Organizational Behavior
Midterm Exam
Course Introduction
Organizational Behavior explores the theories and principles that govern how individuals, groups, and structures influence behavior within organizations. This course examines topics such as motivation, leadership, team dynamics, communication, decision-making, organizational culture, and change management. Through case studies and real-world applications, students develop a deeper understanding of how to analyze and manage workplace behavior to improve organizational effectiveness and employee well-being.
Recommended Textbook
Employee Training and Development 7th Edition by Raymond Noe
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11 Chapters
568 Verified Questions
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Chapter 1: Introduction to Employee Training and Development
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Sample Questions
Q1) According to the ATD competency model, a business partner _____.
A) determines how workplace learning can be best used to help meet the company's business strategy
B) plans and monitors the effective delivery of learning and performance solutions to support the business
C) designs, delivers, and evaluates learning and performance solutions
D) uses industry knowledge to create training that improves performance
Answer: D
Q2) Tacit knowledge tends to be the primary focus of formal training and employee development.
A)True
B)False
Answer: False
Q3) A type of organization that embraces a culture of lifelong learning, enabling all employees to continually acquire and share knowledge is known as a "talent organization."
A)True
B)False
Answer: False
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Chapter 2: Strategic Training
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Sample Questions
Q1) Which of the following is not one of the major business strategies discussed in the text?
A) Internal growth
B) External growth
C) Divestment
D) Product differentiation
Answer: D
Q2) Companies adopting a _____ strategy need to train employees in job-search skills and to focus on cross-training their remaining employees.
A) concentration
B) disinvestment
C) external growth
D) internal growth
Answer: B
Q3) Business process reengineering refers to the outsourcing of any business process, such as HRM, production, or training.
A)True
B)False
Answer: False
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Page 4
Chapter 3: Needs Assessment
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Sample Questions
Q1) One of the most powerful ways to motivate employees to attend and learn from training is to communicate the personal value of the training.
A)True
B)False
Answer: True
Q2) In the process of developing a competency model, the job or position to be analyzed is identified after _____.
A) the needs assessment strategy is selected
B) the effective and ineffective job performers are identified
C) the business strategy and goals are identified
D) the competencies responsible for effective and ineffective performance are identified
Answer: C
Q3) To motivate employees to learn in training programs, managers should always avoid informing the employees about their skill deficiencies.
A)True
B)False
Answer: False
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Chapter 4: Learning and Transfer of Training
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Sample Questions
Q1) Which of the following statements is true of training?
A) Recognizing employees' preferences regarding how they want to learn is not advisable.
B) It is important to realize that for training to be effective, both learning and transfer of training are needed.
C) Transfer of training is to be considered only after the completion of training.
D) Transfer of training involves having employees who already have mastered the learning outcomes demonstrate them for trainees.
Q2) _____ is a learning process that involves identifying learned material in long-term memory and using it to influence performance.
A) Generalizing
B) Semantic encoding
C) Retrieval
D) Gratifying
Q3) Describe how trainers can create a learning orientation among trainees in contrast to a performance orientation. (Be sure to define learning orientation and performance orientation in your answer to demonstrate your understanding of these concepts.)
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6
Chapter 5: Program Design
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Sample Questions
Q1) Traditionalists prefer active learning environments and innovative training techniques.
A)True
B)False
Q2) The traditional classroom-type arrangement is good for role-play exercises that involve trainees working in groups of two or three.
A)True
B)False
Q3) According to the Myers-Briggs Type Indicator (MBTI), which of the following types of learners require instructors to emphasize personal needs, beliefs, values, and experiences?
A) Proactive learners
B) Feeling learners
C) Thinking learners
D) Reactive learners
Q4) Name and describe the three phases of training program design.
Q5) Describe how awareness of generational differences can help create an appropriate learning environment. Consider at least three of the generations discussed in the text.
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Chapter 6: Training Evaluation
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Sample Questions
Q1) Which of the following statements is most true of comparison groups?
A) The use of a comparison group poses a threat to internal validity.
B) Comparison group consists of a group of employees who do not attend the training program.
C) Employees in a comparison group have personal characteristics that are different from other trainees.
D) Use of a comparison group in training evaluation increases the possibility that changes found in the outcome measures are due to factors other than training.
Q2) The Solomon four-group design combines the pre-test/post-test comparison group and the post-test-only control group design.
A)True
B)False
Q3) A reliable test includes items for which the meaning or interpretation does not change over time.
A)True
B)False
Q4) Identify the circumstances when a company should consider employing a more rigorous design for evaluating a training program.
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Page 8
Chapter 7: Traditional Training Methods
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Sample Questions
Q1) Presentation methods are generally more effective than hands-on methods.
A)True
B)False
Q2) Group building methods focus on individual as well as team learning.
A)True
B)False
Q3) Which of the following training methods is best suited for attitudinal learning outcomes?
A) On-the-job training
B) Self-directed learning
C) Apprenticeship
D) Role play
Q4) Which of the following statements is true?
A) There is considerable overlap between learning outcomes across the training methods.
B) Group building methods focus solely on team learning and not on individual learning.
C) Presentation methods lead to better transfer than hands-on methods.
D) Companies that have a larger budget should choose a presentation method over a hands-on method.
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Chapter 8: Technology-Based Training Methods
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Sample Questions
Q1) Describe the ways the use of new technology has benefited training and learning.
Q2) Describe strategies for designing an online environment that is most conducive to facilitating a positive learning experience.
Q3) Which of the following is a disadvantage of online learning?
A) Some trainees may not be motivated to learn through technology.
B) Online learning is ineffective for training that emphasizes cognitive outcomes.
C) Online learning fails to link learners to other content, experts, and peers.
D) Updating online learning is extremely difficult.
Q4) Online training is best provided _____.
A) during the trainees' personal time
B) during breaks in the trainees' normal workday
C) at the employee's desktop without time away from the job
D) with one- to two-hour training modules rather than a full-day training session
Q5) Virtual worlds are ineffective for teaching interpersonal skills such as time management and leadership.
A)True
B)False
Q6) Describe recommendations for maximizing the benefits of learner control.
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Chapter 9: Employee Development and Career Management
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Sample Questions
Q1) The core employees in the nine-box grid are those with _____.
A) high potential and high performance
B) low potential and outstanding performance
C) high potential and low performance
D) moderate potential and solid performance
Q2) Which of the following is a limitation of 360-degree feedback?
A) Managers' behaviors are evaluated only by subordinates.
B) Employees cannot compare their own personal evaluations with the views of others.
C) A facilitator may be needed to help interpret the results.
D) The feedback is difficult to link to development plans.
Q3) Which of the following is a potentially negative outcome of job rotation?
A) It fails to provide employees with a holistic view of the company's goals.
B) It creates a short-term perspective on problems and solutions.
C) It cannot be used for all levels and types of employees.
D) It has no relationship with promotion rates.
Q4) In reverse mentoring programs, peers mentor each other in skills they do not know.
A)True
B)False
Page 11
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Chapter 10: Social Responsibility: Legal Issues, Managing
Diversity, and Career
Challenges
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Q1) The _____ Act makes it easier for veterans to find employment when they return from service.
A) Workforce Investment
B) Age Discrimination in Employment
C) Equal Employment Opportunity
D) Uniformed Services Employment and Reemployment
Q2) Preretirement socialization helps employees avoid being forced to return to work because of poor financial planning.
A)True
B)False
Q3) The _____ refers to a barrier to advancement for women and minorities.
A) adverse effect
B) funnel effect
C) glass ceiling
D) discrimination effect
Q4) List six training-related situations that may result in legal action.
Q5) Sector partnerships typically focus on jobs that require more than a four-year college degree.
A)True
B)False
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Chapter 11: The Future of Traini
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Sample Questions
Q1) _____ is a specification for learning technology that makes it possible to collect data about an employee's or a team's online and face-to-face learning experiences.
A) Gamification
B) Tin Can API
C) Training Technology Enhancement
D) Artificial Intelligence
Q2) The content of training simulations is constant and therefore cannot be altered to suit global audiences.
A)True
B)False
Q3) _____ refers to learning from others through face-to-face interactions.
A) Transformative learning
B) Experimental learning
C) Social learning
D) Discovery learning
Q4) Describe the skills and competencies discussed in the chapter that are needed for trainers to be successful now and in the future.
Q5) What are wearables? Discuss how they might be useful for training and learning.
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