities in employment decisions. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Labor-Market Changes and Discrimination QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts Copyright Cengage Learning. Powered by Cognero.

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ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom’s: Understand 4. Affirmative action can require some organizations to practice preferential recruiting and hiring of certain groups when those groups are underrepresented in an occupation within an organization. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Adapting to Demographic Changes QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom’s: Understand 5. The status of affirmative action plans is clear and unchallenged. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Adapting to Demographic Changes QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom’s: Remember 6. Organizational culture includes a set of shared values and beliefs. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Organizational Culture QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-02 - Describe how organizational culture is being affected by diversity and inclusion, and in particular having a greater percentage of women and minorities in the workforce TOPICS: Describe how organizational culture is being affected by diversity and inclusion, and in particular having a greater percentage of women and minorities in the workforce OTHER: Bloom’s: Remember 7. Artifacts and patterns of behavior play an important role in the socialization process. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy REFERENCES: Organizational Culture QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-02 - Describe how organizational culture is being affected by diversity and inclusion, and in particular having a greater percentage of women and minorities in the workforce TOPICS: Describe how organizational culture is being affected by diversity and inclusion, and in particular having a greater percentage of women and minorities in the workforce OTHER: Bloom’s: Remember 8. Females have both moved up in organizations and achieved pay equity with men over the last 20 years. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Labor-Market Changes and Discrimination QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom’s: Remember 9. The focus of a managing diversity program is on inclusion. a. True b. False ANSWER: True Copyright Cengage Learning. Powered by Cognero.

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POINTS: DIFFICULTY: REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

1 Easy Adapting to Demographic Changes True / False False HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom’s: Remember 10. Many global organizations provide cross-cultural training to prepare employees for expatriate work assignments. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Cross-Cultural Education and Training Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-06 - Understand the purpose and methods of cross-cultural training ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Understand the purpose and methods of cross-cultural training OTHER: Bloom’s: Remember 11. What is considered as acceptable interpersonal distance is the same from culture to culture. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy REFERENCES: Cross-Cultural Education and Training Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-06 - Understand the purpose and methods of cross-cultural training ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Understand the purpose and methods of cross-cultural training OTHER: Bloom’s: Remember 12. Traditionally, a key element in moving into higher-level positions in organizations was having a mentor. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: True POINTS: 1 DIFFICULTY: Moderate REFERENCES: Human Resource Development Programs for Culturally Diverse Employees QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom’s: Remember 13. Which of the following helps to reinforce an organization’s assumptions, beliefs, and ways of doing things through staff meetings, training programs, and other normal organizational practices? a. Organizational culture b. Artifacts c. Patterns of behavior d. Socialization ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Organizational Culture QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-02 - Describe how organizational culture is being affected by diversity and inclusion, and in particular having a greater percentage of women and minorities in the workforce TOPICS: Describe how organizational culture is being affected by diversity and inclusion, and in particular having a greater percentage of women and minorities in the workforce OTHER: Bloom’s: Apply 14. Equal opportunity employment law: a. covers situations where the opportunities for particular groups (such as women and minorities) are limited (e.g., they are not allowed into training programs). b. applies only to hiring employees on a fair basis. c. does not apply to the training of employees. d. includes training (but only covers disability and age discrimination).

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Labor-Market Changes and Discrimination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-04 - Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM Copyright Cengage Learning. Powered by Cognero.

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TOPICS: OTHER:

Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects Bloom’s: Understand

15. Recent immigration patterns to the United States indicate that: a. Hispanic immigration peaked in the 1960s. b. Latin Americans represent the largest portion of the foreign-born in the United States. c. Asia is the source of most recent immigration. d. None of these choices are correct.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Labor-Market Changes and Discrimination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-01 - Understand how the changing demographics of the labor market are changing the cultural fabric of organizations ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Understand how the changing demographics of the labor market are changing the cultural fabric of organizations OTHER: Bloom’s: Remember 16. The glass ceiling is: a. barriers to women and minorities entering top management positions. b. a planned way companies keep women and minorities out of top management. c. the fancy ceiling in the executive wing of an office building. d. usually part of the company policy manual.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Labor-Market Changes and Discrimination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-04 - Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects OTHER: Bloom’s: Remember 17. The main federal EEO law is derived from: a. Civil Rights Acts of 1991. b. Title IX. c. Title VII of the Civil Rights Act of 1964. d. The Taft-Hartley Act. Copyright Cengage Learning. Powered by Cognero.

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ANSWER: POINTS: DIFFICULTY: REFERENCES: QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

c 1 Easy Labor-Market Changes and Discrimination Multiple Choice False HUMA.WERN.22.15-04 - Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects OTHER: Bloom’s: Remember 18. Executive Order 11246 issued by President Johnson requires federal contractors to undertake affirmative action processes. This impacts federal contracts that are over: a. $1,000. b. $10,000. c. $100,000. d. $1,000,000.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Adapting to Demographic Changes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom’s: Remember 19. Diversity management differs from affirmative action in that affirmative action is: a. focused primarily on women and people of color. b. proactive. c. inclusive. d. focused on building diverse teams.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Adapting to Demographic Changes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts Copyright Cengage Learning. Powered by Cognero.

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ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom's: Understanding 20. To raise the awareness of cultural differences, which of the following should be done? a. Give a humorous lecture that deals with common stereotypes. b. Separate groups by culture when training them. c. Ask questions that generate discussion that focuses on understanding the assumptions, beliefs, and values people have about other cultures. d. Incorporate techniques that do not require participation.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Cross-Cultural Education and Training Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-06 - Understand the purpose and methods of cross-cultural training ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Understand the purpose and methods of cross-cultural training OTHER: Bloom’s: Remember 21. Women and minorities are: a. not being hired by U.S. companies. b. being hired but not promoted as quickly to upper management positions. c. being promoted very quickly to upper management positions. d. Women are promoted very rapidly, but minorities are not being promoted as quickly.

ANSWER: b POINTS: 1 DIFFICULTY: Easy REFERENCES: Labor-Market Changes and Discrimination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom’s: Remember 22. Treatment discrimination includes which of the following? a. Promotional barriers b. Sexual and racial harassment c. Disparity in pay Copyright Cengage Learning. Powered by Cognero.

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d. Both promotional barriers and sexual and racial harassment ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Labor-Market Changes and Discrimination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom’s: Apply 23. Which of the following is an element that is included in cross-cultural training awareness programs? a. Providing factual information about each culture b. Focusing on ways attitudes are shaped c. Raising the awareness of cultural differences d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Easy REFERENCES: Cross-Cultural Education and Training Programs Communication QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-03 - Describe how diversity and inclusion issues (beyond race and gender) are impacting organizations, as well as HRD ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Describe how diversity and inclusion issues (beyond race and gender) are impacting organizations, as well as HRD OTHER: Bloom’s: Remember 24. Cultural diversity is: a. mandated by the EEOC for all organizations. b. people of different genders, races, ethnic origins, or other characteristics within a work group. c. legal if you have an affirmative action plan. d. dictated by Title VII. ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Adapting to Demographic Changes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-02 - Describe how organizational culture is being affected by Copyright Cengage Learning. Powered by Cognero.

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diversity and inclusion, and in particular having a greater percentage of women and minorities in the workforce ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Describe how organizational culture is being affected by diversity and inclusion, and in particular having a greater percentage of women and minorities in the workforce OTHER: Bloom’s: Remember 25. Quid quo pro sexual harassment means that: a. sexual conduct is used as the basis for an employment decision. b. a hostile work environment was created. c. employees are unhappy with gender-related jokes and remarks. d. employees feel uncomfortable with someone's nonverbal actions toward them.

ANSWER: a POINTS: 1 DIFFICULTY: Easy REFERENCES: Labor-Market Changes and Discrimination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-04 - Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects OTHER: Bloom’s: Remember 26. Sexual harassment is a form of: a. access discrimination. b. treatment discrimination. c. disparity discrimination. d. glass ceiling discrimination.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate REFERENCES: Labor-Market Changes and Discrimination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-04 - Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects OTHER: Bloom’s: Apply 27. Which of the following is NOT a step in meeting affirmative action guidelines?

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a. Analyze the surrounding labor market. b. Prepare a policy statement on equal employment opportunity. c. Develop goals to correct underrepresented groups. d. Hire women and minorities no matter what their qualifications for a job.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Adapting to Demographic Changes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom’s: Remember 28. Diversity training programs are: a. common among organizations today as a way to build awareness. b. required by law. c. declining in importance as fewer women and minorities enter the workforce. d. all very similar, having the same scope and length.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Adapting to Demographic Changes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom’s: Remember 29. A managing diversity approach requires all of the following EXCEPT: a. some one-shot diversity training programs. b. long-term commitment to change. c. a substantive change in culture. d. modified definitions of leadership and management.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Adapting to Demographic Changes Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: HAS VARIABLES: LEARNING OBJECTIVES:

Multiple Choice False HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom’s: Remember 30. Programs that focus on the needs of working mothers include: a. flexible work schedules. b. child care programs. c. eldercare programs. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Other Human Resource Management Programs and Processes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.12.2 - HRM HUMA.WERN.22.15-03 - Describe how diversity and inclusion issues (beyond race and gender) are impacting organizations, as well as HRD ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Describe how diversity and inclusion issues (beyond race and gender) are impacting organizations, as well as HRD OTHER: Bloom’s: Apply 31. Access discrimination occurs when: a. minorities are rejected when they apply for a job. b. training is not offered to females. c. pay raises are not given to minorities. d. females are harassed at work.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate REFERENCES: Labor-Market Changes and Discrimination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-04 - Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Bloom’s: Understand

32. In 2019, the number of sex-based discrimination charges filed with the EEOC was: a. over 50,000. b. over 10,000. c. over 20,000. d. under 5,000.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate REFERENCES: Labor-Market Changes and Discrimination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-04 - Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects ACCREDITING STANDARDS: BUSPROG: Ethics DISC: HRM TOPICS: Become familiar with different forms of discrimination and how HRD/workplace learning programs and processes can help to reduce these effects OTHER: Bloom’s: Remember 33. Valuing differences: a. is also called awareness training. b. is a form of diversity training. c. respects each person's cultural differences. d. All of these choices are correct.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate REFERENCES: Adapting to Demographic Changes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HUMA.WERN.22.15-05 - Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts ACCREDITING STANDARDS: BUSPROG: Diversity DISC: HRM TOPICS: Describe the ways organizations attempt to integrate women and minorities into the organization and the relative success of these efforts OTHER: Bloom’s: Remember

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