Test Bank For Managing Performance through Training and Development 8th Canadian Edition 8th Edition

Managing Performance through Training and Development 8th Canadian Edi�on, 8e Alan Saks, Robert Haccoun (Test Bank All Chapters, 100% Original Verified, A+ Grade)

Chapter 1 1. Chapter 01-001 Performance management is best categorized as a single event often associated with an annual performance appraisal process. a. True *b. False 2. Chapter 01-002 Components of a performance management process usually identify training and development needs of individuals leading to concrete plans for development of skills, knowledge, and abilities. *a. True b. False 3. Chapter 01-003 SMART goals are goals that are specific, measurable, attainable, realistic, and have a time frame. a. True *b. False 4. Chapter 01-004 Development is described as a planned effort to develop employees’ knowledge, skills, and abilities to help employees perform better at their current jobs. a. True *b. False 5. Chapter 01-005 The main goal of the Edmonton Police Service’s mental health program was to improve interactions between police officers and mentally ill individuals. This is clearly an example of a training initiative, NOT a development program. *a. True b. False

6. Chapter 01-006 One of the intrinsic benefits of training and development is the benefits realized by society. a. True *b. False 7. Chapter 01-007 According to research presented in the textbook, a negative relationship exists between per-employee expenditures on training and development and employee productivity levels. a. True *b. False 8. Chapter 01-008 One of the reasons for the underinvestment in training and development by Canadian companies is the perception that training, learning, and development expenditures represent a cost rather than an investment. *a. True b. False 9. Chapter 01-009 Quebec is the only province in Canada to have mandatory training laws for companies with net profits greater than $1 million. a. True *b. False 10. Chapter 01-010 Organizations that incorporate training bonds into their training programs may have the ability to recover some of their training costs. *a. True b. False

11. Chapter 01-011 The key environmental factors that drive human resources and training and development within an organization include technology, global competition, the labour market, and organizational strategy. a. True *b. False 12. Chapter 01-012 Unlike many industrialized countries, Canada has NOT experienced in any meaningful way the notion of “skills mismatch.― a. True *b. False 13. Chapter 01-013 Company ABC decides to provide selected employees with cultural sensitivity training as it contemplates opening an office in Shanghai, China. This is a clear example of strategic training. *a. True b. False 14. Chapter 01-014 The trend toward flatter organizational structures is causing some element of blurriness in what constitutes traditional roles associated with management functions. *a. True b. False 15. Chapter 01-015 An organization’s learning and training strategy most often will NOT directly influence its training and development programs. a. True *b. False

16. Chapter 01-016 Restructuring, downsizing, and reengineering often lead to changes in employees’ tasks and responsibilities and so necessitate the need for training. *a. True b. False 17. Chapter 01-017 A high-performance work system may be described as a specific combination of human resource practices that maximizes the knowledge, skills, abilities, flexibility, and commitment of employees. *a. True b. False 18. Chapter 01-018 When applying the ISD model of training and development, the process often begins with the identification of a concern. *a. True b. False 19. Chapter 01-019 A needs analysis typically has three levels including an organizational analysis, a departmental analysis, and a person analysis. a. True *b. False 20. Chapter 01-020 The ISD model of training and development has three major steps: needs analysis, design, and delivery. a. True *b. False 21. Chapter 01-021 Studies consistently conclude that the majority of

organizations do not use the ISD model, opting for the more traditional ADDIE training and development model. a. True *b. False 22. Chapter 01-022 Human capital refers to the knowledge, skills, and abilities of an organization’s employees. *a. True b. False 23. Chapter 01-023 Social capital has to do with relationships within an organization and between members of the organization and external stakeholders. *a. True b. False 25. Chapter 01-025 More than half (57 percent) of Canadian organizations provide training to their employees. a. True *b. False 26. Chapter 01-026 What is the term for the process of establishing performance expectations, designing interventions and programs to improve performance, and monitoring the success of interventions and programs? a. performance review *b. performance management c. performance evaluation d. performance system 27. Chapter 01-027 Which Canadian agency’s report concluded that continuous learning and the transfer of knowledge are key factors in

fostering creativity and promoting organizational excellence? a. Toronto Transit Commission *b. Conference Board of Canada c. Alberta Government d. Royal Canadian Mounted Police 28. Chapter 01-028 What did a study on the productivity of Canadian workers find? a. Most believe they are less productive at work than they could be. b. Very few believe they are less productive at work than they could be. *c. Half believe they are less productive at work than they could be. d. All believe they are less productive at work than they could be.

29. Chapter 01-029 Several studies cited in the textbook appear to link training efforts by organizations and several important organizational outcomes. Which statement is congruent with conclusions in these studies? a. training often leads to higher turnover and gross margins *b. training has a positive impact on overall customer satisfaction and profit levels c. training is not linked to increases in productivity d. training has a positive effect on an organization’s competitiveness but no impact on performance 30. Chapter 01-030 If an organization is concerned about the knowledge, skills, and abilities of its employees, what should be the goal of its training and development programs? *a. human capital b. social capital c. work engagement

d. performance management 31. Chapter 01-031 The performance management process includes several interrelated steps. What is the first step? *a. developing performance goals b. deciding on the process to train and develop employees c. assigning appropriate rewards d. developing standard rating forms 32. Chapter 01-032 Which of the following statements is congruent with the notion of SMART goals? *a. SMART goals should have clear performance or behaviour criteria b. SMART goals must address extrinsic motivators c. SMART goals should be easily attained d. SMART goals should not be time bound 33. Chapter 01-033 According to the textbook, what is the number-one attraction and retention tool for many organizations? a. compensation *b. training c. bonuses d. development 34. Chapter 01-034 Which of the following is a major goal of the Edmonton Police Service as described in the chapter-opening vignette? a. to improve the productivity of police officers b. to improve the confidence level of police officers when dealing with criminal elements in the community c. to link training programs to the department’s strategic plan *d. improve interactions between police officers and mentally ill individuals in the community

35. Chapter 01-035 Which of the following are two extrinsic benefits training will give an employee? *a. an improved marketability and greater job security b. a greater sense of self-efficacy and a sense of accomplishment c. a more positive attitude toward their employer and their own confidence d. a greater sense of engagement toward customers and fellow employees 36. Chapter 01-036 Which of the following is NOT a benefit to society associated with training and development? a. higher levels of education b. greater economic prosperity *c. better workâ€"life balance d. improved standard of living 37. Chapter 01-037 Which statement best describes the current state of productivity and innovation in Canada? a. Canada rates very high in productivity metrics globally *b. Canada lags its major global competitors in productivity and innovation c. Canada tends to rank high in productivity but low in innovation across most business sectors d. Canada has seen a recent sharp increase both in productivity and innovation across all business sectors 38. Chapter 01-038 Which of the following statements best describes the average investment in training and development in 2017 as a percentage of payroll in Canada compared to 2015? a. It is the same. b. It is much higher. *c. It is lower.

d. It is a little higher.

39. Chapter 01-039 According to the textbook, which group of employees had the highest average number of training hours per employee in 2017? a. technical employees b. front-line employees c. government employees *d. senior management and executives 40. Chapter 01-040 According to data provided in the textbook, which province in Canada has a law that requires employers to invest in training and development? a. Alberta *b. Quebec c. Ontario d. Manitoba 41. Chapter 01-041 Why does Canada’s productivity growth increasingly lag behind its main competitors? a. Canadian organizations do not have the same economies of scale. *b. Canadian organizations do not invest enough resources in training and development. c. Canadian organizations do not follow the voluntary training laws in Canada. d. Canadian companies have access to a large source of skilled labour.

42. Chapter 01-042 In what year did the government of Quebec introduce and pass the Act to Foster the Development of Manpower Training? a. 1975 b. 1985 *c. 1995

d. 2005 43. Chapter 01-043 What was one of the key findings of a report regarding training legislation in Quebec? a. The legislation had little impact on the ways Quebec firms deliver training. b. Fewer companies planned and implemented training programs. c. Quebec leads the national average in training participation rates. *d. The participation rate in workplace training increased, making it the fastest growth rate in Canada.

44. Chapter 01-044 Which of the following statements regarding the “1 percent training law― is correct? a. regardless of size, all companies in Quebec have to contribute to the 1 percent fund *b. information about the participation of employees in training must be documented, and detailed information must be kept on file c. the law applies only to companies with annual revenues of $1 million or more d. the law applies only to organizations registered to do business across Canada 45. Chapter 01-045 What should be the most important internal or external factor influencing training and development programs in organizations? a. demographics b. the competitive nature of the industry *c. corporate strategy d. leadership and managerial characteristics 46. Chapter 01-046 Technology developments in the external environment

influence the training needs within an organization because employees will require technology training for what reason? a. to be marketable for other jobs *b. to capture efficiencies associated with improved technology c. to satisfy their own intrinsic benefits d. to meet global demands 47. Chapter 01-047 Which of the following would be considered part of a human resources system? a. organizational goals b. corporate leadership c. laws *d. performance appraisals 48. Chapter 01-048 Which of the following key environmental factors drive training and development? *a. change b. values c. selection d. culture 49. Chapter 01-049 What tends to result when an organization subscribes to strategic human resource management whereby it has greater alignment between its HR practices and its strategies? *a. superior performance b. greater workâ€"life balance c. enhanced efficiencies d. exemplary quality 50. Chapter 01-050 Organization XYZ decides to expand rapidly by acquiring other businesses. What is most likely to be the focus of XYZ’s strategic training programs? *a. management of mergers and acquisitions b. management training

c. quality of service training d. leadership development 51. Chapter 01-051 Which of the following is impacted by high-performance work systems? a. employees’ compensation b. employers’ motivation *c. employees’ motivation d. community involvement 52. Chapter 01-052 You have been asked to debate the notion of highperformance work systems focusing on measurable results organizations should expect to receive from adopting such a philosophy. Which of the following points would most likely be central to your debate? a. an increase in employee turnover, higher sales, and higher productivity b. superior productivity and improved non-financial performance *c. improved financial performance and superior productivity d. lower turnover, higher labour costs, and superior financial performance 53. Chapter 01-053 Which of the following statements regarding the instructional systems design (ISD) model is congruent with the material presented in the textbook? a. it is an irrational and scientific process b. it consists of four main steps: needs analysis, design, delivery, and evaluation c. it is a much more complex model when compared with the streamlined ADDIE model *d. its first step attempts to answer the question “is training needed and is it the best solution?― 54. Chapter 01-054 You are conducting a needs analysis, gathering data and

information on three related yet distinct levels to determine what kind of training is needed in your organization. In which level of the needs analysis are you likely to find the answer? *a. task analysis b. ADDIE analysis c. person analysis d. organizational analysis 55. Chapter 01-055 According to the textbook, training programs based on the instructional systems design model of training and development fail when organizations do which of the following? a. fail to employ learning principles *b. ignore an important step in the process c. implement training programs that are too complex d. over Bloom’s Evaluate their training programs 56. Chapter 01-056 If an organization is concerned about the relationships between members of the organization and external stakeholders, what should be the goal of its training and development programs? a. human capital *b. social capital c. work engagement d. performance management 57. Chapter 01-057 If an organization is concerned about improving employees’ work engagement, what three factors will this involve? a. vigour, determination, attention b. vigour, dedication, attention *c. vigour, dedication, absorption d. vigour, determination, absorption

58. Chapter 01-058 When it comes to productivity among the G7 countries, how does Canada rank? a. as the second most productive country b. as the least productive country c. as the third least productive country *d. as the second least productive country 59. Chapter 01-059 What would be a way to ensure that post-secondary students have the skills required by organizations when they graduate to help close the skills gap? a. training and development b. performance management *c. work-integrated learning d. on-the-job training 60. Chapter 01-060 If an organization wants employees to be more likely to participate in training, what should it focus on? a. the time involved in attending the training *b. alignment between the training and the strategic direction of the organization c. the benefits that employees receive for attending training d. the potential for improvement in job performance

Chapter 2 1. Chapter 02-001 When a behaviour has been learned it can be thought of as a skill. *a. True b. False 2. Chapter 02-002 According to Robert Gagné, learning outcomes associated with training can be classified into five general categories: declarative knowledge, intellectual skills, cognitive strategies, motor skills, and procedural knowledge. a. True *b. False 3. Chapter 02-003 Kurt Kraiger and colleagues developed a classification scheme for learning outcomes that includes cognitive outcomes, skill-based outcomes, and affective outcomes. *a. True b. False 4. Chapter 02-004 According to the "resource allocation theory," performance of a new task is determined by individual differences in attentional and cognitive resources, the level of complexity of the task, and external environmental factors used to allocate attention across tasks. a. True *b. False 5. Chapter 02-005 In the third and final stage of learning, performance is said to be independent of the level of attention paid by the trainee in performing the task. *a. True

b. False 6. Chapter 02-006 Given that individuals have learning style preferences, better learning outcomes take place when only preferred learning styles are used in the learning process. a. True *b. False 7. Chapter 02-007 Skinner and the behaviourist school of psychology believe that learning is a result of reward and punishment contingencies that follow a response to a stimulus. *a. True b. False 8. Chapter 02-008 Conditioning theory suggests that trainees should be encouraged and reinforced throughout the training process. *a. True b. False 9. Chapter 02-009 Marie, a recent graduate from an automotive college, believes she can rebuild a car engine without much difficulty. Marie's belief in her ability to complete the task successfully is referred to as "generalized transfer of learning." a. True *b. False 10. Chapter 02-010 Social cognitive theory involves three key components: observation, self-efficacy, and feedback. a. True *b. False

12. Chapter 02-012 Workplace learning refers to the process of acquiring jobrelated knowledge and skills through formal training programs and informal social interactions among employees. *a. True b. False 13. Chapter 02-013 The 70-20-10 model states that 70 percent of workplace learning comes from on-the-job experiences, 20 percent comes from education, and 10 percent from formal learning activities and events. a. True *b. False 14. Chapter 02-014 It has been reported that 70 to 90 percent of what employees learn and know about their jobs is learned through formal processes rather than through informal programs a. True *b. False 15. Chapter 02-015 Email is the most used method for informal learning followed by accessing information from the organization's intranet. *a. True b. False 16. Chapter 02-016 There are two types of goal orientations, including a mastery or learning goal orientation and a performance goal orientation. *a. True b. False

17. Chapter 02-017 Training motivation predicts learning and training outcomes and is influenced by environmental and individual factors. *a. True b. False 18. Chapter 02-018 Training motivation predicts training outcomes but NOT beyond the effects of cognitive ability. a. True *b. False 19. Chapter 02-019 Peter will be able to graduate from university in four years if he takes 40 university-level courses. This type of goal should be classified as a proximal goal. a. True *b. False 20. Chapter 02-020 Learning goals are "process-oriented" and focus on the learning process. Performance goals, on the other hand, are "outcome-oriented goals," thus focusing attention on the achievement of specific performance outcomes. *a. True b. False 21. Chapter 02-021 A trainee's cognitive abilities influence how much and how quickly a trainee will learn, impacting actual job performance. *a. True b. False 23. Chapter 02-023 According to Fleming, an individual's learning style is a

function of how she gathers information and how she processes information. a. True *b. False 24. Chapter 02-024 According to Kolb, learning style is an individual's preferred ways of gathering, organizing, and thinking about information. a. True *b. False 25. Chapter 02-025 Self-regulation prompts ask trainees questions about their preferred style of learning. a. True *b. False 26. Chapter 02-026 Which of the following points is NOT supported by material in the textbook? a. Training is simply the means for accomplishing the goal. b. Training is the process of acquiring knowledge and skills. c. Training occurs when a new behaviour has been learned and it can be thought of as a skill. *d. Training is the distal goal of training and development.

27. Chapter 02-027 According to Robert Gagné, which of the following is generally related to the learning outcomes associated with intellectual skills? a. being able recall the capital of Argentina b. being able to remember the last three Stanley Cup winners c. being able to recite the alphabet

*d. being able to operate a tractor 28. Chapter 02-028 Drawing on Gagné's classification scheme, Kurt Kraiger and colleagues developed a multidimensional classification scheme of learning outcomes. What outcomes would Kraiger and colleagues include under their "affective outcomes" scheme? a. knowledge organization and declarative knowledge outcomes *b. attitudinal and motivational outcomes c. technical or motor skills and compilation outcomes d. cognitive and declarative outcomes 29. Chapter 02-029 John Anderson's ACT theory describes learning as a process across three stages. Which of these stages is NOT part of the ACT theory? a. declarative knowledge b. knowledge compilation *c. adaptive knowledge d. procedural knowledge 30. Chapter 02-030 What is the first stage of the ACT theory? a. knowledge compilation *b. declarative knowledge c. procedural knowledge d. knowledge acquisition 31. Chapter 02-031 What conclusions would you draw from the adaptive character of thought theory (ACT theory)? *a. It suggests that motivational interventions might be more or less effective depending on the stage of learning. b. It recognizes that learning is a stage-like process that involves four important stages.

c. It indicates that similar types of learning take place at different stages throughout the learning process. d. It relies on a complete assessment of the training needs of the participants prior to designing the training event.

32. Chapter 02-032 Which of the following is NOT an implication you would draw from understanding Kolb's learning styles theory? a. trainees differ in the way they prefer to learn b. training methods should be aligned with the trainee's learning preferences *c. a trainee's learning style is related to how trainees acquire knowledge in training and how they use information on the job d. training design should consider so-called learning modes 33. Chapter 02-033 Which psychologist's theories support the following statement: "Learning is a relatively permanent change in behaviour in response to a particular stimulus or set of stimuli"? a. David Kolb *b. F. Skinner c. Robert Gagné d. Neil Fleming 34. Chapter 02-034 The conditioning process includes three distinct yet connected concepts. Under which concept would a trainer reward each step as the trainee masters it in completing a complex task? *a. shaping b. generalization c. chaining and generalization d. shaping and chaining

35. Chapter 02-035 You have been asked to write a short report highlighting key points on how conditioning theory principles may be used in training. Which of the following points is NOT likely to be included in your report? a. training material should be broken up into logical parts b. trainees should be rewarded and encouraged throughout the training process c. generalization means that the conditioned response occurs in circumstances different from those in the training environment *d. trainees should only be rewarded when they are able to generalize concepts learned in the training process 36. Chapter 02-036 Which of the following best describes the conditioning theory concept known as generalization? *a. the conditioned response occurs in circumstances different from those during learning b. the reinforcement of each step in a process until it is mastered c. the reinforcement of entire sequences of a task d. the desired behaviour that is associated with a learning outcome 37. Chapter 02-037 John, a novice sky diver, is told by his close friends that given the level of training he has received he should be able to perform his first jump "without any problems." From a training and motivation perspective, what are John's friends trying to do? a. increase John's self-awareness b. increase John's chaining ability *c. increase John's self-efficacy d. increase John's self-regulation 38. Chapter 02-038 Observational learning requires four key elements:

attention, retention, reproduction, and reinforcement. What type of activity is associated with reproduction? a. employees must be aware and observe the behaviour b. employees must observe and encode the behaviour *c. employees must practise and rehearse the behaviour d. employees must continue to apply the behaviour 39. Chapter 02-039 What additional input must be incorporated into social cognitive theory for observed behaviours to be attempted? a. self-motivation b. self-assessment c. self-regulation *d. self-efficacy 40. Chapter 02-040 You just found out you are going to lead a training class made up primarily of adult learners. You recall from a previous training and development class that significant differences exist in the design and delivery of training programs geared toward adults versus children. Which of the following statements about how you should approach the training is NOT congruent with adult learning theory? *a. develop training content around theoretical frameworks versus work-related needs and interests b. include the trainees in the design and delivery of the training program c. include the trainees in the needs analysis process d. attempt to explain the value of the training program and, when possible, incorporate the experiences of the trainees and use them as examples 41. Chapter 02-041 Which of the following characteristics are congruent with the notion of informal learning? *a. spontaneous, immediate, and task-specific b. strategic, goal-oriented, and long-term focused c. structured, group-focused, and unplanned d. defined, organization-wide, and explicit

42. Chapter 02-042 Which of the following is a factor that differentiates formal and informal learning? a. culture b. climate c. management style *d. process driven 43. Chapter 02-043 According to the textbook, what are the two most used methods for informal learning? a. face-to-face interactions and email communication b. social networking and Internet searches c. structured mentoring and coaching sessions *d. email communications and intranet sites 44. Chapter 02-044 The textbook identifies several reasons that informal learning is becoming more prevalent in organizations when compared to formal learning. Which of the following is NOT a reason supported by the material in the textbook? a. Organizations are finding time constraints impact their ability to deliver formal learning. b. What is learned tends to be used on the job immediately when informal learning methods are used. *c. Informal learning has been found to deliver consistent learning outcomes. d. Informal learning has a significant effect on performance.

45. Chapter 02-045 You have been asked to do a short presentation to your class describing the differences between formal and informal learning. Which of the following points is NOT likely to be included in your presentation? a. Unlike formal learning, informal learning tends to be highly unstructured. b. Control over learning outcomes rests with the organization under formal learning processes.

*c. Formal learning tends to be tailored to individuals' learning needs much more so than informal learning. d. Formal learning processes often create time gaps between learning and application on the job.

46. Chapter 02-046 Why is the concept of informal learning receiving so much attention from managers? a. because of the need to reduce expenditures in training and development *b. because of the speed of change and demographic realities c. because of the level of attention the topic of informal learning has received from academics and management gurus d. because it requires fewer resources and management attention 47. Chapter 02-047 According to goal-setting theory, goals can be motivational if they have some specific characteristic. Which of the following would NOT be considered one of those characteristics? a. time-bound b. challenging *c. proximal in design d. supported with feedback 48. Chapter 02-048 John wants to be a member of Canada's Olympic hockey team in ten years. What kind of goal is John pursuing? a. mastery *b. distal c. proximal d. performance 49. Chapter 02-049 How is the concept of training motivation defined?

a. trainees' beliefs about how their behaviour is controlled *b. the direction, intensity, and persistence of learning-directed behaviour c. the motivation that stems from a direct relationship between a worker and the task d. the relationship between worker, task, and valence 50. Chapter 02-050 Training motivation is synonymous with which of the following? *a. motivation to learn b. motivation to train c. motivation to perform d. motivation to change 52. Chapter 02-052 Which of the following statements is correct in relation to goal orientation? a. mastery goals are needs-oriented and focus on learning processes b. mastery or performance goals have no impact on learning outcomes *c. goal orientation may influence task performance as well as cognitive, affective, and motivational processes d. when learning to perform a new task, setting a difficult performance outcome goal has been found to be detrimental for performance 53. Chapter 02-053 Training leads to declarative knowledge, the acquisition of skills and abilities, and the retention of both over time.

According to the model of training effectiveness, what other factor does NOT impact a trainee's ability to learn and retain information and knowledge? a. a trainee's attitude toward his/her job b. a trainee's "self-belief" c. a trainee's mental ability *d. organizational effectiveness

54. Chapter 02-054 Marie, a fourth-year human resource student, is able to comprehend and summarize Chapter 2 of the textbook to a very high standard. What is Marie demonstrating? a. intellectual capital b. human capital *c. cognitive ability d. psychomotor ability 55. Chapter 02-055 Which of the following is NOT considered to be part of core self-evaluations? a. self-esteem *b. conscientiousness c. general self-efficacy d. locus of control 56. Chapter 02-056 You are a senior human resource manager with a Canadian organization. On your way back home from a business trip, you stumble across an article praising the effectiveness of informal learning. You decide your organization should facilitate a work environment that promotes informal learning. Which of the following is NOT likely to be an action you will take? a. creating work processes that require team involvement by members from different parts of the organization b. removing physical barriers so as to facilitate regular contact between management and employees *c. providing work teams with less autonomy so as to ensure quality control over outcomes d. condensing office spaces and making room for an open gathering area for coffee breaks and socializing 57. Chapter 02-057 Where does workplace learning come from according to the 70-20-10 model?

a. 70 percent from relationships and interactions with others, 20 percent from on-the-job experiences and assignments, and 10 percent from formal learning activities and events b. 70 percent from on-the-job experiences and assignments, 20 percent from formal learning activities and events, and 10 percent from relationships and interactions with others *c. 70 percent from on-the-job experiences and assignments, 20 percent from relationships and interactions with others, and 10 percent from formal learning activities and events d. 70 percent from formal learning activities and events, 20 from on-the-job experiences and assignments, and 10 percent from relationships and interactions with others 58. Chapter 02-058 If a trainer wants to ensure that she is following the 7020-10 model, how much formal training should she be providing to employees? a. 70 percent b. 20 percent *c. 10 percent d. 30 percent 59. Chapter 02-059 If a trainer wants to make sure that a training program is appropriate for trainees' learning styles and most of the trainees prefer concrete experience and reflective observation, what learning style should the trainer focus on? a. converging b. accommodating c. assimilating *d. diverging 60. Chapter 02-060 If a trainer wants to use Fleming's model and make use of all four learning styles, then which of the following should be included in the training program?

a. visual, aural/auditory, read/write, and knowledge *b. visual, aural/auditory, read/write, and kinesthetic c. abstract conceptualization, active experimentation, concrete experience, and reflective observation d. converging, diverging, assimilating, accommodating

Chapter 3

1. Chapter 03-001 The needs analysis is often referred to as the most important step in the training and development process. *a. True b. False 2. Chapter 03-002 Fundamentally, needs analysis deals with informing senior management why specific training initiatives have not resulted in improvements to organizational performance. a. True *b. False 3. Chapter 03-003 The needs analysis process often starts with a concern expressed by a customer, employee, management, or some other stakeholder. *a. True b. False 4. Chapter 03-004 Only senior management must buy into the needs analysis process to ensure that the data collection will result in accurate information and that they have a vested interest in the success of the program. a. True *b. False 5. Chapter 03-005 The textbook identifies three levels of needs analysis: organizational, cognitive, and person analysis. a. True *b. False 6. Chapter 03-006 A needs analysis helps to determine what type of training

and development is required to resolve performance problems. a. True *b. False 7. Chapter 03-007 One of the key outputs of an organizational analysis is determining the congruency of a potential training program and the corporate or business-level strategy. *a. True b. False 8. Chapter 03-008 Besides clarifying the nature of performance gaps, a needs analysis helps to determine whether training and development is a good solution to performance problems or whether some other intervention might be more effective. *a. True b. False 9. Chapter 03-009 Sandeep is doing a needs analysis to determine potential solutions to a current gap in an organization. He starts the process by interviewing management on the company’s strategic direction and does a full resource review.

Sandeep is most likely doing a task analysis on this company. a. True *b. False 10. Chapter 03-010 Resource analysis is the identification of the resources available in an organization that might be required to design a training and development program. As a principle, it does not deal with determining whether the organization has the ability to implement the actual program. a. True *b. False

11. Chapter 03-011 Organizational climate refers to the collective attitudes of its employees toward work, supervision, and company goals, policies, and procedures. *a. True b. False 12. Chapter 03-012 An example of a strong training transfer climate could be praise provided by peers when a new employee uses conflict resolution skills acquired in a training program. *a. True b. False 13. Chapter 03-013 A task analysis reveals the tasks required for a person to perform a job and the knowledge, skills, and abilities (KSAs) that are required to perform the tasks successfully.

When done well, it often has five interrelated steps. a. True *b. False 14. Chapter 03-014 Competencies are clusters of related knowledge, skills, and abilities that differentiate effective performers from ineffective performers. *a. True b. False 15. Chapter 03-015 Questionnaires, structured interviews, and observation are techniques used in a task analysis to survey a sample of job incumbents. *a. True b. False

16. Chapter 03-016 The traditional approach to a cognitive task analysis focuses on behaviours rather than the mental processes such as decision making. a. True *b. False 17. Chapter 03-017 The most common approach used to conduct a cognitive task analysis is interviews and surveys. a. True *b. False 18. Chapter 03-018 A person analysis fundamentally addresses the following questions: How well does the employee perform the tasks?

Who, within the organization, needs training? And, what kind of training do they need? *a. True b. False 19. Chapter 03-019 Ineffective performance indicates that training is needed to close the gap between current performance and desired performance. a. True *b. False 20. Chapter 03-020 One of the obstacles facing trainers is the belief by many managers that resources should be used for training activitiesâ€"choosing action over analysis. *a. True b. False

21. Chapter 03-021 A rapid needs analysis is best used when the data that already exists is no longer useful for the design of training programs. a. True *b. False 22. Chapter 03-022 Self-assessment is best used when there is no time or resources to conduct a needs analysis. a. True *b. False 23. Chapter 03-023 Compliance training refers to training programs that instruct employees on how to perform their jobs. a. True *b. False 24. Chapter 03-024 A mandatory health and safety awareness training program in Ontario is an example of compliance training. *a. True b. False 25. Chapter 03-025 Contingency management has its basis in social cognitive theory. a. True *b. False 26. Chapter 03-026 According to the vignette on TD Bank, what did TD do before it embarked on a robbery prevention and awareness training program?

a. determined what kinds of resources were available for training *b. conducted a needs analysis that included focus groups, interviews, and surveys c. changed the compensation approach to reward those branches with fewer robberies d. changed the company’s strategy to better match employees’ skills and abilities 27. Chapter 03-027 Which of the following is NOT a typical step in the needs analysis process? a. task analysis b. design and delivery *c. andragogy analysis d. Evaluation 28. Chapter 03-028 Which statement best describes the needs analysis process? a. it is the least important step in the training and development process *b. it is a critical step designed to identify gaps in individual and organizational performance c. it identifies cost inefficiencies, yet it is silent on potential solutions to individual and organizational performance d. it collects data and information from management on skills and knowledge deficiencies in an organization 29. Chapter 03-029 Which statement would NOT be considered an “itch― according to the needs analysis model? a. ABC Inc. notices an increase in customer complaints b. ABC Inc. notices a decrease in productivity across all its business units c. ABC Inc. is faced with decreasing revenues and increasing costs *d. ABC Inc. notices a decrease in employee absenteeism

30. Chapter 03-030 In which example does pressure to change employee behaviour come from the internal environment? a. a change in legislation that affects labour standards b. a change in customer preferences for products and services c. an increase in competition from rivals offering better products at lower prices *d. an increase in the number of product-related mistakes that management notices 31. Chapter 03-031 According to the textbook, which important step in the needs analysis process is the most extensive, potentially leading organizations to skip it? a. a culture and climate audit of the organization b. a task and person analysis *c. data collection at three levels: organizational, task, and person d. being clear on the nature of the actual “itch― 32. Chapter 03-032 Why must training plans, business strategy, and key stakeholder involvement be linked together in a needs analysis? *a. to achieve the greatest support and continuity from the organization and its stakeholders b. to maintain the strongest political linkages and allies necessary for organizational change c. to increase resistance to change from individuals who were not given an opportunity to provide input d. to ensure that the organizational culture supports the key stakeholders 33. Chapter 03-033 A task analysis consists of a description of the activities or work operations performed on a job and the conditions under which these activities are performed. It normally includes six important steps. Which of the following would NOT be considered one of those steps?

a. develop rating scales to rate the importance and difficulty of each task and the frequency with which it is performed b. provide feedback on the results of the task analysis *c. prepare job descriptions and specifications for roles involved in the task analysis process d. use surveys and interviews to gather data and information from a sample of job incumbents 34. Chapter 03-034 Your CEO has asked you to explain the potential negative consequences of having training and development plans that are not congruent with your company’s strategy. Which of the following is likely to be negatively affected for the organization if training initiatives are not aligned with the organization’s strategy? a. book value b. training costs c. flexibility *d. market value 35. Chapter 03-035 Which two factors from the external environment might affect an organization’s need for training and its employees’ receptivity to being trained? *a. trade agreements and new technologies b. competitors and corporate strategy c. recessions and employment equity d. demographics and organizational culture 36. Chapter 03-036 What critical question is the resource analysis process attempting to answer? a. Does the organization have the desire to spend its resources on training? b. Does the organization have employees willing to learn? *c. Does the organization have sufficient money, time, and expertise?

d. Does the organization have access to effective decision makers?

37. Chapter 03-037 Which of the following does NOT align with the notion of a strong “learning culture―? a. an executive placing significant resources toward organizational learning b. workers at all levels of an organization who see knowledge and skill acquisition as part of their job responsibilities c. learning transfer is central to a strong learning culture *d. a culture focused primarily on formalized learning processes 39. Chapter 03-039 Johnathan, a training specialist, is undertaking a needs analysis for an organization. He is attempting to determine which specific jobs in the organization are contributing to a specific “itch.― What step in the needs analysis process is Johnathan most likely performing? a. stakeholder consultation b. organizational analysis *c. task analysis d. person analysis 40. Chapter 03-040 What is one drawback of a task analysis process? *a. It ignores mental processes required to complete a task. b. It focuses only on target jobs as opposed to all jobs within the organization. c. It develops bias from subjective rating scales and the use of estimates. d. It assumes tasks are performed by teams, not individuals.

41. Chapter 03-041 One of your colleagues is somewhat confused about the

distinction between skills and competencies. You decide to provide your colleague with a concise explanation. Which of the following statements would best capture the distinction between these two terms? a. competencies are the same as skills *b. negotiating a collective agreement is an example of a skill, while competencies are universal in scope such as winning agreement on goals and expectations c. competencies are related to knowledge and tend to be narrow in scope d. skills are behaviours that are not observable, while competencies must be observable 42. Chapter 03-042 Teamwork competencies include things such as how to communicate, interact, and coordinate tasks effectively with team members, which can be identified by conducting a team analysis. From a training perspective, what are these competencies primarily used for? a. to communicate to stakeholders the importance of team competencies b. to lead teams through discussions to identify key new themes and goals that everyone can accept and use as part of the training program c. to attain buy-in from stakeholders to secure appropriate funding *d. to serve as the basis for writing training objectives and provides guidance on program design 44. Chapter 03-044 What deficiency in task analysis does the newer technique of cognitive task analysis address? a. It compensates for the repetitiveness of observable tasks. *b. It involves complex mental tasks that are not easy to observe. c. It expands a task analysis to incorporate differences in diversity. d. It allows participants to focus on unusual rather than routine tasks.

45. Chapter 03-045 What is the main difference between a traditional task analysis and a team task analysis? a. A traditional task analysis depends on job descriptions whereas a team task analysis depends on competencies. b. A team task analysis relies on an organization being a certain size in order to be relevant and useful. c. A traditional task analysis is usually applicable to lower level jobs on the organizational chart and not management. *d. A team task analysis identifies the interdependencies of the job and the skills required for task coordination.

46. Chapter 03-046 Judy, a human resource professional, decides to undertake a person analysis at TD Bank. What question is Judy seeking an answer to? a. How is training linked to TD Bank’s strategy? *b. Which employees at TD Bank need training? c. When are tasks performed and what resources are available at TD Bank? d. What external forces are affecting TD Bank?

47. Chapter 03-047 At Company ABC, the lack of which of the following elements is an example of a structural barrier to effective performance? a. appropriate performance measurements b. supportive reward systems *c. clarity around roles and responsibilities d. tools and equipment to do their jobs 48. Chapter 03-048 Which of the following is NOT an information barrier to effective performance? a. informal leaders b. lack of performance metrics

*c. ineffective feedback d. vague objectives 49. Chapter 03-049 You have determined that employees would be able to accomplish a particular task “if their lives depended on it.― What is a logical conclusion you should make? a. increase training efforts b. change the way jobs are designed c. change the rewards *d. training is not the issue 50. Chapter 03-050 Under which scenario is training the LEAST likely intervention in dealing with a performance problem? a. Mary performs a particular task frequently b. Providing Mary with coaching is too expensive and time consuming c. Mary has a mission critical role *d. Mary does not receive feedback on her performance 51. Chapter 03-051 What is the best method of collecting data in a needs analysis process? a. any combination of methods that uses at least three of the nine methods b. typically, a combination of interviews, observations, and work samples c. the combination of methods that most likely results in senior management approval *d. available resources, analyst expertise, and the nature of the responses should drive the choice of method 52. Chapter 03-052 Ideally, what should a manager do if an employee has a genuine skill deficiency and does not have the potential to learn a new task? a. fire the employee immediately

b. give the task to another individual, even if it impacts productivity negatively c. notwithstanding the lack of potential to learn, double up the training effort *d. if possible, simplify the task, lower expectations, or transfer the employee 53. Chapter 03-053 Which data collection method is relatively inexpensive to administer and provides data in a format that is easy to report and summarize? a. work samples b. Observations *c. Surveys d. Interviews 54. Chapter 03-054 Which of the following is an obstacle organizations cite as the reason to avoid conducting a needs analysis? a. Trainees often claim that they are rewarded for taking the time to conduct a needs analysis. b. Organizations usually can see how the investment of time and resources will produce a viable training solution. *c. Organizations are most concerned with training employees quickly rather than waiting for research to be conducted. d. Managers and employees do not have the creative techniques and critical methods of inquiry needed to conduct a needs analysis.

55. Chapter 03-055 Which data collection method is expensive to use but allows for on-the-spot synthesis of different viewpoints via twoway communication? a. the quick needs analysis *b. group discussion c. questionnaires d. key consultation

56. Chapter 03-056 If the training department does not have the time or resources to conduct a needs analysis but can use existing data and other information that is available, what is it doing? a. a streamed needs analysis b. a basic needs analysis *c. a rapid needs analysis d. a short needs analysis 58. Chapter 03-058 What are the most common approaches for conducting a cognitive task analysis? *a. interviews and observation b. interviews and surveys c. surveys and observation d. focus groups and observation 59. Chapter 03-059 If a trainer wants to learn about employees’ selfefficacy and training motivation, what should he do? a. task analysis b. team task analysis *c. person analysis d. cognitive task analysis 60. Chapter 03-060 If a trainer has discovered that there are no consequences for desirable behaviours and employees are sometimes punished for good performance, then what should the trainer focus on for improving performance? a. training b. feedback c. goal setting *d. contingency management

Chapter 4

1. Chapter 04-001 A training objective is a statement of what trainees are expected to be able to do after a training program. *a. True b. False 2. Chapter 04-002 In a way, training objectives serve to connect the needs analysis process with other elements of a training program. *a. True b. False 3. Chapter 04-003 A training objective has five key elements of the desired outcome, including who is to perform the task, what is the behaviour to be observed, when and where the behaviour is displayed, and why the behaviour is important. a. True *b. False 4. Chapter 04-004 “Paul will be able to call 20 customers per day from a pre-assigned list of potential customers.― This is an example of a well-written training objective. a. True *b. False 5. Chapter 04-005 A well-written training objective should contain some kind of observable action with a measurable criterion indicating to the trainee and trainer the conditions of performance. *a. True b. False 6. Chapter 04-006 ABC Ltd. has made a strategic decision to expand into

China. As such, it made the decision to provide six managers training in basic Mandarin. Given this training decision, ABC Ltd. should purchase the program from an outside supplier. *a. True b. False 7. Chapter 04-007 There are many advantages to purchasing “packaged training programs.― However, the most significant advantage is that these packages often align with internal organizational norms, language, and values. a. True *b. False 8. Chapter 04-008 Internally developed training programs have many advantages over packaged programs including security and confidentiality. *a. True b. False 9. Chapter 04-009 A request for proposal often provides very broad details associated with training needs of an organization. As a result, only about five percent of proposals are accepted by organizations. a. True *b. False 10. Chapter 04-010 Failure to prepare a comprehensive request for proposal may result in organizations purchasing a program that does not address the underlying training needs of an organization. *a. True b. False

11. Chapter 04-011 Issuing an RFP may require that an organization spend resources determining its actual training needs and identifying training solutions required from vendors and consultants. *a. True b. False 12. Chapter 04-012 Of the three broad training methods, the textbook concludes that “off-the-job― training methods are the most effective. a. True *b. False 13. Chapter 04-013 Coaching and performance aids are two examples of blended training. a. True *b. False 14. Chapter 04-014 The notion of metacognitive strategies includes two primary functions, control and monitoring. *a. True b. False 15. Chapter 04-015 Attentional advice has been found to have a negative effect on skill-based learning. a. True *b. False 16. Chapter 04-016 Overlearning is an appropriate practice condition to use in helping a lifeguard master lifesaving interventions that may not be used often.

*a. True b. False 17. Chapter 04-017 According to Gagné, it is critical that trainers identify and break down tasks into individual steps which are then organized in a logical and meaningful manner. *a. True b. False 18. Chapter 04-018 William, a training specialist, wants to make sure trainees are able to use particular skills across multiple scenarios, often in situations very different from those experienced in training. This approach relies on principles of learning associated with the notion of “routine expertise.― a. True *b. False 19. Chapter 04-019 Error-management training occurs when training programs are designed so as to minimize the likelihood of trainees committing errors during the training process. a. True *b. False 20. Chapter 04-020 Analogical tasks are tasks that are performed by employees that resemble tasks performed in training. *a. True b. False 21. Chapter 04-021 Training design influences learning but is not likely to influence learner engagement.

a. True *b. False 22. Chapter 04-022 Bloom’s taxonomy of learning objectives includes six main categories (Remember, Understand, Apply, Analyze, Synthesize, and Create). a. True *b. False 23. Chapter 04-023 In Canada, organizations allocate 59 percent of direct learning and development expenditures to external sources. a. True *b. False 24. Chapter 04-024 Training content has greater meaningfulness to trainees when it is rich in associations and it is easily understood. *a. True b. False 25. Chapter 04-025 One way to maximize learner engagement is to provide clear, detailed, and timely feedback throughout training. *a. True b. False 26. Chapter 04-026 Which of the following statements regarding training objectives is true? a. training objectives are done without direct connection to the needs analysis *b. training objectives should be written prior to designing a training program

c. training objectives tend to be broad in language so as to provide the trainer with flexibility d. training objectives do not address standards of performance but do emphasize the conditions of performance 27. Chapter 04-027 Peter is currently thinking about the numerous activities he has to do to design a training program. Which of the following is NOT an activity Peter is likely thinking about? a. determine what content should be provided to allow training objectives to be met *b. determine how to calculate cost vs. benefits associated with the training program c. decide how training should be provided: on-the job, off-the-job, or e-learning d. create a statement describing what trainees should be able to do after training 28. Chapter 04-028 “The call centre operator will be able to handle 20 inbound calls per day during his/her regular shift, using customer information software, and will be able to generate $850 in incremental revenue from new customers.― In this scenario, what would “…..be able to generate $850 in incremental revenue― represent? a. what the trainee will be able to do after training b. the actual behaviour the trainee will demonstrate c. the conditions under which the behaviour will be demonstrated *d. the standard by which the behaviour will be judged 29. Chapter 04-029 What key component for a final written training objective would be related to the statement “Joe will be able write a short two-page story without making grammatical or spelling errors―? *a. criterion b. performance c. evaluation

d. condition 30. Chapter 04-030 A well-written training objective should closely resemble which of the following terms? a. adaptive behaviour b. person analysis *c. task analysis d. needs analysis 31. Chapter 04-031 A Canadian chartered bank decides to develop and deliver a training program internally. What potential reasons justify this decision? *a. better security and the need to train a large pool of employees b. higher quality and availability of trainers c. lower cost and higher quality d. extensive testing coupled with ancillary services 32. Chapter 04-032 What are the two most important factors to consider when making a purchase decision for a training program? *a. cost of the program and number of potential trainees b. time required to deliver the program and current knowledge of employees c. expertise of the external service provider and senior management preference d. urgency of delivery and level of front-line management support 35. Chapter 04-035 You have been tasked with submitting a request for proposal (RFP) on behalf of your company and begin to think about the process. What is likely to be the most important information that you decide should be included in your RFP? a. determining the number of trainers required to deliver the training program

b. creating the proper scope for the project including a budget and specific training methods to be used *c. describing in detail the training needs required, and how those needs fit the overall training strategy d. creating a vendor list to solicit vendors from both academia and industry to provide for a wide scope of expertise 36. Chapter 04-036 According to the textbook, training content should be anchored on which of the following? a. the employee who is to perform the desired behaviour *b. the needs and objectives of the training c. the standard that will evaluate the behaviour d. the time when the new content will be needed 37. Chapter 04-037 A Canadian life insurance company decides to design a new sales training program for its 1000 commission-based salespeople. In the design process, the company solicits the feedback of successful salespeople as well as sales consultants. Which of the following best describes the successful salesperson and the external consultant? a. adaptive stakeholders b. inputs into the person analysis process *c. subject-matter experts d. contingency management stakeholders 38. Chapter 04-038 An instructor spends one-hour lecturing students on the merits and processes required to produce a written training objective. She then requests that students apply the lecture material by producing a written training objective for a specific role. What technique is this instructor using? a. blended training *b. active practice c. condition of practice d. goal orientation

39. Chapter 04-039 Which of the following conditions of practice would be classified as a “pre-training intervention―? *a. deciding to have mastery goals in the program b. distributing practice so training may be broken up by rest periods c. providing feedback to trainees on their ongoing performance d. ensuring the program has elements of overlearning in its design 40. Chapter 04-040 Conditions of practice may be implemented during training that include the notion of “massed practice.― Which of the following statements aligns best with what “massed practice― refers to? a. whether the training material is learned one part at a time or in sequence *b. training is conducted in one session without breaks between sessions c. the time horizons for the segments of a training program d. having performance becoming almost automatic in nature 41. Chapter 04-041 An instructor provides students with a diagram of the needs analysis process. What type of pre-training intervention does this represent? a. metacognitive strategy b. attentional advice *c. advance organizer d. psychomotor condition 42. Chapter 04-042 Before a training session begins, a group of trainees get together to determine and agree on team roles and responsibilities as well as team performance expectations for the group. Which of the following pre-training interventions is this group of trainees likely using?

a. preparatory information *b. pre-practice brief c. conditions of practice d. goal orientation 43. Chapter 04-043 Which statement is congruent with the notion of distributed practice? a. learning is enhanced when cramming is used by trainees b. learning is enhanced when material is provided in a single session c. distributed training sessions tend to result in lower learning levels over time *d. distributed training sessions tend to result in higher learning levels over time 44. Chapter 04-044 Under what condition(s) would overlearning be an appropriate approach? *a. performing complex tasks under significant pressure b. performing simple tasks that are routine in nature c. performing tasks that are done daily d. performing tasks that do not have pre-established procedures 45. Chapter 04-045 According to the textbook, which of the following is NOT a characteristic of effective training feedback? a. when a response is provided correctly, provide positive feedback b. demonstrate to the trainee how to respond correctly *c. when a response is provided incorrectly, provide some element of punishment d. provide feedback immediately after the response is provided

46. Chapter 04-046 Margaret attended a training session designed to teach “weekend mechanics― the basics of routine maintenance on Honda gas engines. To Margaret’s surprise, she was able to apply the same basic principles to routine maintenance of different gas-powered engines in her garage.

Which of the following terms best captures this generalization of knowledge from Honda engines to other gas-powered engines? a. subject-matter expertise b. routine expertise *c. adaptive expertise d. active expertise 47. Chapter 04-047 What term describes the traditional approach of teaching trainees to reproduce specific behaviours in similar settings and situations as those experienced in training? a. routine practice b. routine training *c. routine expertise d. routine knowledge 48. Chapter 04-048 Which of the following design elements should NOT be used in designing a training program for active learning? a. exploratory learning b. error framing c. emotion control *d. proceduralized instruction 49. Chapter 04-049 What has research concluded about active learning? *a. it is effective for developing adaptive expertise b. it is effective for learning rigid policies and procedures c. it provides the trainer with much more control over trainees’ learning processes d. it gives trainees much less control over their learning experience

50. Chapter 04-050 Which statement is supported by the notion of error management as a learning design method? a. Error management and error avoidance are synonymous. *b. The instructor should provide vague and misleading instructions. c. The instructor should provide detailed instructions and rubrics so as to minimize errors. d. It would be a mistake to explicitly encourage trainees to make mistakes during the learning process.

51. Chapter 04-051 You have decided to incorporate error-management elements into a sales training program you are designing. As you require senior management support for your program, you decide to put together a short report supporting the value of including elements of error-management in your sales program. Which of the following should NOT be included in your report? a. errors are a source of negative feedback which can be helpful in training b. errors can be foundational in the learning process *c. trainees tend to enjoy training sessions that include error-management elements d. errors force learners to develop error-recovery strategies which lead to improved performance 52. Chapter 04-052 How can error training improve learning and performance? *a. Errors force trainees to learn error-recovery strategies. b. Errors allow trainees to learn to avoid certain activities. c. Errors enable trainees to learn how to sequence activities. d. Errors permit trainees to view themselves as human.

53. Chapter 04-053 Which stage in the model of training effectiveness includes elements of active practice and conditions of practice? a. trainee characteristics *b. training design c. individual behaviour and performance d. organizational effectiveness 54. Chapter 04-054 What conclusions can you draw from research presented in the textbook on error-management training? a. it is effective for performance during training but not for post-training performance b. it is more effective for tasks that require routine expertise *c. it is more effective for the performance of tasks that require adaptive expertise d. trainers should avoid using error-management training 55. Chapter 04-055 Which of the following scenarios is an example of distributed practice? a. learning a complex task one step at a time during the same session *b. learning to perform a task over a number of sessions with breaks in between sessions c. continuing to practice even when the trainee has mastered the task to a high level d. having several trainees learn to perform a task together, also described as group learning 56. Chapter 04-056 What was the focus of the training program at the University of British Columbia that was mentioned in your textbook? a. diversity training *b. mindfulness training c. safety training d. team training

57. Chapter 04-057 What is the term describing the extent to which trainees are cognitively, physically, and emotionally immersed in the training content and the learning process? a. active practice b. metacognition c. overlearning *d. learner engagement 58. Chapter 04-058 Which of the following is NOT one of the categories from Bloom’s taxonomy of learning objectives? *a. synthesize b. Bloom’s Analyze c. Bloom’s Evaluate d. create 59. Chapter 04-059 What percentage of learning and development expenditures in Canada are allocated to external sources? a. 19 percent b. 29 percent *c. 39 percent d. 49 percent 60. Chapter 04-060 If a trainer wants to making the training content of a training program meaningful to trainees, what should he do? a. make the training content rich in details and easily remembered by trainees b. make the training content rich in details and easily understood by trainees c. make the training content rich in associations and easily remembered by trainees *d. make the training content rich in associations and easily understood by trainees

Chapter 5

1. Chapter 05-001 The Queen’s University Faculty of Heath Sciences vignette makes a strong case for why they do not use off-the-job training methods, focusing learning at the beside with real patients. a. True *b. False 2. Chapter 05-002 Instructor-led classroom training continues to be the most popular method of providing training in both Canada and the United States. *a. True b. False 3. Chapter 05-003 The lecture method offers tremendous advantages over other training methods particularly if the learning outcomes are geared toward changing behaviour or acquisition of skills. a. True *b. False 4. Chapter 05-004 The discussion method is a training method strongly linked with the development of critical thinking skills and declarative knowledge acquisition. a. True *b. False 5. Chapter 05-005 One advantage of audio-visual methods used in a training program is the ability of the trainer to control the pace of the training. *a. True b. False

6. Chapter 05-006 The case study method of training works best in structured and formalized classroom settings. a. True *b. False 7. Chapter 05-007 Several studies have found that using cases improves communication skills and problem solving, and enables students to better understand management situations. *a. True b. False 8. Chapter 05-008 Case incident and case study methods share many similarities including length of material provided, scope of issues covered, and preparation requirements. a. True *b. False 9. Chapter 05-009 When compared with the case study method case incidents tend to be broad in scope, often dealing with multiple complex management issues. a. True *b. False 10. Chapter 05-010 Some evidence suggests a “mixed modelling strategy― in program design is in fact more effective for behavioural generalization versus simply showing the trainee the correct behaviour. *a. True b. False 11. Chapter 05-011 The textbook seems to support the idea that transfer of

behaviour to the worksite is straightforward if behaviour modelling training is used as the primary training method. a. True *b. False 12. Chapter 05-012 It is important that the model used in behaviour modelling training is someone who is perceived to be credible by the trainer. a. True *b. False 13. Chapter 05-013 The role-play instructional method has three stages: development, enactment, and debriefing. *a. True b. False 14. Chapter 05-014 One of the weaknesses associated with role plays is the notion that role plays must always include just three actors: a manager or supervisor, an employee, and an observer. Variations to this approach are not encouraged. a. True *b. False 15. Chapter 05-015 The debrief phase of role play is of critical importance and should last much longer than the enactment phase.

Through feedback and reflection, learning really occurs during the debrief phase. *a. True b. False 16. Chapter 05-016 One of the limitations of role play is that trainees are

not shown exactly what to do and how to behave prior to participating in the role. *a. True b. False 17. Chapter 05-017 An example of physical fidelity is providing mechanics with the same tools in training as the tools they will be using on the job. *a. True b. False 18. Chapter 05-018 Simulations are operating models of physical or social events designed to represent real situations. *a. True b. False 19. Chapter 05-019 Both psychological and physical fidelity deal with creating training environments that are only partially similar to real situations. At a basic level, it deals with having trainees experiment in scenarios that are NOT likely to occur in real life. This allows trainees to generalize behaviours. a. True *b. False 20. Chapter 05-020 The most important determinant of training method choice should be based on the objectives and learning outcomes required of the training program. *a. True b. False

21. Chapter 05-021 Games should be used only when the trainer is most concerned about entertaining trainees. a. True *b. False 22. Chapter 05-022 Games are an example of problem-based learning. a. True *b. False 23. Chapter 05-023 Action learning is more popular in Europe than in North America. *a. True b. False 24. Chapter 05-024 An aptitude-treatment interaction refers to situations in which trainees do not have the aptitude required to learn the training material. a. True *b. False 25. Chapter 05-025 A flipped classroom is when the trainer and trainees reverse roles and the trainees become the instructors. a. True *b. False 26. Chapter 05-026 What types of instructional methods does Queen’s University use to train health professionals? a. lecture and case study b. discussion and case incident c. on-the-job instructional methods

*d. simulation and state-of-the-art technology 27. Chapter 05-027 The lecture method is the most widely used instructional method. Which of the following is an ideal match for choosing the lecture method? a. learning outcomes are centred around changing behaviour b. learning outcomes are centred around changing attitudes *c. trainees want a passive learning experience and cost considerations are important d. trainees have different levels of knowledge 28. Chapter 05-028 Which of the following are drawback(s) of training that relies solely on the lecture method? a. too much information is transferred in a short period of time b. linkage between content and learning outcomes is usually weak c. too much emphasis on accommodating different learning styles *d. not an effective method to develop skills and change behaviours 29. Chapter 05-029 What should the trainer first determine before deciding on a training method? *a. what trainees are expected to know after training b. the level of skills and the mix of trainees c. the level of detail needed and how he/she will present the material d. the level of humour needed to make the lecture interesting 30. Chapter 05-030 Mathew is a corporate trainer for a local paint company. He is trying to decide how to best choose a specific instructional method that would allow the experiences of

trainees to be used during training. Which of the following would likely be a good choice for Mathew to use? a. lectures *b. discussion method c. a technology-based simulation d. behaviour modelling coupled with off-the job training 31. Chapter 05-031 If not designed properly, the discussion instructional method may undermine the learning experience. Which of the following would you NOT consider to be a potential drawback of the discussion method? *a. helps trainees recognize what they do not know but should know b. difficult to implement with large groups c. some trainees may not have an opportunity to participate d. the discussion may be controlled by a few trainees 32. Chapter 05-032 Harvey, a corporate trainer, decides to use the discussion method during a training session. What is one key item that Harvey should be careful to ensure in order to facilitate learning outcomes using the discussion method? *a. that discussion is not dominated by a few trainees b. that the trainer acts as the presenter c. that all trainees have comparable educational backgrounds and similar work experiences d. that the seating configuration has a formal setting arrangement 33. Chapter 05-033 What might a trainer do to overcome some of the shortcomings of the discussion method? a. ensure that trainees have similar experiences with the company, and generally have the same level of education b. ensure that groups have at least ten participants

c. have a senior executive stop by the session to share his/her viewpoint at the start of the session *d. have a seating arrangement that encourages withingroup discussion, ideally a circle 34. Chapter 05-034 Duane, a corporate trainer, is putting together a training program that will help new managers learn how to make decisions based on realistic management scenarios. He wants to make sure trainees experience different scenarios with different challenges and goals. Which of the following would be an ideal instructional method given Duane’s learning goals? a. lectures and role plays b. lectures and discussions *c. case studies and case incidents d. discussions and role plays 35. Chapter 05-035 According to the textbook, which off-the-job instructional training method is used by the majority of business schools when the focus of the class is the development of critical thinking and decision making skills? a. games *b. case study c. behaviour modelling d. simulations 36. Chapter 05-036 In which training method do trainees discuss, analyze, and solve problems based on a real-life situation? a. group discussion b. case incident *c. case study d. role play 37. Chapter 05-037 One of your colleagues approaches you for a few tips on how to best put together a training session using the case

study method. Which of the following is NOT a tip you should provide? a. the case should be realistic and free of personal biases *b. the case writer should avoid facts and keep the information vague c. the case writer should not make assumptions d. the case should challenge the trainees’ critical thinking skills 38. Chapter 05-038 Which training method often creates frustration for trainees given the lack of information presented, particularly when the trainees lack experience? *a. case incident b. action learning c. role play d. behaviour modelling 39. Chapter 05-039 According to the textbook, what is the typical reaction to fictitious cases used in a training event? *a. boredom and distrust b. disinterest and irrelevance c. apathy and suspicion d. tedium and doubt 40. Chapter 05-040 A corporate trainer wants trainees to focus solutions on one single topic by providing a very short version of a full case. Which method should this trainer use? a. role play b. case study *c. case incident d. behaviour modelling 41. Chapter 05-041 A trainer wants to inject an element of experiential learning into his lectures. At the same time, he does not

want to spend a lot of time preparing a detailed case requiring significant preparation time by the trainees prior to the lecture. What instructional method should this trainer consider to supplement his lectures? a. action learning b. games c. case study *d. case incident 43. Chapter 05-043 Significant research exists supporting the effectiveness of behaviour modelling training. Which of the following variables is NOT linked to strong on-the-job transfer when a trainer uses behaviour modelling methods? a. positive and negative behaviours are displayed by models b. trainee goal setting is encouraged c. trainees’ managers are trained *d. experimental training methods are used in conjunction with behaviour modelling 44. Chapter 05-044 The textbook suggests a five-step process when implementing behaviour modelling training. Which of the following steps is considered the most difficult to execute? a. define the desired behaviours to trainees b. provide trainees with the opportunity to practise c. provide timely feedback to trainees, positive or negative *d. provide an on-the-job environment that supports the learned behaviours 45. Chapter 05-045 Behaviour modelling training is grounded on four general principles of learning linked together to create a strong learning process or chain. Which of those principles has been found in research to be the weakest link in this process? *a. transfer to the job b. reinforcement via rewards

c. rehearsal or practice d. physical fidelity 46. Chapter 05-046 A human resource manager asks you for advice. She wants to introduce a training program that will help resolve personality conflicts at work so employees may improve the way they communicate with each other. All else being equal, what off-the-job instructional method would you recommend to the manager? a. case incidents *b. role play c. simulations d. games 47. Chapter 05-047 Which of the following may NOT be considered a “best practice― when using role play as a training method? a. trust has to be established and an open and inclusive environment is needed b. mistakes should be used as learning opportunities c. the trainer should act as a facilitator during the debrief phase *d. given the free-flow nature of this training method, trainers do not need to determine learning outcomes prior to the training session 48. Chapter 05-048 What is one key difference between role play and behaviour modelling training? *a. role play does not provide the trainee with the correct response prior to role playing b. they are synonymous except that behaviour modelling has more research supporting its usage c. trainees using the behaviour modelling method have much more control over learning outcomes d. one is used primarily on-the-job, while the other takes place in classrooms

49. Chapter 05-049 Which training method should have operating models of both physical and psychological fidelity associated with it? a. role play *b. simulations c. lectures d. case incidents 50. Chapter 05-050 Which method would you recommend the Canadian Armed Forces use to decrease driving accidents associated with its armoured vehicle units? a. role play b. lecture *c. simulation d. behaviour modelling 51. Chapter 05-051 Which concept ensures trainees are trained with tools that resemble as closely as possible the tools used on the actual job? *a. physical fidelity b. physiological fidelity c. psychological fidelity d. psychosocial fidelity 52. Chapter 05-052 You have been asked to use games as a training method during a corporate retreat event. What is one potential drawback associated with this training method that you should be looking out for? a. the tendency for trainers to be uncomfortable with the method and hence resist it b. the tendency to focus exclusively on one functional area *c. the tendency to create potential unhealthy competition between trainees d. the tendency for trainees to not enjoy games as a training method

53. Chapter 05-053 A particular company approaches its human resources department and asks the manager of training and development (T&D) to create training programs that tackle real-world issues facing the company. What training method would the manager of T&D likely pick? a. lecture b. simulation *c. action learning d. games 54. Chapter 05-054 Which of the following training methods incorporates more adult learning principles than are used in other training methods? a. simulations *b. action learning c. case studies d. role plays 55. Chapter 05-055 Given the content presented in the textbook on off-the-job training methods, which of the following statements is correct? a. off-the-job training methods have been found to be the most effective when trying to improve organizational performance b. the lecture method is the most effective method when training outcomes are centred on changing the behaviour of trainees c. before choosing a training method, trainers must consider the cost and resources available *d. training objectives and resource constraints should drive the choice of training method used 56. Chapter 05-056 If a trainer is considering using a flipped classroom as part of a training program, what will this involve? a. the trainees will take turns being the instructor

b. the lecture will take place on the job rather than in the classroom *c. training content will be delivered outside the classroom d. the instructor will take on the role of trainee 57. Chapter 05-057 What percentage of Canadian workers consider in-house, instructor-led workshops as the most valued type of training? *a. over one-quarter b. over one-third c. over one-half d. 100 percent 58. Chapter 05-058 If you are designing a training program and you want to encourage open discussion and analysis of problems and events, what instructional method would be the best choice? a. role play b. discussion c. action learning *d. case study 59. Chapter 05-059 If a trainer is concerned about an aptitude-treatment interaction, what exactly is she concerned about? a. that the aptitude of trainees might prevent them from learning *b. that the instructional method might not be effective for all trainees c. that trainees might require a treatment to increase their aptitude before the training d. that trainees will resist the training if they don’t like the instructional method

Chapter 6

1. Chapter 06-001 Following Nellie is an approach to on-the-job training. *a. True b. False 2. Chapter 06-002 RBC’s Career Launch program described in the textbook uses primarily job enrichment and coaching to help break the cycle of “no job, no experience― in Canadian youth. a. True *b. False 3. Chapter 06-003 Mentoring is classified in the textbook as the most basic on-the-job training method. a. True *b. False 4. Chapter 06-004 On-the-job training has been described as the most misused method of training. *a. True b. False 5. Chapter 06-005 Given the low costs associated with on-the-job training methods, it is very popular with small and medium size companies in Canada. *a. True b. False 7. Chapter 06-007 One of the critical steps in job instruction training is performance. *a. True

b. False 8. Chapter 06-008 As a best practice, job instruction training should NOT be integrated into other training methods including off-thejob methods so as to reduce training complexity. a. True *b. False 9. Chapter 06-009 Marie, an experienced co-worker, tells a trainee that “in a couple of hours you will have mastered this machine.― Marie is attempting to lower the trainee’s self-efficacy. a. True *b. False 10. Chapter 06-010 Performance aids may be used effectively when employees perform tasks that require remembering a series of steps.

This method is particularly useful when tasks are performed frequently. a. True *b. False 11. Chapter 06-011 One of the most important advantages of the job rotation approach is that it eliminates the need to consider the trainee’s existing skill set, hence speeding up the training process. a. True *b. False 12. Chapter 06-012 In order for coaching to be effective a few critical elements are needed. Some of the most important are trust between coach and trainee and a planned approach to the process.

*a. True b. False 13. Chapter 06-013 Apprenticeships are a training method involving tri-party agreements among labour, the government, and a training organization. Fundamentally, this method aims at addressing specific organizations’ staffing needs. a. True *b. False 14. Chapter 06-014 Evidence provided in the textbook indicates that apprenticeship programs tend to attract greater representation from specific sectors of the labour market, particularly First Nations, women, and members of visible minorities. a. True *b. False 15. Chapter 06-015 Job rotation programs appear to be linked with improvement in knowledge and skill acquisition; however, evidence does not support any positive linkages between job rotation and career benefits. a. True *b. False 16. Chapter 06-016 Coaching and mentoring are synonymous, focusing on broad skill needs of trainees. a. True *b. False 17. Chapter 06-017 Mentors play two major roles including career support and psychosocial support.

*a. True b. False 18. Chapter 06-018 A successful mentoring program should have specific evaluation criteria against which the success of the program will be measured. *a. True b. False 19. Chapter 06-019 The mentoring relationship is enhanced if the mentee has a formal reporting relationship to the mentor. a. True *b. False 20. Chapter 06-020 The choice of on-the-job, off-the-job, or blended training should be anchored on training needs and objectives. *a. True b. False 21. Chapter 06-021 Job rotation is an effective way of cross-training employees. *a. True b. False 22. Chapter 06-022 Job rotation is one of the most effective types of training programs and is frequently used compared to other methods. a. True *b. False 23. Chapter 06-023 Stretch assignments are job assignments that aim to

“stretch― employees by having them work on projects in which they are given more responsibility and autonomy. a. True *b. False 24. Chapter 06-024 Tradespeople in Canada represent one in five employed Canadians. *a. True b. False 25. Chapter 06-025 Mentoring is primarily used as a stand-alone method of onthe-job training. a. True *b. False 26. Chapter 06-026 What was the motivation behind RBC starting its Career Launch program? *a. to provide recent university graduates with work experience so they may develop workplace skills b. RBC’s desire to be seen as one of Canada’s best employers c. to create an opportunity for RBC to recruit experienced bankers d. to leverage existing on-the-job training programs at RBC 27. Chapter 06-027 Which of the following are NOT considered on-the-job training methods? a. mentoring and coaching b. apprenticeship and job rotation c. performance aid and coaching *d. simulation and lecture

28. Chapter 06-028 Evidence appears to suggest that on-the-job training methods are very popular with small and medium-sized enterprises (SMEs). Which of the following variables likely support the wide usage of on-the-job training methods by SMEs? a. they require little planning to be effective *b. they are less expensive c. they are much more flexible and offer lower training transfer rates d. more experienced employees make the best instructors 29. Chapter 06-029 Judy, a manager at a local car manufacturing company, decides she wants to use more on-the-job training to improve the quality of output. From the menu of training methods available, which method would NOT be an on-the-job option available to Judy? *a. offering a series of lectures on quality improvement provided by an internal quality expert b. coaching of junior employees by more experienced employees c. placing job aids in the factory floor to remind employees how to perform a task d. using job rotations to provide employees with a variety of skills needed in the factory 30. Chapter 06-030 Your company is considering using only on-the-job training methods moving forward. Before making a final decision, senior management wants to review the pros and cons associated with this approach and asks you to put together a short report addressing their query. Which of the following points is unlikely to be in your report? a. any on-the-job training method used requires planning and needs to be structured b. we need to be vigilant that undesirable work habits and attitudes are not passed on to new employees *c. using our most experienced employees as subject matter experts ensures trainers will use best

practices on how to train, saving us lots of money in the process d. some employees feel penalized when they can’t earn as much money or meet their goals because of the time they have to spend training others 31. Chapter 06-031 Job instruction training has four steps: preparation, instruction, performance, and follow-up. In which step does the trainer attempt to build the trainee’s belief that he/she will be successful? a. follow-up b. performance c. instruction *d. preparation 32. Chapter 06-032 Which off-the-job training method is similar to job instruction training because both techniques rely on observation, rehearsal, reinforcement, and transfer? a. case incident b. simulation c. role play *d. behaviour modelling 33. Chapter 06-033 Which component in the preparation step of job instruction training attempts to answer for the trainee the question “What is in it for me―? a. instruction *b. showing personal advantage c. guaranteeing the learning d. removing obstacles to change 34. Chapter 06-034 In which phase of job instruction training does the trainer support the trainees by using techniques that enhance the trainees’ self-efficacy? a. needs analysis phase

b. follow-up phase *c. preparation phase d. performance phase 35. Chapter 06-035 What is the most significant input required when building interest for job instruction training in the preparation step? *a. finding the appropriate rewards b. establishing common ground c. developing training enthusiasm d. preparing measurable objectives 36. Chapter 06-036 Sandy, a corporate safety officer, is an advocate of the job instruction training approach. When she shows trainees how to work safely around a machine, allows opportunities for trainees to practise, and ensures everyone has an opportunity to ask questions, which step of the job instruction method is Sandy in? a. preparation step *b. instruction step c. follow-up step d. performance step 37. Chapter 06-037 Which of the following occurs during the performance step in job instruction training? a. show that safety is especially important b. show why the job is important *c. allow the trainee to complete all the steps d. break the job into tasks 38. Chapter 06-038 The supervisor allows the trainee to complete the entire job during job instruction training. What type of intervention should the supervisor use to encourage successful job completion with appropriate behaviours by the trainee?

*a. reinforce correct behaviour b. determine the level of comprehension c. encourage questions d. tell why, as well as how 39. Chapter 06-039 Which of the following scenarios is NOT a good match for the usage of performance aids? a. a pilot needs to remember many different pre-flight checks on her airplane *b. employees need to do a fairly routine activity daily with little negative impact if done poorly c. a bank employee needs to be reminded to ask customers if they are interested in an account upgrade d. employees need to diagnose a software problem that occurs sporadically 40. Chapter 06-040 Which of the following approaches to on-the-job training describes a pre-flight checklist used by a pilot to ensure all pre-flight procedures have been properly executed? a. preparation checklist b. procedure sequence *c. performance aid d. performance checklist 41. Chapter 06-041 From a trainer’s perspective, what is the reasoning behind using performance aids on the job? a. all employees require tools to do their jobs b. trainees do not always perform consistently c. trainees develop shortcuts to keep up with the work *d. memorization of tasks takes too much training time 42. Chapter 06-042 In order to ensure compliance with money laundering legislation, a Canadian chartered bank develops software that prompts tellers to complete specific paperwork when clients deposit $10,000 or more during a single transaction. Failure of a bank to complete the required

paperwork may lead to severe financial penalties for the bank. What term best describes the on-the-job training method being used by this bank? *a. electronic performance-support systems b. electronic aid-support systems c. digital enhanced-support systems d. performance-support platforms 43. Chapter 06-043 You are trying to determine whether job rotation is a good fit for your organization’s training needs. Which of the following are likely reasons supporting the usage of job rotation? *a. greater staff flexibility and cross-pollination of skill sets b. lower employee engagement and general increase in job satisfaction c. less expensive way of introducing job enlargement to employees d. decreased number of job specifications and job descriptions 44. Chapter 06-044 From the perspective of an employee, what are some of the benefits associated with job rotation? a. greater responsibility and accountability b. indication that the company is careful with its training budget *c. opportunities for greater remuneration and enhanced career opportunities d. more work for the same level of pay 45. Chapter 06-045 What should a human resource department do at a strategic level when putting together a job rotation plan for its employees? a. job rotations should be provided to employees in non-management roles only b. job rotations replace more traditional training and recruitment methods

c. job rotations should replace all other on-the-job training methods *d. job rotations should be integrated into the larger training program 46. Chapter 06-046 Which training method couples components of on-the-job training with lectures, usually at local colleges or technical universities? a. technical training b. instructional training *c. apprenticeship d. job instruction 47. Chapter 06-047 Which statement best captures the purpose driving apprenticeship programs in Canada? a. to help organizations recruit qualified employees b. to help trainers develop training programs to meet the staffing needs of specific companies c. to provide financial support via tax breaks for companies that promote industrial trades in Canada *d. to address the collective training needs of specific occupations in broad industrial sectors 48. Chapter 06-048 What are the critical deliverables of the Standards Red Seal Program in Canada? *a. consistency of training and promoting skilled labour mobility across Canada b. consistency of training and promoting skill development in white-collar occupations c. consistency of training and delivering costrecovery programs across Canada d. consistency of training and ensuring the specific needs of companies are met 49. Chapter 06-049 According to the textbook, why are many employers reluctant to participate in apprenticeship programs?

a. they already have in-house programs that mimic apprenticeships *b. they simply do not see the benefits c. they do not have the required trainers needed to support the on-the-job portion of the program d. their participation requires overcoming significant red tape 50. Chapter 06-050 Which of the following statements is congruent with evidence relating to the financial outcomes of participating in apprenticeship programs in Canada? a. negative return on investment and short pay-back periods b. neutral return on investment and fairly short payback periods *c. positive return on investment and short pay-back periods d. positive return on investment and long pay-back periods 51. Chapter 06-051 Which of the following would NOT be considered an advantage of apprenticeship programs from the perspective of a construction company? a. a viable recruitment strategy, particularly in tight labour markets *b. a way to reduce labour costs c. positive impact on labour productivity d. enhancement to the company’s reputation 52. Chapter 06-052 Which training method shares characteristics similar to mentoring but with a more narrow focus? a. apprenticeship b. job instruction c. behaviour modelling *d. coaching

53. Chapter 06-053 What are the salient foci of the coaching training method? a. identify employees who may be ready for promotions and enhance employees’ skills, knowledge, and abilities b. prepare employees for promotions while mitigating current employees’ weaknesses c. mitigate employees’ weaknesses and identify potential opportunities *d. improve employees’ strengths and potential 54. Chapter 06-054 Which of the following statements is NOT consistent with information provided in the textbook on mentoring programs? a. mentoring programs should be formalized *b. mentoring does not require much in a way of an investment by organizations c. mentoring programs are positively correlated with career progression and income levels of mentees d. mentors need to play two major roles: career support and psychosocial support 55. Chapter 06-055 When comparing off-the-job training to on-the-job training, which statement is true according to the textbook? a. off-the-job training is generally less effective than on-the-job training b. off-the-job training has less control over the learning environment than on-the-job training c. off-the-job training has a narrower variety of training methods than on-the-job training *d. off-the-job training can be much more costly than on-the-job training 56. Chapter 06-056 What proportion of the workforce do tradespeople represent in Canada? a. one in three b. one in four *c. one in five

d. one in six 57. Chapter 06-057 An organization wants to develop employees by having them work on challenging tasks and projects that involve learning new knowledge and skills. What is this called? a. job rotation b. cross-training *c. stretch assignments d. apprenticeships 58. Chapter 06-058 Which of the following best represents the results of a study on the effectiveness of structured on-the-job training? *a. the structured approach produced 86 percent fewer rejects, and their troubleshooting ability increased by 75 percent. b. the structured approach produced 76 percent fewer rejects, and their troubleshooting ability increased by 130 percent. c. the structured approach produced 26 percent fewer rejects, and their troubleshooting ability increased by 95 percent. d. the structured approach produced 16 percent fewer rejects, and their troubleshooting ability increased by 55 percent.

59. Chapter 06-059 Which of the following best describes job rotation training in Canada? a. It is one of the most effective types of training and it is used frequently. b. It is one of the least effective types of training and it is used infrequently. *c. It is one of the most effective types of training and it is used infrequently. d. It is one of the least effective types of training and it is used frequently.

60. Chapter 06-060 Which of the following is NOT supported by mentoring research? a. Mentored individuals had more promotions. b. Mentored individuals had higher compensation. c. Mentored individuals had higher job satisfaction. *d. Mentored individuals had higher organizational commitment.

Chapter 7

1. Chapter 07-001 Technology-based training is a training method that includes the following delivery channels: Web-based training, computerized self-study, satellite or broadcast TV, and video, audio, or tele-conferencing. *a. True b. False 2. Chapter 07-002 The use of technology for training is becoming more popular in both Canada and the United States, albeit it is doing so at a relatively slow rate. *a. True b. False 3. Chapter 07-003 Carlos is looking for an online safety certification program. One significant criterion for Carlos is the ability to complete the course content at his convenience; hence, flexibility is key. Carlos should look for a synchronous computer-based training program as a viable option. a. True *b. False 4. Chapter 07-004 An electronic performance support system is simply a digital variation of a traditional performance aid. *a. True b. False 5. Chapter 07-005 According to the textbook, an electronic performance support system has several advantages over classroom training including better transfer of training rate. a. True *b. False

6. Chapter 07-006 Webcasts are used primarily for presentations, while web conferencing and webinars are often used when greater audience participation is required. *a. True b. False 7. Chapter 07-007 Many organizations prefer a webinar over a seminar given the lower costs associated with lodging and travel. *a. True b. False 8. Chapter 07-008 Generative learning allows individuals to initiate and control what they learn, when they learn, and how they learn in a collaborative environment. *a. True b. False 9. Chapter 07-009 One of the shortcomings of Web 2.0 technology is that it does NOT provide learners with the opportunity to share files for joint work and group completion of tasks. a. True *b. False 10. Chapter 07-010 Personalization refers to structuring the training program so that trainees feel they are engaged in a conversation with the program. *a. True b. False

11. Chapter 07-011 “Just-in-time― training is a term in the textbook that embodies one of the salient benefits of computer-based training *a. True b. False 12. Chapter 07-012 Computer simulations are being used across a variety of training themes, including soft-skills training for various skills such as leadership, sales, customer service, and financial services. *a. True b. False 13. Chapter 07-013 Computer-based training is simply a flavour of the month approach to training. Its longevity is in serious doubt, particularly given the low level of transfer. a. True *b. False 14. Chapter 07-014 Review of the literature on “self-paced learning― is mixed; some studies support the linkage between self-paced learning and satisfaction with the training process, while other studies appear to indicate the opposite. *a. True b. False 15. Chapter 07-015 Learner control is when a trainee controls the content, sequence, and pace of training. *a. True b. False

16. Chapter 07-016 One of the key benefits of computer-based training is the system’s ability to record participation and trainee results, which may allow a company to limit its liability should it have to prove employees in fact completed specific training activities. *a. True b. False 17. Chapter 07-017 The major disadvantage of computer-based training for organizations is the cost of system maintenance, especially for sophisticated multimedia programs. a. True *b. False 18. Chapter 07-018 The ability of trainees to choose between classroom and computer-based training appears to be a determining factor when comparing the effectiveness of these two methods. *a. True b. False 19. Chapter 07-019 Based on information provided in the textbook, studies that compared computer-based training to classroom instruction found that, on average, computer-based training was 12 percent more effective than classroom for teaching procedural knowledge. a. True *b. False 20. Chapter 07-020 Self-paced online delivery or e-learning is the most used technology-based training method. *a. True b. False

21. Chapter 07-021 MOOCs are courses that are available on the Internet and are usually free and have limited enrollments. a. True *b. False 22. Chapter 07-022 A community of practice is a social system in which individuals interact to share and develop knowledge. *a. True b. False 23. Chapter 07-023 Microlearning involves small amounts of bite-sized chunks of focused information to meet several learning outcomes. a. True *b. False 24. Chapter 07-024 Two examples of synthetic learning environments are virtual reality and virtual worlds. a. True *b. False 25. Chapter 07-025 Adaptive learning tailors and adjusts training content and material to the specific needs of trainees. *a. True b. False 26. Chapter 07-026 What is the most used technology-based training method? *a. self-paced online b. collaborative online c. instructor-led online

d. self-paced computer-aided off-line 27. Chapter 07-027 Which of the following scenarios is NOT aligned with the definition of “technology-based training― offered by the authors of this textbook? *a. trainees in a classroom with a live instructor use laptops to follow a PowerPoint presentation developed by the instructor b. John learns how to assemble an engine using a simulator c. two trainees use a wiki to acquire and share documents d. Luke decides to take an online asynchronous course on worksite safety 28. Chapter 07-028 Which statement best describes the state of technologybased training in Canada? *a. it has not surpassed instructor-led training; however, as a training method, it is increasing in popularity b. it has increased over the last decade with most companies using it exclusively c. nearly 95 percent of organizations report that elearning is becoming more important strategically to their organization’s learning strategy d. 15 percent of organizations offer some form of self-paced online learning or e-learning 29. Chapter 07-029 As part of a training program, a trainer uploads an article for review. She then asks trainees to provide feedback on content during a chat session. What type of training is being used in this scenario? a. instructor-led training b. asynchronous training c. e-learning training *d. synchronous training

30. Chapter 07-030 Which of the following is a potential disadvantage of synchronous training? a. trainees often lack motivation given the noninteractive nature of this training b. trainees may not learn all there is to know, or learn the wrong things c. trainees may waste time *d. trainees lose flexibility to pick when they will train 31. Chapter 07-031 Which of the following is NOT an advantageous feature of self-directed learning? *a. organizations have control over trainees’ acquired level of expertise b. trainees’ learning style preferences can be leveraged c. the trainer’s role becomes more of a facilitator d. trainees become more independent learners 32. Chapter 07-032 Which computer-based training method was used by KPMG to train its staff in lieu of classroom training? a. in-class computer-assisted training b. train-the-trainer *c. EPSS d. webinar 33. Chapter 07-033 What is one benefit of an electronic performance support system? *a. only the information that is needed is given b. it is particularly useful for low-turnover jobs c. it provides most benefit to tasks that are routine d. only jobs that are done frequently will benefit 34. Chapter 07-034 ABC Inc. has a sales force that is dispersed across Canada.

ABC has contracted a world-renowned sales expert to conduct training sessions with all its employees. The VP of human resources asks you for a cost-effective training method that would allow the training to occur without incurring transportation and lodging cost, while retaining some element of human interaction. What method would you recommend? a. EPSS *b. virtual classroom c. self-directed learning d. asynchronous e-training system 35. Chapter 07-035 What action did Scotiabank undertake to ensure greater engagement during its interactive training sessions? a. offered everyone a small financial reward for attending b. provided pre-session information to each trainee to establish a common purpose *c. included quizzes and employee participation in opinion polls during training d. paid careful attention to ensure employees’ learning styles were considered 35. Chapter 07-035 What action did Scotiabank undertake to ensure greater engagement during its interactive training sessions? a. offered everyone a small financial reward for attending b. provided pre-session information to each trainee to establish a common purpose *c. included quizzes and employee participation in opinion polls during training d. paid careful attention to ensure employees’ learning styles were considered 37. Chapter 07-037 What type of web format would you use if you were going to provide a presentation to a group of trainees? a. webinar

b. Web 2.0 c. web conferencing *d. webcast 38. Chapter 07-038 Which of the following would NOT be considered a best practice when designing effective virtual training programs? a. use short modules followed by application of module content on the job b. delivery should have two-way communication c. use multimedia content to illustrate complex concepts *d. the ideal number of trainees should be fewer than 35 39. Chapter 07-039 You are putting together a list of variables that impact the effectiveness of a virtual training program. Which of the following variables is likely to be the number one item on your list? a. diversity of trainees b. ensure you use at least two design factors *c. how the training program is designed d. ensure you are using the latest technology 40. Chapter 07-040 Volvo and Sprint value their brand and how they are viewed by customers. Which design factor is referenced in the textbook as being used by both of these companies to emphasize their brand image? a. role play *b. stories c. games d. computer simulation 41. Chapter 07-041 Which instructional method describes the process of addressing individual trainees’ preferences and needs?

*a. customization b. stories c. personalization d. individual feedback loops 42. Chapter 07-042 When reviewing the design of a computer-based training session, the trainer turns to the computer programmer and says, “please make sure the text explaining the correct sales sequence is placed near the diagram demonstrating the five-step sales process.― Which principle that covers many aspects of computer-based training design is the trainer referencing? a. the multimedia principle *b. the contiguity principle c. the modality principle d. the personalization principle 43. Chapter 07-043 What might trainees experience during computer-based training when they lack face-to-face interaction with an instructor and other trainees? a. social loafing *b. lack of motivation c. Frustration d. lower self-efficacy 44. Chapter 07-044 Which of the following statements relating to feedback is supported by evidence provided in the textbook? a. feedback may in fact take away from the learning experience in computer-based training *b. there is a positive relationship between feedback and trainees’ learning c. when using computer-based training, it is extremely difficult to design training programs that provide the trainee with feedback d. evidence is somewhat mixed on the effectiveness of feedback in supporting the trainee’s learning experience

45. Chapter 07-045 Which of the following is NOT a design principle for computer-based training? a. multimedia principle b. contiguity principle c. modality principle *d. customization principle 46. Chapter 07-046 According to the textbook, what is the salient issue associated with the modality principle? a. trainees learn primarily via text presentations b. place text and graphics in close proximity to each other *c. audio technology, rather than on-screen text, should be used to present information d. ensure the material is relevant to trainees 47. Chapter 07-047 Which of the following terms describes a self-initiated and learner-controlled form of collaborative learning in which individuals in a social network share ideas and information, and in the process solve problems and create new knowledge? a. self-initiative learning b. social learning *c. generative learning d. microlearning 48. Chapter 07-048 Computer-based training offers organizations and trainees several advantages. Which of the following is NOT viewed as an advantage of computer-based training? a. it is standardized and consistent b. it reduces training costs when there are large number of trainees c. it links training to job performance *d. its effectiveness of training design

49. Chapter 07-049 What is one disadvantage of computer-based training identified in the textbook? *a. does not accommodate different learning styles b. training cannot be easily customized c. cost savings from technology may not materialize d. learning outcomes are not easily measured 50. Chapter 07-050 Given the potentially high development cost associated with computer-based training, what would you include as a salient factor when justifying this expenditure to senior management? a. training will be a one-time event b. employees are located in a central location c. a majority of trainees are not computer literate *d. a large pool of trainees are geographically dispersed across Canada 51. Chapter 07-051 Web 2.0 technologies provide potentially significant benefits for stakeholders. Which of the following is NOT one of those benefits? a. helps with data aggregation and analysis b. provides access anytime, anywhere through web hosts and portable/wireless delivery mechanisms c. leverages the usage of a variety of media *d. tends to restrain learner self-initiation and control 52. Chapter 07-052 Under what circumstances are classroom instruction and computer-based training equally effective? a. when the trainees are all close in age b. when the trainees are all equally educated *c. when the trainees are taught with the same instructional methods d. when the trainees are trained with experienced trainers

53. Chapter 07-053 Which of the following is NOT an accurate depiction of online and distance education? a. It can include text, graphics, and videos. *b. It lacks class interaction. c. It can include discussion boards. d. It can result in earning a degree.

54. Chapter 07-054 Which of the following statements is aligned with evidence provided in the textbook comparing computer-based training to classroom instruction? a. overwhelming evidence indicates trainers prefer online methods b. online training is more effective when the learning outcomes are based on procedural knowledge c. trainees are more likely to be satisfied with classroom instruction *d. both methods are equally effective for teaching procedural knowledge 55. Chapter 07-055 What is the main concern associated with computer-based training from the perspective of Canadian companies? a. whether computer training is here to stay or is a fad b. little evidence supports its effectiveness, hence return on investment is likely to be negative over the long run *c. the up-front cost of development, especially for sophisticated multimedia programs d. the high level of dissatisfaction associated with computer-based training, particularly from training departments in large organizations 56. Chapter 07-056 You have a friend who has told you that he is going to take lots of courses through the use of MOOCs. What is your friend talking about?

*a. online courses that are free and have open enrollments b. online courses that are part of a degree program c. courses that can be taken online or live in a classroom d. online courses that are inexpensive but only for qualified students 57. Chapter 07-057 You have a friend who has told you that her organization asked employees to join a group to share similar concerns and problems and meet regularly to share their experiences and knowledge, learn from one another, and identify new approaches for working and solving problems. What is this called? a. social learning b. generative learning c. knowledge sharing *d. communities of practice 58. Chapter 07-058 Which of the following are examples of synthetic learning environments? a. synthetic reality and virtual reality *b. virtual reality and augmented reality c. virtual reality and virtual worlds d. manipulated reality and simulated reality 59. Chapter 07-059 If an organization was concerned about trainees taking courses that are unnecessary and wanted trainees to take only computer-based courses that they need and would benefit from, what should the organization consider when designing technology-based training programs? a. generative learning b. microlearning *c. adaptive learning d. adaptive guidance

60. Chapter 07-060 You have just joined an organization that offers many training and development programs. However, in order for you take any courses, you need to log into the company’s intranet and identify and register for courses you are interested in and then take them when you are ready to do so. What is the organization using to administer and deliver its training and development programs? a. a training and development system b. a human resource system c. a training delivery system *d. a learning management system

Chapter 8

1. Chapter 08-001 A good lesson plan should be prepared in advance of a training program; however, it should be short on specific details so as to provide the trainer with flexibility on what and how to train. a. True *b. False 2. Chapter 08-002 Evidence supports the notion that a good lesson plan should provide a general overview of learning outcomes, allowing the trainer to personalize the actual content and lesson format. a. True *b. False 3. Chapter 08-003 There is no one “best way― to organize training content, since it will depend on the nature of the content and the trainees. *a. True b. False 4. Chapter 08-004 A good lesson plan cover page should include headings to provide clarity on a number of topics associated with the lesson plan. Those headings should include training objectives, classroom requirements, trainee supplies, and the overall cost of the program. a. True *b. False 5. Chapter 08-005 One of the most effective means of overcoming a poor trainer is having a robust and detailed lesson plan. a. True *b. False

7. Chapter 08-007 Research appears to support the notion that trainees who experience an expressive trainer tend to recall more content. *a. True b. False 8. Chapter 08-008 Trainers can generate interest and increase trainees’ motivation by using seductive details in the delivery of the training program with physical animation and linguistic devices. a. True *b. False 9. Chapter 08-009 John is an expert in using a moulding machine at a local car manufacturing plant. Management decides to train John on “how to train― new employees on this moulding machine given that John has no experience training. In this short scenario, John will be participating in a “trainthe-trainer― initiative. *a. True b. False 10. Chapter 08-010 According to the textbook, “train-the-trainer fundamentals― include providing the subject-matter expert with some financial incentive for taking on the role of a trainer. a. True *b. False 11. Chapter 08-011 According to Donald Kirkpatrick, three decisions need to be made when selecting participants for a training program:

(1) Who can benefit? (2) What programs are required by law?

(3) Should the training be voluntary or compulsory? a. True *b. False 12. Chapter 08-012 A trainability test is a test that fundamentally measures the trainees’ readiness level at the conclusion of a training program. a. True *b. False 13. Chapter 08-013 According to Donald Kirkpatrick, the decision to segregate training participants by organizational levels should be made by considering organizational norms, values, and practices. *a. True b. False 14. Chapter 08-014 In order to be conducive to learning, a training site should be comfortable in terms of space, lighting, and temperature. *a. True b. False 15. Chapter 08-015 A high-involvement seating arrangement fits well with a traditional lecture format. a. True *b. False 16. Chapter 08-016 When deciding on a desired seating arrangement, trainers should consider two critical variables: the training

objectives and the level of trainee involvement during the training session. *a. True b. False 17. Chapter 08-017 A learning climate has four key factors including prearrival, greeting participants, trainer’s style and behaviour, and trainees’ experiences and background. a. True *b. False 18. Chapter 08-018 The “greeting participants― component of a learning climate may include an e-mail sent by the trainer explaining the goals and objectives of the training program prior to trainees arriving at the training site. a. True *b. False 19. Chapter 08-019 According to Robert Gagné, “events of instruction― are external events that are designed to help facilitate the learning process in trainees. *a. True b. False 20. Chapter 08-020 Asking trainees to explain how the material presented in training may be used at work results in greater retention and transfer. *a. True b. False 20. Chapter 08-020 Asking trainees to explain how the material presented in

training may be used at work results in greater retention and transfer. *a. True b. False 22. Chapter 08-022 The Canadian Human Rights Act and provincial human rights codes govern human rights issues such as an employee being denied training. *a. True b. False 23. Chapter 08-023 The seductive details effect refers to situations when seductive details improve trainee learning and retention. a. True *b. False 24. Chapter 08-024 Training administration involves the coordination of the training materials and the scheduling of a training program. a. True *b. False 25. Chapter 08-025 The best way to deal with problem participants is to have them removed from the training program. a. True *b. False 26. Chapter 08-026 What is the term for a connected unit of instruction with a specific learning objective? a. lesson plan b. lesson plan cover page

c. training *d. lesson 27. Chapter 08-027 According to the textbook, which of the following activities is NOT considered a training delivery activity? a. John develops a spreadsheet to track training attendance b. John decides to use a high-involvement seating arrangement *c. John decides to measure training outcomes using Kirkpatrick’s four levels d. John, a subject-matter expert, is picked by his company to lead the training 28. Chapter 08-028 Sandy is putting together a lesson plan cover page for a customer service training program to be provided to all retail employees. Which of the following statements should NOT be included in her lesson plan? *a. “the cost per trainee will be $250, paid by the sponsoring department― b. “trainees will be able to probe customers’ needs by using a four-step process― c. “the training room needs to be able to accommodate 30 trainees in round tables of six― d. “a DVD player, projector, and white-board are needed in the training room― 29. Chapter 08-029 Mike has been charged with designing a lesson plan dealing with negotiation strategies. Under which section of a lesson plan would he include articles and links to websites dealing with negotiation strategies? a. training objectives b. sequence of instructional design c. training materials *d. trainee handouts

30. Chapter 08-030 Which of the following is the LEAST important quality of an effective trainer? a. is able to draw on his or her experiences b. displays mastery of the topic *c. makes sure the training program is fun d. displays characteristics of an expressive trainer 32. Chapter 08-032 What should companies do so that subject-matter experts become effective trainers? a. ensure the subject-matter experts are experienced employees *b. teach subject-matter experts how to be effective trainers c. provide monetary benefits to subject-matter experts who become trainers d. ensure subject-matter experts have support from less experienced trainers 33. Chapter 08-033 Donald Kirkpatrick says companies need to make decisions when selecting candidates for training programs. Which of the following is a question that Kirkpatrick suggests should be asked? a. Should we use internal subject-matter experts or external trainers? b. Do employees need career development? *c. What programs are mandated by law? d. Should training be off-the-job, on-the-job, or blended?

34. Chapter 08-034 You are a training specialist working for an Alberta-based training company. As you put together a lesson plan cover page, you need to decide whether to segregate trainees based on their position in the company or train everyone together. Which of the following statements will most likely shape your decision to segregate trainees based on their position in the company?

a. the level of education and experience of trainees b. the type of industry and previous training practices c. security risks and type of industry *d. organizational culture and the current rapport between different levels in the organization 35. Chapter 08-035 Before trainees participate in an intense training evaluation class next month, the training department provides them with an activity requiring that they demonstrate some very basic math competencies. Which of the following terms best captures this activity by the training department? a. capability test b. expressiveness test c. validity test *d. trainability test 36. Chapter 08-036 Which of the following is information that is NOT included in a training plan? *a. how much the training will cost the organization b. which individuals in an organization need to be trained c. the type of training that is required d. the method by which training will be delivered 37. Chapter 08-037 According to the textbook, what factors should be considered when deciding to conduct training off-site? *a. potential distractions b. trainer preferences c. trainee preferences d. management preferences 38. Chapter 08-038 What seating arrangement would you suggest is congruent with having trainees work in groups to solve real company challenges?

a. high intensity *b. high involvement c. low intensity d. moderate involvement 39. Chapter 08-039 Some organizations use their own off-the-job training facilities. What is the name of the training facility referenced in the textbook that is used by the Bank of Montreal to train many of its employees? a. BMO Learning Academy b. Institute for Training and Development *c. Institute for Learning d. BMO University Centre 40. Chapter 08-040 You have to share a lot of information with a group of 100 managers. What classroom seating arrangement would be most congruent with this type of scenario? a. 10 tables with 10 seats each so as to facilitate intra-group discussion b. a “U― shaped configuration so as to facilitate two-way discussion c. a “U― shaped configuration with some areas reserved for group discussion *d. a traditional classroom arrangement to primarily facilitate one-way communication 42. Chapter 08-042 Britnee is a training manager at a local credit union and is trying to determine how best to schedule her training program. Which of the following training variables should Britnee consider most important in helping her develop a training schedule? *a. nature of the business b. training motivation c. training content d. self-efficacy

43. Chapter 08-043 What have trainability tests most often been used for? a. motor skills b. non-technical skills c. technical skills *d. psychomotor skills 44. Chapter 08-044 Which of the following terms best describes the role of a training administrator? a. lead b. develop *c. coordinate d. analyze 45. Chapter 08-045 According to the textbook, creating a climate that is conducive to learning involves four elements or factors.

Which of the following is NOT one of those elements? a. trainer’s style and behaviour b. pre-arrival factors c. learning facility/environment *d. post-training follow-up 46. Chapter 08-046 Which of the following is NOT a factor in establishing a positive learning climate? *a. having trainees complete a short exam to gauge their knowledge at the start of the training session b. providing trainees with pre-training reading materials c. having the trainer welcome trainees personally d. having the trainer provide a brief overview of his/her experience relating to the training topic 47. Chapter 08-047 Adult learners need to identify “what is in it― for themselves or their organization. Which of Robert

Gagné’s nine events of instruction and training design principles reflects this need? a. describe the objectives b. present the material to be learned *c. gain attention d. stimulate recall of prior knowledge 48. Chapter 08-048 Which of Robert Gagné’s nine events of instruction supports the notion of having trainees reflect on their weaknesses, prioritize activities, and evaluate one’s progress? a. present the material to be learned *b. provide guidance for learning c. stimulate recall of prior knowledge d. gain attention 49. Chapter 08-049 Which of the following scenarios is potentially the best possible outcome from a training program? a. trainees reflect on the training and provide positive responses b. trainees make suggestions for future improvements to the program c. trainees share with co-workers their satisfaction with the training experience *d. trainees’ behaviour and performance show a positive change 50. Chapter 08-050 Swanson and Falkman identified 12 common training and delivery problems. From these 12 issues, the authors summarized the 12 training problems into three major categories or themes. Problems pertaining to which of the following is NOT one of those themes? *a. the training facilities b. the trainer c. how the trainer relates to the trainees d. presentation techniques

52. Chapter 08-052 In a training session, John begins to respond to the trainer’s question. Before he has an opportunity to finish, Marie interrupts and begins to respond to the question. Which type of “problem participant― is Marie? a. the arguer b. the voice of experience c. the rigid one *d. the non-listener 53. Chapter 08-053 One of your colleagues is experiencing some challenges in getting trainees to actively participate in his training sessions. Knowing you are an expert trainer, he solicits your opinion. Which of the following is NOT likely to be guidance you would provide? a. “ask open-ended questions and provide positive feedback when trainees participate― b. “plan small-group activities such as case studies and role plays to increase participation― *c. “sometimes, you will come across groups of trainees who are simply shy; accept it and focus on the learning outcomes― d. “invite participation by structuring activities to allow trainees to share early in the training session― 54. Chapter 08-054 Which of the following is an optimal solution to training delivery problems associated with trainer timing issues? *a. plan for too much material and then prioritize activities b. if you begin to run out of time, omit some sections of your lesson plan c. determine the needs of the group early in the training so you can pace yourself accordingly d. if you start to run out of time, ask trainees if they are able to extend the training session by another 30 minutes

55. Chapter 08-055 Halfway through her lecture, Jay begins to experience problems with her PowerPoint presentation. What solution should Jay use to deal with this challenge? a. visit the facility beforehand to ensure her PPT presentation is compatible *b. enlist assistance from trainees who may know how to solve the issue c. arrive at least one hour early to set up and handle problems d. report the issue to facilities and wait for the problem to be resolved 56. Chapter 08-056 Ethics involves systematically thinking about the moral consequences of one’s actions and how those actions impact stakeholders. Which of the following groups comprises the stakeholders? a. directors and corporate managers b. shareholders, employees, and managers c. internal and external customers *d. people inside and outside the organization 57. Chapter 08-057 A trainer claims a training program will provide an organization with an ROI of 500 percent in order to secure a training contract. In fact, the training program provides, in a best-case scenario, an ROI of only 5 percent. This fact is known to the trainer prior to training. What ethical guideline has this trainer violated? a. voluntary consent b. values c. competency *d. cost-effectiveness 58. Chapter 08-058 Which of Robert Gagné’s nine events of instruction takes into consideration task sequencing? a. Provide guidance for learning. b. Stimulate recall of prior knowledge.

*c. Present the material to be learned. d. Describe the objectives.

59. Chapter 08-059 A trainer has just learned about the use of seductive details in the delivery of a training program. However, he is concerned about the seductive details effect. What is the trainer concerned about? a. Trainees will not like the training program. b. Trainees will not Bloom’s Understand the seductive details. *c. Trainees’ learning and retention will be impaired. d. Trainees will not participate in the training.

60. Chapter 08-060 When are seductive details most likely to have a positive effect on trainees’ problem solving? a. when trainees are familiar with the seductive details b. when the trainer has experience using seductive details c. when trainees like the trainer *d. when the trainer is expressive

Chapter 9

1. Chapter 09-001 Transfer of training is the generalization of knowledge and skills learned in training to the job and the maintenance of acquired knowledge and skills over time. *a. True b. False 2. Chapter 09-002 Neutral transfer of training is a term used in the textbook to describe situations whereby what was learned in training is transferred to the job site with slight modification or adapted to new situations. a. True *b. False 3. Chapter 09-003 According to the textbook, near transfer of training occurs when trainees are able to apply skills learned in training to situations that are very different from those experienced in training. a. True *b. False 4. Chapter 09-004 Studies appear to indicate that the number one barrier to training transfer tends to be associated with poor training design. a. True *b. False 5. Chapter 09-005 Baldwin and Ford’s model of “transfer of training process― has three main factors including training inputs, training outputs, and organizations. a. True *b. False

7. Chapter 09-007 An important implication of Baldwin and Ford’s model is that learning and retention are necessary but not sufficient conditions for transfer. *a. True b. False 8. Chapter 09-008 Motivation to transfer has been found to be a significant predictor of positive transfer. *a. True b. False 9. Chapter 09-009 Work environment characteristics both pre- and posttraining have been found NOT to impact training transfer. a. True *b. False 10. Chapter 09-010 Research on training transfer found that among the work environment factors, a positive transfer climate was the strongest predictor of transfer. *a. True b. False 11. Chapter 09-011 According to the textbook, if successful transfer of training is to occur, a collaborative climate must be established among four key variables: trainees, supervisors or managers, trainers, and customers. a. True *b. False 12. Chapter 09-012 Readiness to learn and trainability may be expressed as the

following equation: “Readiness to Learn and Trainability = (Ability Ã- Management Support Ã- Perceptions of the Work Environment).― a. True *b. False 13. Chapter 09-013 The readiness to learn and trainability equation suggests that if a score on one of the three variables is low, the trainability score will also be low. *a. True b. False 14. Chapter 09-014 Having managers attend training first sends a powerful message to other trainees that the training content is important to the company. This can be further enhanced by having managers lead certain portions of the training. *a. True b. False 15. Chapter 09-015 Evidence appears to support the notion that in order for transfer to occur, managers should follow the following steps: 1) create a transfer of training plan for employees, and 2) introduce the action plan to trainees upon completion of the training program. a. True *b. False 16. Chapter 09-016 The textbook offers support for the existence of a positive relationship between training transfer and opportunities to practise newly acquired skills. *a. True b. False

17. Chapter 09-017 Relapse prevention is an intervention that instructs trainees to anticipate transfer obstacles and high-risk situations in the work environment and to develop coping skills and strategies to overcome them. *a. True b. False 18. Chapter 09-018 Self-management interventions target behavioural changes and have their basis in self-regulation and social cognitive theory. *a. True b. False 19. Chapter 09-019 Booster sessions are extensions of training programs that include the introduction of new skills and knowledge that build on the original training programâ€"these often cover advanced topics. a. True *b. False 20. Chapter 09-020 The Learning Transfer System Inventory is simply a tool that measures and helps organizations diagnose their transfer system. *a. True b. False 21. Chapter 09-021 The Learning Transfer System Inventory refers to all factors in the trainee, trainer, and organization that influence transfer of learning to job performance. a. True *b. False

22. Chapter 09-022 Vertical transfer refers to transfer from the individual or trainee level upward to the managerial level. a. True *b. False 23. Chapter 09-023 Valence refers to trainee beliefs about the desirability of outcomes obtained from training. *a. True b. False 24. Chapter 09-024 Debriefs are discussions that trainers have with managers about trainees’ transfer experiences. a. True *b. False 25. Chapter 09-025 Identical elements are especially important for far transfer. a. True *b. False 26. Chapter 09-026 If an organization is concerned about whether changes in trainee behaviour and performance transfer to organizational-level outcomes, what is it they are concerned about? a. positive transfer b. horizontal transfer *c. vertical transfer d. far transfer 27. Chapter 09-027 ABC Ltd developed and launched a new leadership development program for managers with less than one year of experience.

Shortly afterwards, ABC Ltd realized that the performance and behaviour of trainees actually deteriorated. What training transfer term best describes this outcome? a. zero transfer b. poor transfer *c. negative transfer d. vertical transfer 28. Chapter 09-028 After participating in a training program, workers at a local restaurant began to demonstrate greater concern for delivering a “wow― customer experience. As a result, customer satisfaction surveys undertaken by the restaurant began to show improvements in overall customer satisfaction levels, which impacted profitability. Which term describes this organizational outcome linked to training? a. near transfer b. horizontal transfer c. far transfer *d. vertical transfer 29. Chapter 09-029 Which training transfer concept may be described as serving as the ultimate barometer of training effectiveness as it describes how changes in individual behaviour, as a result of training, impact organization-wide results? a. horizontal transfer *b. vertical transfer c. parallel transfer d. positive transfer 30. Chapter 09-030 Which of the following is NOT a barrier to the transfer of training? a. resources not available to use the skills b. no time provided to use the skills c. the culture does not support the training *d. poor training methodology

31. Chapter 09-031 Which of the following barriers to the transfer of training have been found to be the most critical? *a. supervisor support and the social support system in an organization b. time pressures and the lack of opportunities to use new skills c. old habits that could not be changed and a reward system that is not congruent with new skills d. the social support system and the work processes do not support the new skills 32. Chapter 09-032 What conclusions can you draw from the work of Baldwin and Ford on the transfer of training process depicted in the textbook? a. trainee characteristics have a direct effect on the work environment. b. the work environment has a direct effect on training design. *c. learning and retention are necessary conditions for transfer. d. learning and retention are sufficient conditions for transfer.

33. Chapter 09-033 Which of the following trainee characteristics is NOT linked with training transfer? a. cognitive ability b. motivation to train *c. external locus of control d. need for achievement 34. Chapter 09-034 You are putting together a series of slides for a lecture you are leading in which you address the challenges associated with having “learning transfer.― You want the focus of your lecture to be on individual trainee characteristics that are found to align with strong training transfer. Which of the following trainee characteristics would you identify as the strongest?

*a. cognitive ability b. motivation to transfer c. self-efficacy d. learning goal orientation 35. Chapter 09-035 Which training design element is congruent with having trainees learn the underlying principles or theories behind a particular skill? a. identical element b. blended elements *c. general principles d. stimulus variability 36. Chapter 09-036 Tony provides negotiation training for a number of local organizations. To ensure a wide application of his lessons, Tony places trainees in negotiation situations that share the same underlying principles yet the scenarios vary. What learning principle is Tony using? a. identical elements or principles *b. stimulus variability c. vertical principle d. lateral principle 37. Chapter 09-037 If stimulus variability enables greater generalization of new skills, what type of transfer is especially important? a. near transfer *b. far transfer c. horizontal transfer d. vertical transfer 38. Chapter 09-038 What are the two characteristics of the work environment considered in Baldwin and Ford’s model of the transfer of training process? a. external environment and internal environment b. training environment and on-the-job environment

*c. pre-training environment and post-training environment d. specific and general environment 39. Chapter 09-039 What are the two specific characteristics of the posttraining environment that appear to have the greatest impact on trainees’ ability to apply newly learned skills? *a. manager and peer support b. learning environment and available rewards c. available rewards and self-efficacy d. trainees’ level of experience and peer support 40. Chapter 09-040 Anderson just finished a new safety training program offered at his company’s head office. A few months after returning to work, he notices that he is not applying safety measures as he should. Which of the following internal variables is most likely causing this lack of training transfer? a. the company simply does not support safety procedures b. the wrong training methods were used c. a poor instructor and poor program design *d. peer pressure and lack of management support 41. Chapter 09-041 In addition to transfer strategies, studies have found that interventions provided after the training sessions appear to be supportive of training transfer. Which of the following is NOT classified as a post-training intervention? a. relapse prevention *b. management directive c. self-management d. goal setting 42. Chapter 09-042 According to the transfer of training framework, what is

one activity management should undertake prior to the start of a training program? *a. get employee input and involvement in the training process b. make sure the ISD model is used c. ensure trainees have an opportunity to apply newly learned skills on the job d. provide supportive feedback for the usage of new skills on the job 43. Chapter 09-043 According to the transfer of training framework, which of the following is NOT an activity that management should do to encourage transfer after training? a. ensure trainees have the opportunity to use skills learned during training b. evaluate employees using performance metrics that are congruent with the newly acquired skills c. publicly praise usage of newly acquired skills *d. evaluate performance and results irrespective of method used to accomplish performance 45. Chapter 09-045 Which of the following factors is NOT included in the readiness to learn/trainability formula? a. ability b. perceptions of work environment support *c. actual work environment support d. motivation 46. Chapter 09-046 The provision of which of the following is NOT a typical item in a supervisor’s training support contract? a. time for the employee to complete pre-course assignments b. release time for attendance and assurance that the employee’s workload is transferred to others while in training *c. an opportunity for the trainee to deliver feedback as to the effectiveness and relevance of the training

d. timely opportunities to implement the skills and reinforce new behaviours upon the return of the trainee 47. Chapter 09-047 Which of the following statements reflects the notion of “booster sessions―? a. provide employees with the opportunity to review pre-training material b. it is closely linked with notions associated with effective during-training trainee activities c. it is an extension of a learning or training contract between a trainee and his/her supervisor *d. it is a review of the training material or a refresher course 48. Chapter 09-048 Which of the following is NOT addressed in the textbook as actions trainees should take in preparation for training? a. understand why he/she is participating b. think about work situations that may be used as examples during training sessions *c. understand the rationale behind the chosen training design method d. understand expectations for after-training changes in behaviour and performance 49. Chapter 09-049 Why are top executives at Finning Ltd. the first to attend training and help deliver the training programs to their managers and employees? a. it helps top management master training content *b. it is a symbolic gesture demonstrating top management’s commitment to the programs c. it helps lower costs by reducing the number of trainers needed d. it is part of their performance contracts 50. Chapter 09-050 Which of the following is NOT referenced by Burke and

Hutchins as a best practice strategy for transfer of training? a. coach and provide opportunities to practise b. track and measure transfer of training c. use collaborative strategies, role plays, and small group activities *d. do a pre-training evaluation of skills 51. Chapter 09-051 Which of the following is a potential high-risk situation that may facilitate the return of pre-training behaviour? a. relapse prevention *b. time pressures c. abundance of resources d. management support 52. Chapter 09-052 You will be leading a workshop on transfer of training geared toward improving transfer of training effectiveness.

A session dealing with which of the following topics would NOT likely be a main theme for your workshop? *a. how to identify low-risk situations and how to avoid them b. how to reflect on one’s performance c. establishing performance maintenance and improvement goals d. how to use “upward feedback― 53. Chapter 09-053 You are a human resource manager for a large company. Your managers have just completed a training program designed to improve the managers’ interpersonal skills. Which posttraining supplements would you suggest the company use based on evidence provided in the textbook? a. self-coaching and booster sessions b. booster sessions and upward feedback *c. self-coaching and upward feedback d. relapse prevention and upward feedback

54. Chapter 09-054 After completing a training program, Mathew develops transfer goals and reflects on what specific activities he will be doing over the next month to help him change his behaviour. Which strategy is Mathew using in this activity? a. self-efficacy b. expressiveness c. booster session *d. self-coaching 55. Chapter 09-055 Which of the following is a specific factor in the Learning Transfer System Inventory (LTSI)? a. performanceâ€"outcomes expectations and motivation to transfer b. performanceâ€"outcomes expectations and opportunities to use c. performanceâ€"outcomes expectations *d. motivation to transfer and opportunities to use 56. Chapter 09-056 After completing a training program many of the trainees are having trouble applying what they learned in training on the job. They have contacted the trainer for assistance.

What should the trainer do to help them? a. relapse prevention b. self-coaching *c. booster session d. upward feedback 57. Chapter 09-057 You have just been informed that you will be attending a training program. Your manager has a meeting with you to discuss the program and emphasizes the benefits that you will receive from the training. What is your manager focusing on? a. transfer b. motivation to transfer *c. valence d. readiness to learn

58. Chapter 09-058 If trainees are being asked to develop coping strategies at the end of a training program, what is the trainer probably doing? a. goal setting b. self-management c. booster session *d. relapse prevention 59. Chapter 09-059 If a training program has been designed to include identical elements, then which of the following is most likely to be a concern? *a. near transfer b. far transfer c. horizontal transfer d. vertical transfer 60. Chapter 09-060 If a training program includes different models that model different situations, what training design element has been included? a. identical elements *b. stimulus variability c. general principles d. debriefs

Chapter 10

1. Chapter 10-001 Training evaluation is a process that helps organizations determine if expected training outcomes actually materialize. *a. True b. False 2. Chapter 10-002 One of the more rigorous evaluation techniques involves measuring the level of satisfaction by trainees after completing a training program. a. True *b. False 3. Chapter 10-003 Training evaluation is undertaken for a variety of reasons.

Some of the most salient include identifying the costs and benefits of a particular training initiative and determining if expected training outcomes materialized. *a. True b. False 4. Chapter 10-004 According to the Conference Board of Canada, only 46 percent of Canadian organizations undertook some type of training evaluation in 2010. However, in 2016â€"17 there was evidence to suggest Canadian companies were improving on the 2010 evaluation results. a. True *b. False 5. Chapter 10-005 Those organizations that perform training evaluations tend to focus their metrics on evaluating training benefits associated with return on investment (ROI), with far fewer focusing on behaviour and reaction metrics. a. True

*b. False 6. Chapter 10-006 Studies of training professionals show the more sophisticated training evaluations are rarely used because they are perceived to be too complicated to implement, take too long to design, and simply cost too much money. *a. True b. False 7. Chapter 10-007 A question such as “Has the training program resulted in payoffs for the organization?― is typically associated with summative evaluations. *a. True b. False 8. Chapter 10-008 Formative evaluations provide data about the worthiness or effectiveness of a training program. a. True *b. False 9. Chapter 10-009 Causal evaluations require more sophisticated experimental and statistical procedures versus the less sophisticated descriptive evaluations. *a. True b. False 10. Chapter 10-010 The COMA model and the Decision-Based Evaluation model are the most widely used training evaluation methods. a. True *b. False

11. Chapter 10-011 Kirkpatrick’s hierarchical model has four levels. Of these four levels, a survey provided to trainees after training is often associated with collecting data for calculating behavioural changes at work. a. True *b. False 13. Chapter 10-013 One of the main implications of the Kirkpatrick model of evaluation is the interdependencies among the four levels of evaluation. In practical terms, “(L1) should cause trainee learning (L2), which in turn should cause behaviour (L3), and so on.― *a. True b. False 14. Chapter 10-014 Affective reaction measures the level of perceived usefulness of a training program. a. True *b. False 15. Chapter 10-015 Declarative learning refers to the acquisition of facts and information and is by far the most frequently assessed learning measure. *a. True b. False 16. Chapter 10-016 The main reason procedural learning measures are NOT often used is centred on the level of complexity required to properly assess procedural learning. *a. True b. False

17. Chapter 10-017 When measuring trainees’ “reactions― to a training program, trainers often use questionnaires, focus groups, and interviews. *a. True b. False 18. Chapter 10-018 For both self-report and observational data, it is important that the measures focus on specific behaviours as opposed to general behaviours because specific behaviours are more likely to be valid and accurate. *a. True b. False 19. Chapter 10-019 Measures of self-efficacy tend to focus on a trainee’s perceived level of support in transferring newly learned skills to the job. a. True *b. False 20. Chapter 10-020 The “pre-post design with control group― data collection method answers two basic questions: Did trainees change? and Was training responsible for that change? *a. True b. False 21. Chapter 10-021 Prior to 2008, the majority (three-quarters or more) of organizations conducted evaluations. Starting in 2008 and thereafter that proportion increased to 90 percent. a. True *b. False

22. Chapter 10-022 The COMA model is intended principally for conducting summative evaluations. a. True *b. False 24. Chapter 10-024 The measurement of a training program’s ability to meet managerial expectations is called soft data. a. True *b. False 25. Chapter 10-025 With the Internal Referencing Strategy design, data are collected exclusively from the trained group using a postonly design. a. True *b. False 26. Chapter 10-026 Which of the following statements is NOT congruent with conclusions in the chapter-opening vignette on Bell Canada? *a. classroom training seemed to impact learning outcomes the most b. the traditional training method was ineffective c. changing the instructors had no effect on learning outcomes d. the use of a well-developed instruction booklet had greater effect 27. Chapter 10-027 According to the textbook, which of the following statements is NOT correct when looking at the meaning and purpose of training evaluation processes? a. diagnose the strengths and weakness of a program and pinpoint needed improvements

b. use evaluation information to justify and reinforce the value and credibility of the training function to the organization c. determine the cost benefits of a program and help ascertain which program or training technique is most cost-effective *d. determine if the training program has given trainees full top management support via objective metrics 28. Chapter 10-028 Which of the following statements best describes the state of training evaluation in Canada according to the Conference Board of Canada? a. More than 90 percent of Canadian companies assessed training in some fashion in 2016â€"17. b. The level of sophistication of training evaluation methods has decreased over the last few years. *c. Starting in 2008 and thereafter the proportion of organizations conducting evaluations dropped to half or less. d. The most common methods of training evaluations are results and behaviour focused.

29. Chapter 10-029 You are putting together a short report addressing why many training programs are poorly evaluated by organizations beyond Kirkpatrick’s “level one.― Which of the following is NOT likely to be in your report? *a. most training managers have been trained on how to properly evaluate programs and senior management often request it b. management does not request training evaluation and does not provide funding for it c. trainers and human resource departments (HR) may not be interested in the results, as outcomes may reflect poorly on the HR department d. lack of time for training evaluation 30. Chapter 10-030 What are the two broad categories of barriers to training evaluation?

a. formative and summative *b. pragmatic and political c. Kirkpatrick and COMA d. reaction and behavioural-based 31. Chapter 10-031 Which of the following is considered to be a political barrier to training evaluation? a. senior management may not be stressing the need for training programs to be evaluated against goals and objectives *b. to take resources away to conduct evaluations may be seen as counterproductive c. proper assessment of a training program requires the use of two precious commodities: time and money d. taking on the training evaluation task requires knowledge of evaluation models, research design, measurement, questionnaire construction, and data analysis 32. Chapter 10-032 Carlos, an instructor at a local university, wants to measure the effectiveness of his training sessions in terms of payoffs for his employer. Which of the following evaluation methods would you recommend to Carlos? a. transfer of training climate evaluation method b. Kirkpatrick’s evaluation scheme, level 1 *c. summative evaluation method d. formative evaluation method 33. Chapter 10-033 Company ABC noticed an increase in customer satisfaction after employees completed a new customer satisfaction training program. As the VP of human resources, you have been asked to determine if in fact the training program led to the increase in customer satisfaction results. Which of the following training evaluation approaches would you take? a. formative evaluation b. summative evaluation

c. descriptive evaluation *d. causal evaluation 34. Chapter 10-034 Which training evaluation model is dominant in both research and practical experience? a. Kraiger’s hierarchical model b. Kirkland’s hierarchical model c. Gagné’s hierarchical model *d. Kirkpatrick’s hierarchical model 35. Chapter 10-035 Your company has just spent $100 000 on a new training program for new employees. You have been asked to calculate the return on investment on this new training program.

Which level of Kirkpatrick’s general model would you use to inform your answer? a. Level 1 *b. Level 5 c. Level 4 d. Level 3 36. Chapter 10-036 Which of the following is NOT a criticism of Kirkpatrick’s hierarchical evaluation model? a. several authors have challenged the validity of the hierarchical nature of the model b. the model does not offer a solution if and when a program fails to deliver on objectives c. the model requires that all training evaluation processes use the same variables *d. the model offers a fairly straightforward framework for evaluating training 37. Chapter 10-037 Which of the following is a key advantage of the DecisionBased Evaluation (DBE) model over the other two evaluation models described in the textbook?

a. The DBE model has significant empirical evidence supporting it. b. Unlike the other models, the DBE model provides the specific variables to be used. *c. DBE allows the program evaluator to modify the variables to be used in the evaluation process to meet specific situations. d. DBE is much less complex than both COMA and Kirkpatrick’s model.

38. Chapter 10-038 The COMA evaluation model suggests measurement of variables that fall into four categories rather than relying only on declarative and reaction learning outcomes. Which of the following is NOT one of those four categories? a. cognitive variables *b. organizational payoff variables c. motivation variables d. attitudes variables 39. Chapter 10-039 For the variable of organizational results, which of the following questions is typical of one used in a training evaluation survey? *a. How much has the organization’s turnover rate decreased as a result of training? b. How many times has the manager recognized employees for extra effort displayed? c. How many of your training managers can identify Kirkpatrick’s four levels of evaluation? d. How satisfied were you with the content of the training program and how much will you apply on the job?

40. Chapter 10-040 Which two types of “reaction measures― have received the most attention in the literature? a. descriptive and causal b. perceived and anticipated c. declarative and procedural *d. affective and utility

41. Chapter 10-041 Immediate post-training questionnaire measures remain very popular with trainers. Which of the following is NOT a reason for this popularity? a. they are easy to collect and analyze, and are easily understood by managers and employees b. they provide trainers with immediate feedback *c. they are an easy and convenient mechanism for measuring levels 1, 2, and 3 of the Kirkpatrick evaluation model d. they are an easy and convenient mechanism for measuring affective trainee reactions 42. Chapter 10-042 Which type of learning measure is associated with positive training transfer? a. declarative learning *b. procedural learning c. organizational learning d. observational learning 43. Chapter 10-043 Which of the following is NOT a basic approach for measuring post-training behaviour? a. observations b. production data *c. focus groups d. self-reports 44. Chapter 10-044 What is the most significant advantage of conducting learning tests with trainees? a. When budgets are being reduced, learning tests give objective evidence that they enhance performance and so training should continue. b. If trainees consistently score low on some aspect of the course, they will need to do more work.

c. If insufficient time has been devoted to developing learning tests, the results could be arbitrarily inflated. *d. In cases of accidents or litigation, the employer can prove the employee was trained adequately.

45. Chapter 10-045 Your company wants to use the observation method to measure post-training behaviour changes. What advice would you provide your company about using this method? a. instruct management to limit contact with trainees *b. instruct management to focus on specific behaviours displayed by trainees c. allow management to use judgment in rating performance d. instruct management to focus on general behaviours displayed by the trainee 46. Chapter 10-046 Transfer motivation is critical in supporting transfer of training content. One technique uses the expectancy theory measuring three variables: valence, instrumentality, and expectancies. Which of the following statements is associated with the “instrumentality― variable? *a. the positive or negative consequences of transfer b. the attractiveness of transfer outcomes c. the probability that transfer will result in successful performance d. the level of management support 47. Chapter 10-047 Which theory is an important technique used to assess motivation to transfer? a. conditioning theory b. social cognitive theory c. ERG theory *d. expectancy theory 48. Chapter 10-048 Which statement reflects the concept of perceived support?

a. “I believe my organization will support me when I apply newly learned skills.― b. “I am somewhat confident my manager will support me when I apply newly learned skills.― c. “I believe my manager most likely will support me when I apply newly learned skills.― *d. “My manager coaches me on how best to apply newly learned skills.― 49. Chapter 10-049 J. Bruce Tracey, Scott Tannenbaum, and Michael Kavanagh proposed a scale to measure which of the following organizational issues? a. rewards and incentives linkage to behaviour changes *b. the culture of the organization as it relates to continuous learning c. the perceived level of management support and peer support d. the level of overall organizational support 50. Chapter 10-050 You are finding it extremely Difficult to link organizational bottom-line improvements to a specific training program. What is an acceptable process that you may use to justify the training program given the lack of linkage between training and organizational outcomes? a. return on investment *b. return on expectations c. return on training sunk costs d. return on training expenses 52. Chapter 10-052 A training manager is concerned with whether the results of training are based on application of learned skills or some other external/internal variable. Which type of data collection design would address these concerns? a. pre-post b. post only c. time series *d. time series with control group

53. Chapter 10-053 Which common shortcoming is shared by all three descriptive training evaluation models described in the textbook? a. the results and data collected are simply not applicable to most training programs b. the collection of the data is almost always very expensive and time consuming *c. the results and data collection methods do not account for external variables that may contaminate results d. implementation of descriptive evaluation models requires mastery of statistical analysis techniques 54. Chapter 10-054 Why is a “post-only― design the most widely used data collection method? *a. it is the easiest data collection method b. it establishes causality c. it is statistically the most comprehensive data collection method d. it is most reliable in terms of conclusions 55. Chapter 10-055 Which of the following evaluation and data collection methods would offer the strongest conclusions on the effectiveness of a training program? a. single-group design b. pre-post design *c. time series design with control group d. post-only design 56. Chapter 10-056 What training evaluation design is used in the Internal Referencing Strategy model? a. pre-only design *b. pre-post design c. time series design d. post-only design

57. Chapter 10-057 What outcomes are measured using the Internal Referencing Strategy model? a. reactions and learning *b. relevant and nonrelevant c. accurate and inaccurate d. correct and incorrect 59. Chapter 10-059 What factors need to be determined according to the decision-based evaluation model? a. target, focus, design b. focus, source, design c. target, variables, methods *d. target, focus, methods 60. Chapter 10-060 You need to evaluate the effect of a training program on the organization and it will be Difficult or impossible to adequately assess the impact of training directly either with hard or soft data. What will be a good alternative? a. affective reactions b. utility reactions *c. return on expectations d. organizational perceptions

Chapter 11

1. Chapter 11-001 The training program described in the MW Canada chapteropening vignette had two main objectives: decrease equipment downtime and improve product quality. *a. True b. False 2. Chapter 11-002 To calculate the impact training has on the bottom line, trainers or program designers must be able to calculate the costs and benefits of training programs. *a. True b. False 3. Chapter 11-003 Direct costs include the trainer’s salary, food and refreshments, cost of travel, and the basic costs associated with doing a needs analysis. a. True *b. False 4. Chapter 11-004 Given that trainees are already being paid by the company, their salary should NOT be included in a training program cost structure. a. True *b. False 5. Chapter 11-005 A training program costs $10,000 to deliver. An evaluation of the program determines a decrease in employee turnover from 20 percent to 10 percent. This would be classified as a cost-effectiveness evaluation. a. True *b. False

6. Chapter 11-006 If a training program is expected to reduce the amount of scrap in the production of a product, then a costeffectiveness evaluation would indicate how much the training program costs and the impact on the bottom line caused by the reduction in scrap as a result of training. *a. True b. False 7. Chapter 11-007 Often, the benefitâ€"cost ratio of a training program will be the same as the return on investment ratio. a. True *b. False 8. Chapter 11-008 A survey of CEOs found that 100 percent of them want to see learning and development connected to business impact data. a. True *b. False 9. Chapter 11-009 A training program is expected to cost $1,000 and the “gross benefit― of the program is $2,000. Given that the return on investment in this scenario is positive, management should NOT invest in this program. a. True *b. False 10. Chapter 11-010 If a training program costs $2,000 per employee and the benefit of the program is $5,000 per employee, then the ROI is 1.50, or 150 percent. *a. True b. False

11. Chapter 11-011 The effect size measures the difference in performance between trained and untrained employees. *a. True b. False 12. Chapter 11-012 A training program costs $10,000 to deliver and produces a “utility value― of zero. By definition, this program will break even. *a. True b. False 13. Chapter 11-013 If untrained employees are performing at relatively similar levels, the effectiveness of a training program tends to be less in dollar terms. *a. True b. False 14. Chapter 11-014 The utility of a training program equals (T)(N)(td) Ã[(SDy â€" (N)(C)]. a. True *b. False 15. Chapter 11-015 A break-even analysis allows you to find the value at which benefits equal costs and so utility is greater than zero but less than one. a. True *b. False 16. Chapter 11-016 Break-even analysis can be calculated for any variable in the utility formula. However, the most valuable break-even calculations should be based on the “effect size.―

*a. True b. False 17. Chapter 11-017 Break-even analysis can be very useful because it helps eliminate the uncertainty associated with the estimates of the various parameters used to calculate utility. *a. True b. False 18. Chapter 11-018 Because cost-effectiveness evaluations are NOT dependent on assumptions and opinions, the results should be considered 100 percent accurate. a. True *b. False 19. Chapter 11-019 When making estimates of training benefits, it is recommended that human resource departments use both internal and external experts. *a. True b. False 20. Chapter 11-020 Calculations of ROI and utility could be described as “one part science and one part art.― *a. True b. False 21. Chapter 11-021 Most companies in Canada have begun to calculate the return on investment (ROI) of their training programs. a. True *b. False

22. Chapter 11-022 Experts consider the calculation of return on investment (ROI) to be Level 6 in Kirkpatrick’s model of training evaluation. a. True *b. False 23. Chapter 11-023 Direct costs are costs that are linked directly to a particular department. a. True *b. False 24. Chapter 11-024 Non-monetary benefits are similar to behaviour or Level 3 evaluation criteria. a. True *b. False 25. Chapter 11-025 Information from a utility analysis can be used to determine the return on investment (ROI). *a. True b. False 26. Chapter 11-026 As explained in the chapter-opening vignette, MW Canada introduced the Technical Skills Certificate Program (TSCP) to its workforce in an effort to accomplish which of the following? *a. adapt to increasingly competitive markets b. reduce top line results c. reduce overall training costs d. align its training programs to Canadian national standards

27. Chapter 11-027 How would you describe MW Canada’s Technical Skills Certificate Program in terms of program design? a. apprenticeship b. on-the-job *c. blended d. off-the-job 28. Chapter 11-028 What may be concluded from the chapter-opening vignette about MW Canada’s Technical Skills Certificate Program as it relates to training cost effectiveness? a. it was a poor financial investment with negative utility *b. it was a good investment given a conservative 17 percent return on investment c. no conclusion may be made as the return on investment was zero d. given that a return on investment calculation was not made, it is impossible to determine the program’s cost-effectiveness 29. Chapter 11-029 According to the textbook, what percentage of CEOs would like to see training and development linked to return on investment data? a. 47 percent b. 68 percent *c. 74 percent d. 96 percent 30. Chapter 11-030 Which of the following would be an appropriate method of categorizing the cost of a training program according to the textbook? a. based on the number of participants b. using two separate categories, indirect and fixed costs c. based on hard costs, soft costs, and variable costs of the training program

*d. according to the specific stage of the training process 31. Chapter 11-031 What costing concept refers to costs that are not part of any one particular program but are needed to support training activities and cannot be recovered even if the program is cancelled? a. developmental costs b. overhead costs *c. indirect costs d. standard costs 32. Chapter 11-032 You have decided to use a costing scheme that separates costs according to the nature or kind of cost. In which category would you include the cost of doing a needs analysis and the cost of evaluating a training program? *a. developmental costs b. overhead costs c. indirect costs d. direct costs 33. Chapter 11-033 What would be an appropriate explanation for classifying clerical and administrative salaries as an indirect cost in the Wood Panel Plant example? a. those costs are directly associated with this particular training program *b. those costs would have been incurred even if the program were cancelled by management c. this classification decision was the authors’ choice d. clerical and administrative staff support many different departments, not just HR 34. Chapter 11-034 Which of the following is a strong rationale for putting together a process to identify costs of a training program?

a. demonstrates that a positive return on investment is likely to happen b. demonstrates that the training “effect size― will be positive *c. they can be used to prepare a budget for a training program d. they can be used to calculate return on equity 35. Chapter 11-035 Which of the following statements best describes the concept of cost-effectiveness? *a. compares costs of training in dollars to benefits in dollars b. compares non-dollar cost of training to non-dollar benefits c. provides a ratio of net benefits to training costs, divided by the number of participants d. compares net monetary cost of training to net benefits in non-monetary terms 36. Chapter 11-036 What approach did Accenture use to demonstrate the value of its training initiatives? a. costâ€"benefit evaluation *b. return on investment c. benefitâ€"cost ratio d. return on expectations 37. Chapter 11-037 Which of the following statements is NOT supported by content in the textbook relating to “training and the bottom line―? *a. calculating the return on investment of a training program tends to increase the program’s effectiveness b. companies increasingly want to know the return on their training investments c. the training function faces increased pressure to justify the costs of training programs d. 74 percent of CEOs want to see ROI data supporting training initiatives

38. Chapter 11-038 How does Cisco collect the data that it uses to calculate ROI for its e-learning programs? a. production results *b. Web-based surveys c. observations d. interviews 39. Chapter 11-039 What could be the rationale behind the low percentage of companies that undertake Level 5 calculations for their training programs? a. given that training initiatives are geared toward people, Level 5 calculations are simply not appropriate b. results associated with Level 4 evaluations are much more relevant c. C-level executives simply are not concerned with Level 5 results *d. Level 5 calculations tend to be complex 40. Chapter 11-040 What formula should be used to calculate benefits to cost ratio? *a. BCR = (Benefits of the Program)/(Cost of the Program) b. BCR = (Cost of the Program â€" Benefits)/(Benefits of the Program) c. BCR = (Benefits â€" Cost of the Program)/(Cost of the Program) d. BCR = (Cost of the Program â€" Benefits)/(Cost of the Program) 41. Chapter 11-041 The Wood Panel Plant example depicted in Table 11.2 resulted in a return on investment outcome of 5.78. What can management conclude from that number if the assumptions underpinning the ROI calculations are correct?

a. management should expect a $1.00 return for every $5.78 invested in training *b. management should expect to receive $5.78 for every dollar invested in training c. management should expect a $1.00 return for every 58 cents invested in training d. the break-even point on this training program will required a 578% “effect size― 42. Chapter 11-042 If the net benefit of a training program is $3,000 and the cost of the program is $1,000, what is the return on investment (ROI)?? *a. 3 b. 2 c. .33 d. 1 43. Chapter 11-043 If ROI is 2.0, what does this mean for a training program’s utility calculation? a. that $2 was spent on the program, which should provide a negative $2 in utility b. that there is a return of $1 for every $2 in utility c. that $1 was spent on the program for every $2 received as net utility *d. that there is a positive utility result 44. Chapter 11-044 What is another way to express an ROI of 1.0? a. 10 percent *b. 100 percent c. 1.0 percent d. 1,000 percent 45. Chapter 11-045 What is the net benefit of a training program if the benefits are $500,000 and the costs are $700,000?

*a. â€"$200,000 b. $200,000 c. â€"$1,200,000 d. $1,200,000 46. Chapter 11-046 You are given the following five pieces of information about a training program: training will have an impact on performance for two years; 10 employees will be trained; the effect size of the program is 2; the standard deviation of untrained employees in dollars is 100; and it costs $50 to train one employee. What is the dollar value of this training program? a. $4,000 b. $1,500 *c. $3,500 d. unable to determine as some of the direct costs have not been provided 47. Chapter 11-047 What is the concept that fundamentally attempts to attach a dollar value to the effectiveness of a training initiative? a. costâ€"benefit analysis b. break-even analysis *c. utility analysis d. benefitâ€"cost analysis 48. Chapter 11-048 When calculating utility, what is the concept that measures the true difference in performance between average trained and untrained employees in standard deviation units? a. the standard deviation of untrained employees in dollars b. the benefitsâ€"cost ratio *c. the effect size d. return on investment 49. Chapter 11-049 What does it mean when the utility factor for a training program is zero?

a. the organization should not implement the training program b. the training program’s development costs equal the net benefits of the program c. the benefits are greater than costs *d. the program breaks even 50. Chapter 11-050 How is the utility of a training program defined? a. Utility = [(C)(N)(dt)(SDy)] â€" (N)(T) *b. Utility = [(T)(N)(dt)(SDy)] â€" (N)(C) c. Utility = [(T)(N)(SDy)] â€" (N)(C) d. Utility = [(T)(N)(C)] â€" (N)(SDy) 51. Chapter 11-051 You are given the following four pieces of information about a training program: training will have an impact on performance for two years; 10 employees will be trained; the standard deviation of untrained employees in dollars is 100; and it costs $50 to train one employee. What must be the effect size so as to allow the program to break even? a. 50 b. 25 *c. .25 d. 1.25 52. Chapter 11-052 If break-even occurs with an effect size of 2, what conclusion can you make about utility if the effect size changes to 2.5 (assume all other utility variables remain constant)? *a. utility will increase b. utility will decrease c. utility will be zero d. utility will not be impacted 53. Chapter 11-053 After doing an evaluation of a training program, you determined the effect size of the training program was 50%

less than expected. Assuming all other utility variables remain constant, what conclusion can you draw from this decrease in effect size? a. an increase in utility *b. a decrease in utility c. no impact on utility d. program cost increased 54. Chapter 11-054 Which of the following statements is NOT one of the steps needed to convert benefits to monetary values for the purpose of calculating the return on investment? a. focus on a single unit, such as time savings, increase in output, decrease in errors, etc. b. determine a value for each unit c. determine the change in performance post-training *d. obtain an annual amount and multiply that amount by the effect size 55. Chapter 11-055 The textbook offers a few strategies to strengthen credibility of data. Which of the following strategies was NOT discussed in the textbook? a. use reliable sources for data b. use hard data if available *c. do not adjust the data if the estimates appear too optimistic d. disclose assumptions 56. Chapter 11-056 What is the main difference between the calculation of the net benefit and benefitâ€"cost ratio? a. The net benefit does not consider the cost of the program. b. The benefitâ€"cost ratio does not consider the cost of the program. c. The net benefit ratio divides the cost of the program. *d. The benefitâ€"cost ratio divides the cost of the program.

57. Chapter 11-057 If one wanted to estimate the cost of employee grievances, who would be a good expert? a. manager involved in the grievance b. manager of training and development c. manager of human resources *d. manager of labour relations 58. Chapter 11-058 What do some experts consider the calculation of return on investment (ROI) to be in terms of Kirkpatrick’s model of training evaluation? a. the combination of all levels of evaluation b. levels 3 and 4 combined *c. level 5 d. level 4 59. Chapter 11-059 According to a survey, what percentage of CEOs want to see learning and development connected to business impact data? a. 90 percent b. 93 percent *c. 96 percent d. 100 percent 60. Chapter 11-060 Which of the following is NOT one of the categories of the costing approach described in the textbook? a. direct costs *b. fixed costs c. indirect costs d. overhead costs

Chapter 12

1. Chapter 12-001 In addition to improving communication skills, the orientation program at North York General Hospital was designed to help new nurses become more comfortable working side by side with community outreach workers a. True *b. False 2. Chapter 12-002 Most Canadian companies offer some kind of basic skills training. a. True *b. False 3. Chapter 12-003 Formal orientation and training programs are one of the main methods used by organizations to socialize new employees. *a. True b. False 4. Chapter 12-004 Effective orientation programs are linked with better organizational performance and are important tools in shaping the culture of organizations. *a. True b. False 5. Chapter 12-005 Low literary levels have a detrimental impact on Canadian companies’ ability to compete in a global environment. *a. True b. False 7. Chapter 12-007 Evidence on safety training suggests that instructional

methods such as simulations and hands-on training have a positive impact on trainees’ ability to learn and transfer. *a. True b. False 8. Chapter 12-008 Globalization has made technical skills training of paramount importance for Canadian organizations. *a. True b. False 9. Chapter 12-009 Computer software training is described in the textbook as unstructured, unplanned, and an informal means of delivering information on the usage of computer software. a. True *b. False 10. Chapter 12-010 The cost of workplace injuries in Canada is estimated to exceed $12 billion a year. *a. True b. False 11. Chapter 12-011 Workplace Hazardous Materials Information System (WHMIS) has at its core employee training primarily focused on developing practices that mitigate the hazardous nature of work in the oil industry. a. True *b. False 12. Chapter 12-012 Company ABC Ltd. embarked on a training program focused on providing employees with the required skills to continuously look for ways to improve work processes in its

factory floor. ABC Ltd. is most likely incorporating TQP in its work processes. a. True *b. False 13. Chapter 12-013 Team training focuses on two general types of skills including behavioural skills and teamwork skills. a. True *b. False 14. Chapter 12-014 Sales professionals are being trained to focus on becoming strategic partners, focusing on enhanced relationships while offering customer-centric solutions. *a. True b. False 15. Chapter 12-015 Organizations that offer excellent customer service also tend to spend less on customer service training. This is a result of having hiring strategies that identify employees with customer-centric skills. a. True *b. False 16. Chapter 12-016 A good framework that may provide an opportunity for a company to significantly reduce or even eliminate sexual harassment at work should include the following: 1) have a sexual harassment policy, 2) have a procedure in place for reporting sexual harassment, and 3) provide sexual harassment education coupled with ensuring everyone is familiar with the policy and filling process. *a. True b. False

17. Chapter 12-017 Sexual harassment training fundamentally attempts to create a strong understanding for what may constitute sexual harassment in the workplace. *a. True b. False 19. Chapter 12-019 According to the Conference Board of Canada, 47 percent of Canadian organizations provide diversity training to employees. a. True *b. False 20. Chapter 12-020 The level of cross-cultural training rigour required for a foreign assignment is linked to three dimensions: communication toughness, cultural toughness, and the expatriate’s mental toughness. a. True *b. False 21. Chapter 12-021 Management and supervisory skills is the most provided training content in Canada followed by basic skills training. a. True *b. False 22. Chapter 12-022 A survey of the skilled trades found that 45 percent of employers provide essential skills training. *a. True b. False

23. Chapter 12-023 In Ontario, all new judges are required to undergo mandatory training on racial harassment. a. True *b. False 24. Chapter 12-024 In 2013, a Canadian national standard called Physical Health and Safety in the Workplace was introduced for workplace health and safety. a. True *b. False 25. Chapter 12-025 TOTAL E&P Canada of Calgary has a nutrition program that educates employees on how to make healthy food choices. *a. True b. False 26. Chapter 12-026 Which of the following is NOT one of the training methods used by North York General Hospital in its orientation program? *a. simulations b. mentoring c. role modelling d. “shadowing― senior nurses 27. Chapter 12-027 Which type of training content is most popular among Canadian organizations? a. professional skills training b. information technology skills training c. basic skills training *d. management and supervisory skills

28. Chapter 12-028 What type of training program would you recommend to an organization if the learning outcomes associated with the program were targeting the employee socialization process? a. basic company culture training *b. orientation training c. new employee training d. cross-cultural training 29. Chapter 12-029 Which of the following is NOT typical content in orientation training programs? a. health and safety *b. cross-functional training c. HR policies and procedures d. terms and conditions of employment 30. Chapter 12-030 You have been asked to recommend a targeted and structured training program to ensure new employees are introduced to and support the current corporate culture. Which of the following is likely to be your recommendation? a. cross-cultural training b. basic skills training *c. orientation training d. team training 31. Chapter 12-031 What type of training addresses basic numeracy and literacy issues among employees? *a. essential skills training b. everyday skills training c. foundational skills training d. cognitive skills training 33. Chapter 12-033 What specific essential skills training benefits does the textbook identify as being employee-centric? a. improvements in productivity

b. lower absenteeism and lower turnover *c. improved likelihood of being promoted d. better quality of products and services 34. Chapter 12-034 Which of the following statements relating to essential skills is congruent with material presented in the textbook? a. Canadian companies lose approximately $180 billion annually in business opportunities as a result of poor essential skills in the Canadian workforce *b. Canadian companies must first provide trainees with essential skills training before they can reap benefits associated with other training programs and initiatives c. Canadian companies that invest in essential skills training tend to have higher productivity and higher rates of absenteeism d. Canada on average does better than its main trading partners in having employees with strong essential skills 35. Chapter 12-035 What percentage of overall training content provided by Canadian organizations is devoted to essential skills training? a. 10 percent b. 20 percent c. 29 percent *d. 2 percent 36. Chapter 12-036 Which of the following statements best describes the concept of essential skills training? *a. providing employees with the basic skills to perform their jobs and adapt to change b. providing employees with the essential skills to facilitate corporate objectives c. providing employees with essential interpersonal skills training

d. providing employees with the essential technical training 37. Chapter 12-037 A study on firms in the accommodation and food services sector found that literacy and essential skills training resulted in a net benefit of $577 per participant. What was the average return on investment? a. 20 percent b. 21 percent c. 22 percent *d. 23 percent 38. Chapter 12-038 What kind of program does TOTAL E&P Canada of Calgary provide to employees? a. mental health program b. fitness program *c. nutrition program d. health and wellness program 39. Chapter 12-039 A manufacturing company has just been retrofitted with the latest in computer-assisted assembly systems. Which of the following terms best describes the general type of training employees are likely to receive? a. essential skills training *b. technical skills training c. total quality training d. six-sigma training 40. Chapter 12-040 What is the most likely explanation for why manufacturing companies provide so much technical skills training in Canada? a. low numeracy and literacy levels b. more and more organizations are using computers to drive up productivity *c. change and global competition

d. long technology product cycles 41. Chapter 12-041 Your organization is experiencing increasing costs associated with work-related injuries. You have been tasked with developing a training program focusing on how to reduce work-related injuries. Which of the following training methods is likely to be less effective? a. behaviour modelling b. simulations c. hands-on training *d. lectures 42. Chapter 12-042 Approximately how many Canadian workers are injured in work-related accidents? *a. 340 000 b. 750 000 c. 650 000 d. 102 000 43. Chapter 12-043 What is the estimated annual cost of workplace injuries in Canada? a. $125 million b. $120 million c. $1.2 billion *d. $12 billion 44. Chapter 12-044 Which of the following is NOT a component of WHMIS training for employees? a. identify WHMIS hazard symbols b. read and apply information on the MSDS *c. practise clean-up techniques for hazardous chemicals d. read WHMIS supplier and workplace labels

45. Chapter 12-045 Which of the following statements is supported by material presented in the textbook relating to the current level of health and safety training in Canada? a. Canadian companies spend more on safety training than any other industrialized country *b. Canadians simply do not receive adequate safety training c. only one in two Canadians received adequate health and safety training d. studies appear to indicate a negative relationship between health and safety training levels and safety performance by Canadian companies 46. Chapter 12-046 What are the foci of total quality management training? *a. quality improvements, teamwork, continuous improvement, and customers focus b. management skills, teamwork, quality improvements, and communication c. customer focus, communication, ethics, and quantity improvements d. technical skills, quality improvements, management skills, and productivity 47. Chapter 12-047 Team training focuses on two general types of skills/abilities. Which of the following combinations of skills or abilities are often associated with team training? a. task-work skills and diversity training *b. task-work skills and teamwork skills c. teamwork skills and computer skills d. computer skills and technical skills 48. Chapter 12-048 Research on team training has found it has a positive effect on several learning outcomes. Which of the following has NOT been identified in the textbook as one of those outcomes?

a. performance outcomes b. affective outcomes c. cognitive outcomes *d. essential skills outcomes 49. Chapter 12-049 Team training is focused on which two general types of skills? *a. task-work skills and teamwork skills b. collaborative skills and behavioural skills c. cohesion skills and technical skills d. coordination skills and interaction skills 50. Chapter 12-050 The intended outcome of current sales training programs is for sales professionals to become which of the following? *a. strategic partners b. suppliers c. vendors d. product experts 51. Chapter 12-051 What contributory factor is associated with exceptional customer service? a. selection and recruitment *b. training commitment c. education levels d. management 52. Chapter 12-052 The textbook offers a series of recommendations to help organizations effectively deal with and prevent sexual harassment at work. Which of the following is NOT one of those recommendations? a. educate employees about sexual harassment b. develop sexual harassment policies c. develop procedures for filing complaints *d. develop rewards for departments that do not report any type of harassment

53. Chapter 12-053 Which of the following is NOT a “good practice― relating to ethics and ethics training? a. make ethics training a mandatory activity for managers and employees b. focus ethical training programs on helping employees identify and deal with potential ethical dilemmas *c. make ethics training a voluntary activity for employees and managers d. first put in place standards of ethical behaviour, then determine what the training should accomplish to cement ethics within the culture of the organization 54. Chapter 12-054 Which of the following is NOT a main goal of diversity training? *a. comply with federal labour regulations b. raise awareness about diversity issues c. change behaviours d. reduce biases 55. Chapter 12-055 What type of training should be provided to managers who will be assigned a two-year post in a foreign subsidiary of a Canadian company? a. diversity training b. technical training c. orientation training *d. cross-cultural training 56. Chapter 12-056 A colleague has recommended that you provide crew resource management training in your organization. What type of training is being recommended? a. diversity training *b. team training c. ethics training d. cross-cultural training

57. Chapter 12-057 The notion of training rigour is associated with what type of training? a. diversity training b. team training c. ethics training *d. cross-cultural training 58. Chapter 12-058 Which of the following is NOT a key element of strong ethical programs? *a. trust b. responsibility c. respect d. fairness 59. Chapter 12-059 Your organization has plans to begin negotiations with several other organizations regarding the potential for a merger. To be most successful, what kind of training should be provided to members of your organization who will be involved in the negotiations? a. technical skills training *b. non-technical skills training c. diversity training d. team training 60. Chapter 12-060 If your organization wants to be in compliance with the Psychological Health and Safety in the Workplace national standard, what kind of training should the organization provide to employees? a. health and safety training b. sexual and racial harassment training c. diversity training *d. mental health training

Chapter 13

1. Chapter 13-001 The training and development initiatives introduced by the Société des Transports de Montréal (STM) used cohorts of 12 to 15 managers drawn from similar functions at STM. a. True *b. False 2. Chapter 13-002 Management skills can be learned through training and onthe-job experiences. *a. True b. False 3. Chapter 13-003 The higher the management position in the organization’s hierarchy, the more critical it becomes to focus management development efforts on technical skills. a. True *b. False 4. Chapter 13-004 Most management training programs are focused on the development of “people skills.― *a. True b. False 5. Chapter 13-005 According to Henry Mintzberg, the fundamental roles managers play in organizations are interpersonal, informational, and transactional based. a. True *b. False 7. Chapter 13-007 Within the context of a decisional role, when a manager moves the unit in a direction that takes advantage of

opportunities or shifts the activities of the group to reduce threats the manager is said to be acting as an entrepreneur. *a. True b. False 8. Chapter 13-008 As managers undertake the functions of management they play one or more of the interpersonal, decisional, and informational roles, drawing on skills associated with each of these three roles. *a. True b. False 9. Chapter 13-009 When leading people, managers usually draw on “soft skills― or “people skills― to accomplish goals or outcomes. *a. True b. False 10. Chapter 13-010 The planning function for management refers to defining the direction toward which the efforts of individuals are to be measured. a. True *b. False 11. Chapter 13-011 Based on material presented by the authors of this textbook, the lines between leaders and managers are becoming more difficult to separate. *a. True b. False 11. Chapter 13-011 Based on material presented by the authors of this

textbook, the lines between leaders and managers are becoming more difficult to separate. *a. True b. False 13. Chapter 13-013 Research appears to support the notion that both “emotional intelligence― and “intellectual intelligence― are relatively stable over one’s lifetime; hence, efforts to improve on these variables should not be done via development or training programs. a. True *b. False 14. Chapter 13-014 Most models of management skill development share four key themes: skill assessment, skill acquisition, skill practice, and skill application. a. True *b. False 15. Chapter 13-015 The textbook identifies five strategies that will help managers deal with conflict, recognizing that not one strategy will work in all circumstances. The five strategies are avoidance, accommodating, forcing, compromising, and collaborating. *a. True b. False 16. Chapter 13-016 Dealing successfully with stress involves several steps.

The first and most critical step is being able to recognize it. *a. True b. False

17. Chapter 13-017 Two practical applications of experiential learning methods include job rotations and special assignments. *a. True b. False 19. Chapter 13-019 Management education refers to the acquisition of a broad range of managerial knowledge and general conceptual abilities. *a. True b. False 20. Chapter 13-020 Extensive research has been conducted in determining the effectiveness of outdoor wilderness training programs.

Support for the effectiveness of this type of management development approach is overwhelmingly positive. a. True *b. False 21. Chapter 13-021 Given that coaching and mentoring share distal goals, the two terms should be used interchangeably by human resources professionals. a. True *b. False 22. Chapter 13-022 A minority of Canadian organizations consider the development of their leadership a top development priority. a. True *b. False 23. Chapter 13-023 Organizations today have come to believe that the exercise of leadership is a function of all management.

*a. True b. False 24. Chapter 13-024 Although the development of the leadership at the top level of organizations is improving, the development of leadership at middle levels is considerably weaker. *a. True b. False 25. Chapter 13-025 Emotional intelligence can be learned and modified by training and it can have an impact at the job level. *a. True b. False 26. Chapter 13-026 There are several mechanisms organizations are utilizing to bolster “bench strength.― What macro environmental forces are making the issue of bench strength so critical to organizations? *a. pending demographic changes b. internal HR capacity issues c. the speed of change d. high costs associated with leadership development programs 27. Chapter 13-027 Your organization has asked you to lead a discussion dealing with the differences between management development and employee training. Which of the following statements provides the best explanation? a. management development is much more generalized than the specialized training employees receive. b. management development tends to have off-the-job instructional systems that are technical and conceptual.

c. management development is focused on credible and effective training rather than on the personalities and preferences of managers. *d. management development is a longitudinal and gradual process whereas employee training is shortterm.

28. Chapter 13-028 What is the main reason why organizations in Canada spend more on a per capita basis on management development programs? a. to capture sunk recruitment and selection costs b. management positions tend to require more technical skills *c. management positions play a strategic role in organizations d. management positions tend to have higher stress levels 29. Chapter 13-029 Henry Mintzberg identified three roles associated with the formal authority and status of a management position. Which of the following is NOT one of the roles identified by Mintzberg? a. interpersonal *b. technical c. informational d. decisional 30. Chapter 13-030 A business school dean meets with a local mayor to secure a permit to allow the university to expand. Which of Henry Mintzberg’s three management roles does this scenario best fit? a. informational *b. interpersonal c. socializing d. decisional

31. Chapter 13-031 What activity do the textbook’s authors suggest should be added to the acronym COP to better reflect management’s role in the 21st century? a. “I― for informational b. “D― for decisional c. “S― for socializing *d. “L― for leadership 32. Chapter 13-032 Which of the following statements is congruent with the notion of a “transformational leader― as demonstrated

by John, who is the leader of his sales team? *a. John convinces a sales person to give up some of her territory to facilitate a team goal b. John provides a 20 percent bonus for employees who exceed predetermined targets c. John clarifies team members’ individual goals d. John monitors individual work behaviour and rewards appropriately 33. Chapter 13-033 According to Cameron and Tschirhart, the most important skills and competencies required of managers fall within four so called “clusters.― Which of the following is NOT one of those clusters? a. human relations skills b. competitiveness and control *c. planning and control d. order and rationality 34. Chapter 13-034 According to Whetten and Cameron, which of the following broad skill categories captures the essence of the most important skills needed of managers? a. political skills b. motivational skills c. technical skills *d. people skills

35. Chapter 13-035 Carlos is very much aware his mood will have an impact on his ability to lead his human resource team effectively.

What is Carlos displaying? *a. emotional intelligence b. intellectual intelligence c. political intelligence d. social intelligence 36. Chapter 13-036 Which of the following terms can be defined as “the ability to manage interactions with others effectively through an understanding, integration, and management of emotions―? a. emotional security *b. emotional intelligence c. emotional understanding d. emotional awareness 37. Chapter 13-037 A manager is told by a superior that her business expansion proposal was rejected outright by senior management. Within hours of receiving the news, she meets with her superior and excitedly points out the lack of creativity on the part of senior management, indicating she may have to consider employment with another, more creative company. Which component/skill associated with EI does this manager potentially lack? a. empathy b. self-awareness *c. self-control d. emotional intelligence 38. Chapter 13-038 Which of the following statements relating to emotional intelligence (EI) and intellectual intelligence (IQ) is NOT supported by evidence? *a. both EI and IQ are learnable and changeable over time

b. EI can be developed indirectly through exposure and feedback c. empirical research has shown that managers with higher levels of EI are more effective versus managers with low EI d. IQ is a relatively stable and enduring characteristic over one’s life 39. Chapter 13-039 What was the most critical conclusion from Muller and Turner’s research addressing the linkages between IQ, EI, and the successful management of projects? a. both IQ and EI are important; however, IQ is more critical *b. critical thinking skills and emotional intelligence are associated with successful projects c. no linkage was found among the three d. emotional intelligence is a necessary and sufficient condition for success 40. Chapter 13-040 Most models of management skill development share four basic principles. Which principle involves helping managers become self-aware of their own strengths and weaknesses relative to the skill in question? a. skill application b. skill practice *c. skills assessment d. skill acquisition 41. Chapter 13-041 Which of the four broad management development steps would include the concept of transferring learned principles? a. skill practice b. skill acquisition c. skills assessment *d. skill application 42. Chapter 13-042 According to Mintzberg, what contributes to managers

settling for a solution that suffices in addressing their challenges? *a. time pressures and the need to make decisions quickly b. too much information and data available c. lack of research and analysis d. lack of foundational knowledge on decision making 43. Chapter 13-043 Mary and John, two workers at ABC Inc., have a profound dislike for each other. In weekly sales meetings it is not uncommon to find Mary and John calling each other names for no apparent reason. What type of conflict best describes the situation between Mary and John? a. intrapersonal b. accommodating c. issue-based *d. interpersonal 44. Chapter 13-044 Peter, a union representative, and Mary, a senior manager with a local manufacturer, are looking to resolve a problem in such manner as to allow both parties to maximize their utilityâ€"they both want to get everything they want! What term best describes this conflict resolution technique? a. accommodating *b. collaborating c. compromising d. competing 45. Chapter 13-045 The textbook describes one type of conflict as being not necessarily bad. What type of conflict may actually lead to a better outcome for the organization? a. interpersonal conflict b. intrapersonal conflict *c. issue-based conflict d. product-based conflict

46. Chapter 13-046 As a factory floor manager, Parandeep has been asked to innovate and come up with a better way to manufacture the company’s products, a concept that excites Parandeep.

Unfortunately, he is aware this particular company does not tolerate errors or failures. What work-related stressor is Parandeep likely to experience working for this company? *a. role conflict b. role ambiguity c. role overload d. role compromise 47. Chapter 13-047 A recent university graduate landed a dream job as a sales representative for a major winery. She describes her first day as follows: “I have no idea what to do, to whom I report, or how I should go about doing my job.― What type of work-related stressor is she describing? a. role contingent stressor b. role reporting stressor *c. role ambiguity stressor d. role conflict stressor 48. Chapter 13-048 Which of the following are practical on-the-job development method(s) business may leverage to take advantage of “experiential learning― in a formal and structured manner? a. lectures and seminars *b. job rotations and special assignments c. on the spot coaching and mentoring programs d. development programs that target improvements in cognitive intelligence 49. Chapter 13-049 What type of skill is likely to result from wilderness training that forces trainees to face stressful situations? a. role-play skills b. procedural skills c. declarative skills

*d. coping skills 50. Chapter 13-050 What conclusions does the research on wilderness training seem to indicate? *a. some level of incongruence between what is actually learned and what should have been learned by trainees b. a very positive relationship to on-the-job performance improvements c. it works across a broad set of learning outcomes d. a positive relationship to a limited set of outcomes, particularly for short programs 51. Chapter 13-051 Which concept involves highly experiential programs designed to help managers develop greater levels of life experience by participating in physically and psychologically demanding tasks and activities? a. management education b. active learning *c. wilderness training d. specialized workshops 52. Chapter 13-052 John has experience managing marketing functions in a particular company. As part of his management development, he is asked to take on roles with similar levels of responsibility in other functional areas of the company.

What management development approach is John’s company using? *a. job rotation b. job enlargement c. job enrichment d. job broadening 53. Chapter 13-053 According to the Conference Board of Canada Learning and Development Outlook, more than one-third of Canadian organizations have a coaching and/or mentoring program in

place. What percentage of these organizations consider coaching and mentoring to be positive tools in their people development strategies? a. 12 percent b. 65 percent *c. 55 percent d. 78 percent 54. Chapter 13-054 What is one key difference between coaching and mentoring? a. the level of HR support *b. the scope of intervention c. the level of energy required d. mentors tend to be external to the company 55. Chapter 13-055 The Conference Board of Canada has undertaken a series of surveys to ascertain the level of satisfaction reported by Canadian organizations with their management development programs. What is suggested in the results of these surveys? *a. most are not satisfied b. most are satisfied c. most are satisfied and would like these programs to be expanded to include supervisors d. most are modestly satisfied 56. Chapter 13-056 What percentage of Canadian organizations consider the development of their leadership a top development priority? a. 45 percent b. 50 percent *c. 55 percent d. 60 percent 57. Chapter 13-057 Why is the development of managers and of leadership a particularly critical issue right now? a. change in technology

b. lack of effective leaders c. change in global competition *d. change in demographics 58. Chapter 13-058 Your organization has just hired a new leader for your group. After meeting with her and discussing your future role and responsibility, you feel that she behaves in ways that truly reflect what she believes and seems to be true and morally right, especially in her relationships with other members of the organization. What kind of leader is she? a. transactional b. transformational c. servant *d. authentic 59. Chapter 13-059 What leadership style focuses on the needs of employees? a. transactional b. transformational *c. servant d. authentic 60. Chapter 13-060 Following a recent experiential learning program, there was a discussion of the task objectives, the outcomes realized, and the specific behaviours that facilitated or inhibited that achievement. What is this called? a. error-management training *b. After-Event Review c. debriefing d. SWOT analysis

Chapter 14

1. Chapter 14-001 The role of a trainer has changed from a knowledge-keeper to a knowledge-facilitator. *a. True b. False 2. Chapter 14-002 The role of the training professional has over time evolved from being a staff employee to being a strategic business partner. *a. True b. False 3. Chapter 14-003 Learning and development professionals should encourage and develop processes that facilitate the creation of activities that enable and facilitate knowledge sharing between trainers and trainees, while allowing management to focus on employee development. a. True *b. False 4. Chapter 14-004 According to the chapter-opening vignette, TELUS restructured its training initiatives by introducing an initiative called “Learning 2.0.― This initiative is anchored on three principles: individual, team, and social learning. a. True *b. False 5. Chapter 14-005 The Association for Talent and Development has recently introduced a detailed set of competencies addressing the training styles required of training and development professionals. a. True

*b. False 6. Chapter 14-006 The Institute for Performance and Learning has a set of competencies organized into six categories. a. True *b. False 7. Chapter 14-007 Organizational learning refers to the process of creating, sharing, storing, and applying knowledge in organizations. *a. True b. False 8. Chapter 14-008 Variables such as demographics, industry-centric learning, changes in the nature of work, and social media are the driving forces behind the concept of Learning 2.0. a. True *b. False 9. Chapter 14-009 Learning 2.0 may be categorized as a shift away from formal learning to social learning and from an individual focus to a group focus. *a. True b. False 10. Chapter 14-010 The Institute for Performance and Learning identified a series of competencies for learning professionals. At the centre of the competencies wheel is partnering with training and development professionals. a. True *b. False

11. Chapter 14-011 The Institute for Performance and Learning has developed a set of competencies for learning professionals that is based on the Association for Talent Development competency model. a. True *b. False 12. Chapter 14-012 Organizational learning can be represented with a multilevel systems model that has four levels of learning including societal, organizational, group, and individual. a. True *b. False 13. Chapter 14-013 TELUS’s philosophical change in training approach resulted in a complete review of training methodologies and an increase in the number of external service providers.

The rationale for increasing the number of providers was centred on the need to have a much more focused approach to training content. a. True *b. False 14. Chapter 14-014 Evidence provided in the textbook indicates a shift in training philosophy away from instructor-led to a philosophy that embraces other methods including blended and collaborative learning approaches. *a. True b. False 15. Chapter 14-015 The Association for Talent Development competency model includes eight foundational competencies. a. True *b. False

16. Chapter 14-016 The Association for Talent Development competency model includes 10 specific areas of expertise. *a. True b. False 17. Chapter 14-017 As a performance consultant, the trainer provides not only training and development, but also solutions to performance problems. *a. True b. False 18. Chapter 14-018 An effective learning environment provides a variety of resources and activities that trainers can access for training and development programs. a. True *b. False 19. Chapter 14-019 The Institute for Performance and Learning has developed a set of competencies for learning professionals that is used by organizations for hiring learning professionals. *a. True b. False 20. Chapter 14-020 To make training programs effective, trainers should strengthen trainees’ cognitive ability. a. True *b. False 21. Chapter 14-021 The goal of social constructivism is to create interactive

learning environments in which training participants learn from instructors, participants learn from each other, and the instructor learns on her own. a. True *b. False 22. Chapter 14-022 Technology and web-based instruction is especially well suited for fostering interactive learning environments. *a. True b. False 23. Chapter 14-023 A learning organization uses existing information and knowledge to change and modify its behaviour in order to achieve its objectives and improve its effectiveness. a. True *b. False 24. Chapter 14-024 Research has found that HR practices such as learning and career development opportunities have a positive effect on individual and group learning but NOT organizational learning. a. True *b. False 25. Chapter 14-025 To make training and development programs effective, trainers should focus on trainee characteristics. *a. True b. False 26. Chapter 14-026 What was the catalyst behind TELUS changing its corporate learning philosophy?

a. realization of the significant role technology plays in learning b. the result of a strategic corporate-level review of their processes c. realization that internal programs were simply too expensive *d. realization that learning is not an event but rather an ongoing multifaceted process 27. Chapter 14-027 What type of challenge did TELUS’s original process for sourcing external training service providers create for the company? *a. lack of consistency by vendors in interpreting TELUS’s training requirements b. a negative ROI associated with many of their training initiatives c. lack of an integrated corporate-wide strategic training process d. a few vendors controlling the majority of training programs, leading to complacency and a general lack of creativity in training delivery 28. Chapter 14-028 Which of the following HR functions would you NOT classify as strategic in nature? a. managing and leading organizational change *b. designing and delivering training initiatives c. managing organizational knowledge-sharing initiatives d. designing organizational succession-planning initiatives 29. Chapter 14-029 The modern training and development professional may need to “wear many hats.― Which of the following is potentially NOT an additional role played by training professionals? *a. knowledge custodian b. change management c. managing organizational knowledge

d. talent management 30. Chapter 14-030 The Association for Talent Development has created a competency model anchored by six foundational competencies.

Which of the following is NOT included as a foundational competency? a. business skills b. personal skills *c. training skills d. technology skills 31. Chapter 14-031 The Association for Talent and Development (ATD) includes ten training and development areas of specific expertise in its competencies framework. Under which of the following would calculating the return on investment of a training program be included? a. coaching b. managing learning programs c. instructional design *d. evaluating learning impact 32. Chapter 14-032 Which of the following is NOT a foundational competency in the ATD competency model framework? a. industry knowledge b. interpersonal skills *c. management skills d. personal skills 33. Chapter 14-033 A particular company is experiencing significant enterprise-level transformation. Simply put, the marketplace is evolving and the enterprise needs to adapt.

Which area of expertise in the ATD competency model would include dealing with this challenge? a. instructional design *b. change management

c. knowledge management d. performance improvement 34. Chapter 14-034 Which of the following areas of skill is NOT found in the “expertise― level of the ATD competency model? a. change management b. knowledge management c. performance improvement *d. business acumen 35. Chapter 14-035 The Institute for Performance and Learning has developed a set of competencies for learning professionals. How many competencies are included in the model? a. five b. six *c. seven d. eight 36. Chapter 14-036 Which of the following is included in the Institute for Performance and Learning competency framework introduced in the textbook? a. performance improvement b. knowledge management c. managing learning programs *d. designing curricula 37. Chapter 14-037 Which of the following best describes the strategic role of a training and development professional? a. ensures training is provided at the lowest cost possible b. ensures training is available to everyone in an organization c. ensures training is evaluated *d. ensures business results are attained

38. Chapter 14-038 What competency is at the centre of the Institute for Performance and Learning competency wheel? a. evaluating learning b. designing learning experiences *c. partnering with clients d. facilitating learning 39. Chapter 14-039 What trainee characteristic is least likely to be strengthened when making training and development programs effective? a. self-efficacy *b. cognitive ability c. training motivation d. motivation to transfer 40. Chapter 14-040 Which of the following factors are important at the group level? a. vision and leadership b. group structure and reporting relationships *c. level of complexity and task interdependence d. a system in place to reward individuals for learning and applying newly found skills/knowledge 41. Chapter 14-041 Which of the following best captures the spirit of Learning 2.0? a. training and development services are provided by external sources b. exclusive usage of e-learning approaches c. a philosophy focused on disciplined learning program evaluation *d. trainee-initiated and collaborative 42. Chapter 14-042 Which of the following variables did NOT provide the catalyst for the introduction of Learning 2.0?

a. the nature of work *b. static environment c. the need to collaborate d. Demographics 43. Chapter 14-043 You have just joined an organization that wants to create interactive learning environments in which training participants learn from instructors, participants learn from each other, and the instructor learns from participants. What is this called? a. generative learning b. interactive learning c. social learning *d. social constructivism 44. Chapter 14-044 According to the evolution of learning model shown in the text, what type of training was evident in the period 2000â€"2005? *a. classroom (instructor-led) and e-learning b. e-learning and blended learning c. classroom (instructor-led) d. e-learning 45. Chapter 14-045 What is technology and web-based instruction especially well suited for when it comes to training and development? a. self-directed learning *b. fostering interactive learning environments c. blended learning d. instructor-led learning 46. Chapter 14-046 A multilevel systems model of organizational learning assumes learning occurs at three distinct yet interconnected levels. Which of the following is NOT one of those levels? *a. human capital level

b. organizational level c. group level d. individual level 47. Chapter 14-047 The textbook identifies several important factors that influence learning at the group level. What would you consider to be the most important of these factors influencing group-level learning? a. simplicity of tasks *b. culture and norms c. individual reward practices d. levels of informal and formal learning 48. Chapter 14-048 Which of the following conclusions about a multilevel systems model of organization learning is supported by the content in the textbook? *a. Learning is a dynamic process that involves three levels that are interconnected. b. Values and norms play no role in this process. c. Learning and sharing processes in organizations are not material to creating organizational learning. d. Levels of learning are influenced by financial resources in organizations.

49. Chapter 14-049 Which learning level is considered a starting point for organizational learning? a. group learning b. formal learning c. divisional learning *d. individual learning 50. Chapter 14-050 Which statement best describes the insights offered by a multilevel systems model of organizational learning? a. Group learning is the most critical variable given its central role.

b. Group learning is a necessary and sufficient condition for the organization to learn. c. If individuals learn, then the organization must also learn. *d. Organizational learning can take place only if the group and individuals learn.