STRATEGIC TRAINING AND DEVELOPMENT 1ST EDITION BY ROBYN BERKLEY, DAVID KAPLAN TEST BANK

TEST BANK

STRATEGIC TRAINING AND DEVELOPMENT 1ST EDITION BY ROBYN BERKLEY, DAVID KAPLAN TEST BANK Chapter 1: Training and Development Strategy Test Bank Multiple Choice 1. Information detailing job analyses and job descriptions is found in which internal environment dimension?

A. organization B. task C. people D. social Ans: B Learning Objective: 1-3: Critique internal environment elements for training and development needs and readiness.

Cognitive Domain: Knowledge Answer Location: Task Difficulty Level: Easy 2. Information detailing surveys, education, benefits, and career development is found in which internal environment dimension?

A. social B. organization C. task D. people Ans: D Learning Objective: 1-3: Critique internal environment elements for training and development needs and readiness.

Cognitive Domain: Knowledge Answer Location: People Difficulty Level: Easy 3. Information detailing policies, procedures, and structure alignment are part of which internal environment dimension?

A. social B. organization C. people D. task Ans: B Learning Objective: 1-3: Critique internal environment elements for training and

development needs and readiness.

Cognitive Domain: Knowledge Answer Location: Organization Difficulty Level: Easy

4. Information detailing general company climate, ethical culture, and values are part of which internal environment dimension?

A. social B. organization C. people D. task Ans: A Learning Objective: 1-3: Critique internal environment elements for training and development needs and readiness.

Cognitive Domain: Knowledge Answer Location: Social Difficulty Level: Easy 5. Organizations interested in developing high-potential employees often use onboarding, mentoring, and individual coaching to support employees. These activities are part of which internal environment dimension?

A. task B. people C. social D. organization Ans: C Learning Objective: 1-3: Critique internal environment elements for training and development needs and readiness.

Cognitive Domain: Application Answer Location: Social Difficulty Level: Medium 6. Due to potential legal liability risks organizations often provide training addressing behavior.

A. leadership B. managerial C. ethical D. executive Ans: C Learning Objective: 1-3: Critique internal environment elements for training and development needs and readiness.

Cognitive Domain: Knowledge Answer Location: Social Difficulty Level: Easy 7. Information detailing motivation and KSAs are part of which internal environment dimension?

A. social B. task C. organization

D. people Ans: D Learning Objective: 1-3: Critique internal environment elements for training and development needs and readiness.

Cognitive Domain: Knowledge Answer Location: People Difficulty Level: Easy 8. The HR activity of staffing is associated with which of the following training and development concerns?

A. train employees based on performance identified gaps B. prepare employees for internal hiring opportunities C. design training programs using performance incentives D. determine training needs given KSAs identified during job analysis Ans: B Learning Objective: 1-4: Illustrate the interrelatedness of training and development activities with other human resource functions.

Cognitive Domain: Knowledge Answer Location: HR Infrastructure Difficulty Level: Easy 9. Training and development starts with which HR activity?

A. performance appraisal B. compensation C. staffing D. job analysis Ans: D Learning Objective: 1-4: Illustrate the interrelatedness of training and development activities with other human resource functions.

Cognitive Domain: Knowledge Answer Location: Job Analysis Difficulty Level: Easy 10. Succession planning is considered to be part of which staffing concern?

A. staffing levels B. staffing quality C. staffing sources D. staffing needs Ans: A Learning Objective: 1-4: Illustrate the interrelatedness of training and development activities with other human resource functions.

Cognitive Domain: Knowledge Answer Location: Staffing Difficulty Level: Easy

11. Southwest’s emphasis on hiring for the best person–organization match is an example of which staffing concern?

A. staffing quality B. staffing level C. staffing resources D. staffing performance Ans: A Learning Objective: 1-4: Illustrate the interrelatedness of training and development activities with other human resource functions.

Cognitive Domain: Knowledge Answer Location: Staffing Difficulty Level: Easy 12. The staffing strategy to hire for an acceptable workforce quality, would be used by which of the following companies?

A. Google B. IBM C. Walmart D. Apple Ans: D Learning Objective: 1-4: Illustrate the interrelatedness of training and development activities with other human resource functions.

Cognitive Domain: Application Answer Location: Staffing Difficulty Level: Medium 13. In order to identify the gap between actual and desired employee outcomes a must be completed first.

A. quality check B. succession plan C. skills inventory D. performance appraisal Ans: D Learning Objective: 1-4: Illustrate the interrelatedness of training and development activities with other human resource functions.

Cognitive Domain: Knowledge Answer Location: Performance Appraisal Difficulty Level: Easy 14. A skill inventory database would best be managed using a(n) A. CBT B. PFP C. HRIS D. KSA Ans: C

.

Learning Objective: 1-4: Illustrate the interrelatedness of training and development activities with other human resource functions.

Cognitive Domain: Knowledge Answer Location: Human Resource Information Systems Difficulty Level: Easy 15. The differentiation strategy would utilize which training and development activity?

A. develop managers in a “cost-conscious” culture B. focus on career development rather than growth opportunities C. institute development program for employee advancement and high-potential employees D. retrain workers when there are reductions in force Ans: C Learning Objective: 1-5: Appraise a company training and development strategy for strategy alignment and contextual relevance.

Cognitive Domain: Knowledge Answer Location: Corporate Strategy Theories Difficulty Level: Easy 16. The defender strategy would utilize which training and development activity?

A. Develop managers in a “cost-conscious” culture B. Focus on career development rather than growth opportunities C. Institute development program for employee advancement and high-potential employees D. Retrain workers when there are reductions in force Ans: A Learning Objective: 1-5: Appraise a company training and development strategy for strategy alignment and contextual relevance.

Cognitive Domain: Knowledge Answer Location: Corporate Strategy Theories Difficulty Level: Easy 17. The analyzer strategy would utilize which training and development activity?

A. develop managers in a “cost-conscious” culture B. focus on career development rather than growth opportunities C. institute development program for employee advancement and high-potential employees D. retrain workers when there are reductions in force Ans: B Learning Objective: 1-5: Appraise a company training and development strategy for strategy alignment and contextual relevance.

Cognitive Domain: Knowledge Answer Location: Corporate Strategy Theories Difficulty Level: Easy 18. The reactor strategy would utilize which training and development activity?

A. develop managers in a “cost-conscious” culture B. focus on career development rather than growth opportunities C. institute development program for employee advancement and high-potential employees D. retrain workers when there are reductions in force Ans: D Learning Objective: 1-5: Appraise a company training and development strategy for strategy alignment and contextual relevance.

Cognitive Domain: Knowledge Answer Location: Corporate Strategy Theories Difficulty Level: Easy 19. The cost leadership strategy would utilize which training and development activity?

A. train for job-specific skills and cost efficiency B. focus on career development rather than growth opportunities C. institute development program for employee advancement and high-potential employees D. retrain workers when there are reductions in force Ans: A Learning Objective: 1-5: Appraise a company training and development strategy for strategy alignment and contextual relevance.

Cognitive Domain: Knowledge Answer Location: Corporate Strategy Theories Difficulty Level: Easy 20. According to the text, Apple Inc. uses which strategy typology?

A. reactor B. cost leadership C. differentiation D. analyzer Ans: C Learning Objective: 1-5: Appraise a company training and development strategy for strategy alignment and contextual relevance.

Cognitive Domain: Knowledge Answer Location: Differentiation and Prospector Strategy Difficulty Level: Easy 21. According to the text Walmart uses which strategy typology?

A. reactor B. cost leadership C. differentiation D. analyzer Ans: B Learning Objective: 1-5: Appraise a company training and development strategy for strategy alignment and contextual relevance.

Cognitive Domain: Knowledge

Answer Location: Cost leadership and Defender Strategy Difficulty Level: Easy 22. According to the text, Procter & Gamble uses which strategy typology?

A. reactor B. cost leadership C. differentiation D. analyzer Ans: D Learning Objective: 1-5: Appraise a company training and development strategy for strategy alignment and contextual relevance.

Cognitive Domain: Knowledge Answer Location: Analyzer Strategy Difficulty Level: Easy 23. According to the text, which strategy utilizes the most diverse training and development activities?

A. prospector B. analyzer C. cost leadership D. reactor Ans: B Learning Objective: 1-5: Appraise a company training and development strategy for strategy alignment and contextual relevance.

Cognitive Domain: Knowledge Answer Location: Analyzer Strategy Difficulty Level: Easy 24. Which company uses a “build from within” strategy to train, develop, and retrain employees over their entire career as a way of meeting its strategic goals?

A. Google B. Walmart C. Apple D. Procter & Gamble Ans: D Learning Objective: 1-5: Appraise a company training and development strategy for strategy alignment and contextual relevance.

Cognitive Domain: Knowledge Answer Location: Analyzer Strategy Difficulty Level: Easy 25. The external environment is made up of several factors. Organizations implementing training and development competencies such as openness to new experiences, workforce diversity, and adaptability are attempting to address which external factor?

A. political–legal

B. sociocultural C. technological D. economic Ans: B Learning Objective: 1-2: Assess the external environment for training and development opportunities and challenges.

Cognitive Domain: Application Answer Location: Sociocultural Environment Difficulty Level: Medium 26. The external environment is made up of several factors. Some organizations chose to respond to this external factor by outsourcing training and development opportunities, creating partnerships with community colleges, and utilizing apprenticeships. Select the correct answer.

A. political–legal B. sociocultural C. technological D. economic Ans: A Learning Objective: 1-2: Assess the external environment for training and development opportunities and challenges.

Cognitive Domain: Application Answer Location: Political–Legal Environment Difficulty Level: Medium Matching Match the training and development activities for the following strategy typologies.

A. differentiation B. reactor C. analyzer D. cost leadership 1. Institute development program for employee advancement and high-potential employees.

Ans: A 2. Train for job-specific skills and cost efficiency.

Ans: D 3. Train employees around company core competencies.

Ans: C 4. Outplacement services.

Ans: B

Learning Objective: 1-5: Appraise a company training and development strategy for strategy alignment and contextual relevance.

Cognitive Domain: Application Answer Location: Corporate Strategy Theories Difficulty Level: Medium Essay 1. Illustrate the interrelatedness of HR training and development functions in a unionized environment using the gainsharing example described in Chapter 1. Include the definition of gainsharing. Clearly describe the link between training and development activities and organizational success.

Ans: Gainsharing is a system of management used by a business to increase profitability by motivating employees to improve their performance through involvement and participation. Ideally, T&D should be embedded in a gainsharing program.

Gainsharing works as employees have ownership over their work output and organizational success.

Learning Objective: 1-4: Illustrate the interrelatedness of training and development activities with other human resource functions.

Cognitive Domain: Application Answer Location: HR Infrastructure Difficulty Level: Medium 2. In order to determine appropriate strategy-training and development alignment, Impact International recommends companies address four important questions. List the four questions. For each question provide a short paragraph summarizing the key strategy-training and development alignment concern(s) as discussed in the text.

Ans: 1.

How can you garner support/sponsorship from senior management so that learning and development is regarded as being key to driving the business strategy?

2.

How do you ensure that the learning and development you are delivering is in alignment with the business strategy?

3.

What methodologies can you leverage in your learning and development that will make the company’s strategies run through them?

4.

How do you involve line managers’ pre/postlearning and development delivery in linking program content to the business strategy?

Learning Objective: 1-5: Appraise a company training and development strategy for strategy alignment and contextual relevance.

Cognitive Domain: Application Answer Location: Aligning Company and Training Strategies Difficulty Level: Hard 3. All organizations operate in an external environment. List the strategic options based on economic conditions. Detail the training and development activities for each option.

Ans: Growth--keep employees up to speed on skills needed to meet rapid growth and provide development; promotion opportunities needs.

Stabilization--train on efficiency and cost containment; provide customized career planning to keep employees engaged.

Retrenchment--cross-train employees for maximum staffing flexibility; offer OD activities to support employees through organizational changes.

Learning Objective: 1-2: Assess the external environment for training and development opportunities and challenges.

Cognitive Domain: Application Answer Location: Economic Environment Difficulty Level: Medium 4. The Association for Talent Development (ATD) developed a code of ethics for training and development professionals. List six of these ethical expectations.

Ans: Varies. Six of the following should be listed: • recognize the rights and dignities of each individual to develop human potential; • provide my employer, clients, and learners with the highest level of quality education, training, and development; • comply with all copyright laws and the laws and regulations governing my position; • keep informed of pertinent knowledge and competence in the workplace learning and talent development field; • maintain confidentiality and integrity in the practice of my profession, support my peers, and avoid conduct which impedes their practicing their profession; • conduct myself in an ethical and honest manner; • improve the public understanding of workplace learning and talent development; • fairly and accurately represent my professional credentials, qualifications, experience, and ability; and • contribute to the continuing growth of the profession.

Learning Objective: 1-6: Recall the ethical code for training and development professionals.

Cognitive Domain: Knowledge Answer Location: Ethics and Training Strategy Difficulty Level: Easy 5. According to the text, in 2015, the Association for Talent Development (ATD) completed a study exploring the topic of global training. ATD released four notable issues. List and describe each issue.

Ans: First, the number of annual learning hours for employees was relatively stable across regions (no statistically significant difference across regions), averaging 34.4 hr annually. Second, there was agreement between all regions that the most important trend in talent management is ensuring there is a strategic link between learning, and employee and organizational performance. Third, respondents in all regions agreed that building a culture that supports learning, training, and development was the most important challenge facing the talent development industry. Lastly, although training content varied across regions depending on regional, local, and organizational needs, managerial and interpersonal skills were seen as important regardless of regional and local needs.

Learning Objective: 1-7: Recognize the importance of economic conditions for global training and development activities.

Cognitive Domain: Knowledge Answer Location: Global Issues in Training Strategy Difficulty Level: Medium

Chapter 2: Legal Issues in Training and Development Test Bank Multiple Choice 1. From a legal perspective, training and development activities are generally undertaken to .

A. satisfy state and local regulations B. define independent contractor liabilities C. teach managers how to avoid common legal mistakes D. lower the organization’s liability related to employee actions Ans: D Learning Objective: 2-6: Assess whether training has increased or decreased an organization’s potential liability.

Cognitive Domain: Analysis Answer Location: Introduction Difficulty Level: Medium 2. If found guilty of discrimination in a hiring decision an organization is likely to experience which type of injury?

A. physical B. economic C. emotional D. psychological Ans: B Learning Objective: 2-6: Assess whether training has increased or decreased an organization’s potential liability.

Cognitive Domain: Analysis Answer Location: Introduction Difficulty Level: Medium 3. Due to poorly maintained workplace safety equipment an employee is exposed to excessive concentrations of a harmful substance. In terms of the organization, this situation .

A. decreases the risk of liability B. has no change on liability risk C. increases the risk of liability D. is not the company’s fault Ans: C Learning Objective: 2-6: Assess whether training has increased or decreased an organization’s potential liability.

Cognitive Domain: Analysis Answer Location: Introduction

Difficulty Level: Medium 4. For organizations, legal jurisdiction is determined by .

A. size and geography B. industry regulations and geography C. number of employees and industry regulations D. state and federal regulations Ans: A Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Comprehension Answer Location: Jurisdiction and Ethics Difficulty Level: Medium 5. The Civil Rights Act applies to organizations with at least employees.

A. 12 B. 15 C. 25 D. 50 Ans: B Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Knowledge Answer Location: Equal Employment Opportunity Difficulty Level: Easy 6. Despite not being legally obligated to avoid some discriminatory behaviors, many smaller organizations chose to act ethically because .

A. it is the right thing to do B. they have no choice C. it’s easier D. they fear being sued Ans: A Learning Objective: 2-4: Discuss how ethics influences behavior.

Cognitive Domain: Comprehension Answer Location: Equal Employment Opportunity Difficulty Level: Medium 7. Discriminatory behaviors can reduce organizational profitability through A. decreased turnover B. negative reputation C. engaged employees D. increased productivity Ans: B Learning Objective: 2-4: Discuss how ethics influences behavior.

Cognitive Domain: Comprehension Answer Location: Equal Employment Opportunity

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Difficulty Level: Medium 8. Which law is summarized by the following statement: Employers have a general duty to maintain a safe workplace.

A. Occupational Safety and Health Act B. Civil Rights Act C. Uniformed Services Employment and Reemployment Rights Act D. Americans with Disabilities Act Ans: A Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Knowledge Answer Location: Equal Employment Opportunity Difficulty Level: Easy 9. Which law covers reinstatement following active duty?

A. Americans with Disabilities Act B. Civil Rights Act C. Pregnancy Discrimination Act D. Uniformed Services Employment and Reemployment Rights Act Ans: D Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Knowledge Answer Location: Equal Employment Opportunity Difficulty Level: Easy 10. Which law centers around the organization’s need to implement reasonable accommodations?

A. Pregnancy Discrimination Act B. Age Discrimination in Employment Act C. Civil Rights Act D. Americans with Disabilities Act Ans: D Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Knowledge Answer Location: Equal Employment Opportunity Difficulty Level: Easy 11. Which law applies to all employers regardless of size?

A. Age Discrimination in Employment Act B. Act Pregnancy Discrimination Act C. Uniformed Services Employment and Reemployment Rights Act D. Civil Rights Act Ans: C Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Knowledge

Answer Location: Equal Employment Opportunity Difficulty Level: Easy 12. Which law applies to employers with at least 20 employees?

A. Age Discrimination in Employment Act B. Act Pregnancy Discrimination Act C. Uniformed Services Employment and Reemployment Rights Act D. Civil Rights Act Ans: A Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Knowledge Answer Location: Equal Employment Opportunity Difficulty Level: Easy 13. Age Discrimination in Employment Act (ADEA) protects workers who are at least years old.

A. 30 B. 40 C. 50 D. 62 Ans: B Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Knowledge Answer Location: Equal Employment Opportunity Difficulty Level: Easy 14. Which of the major federal laws covered in the text was enacted during the 1970s, focusing on the treatment of a class of women in the workplace?

A. Pregnancy Discrimination Act B. Age Discrimination in Employment Act C. Occupational Safety and Health Act D. Americans with Disabilities Act Ans: A Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Knowledge Answer Location: Equal Employment Opportunity Difficulty Level: Easy 15. Flow statistics illustrate .

A. the rate of employee turnover B. the rate of applications to hire C. the selection rate between protected classes D. the utilization rate between formal and informal training Ans: C Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Knowledge Answer Location: Adverse Impact Difficulty Level: Easy 16. The HR department in a large hospital is concerned because a recent statistical analysis demonstrated that 90% of the eligible female nurses and 10% of the eligible male nurses volunteered to complete training, they qualified for. The HR department used what kind of calculation to make this determination?

A. stock B. concentration C. flow D. 4/5ths rule Ans: A Learning Objective: 2-2: Differentiate between types of discriminatory actions.

Cognitive Domain: Application Answer Location: Adverse Impact Difficulty Level: Medium Essay 1. Training and development often benefits employees obeying the traditional KSAs associated with their primary job. List at least four non-KSA benefits employees often receive.

Ans: Improved career opportunities; increased value to the organization; eligible for more desirable work assignments; promotions; and raises Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Comprehension Answer Location: Civil Rights Act Difficulty Level: Medium 2. In terms of the Civil Rights Act, explain the meaning of the following statement “all categorizations within a protected class are equally protected.” Be specific about which classes are covered.

Ans: Another thing to keep in mind with the Civil Rights Act is that all categorizations within a protected class are equally protected. For example, while women are protected on the basis of sex, so are men. Similarly, someone who is Caucasian is just as covered by the category of race as those who are Asian, African American, Multiracial, and so forth. This in no way is meant to diminish the long history of discrimination against women, people of color, and others who were the inspiration of the Civil Rights Act, but is simply a statement of the broad coverage of the legislation.

Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Application Answer Location: Civil Rights Act Difficulty Level: Hard

3. List and describe the three ways an organization can act in violation of the Civil Rights Act. Ans: The three ways that organizations be found to be acting in violation of the Civil Rights Act. In each case, the name is descriptive of the type of discrimination that is occurring, and they are treatment, impact, and retaliation. Treatment is the most direct of the three violation types, with a specific decision or behavior having an immediate and/or visible outcome. Impact cases are the results of indirect or inadvertent discrimination, meaning that a decision or policy isn’t meant to, or visibly, be discriminatory but the outcome still is discriminatory. Finally, retaliation cases represent a negative organizational response to a charge of discrimination.

Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Application Answer Location: Civil Rights Act Difficulty Level: Hard 4. Explain the difference between adverse treatment and adverse impact.

Ans: As its names implies, adverse treatment occurs when employers treat their employees differently. Furthermore, this differential treatment is the result of some protected class status and results in a negative outcome for the person making the charge of discrimination. Of the types of discriminatory behavior that are discussed in this chapter, it is the most immediate, direct, and visible form. Because of its overt nature, adverse treatment is typically considered to be intentional.

Adverse Impact: Adverse impact is discrimination that occurs as a by-product of some seemingly neutral factor or policy. One implication of this is that adverse impact does not require animus or intentionality on the part of the organization. Common reasons that people get sent to training is because of how their performance is rated. This can be either positive, in that they qualified for advanced training, or negative, in that the employee’s performance requires some level of remedial training. Typical ways of assessing employee performance, and by extension eligibility/need for training, is through regular employee appraisals and aptitude tests.

Learning Objective: 2-1: Identify the key provisions of antidiscrimination legislation.

Cognitive Domain: Application Answer Location: Adverse treatment | Adverse Impact Difficulty Level: Hard 5. Define disability. Be sure to list and describe all required components.

Ans: “In general. Disability means, with respect to an individual: (i) A physical or mental impairment that substantially limits one or more of the major life activities of such individual; (ii) A record of such an impairment; or (iii) Being regarded as having such an impairment.”

It should also be noted that when the ADA was amended in 2008, it was motivated by the need to broaden who was considered disabled (which had been narrowed by court decisions). However, in addition to being disabled, a person needs to also be qualified.

Someone is considered qualified if she or he has the “requisite skills, experience, [or] education.”

Learning Objective: 2-3: Assess whether an organization is guilty of discriminating.

Cognitive Domain: Application Answer Location: Americans With Disabilities Act (ADA) Difficulty Level: Medium

6. List and describe the basic tenants associated with a successful Affirmative Action plan.

Ans: There are a few basic tenets that should be kept in mind that will help organizations address the need for affirmative action without inadvertently causing harm to another protected class. First, affirmative action plans should address a recognized need. If an organization already has a healthy (i.e., representative) level of diversity and does not have a history of discrimination then there is not a need for affirmative action.

Second, while affirmative action plans need to include goals, quotas are illegal. This means that while organizations need to engage in a good faith effort to hire and promote individuals from underrepresented groups, they should not hire or promote someone just because that person checks specific demographic boxes. Third, organizations need to periodically assess and review their affirmative action plans and progress to determine if any changes are warranted.

Learning Objective: 2-3: Assess whether an organization is guilty of discriminating.

Cognitive Domain: Comprehension Answer Location: Affirmative Action Difficulty Level: Medium 7. Explain the difference between the two types of affirmative defense. Include the nontraining components.

Ans: While providing training is important to reduce the potential for injury or damages, nothing is absolute. This unfortunately includes the case of employee harassment.

Harassment generally falls into one of two categories. First, there is the creation of a hostile environment. Hostile environments are created when an individual or a group of employees says things or takes actions, involving a protected class status (e.g., race or sex), that cause other(s) to feel intimidated or abused in a way that interferes with their ability to properly function within the workplace. Examples of this include racial slurs and sexist comments. Second, there is quid pro quo harassment. This type of sexual harassment involves the exchange of some tangible employment outcome for a sexual favor.

Learning Objective: 2-2: Differentiate between types of discriminatory actions.

Cognitive Domain: Comprehension Answer Location: Affirmative Defense Difficulty Level: Medium

Chapter 3: Needs Analysis Test Bank Multiple Choice 1. An organization is considering if starting a new training and development initiative is the right thing to do. Before committing resources to the initiative a task force is created to reflect on the organization’s general strategic approach to operations. This is an example of the .

A. exo or network level needs analysis B. meso or middle level needs analysis C. macro- or organizational-level needs analysis D. micro- or person-level needs analysis Ans: C Learning Objective: 3-2: Differentiate between the levels at which a needs analysis can be conducted.

Cognitive Domain: Comprehension Answer Location: Job Level Difficulty Level: Medium 2. An organization is considering if starting a new training and development initiative is the right thing to do. Before committing resources to the initiative a task force is created to reflect on the general employee readiness and motivation. This is an example of the .

A. exo- or network-level needs analysis B. meso- or job-level needs analysis C. macro- or organizational-level needs analysis D. micro- or person-level needs analysis Ans: D Learning Objective: 3-2: Differentiate between the levels at which a needs analysis can be conducted.

Cognitive Domain: Comprehension Answer Location: Job Level Difficulty Level: Medium 3. An organization is considering if starting a new training and development initiative is the right thing to do. Before committing resources to the initiative a task force is created to reflect on the organization’s need to introduce a new manufacturing process to a large division. This is an example of the .

A. exo- or network-level needs analysis B. meso- or job-level needs analysis C. macro- or organizational-level needs analysis D. micro- or person-level needs analysis

Ans: B Learning Objective: 3-2: Differentiate between the levels at which a needs analysis can be conducted.

Cognitive Domain: Comprehension Answer Location: Job Level Difficulty Level: Medium 4. The human resources department recently noted how planned organization-level changes were going to result in changes to some specific job requirements in the future.

In this example human resources is concerned with .

A. exo- or network-level needs analysis B. meso- or job-level needs analysis C. macro- or organizational-level needs analysis D. micro- or person-level needs analysis Ans: B Learning Objective: 3-2: Differentiate between the levels at which a needs analysis can be conducted.

Cognitive Domain: Comprehension Answer Location: Job Level Difficulty Level: Medium 5. The human resources department was working to fill internal positions by transferring some existing employees to a newly opened manufacturing line. In this example human resources is concerned with .

A. exo- or network-level needs analysis B. meso- or job-level needs analysis C. macro- or organizational-level needs analysis D. micro- or person-level needs analysis Ans: D Learning Objective: 3-2: Differentiate between the levels at which a needs analysis can be conducted.

Cognitive Domain: Comprehension Answer Location: Job Level Difficulty Level: Medium 6. The human resources department was performing a training and development policy audit to determine, among other things, appropriate fit to mission and correct facilitation of learning transfer. In this example human resources is concerned with .

A. exo- or network-level needs analysis B. meso- or job-level needs analysis C. macro- or organizational-level needs analysis D. micro- or person-level needs analysis Ans: C Learning Objective: 3-2: Differentiate between the levels at which a needs analysis can be conducted.

Cognitive Domain: Comprehension

Answer Location: Job Level Difficulty Level: Medium 7. In performing a training SWOT an organization identified excessive material waste in a recently opened production line. This situation was identified as a(n) .

A. threat B. strength C. opportunity D. weakness Ans: D Learning Objective: 3-1: Explain how a needs assessment promotes effective organizational training.

Cognitive Domain: Comprehension Answer Location: Weaknesses Difficulty Level: Medium 8. An organization decided to invest resources in a newly identified competitive advantage. Which area of the training SWOT focuses primarily on this type of concern?

A. threats B. strengths C. opportunities D. weaknesses Ans: C Learning Objective: 3-1: Explain how a needs assessment promotes effective organizational training.

Cognitive Domain: Application Answer Location: Opportunities Difficulty Level: Hard 9. A new state law addressing improved worker safety was recently enacted. The law requires all employees to complete a 40-hr training program and pass a comprehensive exam within the next 6 months. Which one of the SWOT areas will be emphasized to develop an organizational response to this issue?

A. threats B. strengths C. opportunities D. weaknesses Ans: A Learning Objective: 3-1: Explain how a needs assessment promotes effective organizational training.

Cognitive Domain: Application Answer Location: Threats Difficulty Level: Medium 10. Completing a job-level needs analysis is essential when planning a training and development initiative. Key to planning this task is .

A. database of KSAs B. job description C. HRIS D. competencies list Ans: B Learning Objective: 3-4: Develop a plan to conduct a job-level needs analysis.

Cognitive Domain: Application Answer Location: Job Level Difficulty Level: Medium 11. Which method would provide competency-specific information during a job-level needs analysis?

A. job log B. critical incident C. interview D. focus group Ans: B Learning Objective: 3-4: Develop a plan to conduct a job-level needs analysis.

Cognitive Domain: Comprehension Answer Location: Task-Based or Competency-Based Difficulty Level: Easy 12. Which method provides both task and foundational level information during a joblevel needs analysis?

A. critical incident B. questionnaire C. job log D. interview Ans: C Learning Objective: 3-4: Develop a plan to conduct a job-level needs analysis.

Cognitive Domain: Knowledge Answer Location: Task-Based or Competency-Based Difficulty Level: Easy 13. Which method of conducting a job-level needs analysis offers the advantage of crowd sourcing for job-level information?

A. interviews B. focus group C. observation D. critical incident Ans: B Learning Objective: 3-4: Develop a plan to conduct a job-level needs analysis.

Cognitive Domain: Knowledge Answer Location: Task-Based or Competency-Based Difficulty Level: Easy

14. Which method of conducting a job-level needs analysis offers the advantage of easily engaging large numbers of respondents for job-level information?

A. archival B. observation C. focus group D. questionnaire Ans: D Learning Objective: 3-4: Develop a plan to conduct a job-level needs analysis.

Cognitive Domain: Knowledge Answer Location: Task-Based or Competency-Based Difficulty Level: Easy 15. Which aspect of O*NET makes it necessary to use additional sources of job analysis information?

A. is an archival source B. provides generic job details C. has an extensive list of job descriptions D. maintained by the Department of Labor Ans: B Learning Objective: 3-4: Develop a plan to conduct a job-level needs analysis.

Cognitive Domain: Knowledge Answer Location: Archival Difficulty Level: Easy 16. Which method of job-level needs analysis is dynamic in nature, providing improved quality and depth of analysis information?

A. questionnaire B. archival C. job log D. interview Ans: D Learning Objective: 3-4: Develop a plan to conduct a job-level needs analysis.

Cognitive Domain: Knowledge Answer Location: Interview Difficulty Level: Medium 17. Job inflation occurs when .

A. subject matter experts get involved in the job-level analysis B. employees attempt to get buy-in from their managers C. employees assume/report responsibilities not in their job description D. the questionnaire is poorly designed Ans: C Learning Objective: 3-4: Develop a plan to conduct a job-level needs analysis.

Cognitive Domain: Knowledge Answer Location: Sources Difficulty Level: Medium

18. When trainers are concerned about an employee’s trainability they are focusing on which level of job analysis?

A. exo- or network-level needs analysis B. meso- or job-level needs analysis C. macro- or organizational-level needs analysis D. micro- or person-level needs analysis Ans: D Learning Objective: 3-4: Develop a plan to conduct a job-level needs analysis.

Cognitive Domain: Application Answer Location: Person Level Difficulty Level: Medium 19. The following are used for which level of job analysis: placement tests, performance evaluations, skills inventory?

A. exo- or network-level needs analysis B. meso- or job-level needs analysis C. macro- or organizational-level needs analysis D. micro- or person-level needs analysis Ans: D Learning Objective: 3-4: Develop a plan to conduct a job-level needs analysis.

Cognitive Domain: Application Answer Location: Person Level Difficulty Level: Medium 20. An employee volunteers for management training hoping someday for a promotion to a supervisor position. This is an example of which type of motivation theory?

A. ERG B. process C. equity D. needs Ans: B Learning Objective: 3-6: Differentiate between needs and process theories of motivation.

Cognitive Domain: Knowledge Answer Location: Motivation Theories Difficulty Level: Easy 21. A steel mill has a long history of employee injuries. These serious health violations resulted in high monetary fines. Employees at this mill are likely very concerned about which need?

A. social B. safety C. physiological D. self-actualization Ans: B

Learning Objective: 3-6: Differentiate between needs and process theories of motivation. Cognitive Domain: Application Answer Location: Pyramid Difficulty Level: Medium 22. Training and development opportunities which result in recognition and status changes for employees address which motivation?

A. esteem B. self-actualization C. social D. equity Ans: A Learning Objective: 3-6: Differentiate between needs and process theories of motivation.

Cognitive Domain: Comprehension Answer Location: Pyramid Difficulty Level: Medium 23. When an employee volunteers for training and development because they simply desire to ‘be a better person’ we say they are addressing the need.

A. esteem B. self-actualization C. social D. equity Ans: B Learning Objective: 3-6: Differentiate between needs and process theories of motivation.

Cognitive Domain: Comprehension Answer Location: Pyramid Difficulty Level: Medium 24. Existence, from ERG, maps to which of Maslow’s needs?

A. esteem B. safety C. relatedness D. self-actualization Ans: B Learning Objective: 3-6: Differentiate between needs and process theories of motivation.

Cognitive Domain: Comprehension Answer Location: ERG Difficulty Level: Medium 25. Social, from the Pyramid needs theory, maps to which ERG need?

A. esteem B. safety

C. relatedness D. self-actualization Ans: C Learning Objective: 3-6: Differentiate between needs and process theories of motivation.

Cognitive Domain: Comprehension Answer Location: ERG Difficulty Level: Medium 26. The need to control others is considered part of which needs theory?

A. pyramid B. ERG C. expectancy D. acquired Ans: D Learning Objective: 3-6: Differentiate between needs and process theories of motivation.

Cognitive Domain: Comprehension Answer Location: Acquired Needs Difficulty Level: Medium 27. In Vroom’s expectancy theory, motivation generally equates to .

A. E B. Σ C. F D. V Ans: C Learning Objective: 3-6: Differentiate between needs and process theories of motivation.

Cognitive Domain: Comprehension Answer Location: Expectancy Theory Difficulty Level: Medium 28. Vroom accounts for the relationship between outcome and performance through .

A. instrumentality B. motivation C. valence D. force Ans: A Learning Objective: 3-6: Differentiate between needs and process theories of motivation.

Cognitive Domain: Comprehension Answer Location: Expectancy Theory Difficulty Level: Medium

29. According to Vroom, the extent to which an employee cares about the outcome is called .

A. instrumentality B. motivation C. valence D. force Ans: C Learning Objective: 3-6: Differentiate between needs and process theories of motivation.

Cognitive Domain: Comprehension Answer Location: Expectancy Theory Difficulty Level: Medium 30. According to equity theory, positive inequity would result in which action?

A. decrease in contributions B. no change in contributions C. Increase in contributions D. change referent(s) Ans: C Learning Objective: 3-6: Differentiate between needs and process theories of motivation.

Cognitive Domain: Knowledge Answer Location: Equity Difficulty Level: Easy 31. An employee with 12 years experience in an organization learns a new college graduate was just hired into the same job but with a starting salary higher than the experienced employee currently makes. According to equity theory, the experienced employee would likely believe they were in a situation.

A. neutral equity B. positive inequity C. negative inequity D. different referent Ans: C Learning Objective: 3-6: Differentiate between needs and process theories of motivation.

Cognitive Domain: Knowledge Answer Location: Equity Difficulty Level: Easy Essay 1. Organizational alignment must be considered in preparation of training and development. List and describe the three major consideration of organization-level needs analysis.

Ans: Organization’s mission, strategy, and culture--generic strategies and organization culture, organization procedures and policies--holding employees accountable, reward systems, and interpersonal; sufficient resources--budget, internal versus external sourcing, physical facilities.

Learning Objective: 3-3: Determine if an organization should provide training.

Cognitive Domain: Comprehension Answer Location: Organizational Alignment Difficulty Level: Medium 2. A training SWOT is important to complete before undertaking any training and development initiative. List and describe each of the areas of analysis of a training SWOT. Include a description of the importance of each area of consideration.

Ans: Weakness--deficiencies due to both internal and external pressures; threats-timing of external challenges, basic competitive threats; opportunities--expansion or creating new competitive advantage; and strengths--document to provide organizational awareness.

Learning Objective: 3-2: Differentiate between the levels at which a needs analysis can be conducted.

Cognitive Domain: Application Answer Location: A Training SWOT Difficulty Level: Medium 3. List and describe the methods for conducting a job-level needs analysis. Include the general approach of the method as well as the advantages and disadvantages of each method.

Ans: Varies. See Exhibit 3-3 for answer details. Seven types--archival, critical incident, focus group, interview, job log, questionnaire, observation.

Learning Objective: 3-4: Develop a plan to conduct a job-level needs analysis.

Cognitive Domain: Analysis Answer Location: Methods Difficulty Level: Hard 4. Describe the advantages and disadvantages of job-level information sources.

Ans: 1. Job Incumbent--knows the day-to-day realities of the job, potential for job inflation/shifts in responsibilities. 2. Manager/Supervisor--knows what job should entail; may be perceived as controlling or unaware. 3. Subject Matter Experts--technical knowledge of the job, costs.

Learning Objective: 3-4: Develop a plan to conduct a job-level needs analysis.

Cognitive Domain: Application Answer Location: Sources Difficulty Level: Easy 5. Assessment centers typically focus on development functions rather than training opportunities. List and describe the common types of development information obtained through an assessment center.

Ans: Current KSAs, competencies, and readiness for promotion or succession.

Learning Objective: 3-5: Provide advice on how to conduct a person-level needs analysis Cognitive Domain: Application Answer Location: Assessment Centers Difficulty Level: Medium 6. List and describe the needs theories of motivation.

Ans: Pyramid, ERG, and acquired.

Learning Objective: 3-6: Differentiate between needs and process theories of motivation.

Cognitive Domain: Comprehension Answer Location: Motivation Theories Difficulty Level: Medium 7. List and describe the process theories of motivation.

Ans: Expectancy, reasoned action, and equity.

Learning Objective: 3-6: Differentiate between needs and process theories of motivation.

Cognitive Domain: Comprehension Answer Location: Motivation Theories Difficulty Level: Medium 8. There are times training and development is not the best solution to performance problems. List and describe two alternatives to training covered in the text.

Ans: Delayed training or development--the employee needs time to develop fundamental skills before more advanced training; replacing an outdated piece of machinery rather than training employees to maintain the old piece.

Learning Objective: 3-7: Suggest alternatives to training to address performance issues.

Cognitive Domain: Knowledge Answer Location: Job Level Difficulty Level: Easy

Chapter 4: Learning Theories Test Bank Multiple Choice 1. In which Bloom’s subdomain will set be found?

A. psychomotor B. cognitive C. associative D. affective Ans: A Learning Objective: 4-2: Identify which level of Bloom’s Taxonomy is applied to learning objectives.

Cognitive Domain: Knowledge Answer Location: Bloom’s Taxonomy: What People Learn Difficulty Level: Easy 2. In which Bloom’s subdomain will synthesis be found?

A. psychomotor B. cognitive C. associative D. affective Ans: B Learning Objective: 4-2: Identify which level of Bloom’s Taxonomy is applied to learning objectives.

Cognitive Domain: Knowledge Answer Location: Bloom’s Taxonomy: What People Learn Difficulty Level: Easy 3. In which Bloom’s subdomain will valuing be found?

A. psychomotor B. cognitive C. associative D. affective Ans: D Learning Objective: 4-2: Identify which level of Bloom’s Taxonomy is applied to learning objectives.

Cognitive Domain: Knowledge Answer Location: Bloom’s Taxonomy: What People Learn Difficulty Level: Easy 4. Which is the correct order (lowest to highest) of Bloom’s psychomotor subdomain?

A. guided response, adaption, perception, origination

B. adaption, guided response, perception, origination C. origination, guided response, adaption, perception D. perception, guided response, adaption, origination Ans: D Learning Objective: 4-1: List the domains and subdomains of Bloom’s Taxonomy and organize them from lowest to highest level.

Cognitive Domain: Knowledge Answer Location: Bloom’s Taxonomy: What People Learn Difficulty Level: Easy 5. Social learning, operant conditioning, and classical conditioning are all examples of which learning theory?

A. constructivism B. behaviorism C. humanism D. cognitivism Ans: B Learning Objective: 4-3: Describe the different learning theories.

Cognitive Domain: Knowledge Answer Location: Behaviorism Difficulty Level: Easy 6. Which is the correct order (lowest to highest) of Bloom’s Cognitive subdomain?

A. knowledge, comprehension analysis, evaluation B. analysis, knowledge, evaluation, comprehension C. knowledge, analysis, comprehension, evaluation D. evaluation, comprehension, analysis, knowledge Ans: A Learning Objective: 4-1: List the domains and subdomains of Bloom’s Taxonomy and organize them from lowest to highest level.

Cognitive Domain: Knowledge Answer Location: Bloom’s Taxonomy: What People Learn Difficulty Level: Easy 7. Which is the correct order (lowest to highest) of Bloom’s Psychomotor subdomain?

A. adaption, perception, origination, guided response B. perception, adaption, origination, guided response C. perception, guided response, adaption, origination D. guided response, perception, origination, adaption Ans: C Learning Objective: 4-1: List the domains and subdomains of Bloom’s Taxonomy and organize them from lowest to highest level.

Cognitive Domain: Knowledge Answer Location: Bloom’s Taxonomy: What People Learn Difficulty Level: Easy

8. Which is the correct order (lowest to highest) of Bloom’s Affective subdomain?

A. organizing, receiving, responding, characterizing B. characterizing, responding, organizing, receiving C. responding, characterizing, receiving, organizing D. receiving, responding, organizing, characterizing Ans: D Learning Objective: 4-1: List the domains and subdomains of Bloom’s Taxonomy and organize them from lowest to highest level.

Cognitive Domain: Knowledge Answer Location: Bloom’s Taxonomy: What People Learn Difficulty Level: Easy 9. Which learning theory is connected with associative learning?

A. information processing B. classical C. operant D. active Ans: B Learning Objective: 4-3: Describe the different learning theories.

Cognitive Domain: Knowledge Answer Location: Classical Conditioning Difficulty Level: Easy 10. Information processing and cognitive load are examples of which learning theory?

A. behaviorism B. active C. cognitivism D. operant Ans: C Learning Objective: 4-3: Describe the different learning theories.

Cognitive Domain: Knowledge Answer Location: Cognitivism Difficulty Level: Easy 11. Adult and experiential learning are examples of which learning theory?

A. humanism B. organizational C. behavioral D. double-loop Ans: A Learning Objective: 4-3: Describe the different learning theories.

Cognitive Domain: Knowledge Answer Location: Cognitivism Difficulty Level: Easy 12. Active and problem-based learning are examples of which learning theory?

A. constructivism B. single-loop C. double-loop D. behaviorism Ans: A Learning Objective: 4-3: Describe the different learning theories.

Cognitive Domain: Knowledge Answer Location: Cognitivism Difficulty Level: Easy 13. The use of consequences and reward systems in training and development activities is an example of which learning theory?

A. active B. operant C. classical D. cognitive Ans: B Learning Objective: 4-4: Identify learning theories used in different training and development interventions.

Cognitive Domain: Knowledge Answer Location: Operant Conditioning Difficulty Level: Easy 14. A trainer designing a development activity is concerned about where in the brain the new knowledge will be stored. The trainer is concerned with which learning theory?

A. single-loop B. experiential C. information D. cognitive Ans: C Learning Objective: 4-4: Identify learning theories used in different training and development interventions.

Cognitive Domain: Knowledge Answer Location: Information Processing Theory Difficulty Level: Easy 15. A trainer is responsible for teaching employees to make sound ethical decisions.

The trainer should design the training using which theory?

A. active B. information C. communities of practice D. problem-based Ans: D Learning Objective: 4-4: Identify learning theories used in different training and development interventions.

Cognitive Domain: Knowledge

Answer Location: Problem-Based Learning Difficulty Level: Easy 16. Mentoring is an example of the application of which learning theory?

A. active B. classical C. operant D. social Ans: D Learning Objective: 4-4: Identify learning theories used in different training and development interventions.

Cognitive Domain: Knowledge Answer Location: Social Learning Theory Difficulty Level: Easy 17. The employee’s self-efficacy toward training KSAs is important for which learning theory?

A. problem-based B. active C. social D. experiential Ans: C Learning Objective: 4-4: Identify learning theories used in different training and development interventions.

Cognitive Domain: Knowledge Answer Location: Social Learning Theory Difficulty Level: Easy 18. When trainers are concerned about the total mental effort expected from employees in a training and development activity they are focused on which theory?

A. adult B. classical C. cognitive D. active Ans: C Learning Objective: 4-4: Identify learning theories used in different training and development interventions.

Cognitive Domain: Knowledge Answer Location: Cognitive Load Theory Difficulty Level: Easy 19. Personnel in a T&D department designed a new training module which allows employees to determine which topics in the module they wish to focus on, experimenting with the module content as they complete it. The designers of this training used which learning theory?

A. active

B. problem-based C. communities of practice D. adult Ans: A Learning Objective: 4-4: Identify learning theories used in different training and development interventions.

Cognitive Domain: Knowledge Answer Location: Active Learning Difficulty Level: Easy 20. Trainers are designing a set of training exercises to minimize the gap between what employees state they do on the job and what they actually do on the job. The trainers are addressing which learning theory?

A. experiential B. organizational C. cognitive D. problem-based Ans: B Learning Objective: 4-4: Identify learning theories used in different training and development interventions.

Cognitive Domain: Knowledge Answer Location: Organizational Learning Difficulty Level: Easy 21. Trainers designed an activity emphasizing experience, reflective observation, conceptualization, and experimentation. This activity was designed using which learning theory?

A. experiential B. organizational C. cognitive D. problem-based Ans: A Learning Objective: 4-4: Identify learning theories used in different training and development interventions.

Cognitive Domain: Knowledge Answer Location: Experiential Learning Difficulty Level: Easy 22. Which of the following is a measure of style preferences based on the learner’s preference for using intuition versus analysis?

A. VARK B. LSI C. CSI D. MBTI Ans: C

Learning Objective: 4-7: Summarize the differing learning theories and recommend the best approach to address different learning styles.

Cognitive Domain: Analysis Answer Location: Learning Styles Difficulty Level: Easy Essay 1.

List then describe the five distinct roles the Chief Learning Office must assume.

Ans: • Chief capability officer--must focus on understanding the detailed capability requirements of critical positions in the company. Companies that focus on capability outperform those that focus solely on skills-based training.

• Chief leadership officer--must understand, drive, and/or own the company’s leadership development, integrating functional training with leadership training.

• Chief change officer--must play a critical role in creating and driving change at all levels of the organization.

• People technology and measurement officer--must be comfortable with technology and data, and utilize them to deliver learning, and measure outcomes.

• Chief talent officer--must understand the role training and development play with other talent management functions, such as recruiting, performance management, employee engagement, coaching, succession planning, and compensation.

Learning Objective: 4-6: Design a training program taking into account adult learning assumptions.

Cognitive Domain: Analysis Answer Location: Introduction Difficulty Level: Medium 2. Identify the four conditions of Kolb’s experiential learning theory. Include an explanation detailing how the theory maps to Blooms.

Ans: Kolb developed the theory of experiential learning that argues learning is a process that is done through experience, and reflection on doing. Given experiential learning requires self-initiative, it fits in perfectly with the humanistic approach to learning. In order to maximize learning through experiential learning, four conditions must be met: 1.

The learner must be willing to be actively involved in the experience.

2.

The learner must be able to reflect on the experience.

3.

The learner must possess and use analytical skills to conceptualize the experience.

4.

The learner must possess decision-making and problem-solving skills in order to use the new ideas gained from the experience.

Experiential Learning also maps to Bloom's higher order cognitive domain (see Exhibit 4-1) such that learners must be able to analyze, synthesize, and evaluate the material they experience in order to create knowledge.

Learning Objective: 4-4: Identify learning theories used in different training and development interventions.

Cognitive Domain: Knowledge Answer Location: Experiential Learning

Difficulty Level: Medium 3. Define problem-based learning. Describe the five characteristics.

Ans: Trainees are encouraged to apply knowledge to new situations under problembased learning. This develops critical thinking and creativity skills, better problem solving, higher motivation, and increases the likelihood of transferring the knowledge to situations in the workplace. There are five characteristics of problem-based learning: 1.

Learning is driven by open-ended problems with no “right” answer.

2.

Cases are context specific.

3.

Trainees are self-directed and work in small groups.

4.

Problem solving is done by consensus, and the solution must be agreed upon and implemented.

5.

The trainer is a facilitator, not an instructor providing memorizable facts to the trainees.

While not all training would benefit from this approach, this might be applicable, for example, when training employees about ethical decision-making. Because ethics is a challenging concept to teach due to not having one “right” answer, problem-based learning allows trainees to reason through a number of different solutions to the ethical dilemmas.

Learning Objective: 4-3: Describe the different learning theories.

Cognitive Domain: Knowledge Answer Location: Problem-Based Learning Difficulty Level: Easy 4. Design a training program emphasizing adult learning theories. Make both the learning assumptions and training example(s) as specific as possible.

Ans: Varies, but cover andragogy and heutagogy in detail.

Learning Objective: 4-6: Design a training program taking into account adult learning assumptions.

Cognitive Domain: Analysis Answer Location: Pedagogy, Andragogy, and Heutagogy Difficulty Level: Difficult 5. Define then contrast pedagogy, andragogy, and heutagogy. Recommend a workplace training and development example for each.

Ans: Varies, but include the text definitions of the three theories.

Learning Objective: 4-5: Compare and contrast the differences between pedagogy, andragogy, and heutagogy.

Cognitive Domain: Analysis Answer Location: Pedagogy, Andragogy, and Heutagogy Difficulty Level: Hard 6. Summary the key research findings on learning preferences across generations in the workplace. Based on this summary, recommend training interventions consistent with these needs.

Ans: Varies, but include the following:

• Balanced, or blended, approach to instructional design.

• Felder--employees must use a variety of learning styles to succeed in the workplace.

• Present all training and development experiences using a variety of learning methods.

• Use training design to maximize learning by matching the instructional method to the content.

• Consider both the historical context of the trainees as well as their current career position.

• Types of teaching technology.

• Communication preferences.

• Use experienced employees as master trainers.

Learning Objective: 4-8: Assess the unique needs of each generation in the workplace and recommend training and development interventions consistent with those needs.

Cognitive Domain: Analysis Answer Location: Are There Generational Differences in Learning?

Difficulty Level: Hard

Chapter 5: Training Evaluation: Reaction and Learning Test Bank Multiple Choice 1. Correctly developed learning objectives have four key elements. The example that follows illustrates a poorly developed element. Identify the element for “The employee will understand how to use the analysis software.”

A. degree or standard B. audience C. action/behavior D. conditions Ans: C Learning Objective: 5-2: Construct learning objectives using Bloom’s Taxonomy.

Cognitive Domain: Analysis Answer Location: Writing Objectives Difficulty Level: Medium 2. The action verbs sort, categorize, and debate are found in which Bloom’s subdomain?

A. knowledge B. analysis C. evaluation D. application Ans: B Learning Objective: 5-2: Construct learning objectives using Bloom’s Taxonomy.

Cognitive Domain: Analysis Answer Location: Writing Objectives Difficulty Level: Easy 3. The action verbs critique, assess, and justify are found in which Bloom’s subdomain?

A. knowledge B. analysis C. evaluation D. application Ans: C Learning Objective: 5-2: Construct learning objectives using Bloom’s Taxonomy.

Cognitive Domain: Analysis Answer Location: Writing Objectives Difficulty Level: Easy 4. The action verbs record, draw, and outline are found in which Bloom’s subdomain?

A. knowledge

B. analysis C. evaluation D. application Ans: A Learning Objective: 5-2: Construct learning objectives using Bloom’s Taxonomy.

Cognitive Domain: Analysis Answer Location: Writing Objectives Difficulty Level: Easy 5. The action verbs solve, report, and construct are found in which Bloom’s subdomain?

A. knowledge B. analysis C. evaluation D. application Ans: D Learning Objective: 5-2: Construct learning objectives using Bloom’s Taxonomy.

Cognitive Domain: Analysis Answer Location: Writing Objectives Difficulty Level: Easy 6. Which training design is illustrated by the following features--two groups receiving both before and after training measurements with only one group receiving training.

A. Solomon four-group design B. one-shot case study C. one-shot pretest–posttest design D. pretest–posttest control group design Ans: D Learning Objective: 5-4: Explain the difference between experimental and nonexperimental designs for training evaluation.

Cognitive Domain: Analysis Answer Location: Training Design for Evaluation Difficulty Level: Medium 7. Which experimental training design is often thought of as the simplest and most costeffective?

A. Solomon four-group design B. one-shot case study C. one-shot pretest–posttest design D. posttest-only control group design Ans: D Learning Objective: 5-4: Explain the difference between experimental and nonexperimental designs for training evaluation.

Cognitive Domain: Analysis Answer Location: Posttest-Only Control Group Design Difficulty Level: Medium

8. Which training design is illustrated by the following features--training and a posttest measurement?

A. Solomon four-group design B. one-shot case study C. one-shot pretest–posttest design D. pretest–posttest control group design Ans: B Learning Objective: 5-4: Explain the difference between experimental and nonexperimental designs for training evaluation.

Cognitive Domain: Analysis Answer Location: Training Design for Evaluation Difficulty Level: Medium 9. Which nonexperimental training design utilizes a control?

A. one-shot pretest–posttest design B. one-shot case study C. static-group comparison D. posttest-only control group design Ans: C Learning Objective: 5-4: Explain the difference between experimental and nonexperimental designs for training evaluation.

Cognitive Domain: Analysis Answer Location: Training Design for Evaluation Difficulty Level: Medium 10. Which training design suffers from selection, history, and maturation biases?

A. Solomon four-group design B. one-shot case study C. one-shot pretest–posttest design D. pretest–posttest control group design Ans: B Learning Objective: 5-4: Explain the difference between experimental and nonexperimental designs for training evaluation.

Cognitive Domain: Analysis Answer Location: One-Shot Case Study Difficulty Level: Medium 11. Which training design suffers from testing, history, and maturation biases?

A. Solomon four-group design B. one-shot case study C. one-shot pretest–posttest design D. pretest–posttest control group design Ans: C Learning Objective: 5-4: Explain the difference between experimental and nonexperimental designs for training evaluation.

Cognitive Domain: Analysis

Answer Location: One-Shot Pretest–Posttest Design Difficulty Level: Medium 12. Which training design utilizes random assignment of employees into groups?

A. Solomon four-group design B. one-shot case study C. one-shot pretest–posttest design D. static-group comparison Ans: A Learning Objective: 5-4: Explain the difference between experimental and nonexperimental designs for training evaluation.

Cognitive Domain: Analysis Answer Location: Solomon Four-Group Design Difficulty Level: Medium 13. Which training design is the most effective as controlling potential bias?

A. one-shot pretest–posttest design B. Solomon four-group design C. static-group comparison D. posttest-only control group design Ans: B Learning Objective: 5-4: Explain the difference between experimental and nonexperimental designs for training evaluation.

Cognitive Domain: Analysis Answer Location: Solomon Four-Group Design Difficulty Level: Medium 14. Which training design would be used in a company with a small number of employees?

A. pretest–posttest control group design B. Solomon four-group design C. static-group comparison D. posttest-only control group design Ans: C Learning Objective: 5-4: Explain the difference between experimental and nonexperimental designs for training evaluation.

Cognitive Domain: Analysis Answer Location: Static-Group Comparison Difficulty Level: Medium 15. Organizational processes and knowledge transfer are assessed in which Kirkpatrick dimension?

A. reaction B. learning C. behavior D. results

Ans: C Learning Objective: 5-6: Categorize training evaluation questions based on the first two levels of the New World Kirkpatrick Model for training evaluation.

Cognitive Domain: Analysis Answer Location: Exhibit 5-7: New World Kirkpatrick Model of Training Effectiveness Difficulty Level: Easy 16. Commitment and attitude are assessed in which Kirkpatrick dimension?

A. reaction B. learning C. behavior D. results Ans: B Learning Objective: 5-6: Categorize training evaluation questions based on the first two levels of the New World Kirkpatrick Model for training evaluation.

Cognitive Domain: Analysis Answer Location: Exhibit 5-7: New World Kirkpatrick Model of Training Effectiveness Difficulty Level: Easy 17. Organizational processes and knowledge transfer are assessed in which Kirkpatrick dimension?

A. reaction B. learning C. behavior D. results Ans: C Learning Objective: 5-6: Categorize training evaluation questions based on the first two levels of the New World Kirkpatrick Model for training evaluation.

Cognitive Domain: Analysis Answer Location: Exhibit 5-7: New World Kirkpatrick Model of Training Effectiveness Difficulty Level: Easy 18. Kirkpatrick’s Level 1 would be evaluated using questions designed to assess .

A. confidence B. attitude C. engagement D. outcomes Ans: C Learning Objective: 5-6: Categorize training evaluation questions based on the first two levels of the New World Kirkpatrick Model for training evaluation.

Cognitive Domain: Analysis Answer Location: Exhibit 5-7: New World Kirkpatrick Model of Training Effectiveness Difficulty Level: Easy

19. Kirkpatrick’s Level 2 would be evaluated using questions designed to assess .

A. indicators B. confidence C. engagement D. outcomes Ans: B Learning Objective: 5-6: Categorize training evaluation questions based on the first two levels of the New World Kirkpatrick Model for training evaluation.

Cognitive Domain: Analysis Answer Location: Exhibit 5-7: New World Kirkpatrick Model of Training Effectiveness Difficulty Level: Easy Essay 1. Applying Kirkpatrick’s model for training effectiveness as well as the five principles of learning evaluation strategy describe how an organization would select the correct training evaluation strategy.

Ans: With little resources to spare, training must be focused on that which will have the greatest impact on organizational outcomes. It also follows that the data collected to assess training effectiveness must be focused on those key organizational outcomes, as well. Lastly, action plans must ensure that training delivers what it promised to deliver. If learning objectives are linked to business challenges important to strategy, then the action plan takes information learned in the evaluation stages to guide future actions. This could include beginning one kind of training while ending another, reapportioning funding to address new challenges unearthed, or putting greater funds into ensuring training activities are properly reinforced and supported. Training needs will change as business needs change, and the training strategy along with what will be evaluated will change as well.

Kirkpatrick’s Model addresses this by ensuring: (1) there is a skilled trainer or facilitator guiding the learning process, (2) material is presented in such a way that trainees can effectively learn the material, (3) the context facilitates using the newly acquired information on the job, and, most importantly, and (4) the training will have a strategic impact on the organization’s bottom line.

There are five basic principles driving a learning evaluation strategy:  focus on high-priority learning areas.  Address evaluation requirements of multiple stakeholders.  Foster shared responsibility for performance improvement.  Collect data and use resources efficiently.  Conduct action planning.

Learning Objective: 5-3: Design training programs with training evaluation in mind.

Cognitive Domain: Analysis Answer Location: Learning Evaluation Strategy

Difficulty Level: Hard 2. For each of the examples below provide two responses: identify which one of the four elements of a well-developed learning objective is poorly developed then construct a well written learning outcome by correcting the error: Example 1--Outline and critique an advertising plan for the new model.

Example 2--Employees will appreciate how to repair the hydraulic press.

Example 3--Training will cover the use of a graphing calculator to find the limit of a function.

Example 4--Employees will respond correctly to code black, code blue, code red, code yellow, and code green alerts.

Example 5--Given access to the appropriate technical manual auto mechanics will correctly identify a mechanical problem most of the time.

Ans: Example 1--Condition; two verbs from different Bloom’s subdomains. One verb or two verbs from the same subdomain.

Example 2--Unmeasurable action/behavior.

Example 3--No audience.

Example 4--Condition; objective is not specific enough. Each code scenario should be assessed independently.

Example 5--Degree/standard.

Learning Objective: 5-2: Construct learning objectives using Bloom’s Taxonomy.

Cognitive Domain: Analysis Answer Location: Developing Learning Objectives Difficulty Level: Hard 3. When quantifying objectives trainers are encouraged to develop SMART goals. List and describe each of these conditions. Provide a correctly developed example of each condition.

Ans: Objectives should be specific, measurable, attainable, relevant, and time bound.

Without following SMART guidelines, it will be difficult to focus training on specific outcomes, and there will be no way to accurately measure if objectives were met.

Learning Objective: 5-2: Construct learning objectives using Bloom’s Taxonomy.

Cognitive Domain: Knowledge Answer Location: Quantifying Objectives Difficulty Level: Medium 4. Explain the differences between the three nonexperimental designs.

Ans: See Exhibit 5-4.

Learning Objective: 5-4: Explain the difference between experimental and nonexperimental designs for training evaluation.

Cognitive Domain: Knowledge Answer Location: Training Design for Evaluation Difficulty Level: Medium 5. Explain the differences between the three experimental designs.

Ans: See Exhibit 5-4

Learning Objective: 5-4: Explain the difference between experimental and nonexperimental designs for training evaluation.

Cognitive Domain: Knowledge Answer Location: Training Design for Evaluation Difficulty Level: Medium 6. Explain the steps used in backward design as these apply to workplace training and development. Provide an appropriate example illustrating these steps.

Ans: Varies. Backward design requires three important steps: (1) identify the desired results from the training, (2) determine the acceptable evidence that the training goals were accomplished, and (3) design the learning experiences and instruction to achieve the desired results. This applies to our recommended approach to corporate training because we argue you cannot design a training program unless you establish what is important and what needs to be assessed first.

Learning Objective: 5-3: Design training programs with training evaluation in mind.

Cognitive Domain: Analysis Answer Location: How Training Strategy Informs Training Evaluation Difficulty Level: Medium 7. Explain the types of training measure reliability.

Ans: Varies.

• Test–retest reliability indicates the repeatability of test scores over time.

• Alternate or parallel form reliability indicates how consistent test scores are likely to be if a person takes different forms of a test assessing the same thing.

• Interrater reliability indicates how consistent test scores are likely to be among two or more raters who score the test.

• Internal consistency reliability indicates the extent to which items on a test measure the same thing.

Learning Objective: 5-5: Explain the difference between reliability and validity of training evaluation measures.

Cognitive Domain: Analysis Answer Location: Reliability and Validity of Training Measures Difficulty Level: Medium 8. Explain the types of training measure validity.

Ans: Varies.

• Content Validity--the extent to which the instrument represents the training program’s content. o Low Content Validity--the instrument doesn’t represent a true summation of the program content. o High Content Validity - the instrument represents a good balance of all the program content.

• Construct Validity--the degree to which an instrument represents the construct it is supposed to measure. o The abstract variable, such as skill or ability, is the construct.

o Can be defended through expert opinion, correlations, logical deductions, and criterion group studies.

• Concurrent Validity--the extent to which an instrument agrees with the results of other instruments.

• Criterion Validity--the extent to which the assessment can predict or agree with external constructs.

• Predictive Validity--the extent to which an instrument can predict future behaviors or results.

Learning Objective: 5-5: Explain the difference between reliability and validity of training evaluation measures.

Cognitive Domain: Analysis Answer Location: Reliability and Validity of Training Measures Difficulty Level: Medium 9. Using the learner-focused formatting for writing evaluation questions, create two categories of evaluation questions--Level 1 and Level 2. Provide five questions in each category. Label each category clearly.

Ans: Varies.

• Level 1 questions will address customer (trainee) satisfaction, engagement, and/or relevance.

• Level 2 questions will address knowledge and skills, attitude, confidence, and/or commitment.

Learning Objective: 5-6: Categorize training evaluation questions based on the first two levels of the New World Kirkpatrick Model for training evaluation.

Cognitive Domain: Analysis Answer Location: Exhibit 5-7: New World Kirkpatrick Model of Training Effectiveness Difficulty Level: Medium

Chapter 6: Training Evaluation: Transfer and Results Test Bank Multiple Choice 1. Companies might elect to use the Anderson Model for Learning Evaluation when addressing which of the five foundations for transfer of learning?

A. effective measurement system B. right kind of leadership C. strategic focus D. ability to plan for and manage change Ans: C Learning Objective: 6-1: Describe the five foundations for transferring learning to behavior, and explain how they can be used to support Level 3 and 4 training transfer.

Cognitive Domain: Comprehension Answer Location: Transferring Learning to Behavior Difficulty Level: Easy 2. In which of the five foundations for transfer of learning would processes such as continuous quality improvement (CQI) likely be found?

A. effective measurement system B. right kind of leadership C. strategic focus D. ability to plan for and manage change Ans: A Learning Objective: 6-1: Describe the five foundations for transferring learning to behavior, and explain how they can be used to support Level 3 and 4 training transfer.

Cognitive Domain: Comprehension Answer Location: Transferring Learning to Behavior Difficulty Level: Medium 3. In which of the five foundations for transfer of learning would a balance between providing support and setting expectations around accountability be important?

A. effective measurement system B. right kind of leadership C. strategic focus D. ability to plan for and manage change Ans: B Learning Objective: 6-1: Describe the five foundations for transferring learning to behavior, and explain how they can be used to support Level 3 and 4 training transfer.

Cognitive Domain: Comprehension Answer Location: Transferring Learning to Behavior Difficulty Level: Easy

4. In which of the five foundations for transfer of learning would a cascading process across the levels of learning likely be applied?

A. effective measurement system B. right kind of leadership C. strategic focus D. ability to plan for and manage change Ans: C Learning Objective: 6-1: Describe the five foundations for transferring learning to behavior, and explain how they can be used to support Level 3 and 4 training transfer.

Cognitive Domain: Comprehension Answer Location: Transferring Learning to Behavior Difficulty Level: Easy 5. In which dimension of Kirkpatrick’s model for training effectiveness would evaluation likely include critical incidents, simulations, basic observation, and trainee self-reports?

A. Level 1 B. Level 2 C. Level 3 D. Level 4 Ans: C Learning Objective: 6-2: Explain the relationship between Level 1 and 2 evaluation (effective training) and Level 3 and 4 evaluation (training effectiveness).

Cognitive Domain: Comprehension Answer Location: Level 3: Behavior Difficulty Level: Medium 6. Which of Kirkpatrick’s required drivers would utilize coaching and mentoring?

A. monitor B. reward C. reinforce D. encourage Ans: D Learning Objective: 6-2: Explain the relationship between Level 1 and 2 evaluation (effective training) and Level 3 and 4 evaluation (training effectiveness).

Cognitive Domain: Comprehension Answer Location: Level 3: Behavior Difficulty Level: Medium 7. Which of Kirkpatrick’s required drivers would utilize key performance indicators against which employees would be evaluated?

A. monitor B. reward C. reinforce D. encourage Ans: A

Learning Objective: 6-2: Explain the relationship between Level 1 and 2 evaluation (effective training) and Level 3 and 4 evaluation (training effectiveness).

Cognitive Domain: Comprehension Answer Location: Level 3: Behavior Difficulty Level: Medium 8. Which of Kirkpatrick’s required drivers would utilize executive modeling and checklists?

A. monitor B. reward C. reinforce D. encourage Ans: C Learning Objective: 6-2: Explain the relationship between Level 1 and 2 evaluation (effective training) and Level 3 and 4 evaluation (training effectiveness).

Cognitive Domain: Comprehension Answer Location: Level 3: Behavior Difficulty Level: Medium 9. Which of Kirkpatrick’s required drivers would utilize pecuniary consideration?

A. monitor B. reward C. reinforce D. encourage Ans: B Learning Objective: 6-2: Explain the relationship between Level 1 and 2 evaluation (effective training) and Level 3 and 4 evaluation (training effectiveness).

Cognitive Domain: Comprehension Answer Location: Level 3: Behavior Difficulty Level: Medium 10. Which level of Kirkpatrick’s model for training effectiveness suggests trainees need a supportive environment in which to practice what they learned?

A. Level 1 B. Level 2 C. Level 3 D. Level 4 Ans: C Learning Objective: 6-2: Explain the relationship between Level 1 and 2 evaluation (effective training) and Level 3 and 4 evaluation (training effectiveness).

Cognitive Domain: Comprehension Answer Location: Level 3: Behavior Difficulty Level: Easy 11. Organizations which effectively perform an evaluation of this training level often outperform competitors.

A. Level 1 B. Level 2 C. Level 3 D. Level 4 Ans: D Learning Objective: 6-3: Describe the importance of strategy when designing Level 3 and 4 evaluation.

Cognitive Domain: Comprehension Answer Location: Level 4: Results Difficulty Level: Easy 12. Which level of Kirkpatrick’s model for training effectiveness is the least resourceintensive in terms of evaluation?

A. Level 1 B. Level 2 C. Level 3 D. Level 4 Ans: D Learning Objective: 6-3: Describe the importance of strategy when designing Level 3 and 4 evaluation.

Cognitive Domain: Comprehension Answer Location: Level 4: Results Difficulty Level: Medium 13. Ultimately, training is designed to change on-the-job behavior, such that the organization successfully achieves its strategic goals and objectives. At what level is onthe-job behavior evaluated?

A. Level 1 B. Level 2 C. Level 3 D. Level 4 Ans: C Learning Objective: 6-3: Describe the importance of strategy when designing Level 3 and 4 evaluation.

Cognitive Domain: Comprehension Answer Location: Level 4: Results Difficulty Level: Easy 14. At what level would the metrics be used to evaluate training--customer, learning/growth, and internal business processes?

A. Level 1 B. Level 2 C. Level 3 D. Level 4 Ans: D

Learning Objective: 6-5: Formulate training metrics to assess Level 4 outcomes of training evaluation.

Cognitive Domain: Comprehension Answer Location: Outcomes Difficulty Level: Easy 15. Trainers concerned with training transfer are likely to emphasize proper goal setting, higher order learning, and relapse prevention to satisfy which learning transfer factor?

A. workplace climate B. trainee experiences prior to attending a program C. trainee characteristics D. characteristics of training design and delivery Ans: D Learning Objective: 6-7: Describe the five factors that facilitate the likelihood of training transfer.

Cognitive Domain: Knowledge Answer Location: Training Program Design and Delivery Difficulty Level: Easy 16. Trainers concerned with training transfer are likely to be concerned with trainee selfefficacy, trainability, and motivation when addressing which learning transfer factor?

A. workplace climate B. trainee experiences prior to attending a program C. trainee characteristics D. characteristics of training design and delivery Ans: C Learning Objective: 6-7: Describe the five factors that facilitate the likelihood of training transfer.

Cognitive Domain: Knowledge Answer Location: Training Program Design and Delivery Difficulty Level: Easy 17. Trainers concerned with training transfer are likely to be concerned with supervisor support and opportunities to practice when addressing which learning transfer factor?

A. post-training experiences at the workplace B. trainee experiences prior to attending a program C. trainee characteristics D. characteristics of training design and delivery Ans: A Learning Objective: 6-7: Describe the five factors that facilitate the likelihood of training transfer.

Cognitive Domain: Knowledge Answer Location: Post-Training Experiences at the Worksite Difficulty Level: Easy

18. Trainers concerned with training transfer are likely to be concerned with how training is advertised, the role of the supervisor, and attendance requirement when addressing which learning transfer factor?

A. workplace climate B. trainee experiences prior to attending a program C. trainee characteristics D. characteristics of training design and delivery Ans: B Learning Objective: 6-7: Describe the five factors that facilitate the likelihood of training transfer.

Cognitive Domain: Knowledge Answer Location: Pretraining Experiences Associated with Training Difficulty Level: Easy 19. Trainers concerned with training transfer are likely to be concerned with supervisor sanctions and trainee resistance when addressing which learning transfer factor?

A. workplace climate B. trainee experiences prior to attending a program C. trainee characteristics D. characteristics of training design and delivery Ans: A Learning Objective: 6-7: Describe the five factors that facilitate the likelihood of training transfer.

Cognitive Domain: Knowledge Answer Location: Workplace Climate Difficulty Level: Easy Essay 1. Describe the five foundations of transferring learning. Explain how Levels 3 and 4 training transfer can be supported by the five foundations.

Ans: 1. Strategic Focus o Kirkpatrick model--Begin with Level 4 and work backward to design and implement the training program (cascade strategy)  First--what outcomes are important to the organization--Level 4.  Second--what is needed to support training transfer--Level 3.  Third--what are the specific KSAs--Level 2.  Forth--address environmental issues through training design--Level 1.  Evaluate specific learning functions. o Anderson model--learning function must be aligned with the org’s strategic priorities, therefore learning evaluation occurs at the organization level 2. The Right Kind of Leadership--K&K argue a balanced approach that both supports/encourages learning AND demands accountability

3. The Ability to Plan for and Manage Change Effectively--training transfer must be supported by an effective change management process 4. An Effective Measurement System--training is linked to the evaluation processes used to determine organizational strategic goal/objective achievement (e.g., BSC or TQM-type processes).

5. Success with Levels 1 and 2--You cannot measure Level 3 and 4 training evaluation unless you have attended to effective training (Levels 1 and 2). An important theme through the list is to ensure there is clear communication and clear expectations set up with respect to what trainees will learn, why they will learn it, and how the learning will take place and be used on the job. o Discuss pre- and post-training expectations with trainee bosses to set expectations for learning and post training implementation. o Use trainee supervisors and executives as trainers. o Have frontline employees present their best practices. o Inform trainees what to expect in terms of end of class KSA assessment. o Inform trainees they will report learning and application to their teams post-training. o Have trainees demonstrate new behaviors, either live or via video tape. o Include role-playing where relevant. o Use visuals, anecdotes, stories, and illustrations during the training session for engagement. o Use e-Learning effectively.

Learning Objective: 6-1: Describe the five foundations for transferring learning to behavior, and explain how they can be used to support Level 3 and 4 training transfer.

Cognitive Domain: Comprehension Answer Location: Transferring Learning to Behavior Difficulty Level: Medium 2. List and describe two Level 1 outcomes and two Level 4 outcomes from Nielson’s list of training metrics. Correctly label the training levels. Formulate a workplace training scenario using several common leading indicators covered in the text. Correctly explain how Level 1 outcomes are connected to the Level 4 leading indicators you chose.

Ans: Varies.  See Exhibit 6-4 for the list of Level 1 and 4 metrics.  Common leading indicators include: customer satisfaction, employee engagement, sales volume, cost containment, quality, and market share.

Learning Objective: 6-5: Formulate training metrics to assess Level 4 outcomes of training evaluation.

Cognitive Domain: Analysis Answer Location: Leading Indicators Difficulty Level: Hard 3. Define near and far transfer. Then, compare the appropriate level(s) of Blooms taxonomy likely to be used to evaluate each type of transfer.

Ans: Transfer of training can be broken down into two basic categories: near transfer and far transfer. Near transfer assumes that the job conditions to which the transfer is

occurring are similar to the training conditions. For example, if you have ever shadowed somebody when you started a new job to see how the work is done, that is a great example of near transfer. Far transfer assumes that the training must generalize learned skills from the training session to different settings, people, or situations, as well as assumes the learned skills must be maintained over time. For example, far transfer involves transferring skills learned in the military to civilian jobs upon retirement from active duty. Far transfer requires much more of Bloom’s higher order cognitive skills, such as application, analysis, and synthesis, whereas near transfer may be satisfied with lower order cognitive skills, such as knowledge or comprehension.

Learning Objective: 6-6: Compare near and far transfer and their impact on training evaluation.

Cognitive Domain: Analysis Answer Location: Near Versus Far Transfer Difficulty Level: Medium 4. Describe the five factors that facilitate the likelihood of training transfer. Include at least three specific examples for each factor.

Ans:  Trainee characteristics--Big 5, trainability, self-efficacy.  Trainee experiences prior to attending a program--voluntary v. mandatory, positioning of training, role of trainee supervisor.  Workplace climate--supportive--opportunity, sanctions, resistance.  Characteristics of training design and delivery--successful Level 2 and 3 training, higher order Blooms, cognitive load.  Post-training experiences--opportunity to utilize new KSAs, support groups, follow-up check-in meetings.

Learning Objective: 6-7: Describe the five factors that facilitate the likelihood of training transfer.

Cognitive Domain: Knowledge Answer Location: Factors Affecting Transfer Difficulty Level: Medium

Chapter 7: Learning Methods Test Bank Multiple Choice 1. Which type of learning method would be described as scalable, often using one-way communication, and formal?

A. in-basket B. debrief C. lecture D. role play Ans: C Learning Objective: 7-1: Distinguish between traditional and experiential learning methods.

Cognitive Domain: Comprehension Answer Location: Lecture Difficulty Level: Easy 2. Which type of learning method would be described as emphasizing critical thinking, actively involves trainees, and requires trainees to demonstrate a high level of preparedness.

A. in-basket B. debrief C. lecture D. discussion Ans: D Learning Objective: 7-1: Distinguish between traditional and experiential learning methods.

Cognitive Domain: Comprehension Answer Location: Discussion Difficulty Level: Easy 3. Which type of learning method has the following disadvantages: may be difficult to build in interactivity, law of diminishing returns applies in some situations, and trainees may lose focus and motivation.

A. in-basket B. debrief C. lecture D. role-play Ans: C Learning Objective: 7-1: Distinguish between traditional and experiential learning methods.

Cognitive Domain: Comprehension

Answer Location: Lecture Difficulty Level: Easy 4. Which type of learning method has the following disadvantages: requires trainers to anticipate level of trainee preparedness and can be dominated by a few individuals thus causing others to disengage?

A. discussion B. debrief C. lecture D. role play Ans: A Learning Objective: 7-1: Distinguish between traditional and experiential learning methods.

Cognitive Domain: Comprehension Answer Location: Discussion Difficulty Level: Easy 5. Abstract conceptualization, reflective observation, and active participation are all part of which learning activity?

A. discussion B. lecture C. debrief D. cognitive Ans: C Learning Objective: 7-3: Discuss the effective use of debriefs.

Cognitive Domain: Knowledge Answer Location: Debriefs Difficulty Level: Easy 6. During the debrief portion of training, trainees are asked to share what they experienced. This is an example of which stage?

A. active participation B. reflective observation C. abstract conceptualization D. concrete experience Ans: D Learning Objective: 7-3: Discuss the effective use of debriefs.

Cognitive Domain: Knowledge Answer Location: Debriefs Difficulty Level: Easy 7. When a trainer asks trainees “what assumptions did you make,” they are addressing which debrief stage?

A. active participation B. reflective observation C. abstract conceptualization

D. concrete experience Ans: B Learning Objective: 7-3: Discuss the effective use of debriefs.

Cognitive Domain: Knowledge Answer Location: Debriefs Difficulty Level: Easy 8. When a trainer asks trainees “how could you apply what you learned back at work,” they are addressing which debrief stage?

A. active participation B. reflective observation C. abstract conceptualization D. concrete experience Ans: A Learning Objective: 7-3: Discuss the effective use of debriefs.

Cognitive Domain: Knowledge Answer Location: Debriefs Difficulty Level: Easy 9. When a trainer asks trainees “what commonalities can you draw from the other participants,” they are addressing which debrief stage?

A. active participation B. reflective observation C. abstract conceptualization D. concrete experience Ans: C Learning Objective: 7-3: Discuss the effective use of debriefs.

Cognitive Domain: Knowledge Answer Location: Debriefs Difficulty Level: Easy 10. A global organization with 12,000 employees spread across five countries and eight time zones needs to train all employees on several important internal policy changes.

The policies contain some technical language that many employees are unfamiliar with.

The organization asked trainers to be attentive to all employees “hearing the same message.” Which of the following would be best method to complete this training?

A. cases B. lecture C. discussion D. simulation Ans: B Learning Objective: 7-2: Choose an appropriate method for providing instruction.

Cognitive Domain: Application Answer Location: Lecture Difficulty Level: Hard

11. A global company notes recent challenges associated with ethical decision making by some employees assigned to work in nonnative cultures. The company asked the training and development personnel to summarize these scenarios then use these as examples to train relevant employees. In this case, the trainers will be developing which learning method?

A. cases B. lecture C. discussion D. simulation Ans: A Learning Objective: 7-2: Choose an appropriate method for providing instruction.

Cognitive Domain: Application Answer Location: Cases Difficulty Level: Hard 12. New hires in a large logistics warehouse must operate heavy equipment such as fork lifts, electric reach trucks, and portable electric conveyors. Before actually operating the equipment, the company has these employees learn through which method?

A. cases B. lecture C. discussion D. simulation Ans: D Learning Objective: 7-2: Choose an appropriate method for providing instruction.

Cognitive Domain: Application Answer Location: Simulations Difficulty Level: Hard 13. An organization with a multicultural workforce has a goal of improving employee cultural competencies. To this end, it implemented ERGs (employee resource groups).

Over the next year each ERG will explore a different culture through novels, movies, and other common cultural experiences. In these ERGs the primary way of sharing individual-level learning will be which method?

A. cases B. role play C. discussion D. simulation Ans: C Learning Objective: 7-2: Choose an appropriate method for providing instruction.

Cognitive Domain: Application Answer Location: Discussion Difficulty Level: Hard 14. Which learning method is described by the following features/aspects: requires trainees to prepare in advance, often ask trainees to develop alternative solutions to the problem or situation presented, and may come in various lengths.

A. cases B. role play C. discussion D. simulation Ans: A Learning Objective: 7-1: Distinguish between traditional and experiential learning methods.

Cognitive Domain: Comprehension Answer Location: Cases Difficulty Level: Medium 15. Which learning method is described by the following features/aspects: the trainee evaluates a scenario then takes action and is a hybrid between role play and cases.

A. games B. in-basket C. discussion D. simulation Ans: B Learning Objective: 7-1: Distinguish between traditional and experiential learning methods.

Cognitive Domain: Comprehension Answer Location: In-Basket Difficulty Level: Medium 16. Which learning method is described by the following features/aspects: are highly interactive, often used when the cost of failure is high, and replicate real-world scenarios.

A. cases B. role play C. discussion D. simulation Ans: D Learning Objective: 7-1: Distinguish between traditional and experiential learning methods.

Cognitive Domain: Comprehension Answer Location: Simulations Difficulty Level: Medium 17. Which learning method is described by the following features/aspects: often used to practice interpersonal skills, and may be scripted or unscripted.

A. cases B. role play C. discussion D. simulation Ans: B

Learning Objective: 7-1: Distinguish between traditional and experiential learning methods.

Cognitive Domain: Comprehension Answer Location: Cases Difficulty Level: Medium 18. Which learning method is described by the following features/aspects: the ratio of time spent to KSA developed may be low and are often found in capstone courses in business programs.

A. games B. role play C. discussion D. simulation Ans: A Learning Objective: 7-1: Distinguish between traditional and experiential learning methods.

Cognitive Domain: Comprehension Answer Location: Games Difficulty Level: Medium 19. Which instructional aid is described by the following features/aspects: uses the visual and read/write modality as well as facilitates small group debriefing?

A. video (specialized) B. blackboard/whiteboard C. overheads D. flipcharts Ans: D Learning Objective: 7-4: Select effectively an instructional aid to support learning.

Cognitive Domain: Comprehension Answer Location: Exhibit 7-5: Choosing an Instructional Aid Difficulty Level: Medium 20. Which instructional aid is described by the following features/aspects: uses the visual and read/write modality and can be created spontaneously?

A. video (specialized) B. blackboard/whiteboard C. overheads D. flipcharts Ans: B Learning Objective: 7-4: Select effectively an instructional aid to support learning.

Cognitive Domain: Comprehension Answer Location: Exhibit 7-5: Choosing an Instructional Aid Difficulty Level: Medium 21. Which instructional aid is described by the following features/aspects: is focused on a specific topic and addresses auditory, kinesthetic, and visual modalities?

A. video (specialized) B. blackboard/whiteboard C. overheads D. flipcharts Ans: A Learning Objective: 7-4: Select effectively an instructional aid to support learning.

Cognitive Domain: Comprehension Answer Location: Exhibit 7-5: Choosing an Instructional Aid Difficulty Level: Medium 22. Which instructional aid is described by the following features/aspects: adds variety and addresses visual and read/write modality?

A. videoconferencing B. computer (presentation) C. video (popular) D. handouts Ans: D Learning Objective: 7-4: Select effectively an instructional aid to support learning.

Cognitive Domain: Comprehension Answer Location: Exhibit 7-5: Choosing an Instructional Aid Difficulty Level: Medium 23. Which instructional aid is described by the following features/aspects: uses an auditory modality and makes adding guests easy?

A. videoconferencing B. computer (presentation) C. video (popular) D. handouts Ans: A Learning Objective: 7-4: Select effectively an instructional aid to support learning.

Cognitive Domain: Comprehension Answer Location: Exhibit 7-5: Choosing an Instructional Aid Difficulty Level: Medium 24. Which instructional aid is described by the following features/aspects: uses visual and read/write modalities and is easy to review?

A. videoconferencing B. computer (presentation) C. video (popular) D. handouts Ans: B Learning Objective: 7-4: Select effectively an instructional aid to support learning.

Cognitive Domain: Comprehension Answer Location: Exhibit 7-5: Choosing an Instructional Aid Difficulty Level: Medium

25. Which instructional aid is described by the following features/aspects: uses audio, kinesthetic, and visual modalities and is often engaging/entertaining?

A. videoconferencing B. computer (presentation) C. video (popular) D. handouts Ans: C Learning Objective: 7-4: Select effectively an instructional aid to support learning.

Cognitive Domain: Comprehension Answer Location: Exhibit 7-5: Choosing an Instructional Aid Difficulty Level: Medium 26. When asking one trainee a question which has a specific correct answer the trainer is using which type of question?

A. quizzing B. involving C. confirming D. provoking Ans: A Learning Objective: 7-5: Explain which method is preferred for asking questions Cognitive Domain: Comprehension Answer Location: How to Ask Questions Difficulty Level: Easy 27. When addressing a question to the entire class which has a specific correct answer the trainer is using which type of question?

A. quizzing B. involving C. confirming D. provoking Ans: D Learning Objective: 7-5: Explain which method is preferred for asking questions Cognitive Domain: Comprehension Answer Location: How to Ask Questions Difficulty Level: Easy 28. When asking one trainee a question which has no correct answer the trainer is using which type of question?

A. quizzing B. involving C. confirming D. provoking Ans: B Learning Objective: 7-5: Explain which method is preferred for asking questions Cognitive Domain: Comprehension Answer Location: How to Ask Questions

Difficulty Level: Easy 29. When addressing a question to the entire class which has no correct answer the trainer is using which type of question?

A. quizzing B. involving C. confirming D. provoking Ans: D Learning Objective: 7-5: Explain which method is preferred for asking questions Cognitive Domain: Comprehension Answer Location: How to Ask Questions Difficulty Level: Easy Essay 1. List and describe three advantages and three disadvantages for both traditional and experiential learning methods.

Ans: Varies, depending on which methods are selected to describe.

Learning Objective: 7-1: Distinguish between traditional and experiential learning methods.

Cognitive Domain: Knowledge Answer Location: Traditional Methods | Experiential Methods Difficulty Level: Medium 2. List and describe the advantages and disadvantages for two traditional learning methods.

Ans: Students will summarize lecture and discussion.

Learning Objective: 7-1: Distinguish between traditional and experiential learning methods.

Cognitive Domain: Knowledge Answer Location: Traditional Methods Difficulty Level: Medium 3. List and describe the advantages and disadvantages for four experiential learning methods.

Ans: Answers will vary as students will select four to summarize from in-basket, cases, games, role play, and simulations.

Learning Objective: 7-1: Distinguish between traditional and experiential learning methods.

Cognitive Domain: Knowledge Answer Location: Experiential Methods Difficulty Level: Medium 4. Discuss the four stages of experiential learning by summarizing the stages, purpose, and sample questions.

Ans: See Exhibit 7-1. Concrete experience. Reflective observation, abstract conceptualization, and active experimentation.

Learning Objective: 7-3: Discuss the effective use of debriefs.

Cognitive Domain: Comprehension Answer Location: Debriefs Difficulty Level: Medium 5. For each instructional method below provide two answers: 1. State when to use the method 2. Provide a workplace example that clearly illustrates your answer in #1. a. Lecture b. Discussion c. Cases d. Role play e. In-basket f. Games/Business games g. Simulations Ans: See Exhibit 7-4. varies.

Learning Objective: 7-2: Choose an appropriate method for providing instruction.

Cognitive Domain: Application Answer Location: Choosing a Method Difficulty Level: Hard 6. For each instructional aid below provide two answers: 1. state when to use the method.

2. Provide a workplace example that clearly illustrates your answer in #1. a. Audio b. Blackboard/whiteboard c. Flipcharts d. Handouts e. Overheads f. Video (specialized) g. Videoconferencing Ans: See Exhibit 7-5. varies.

Learning Objective: 7-4: Select effectively an instructional aid to support learning.

Cognitive Domain: Analysis Answer Location: Instructional Aids Difficulty Level: Hard

Chapter 8: Delivery Options for Face-to-Face Training Test Bank Multiple Choice 1. Apple, Southwest Airlines, and Disney are all famous for providing which type of instructional setting?

A. on-the-job B. workshop C. conference D. corporate university Ans: D Learning Objective: 8-1: Describe and categorize the training setting options that organizations have.

Cognitive Domain: Comprehensive Answer Location: Factors Influencing Selection of Instructional Settings Difficulty Level: Easy 2. Hospital maintenance personnel spent a Saturday at a local technical school learning how to maintain a new water purification system. This is an example of which instructional setting?

A. on-the-job B. off-site C. on-site D. corporate University Ans: B Learning Objective: 8-1: Describe and categorize the training setting options that organizations have.

Cognitive Domain: Comprehensive Answer Location: Factors Influencing Selection of Instructional Settings Difficulty Level: Easy 3. A medium size accounting firm recently signed their first international client. The organization brought in an expert to train the account managers on international accounting standards (IFRS). This is an example of which instructional setting?

A. on-the-job B. off-site C. on-site D. corporate university Ans: C Learning Objective: 8-1: Describe and categorize the training setting options that organizations have.

Cognitive Domain: Comprehensive

Answer Location: Factors Influencing Selection of Instructional Settings Difficulty Level: Easy 4. A medium size accounting firm purchased a new software package to handle international accounting requirements. After the software installation, an expert was brought in to sit with each employee for 3 days at their workstation. The expert taught each employee how to use the built-in decision trees and artificial intelligence. This is an example of which instructional setting?

A. on-the-job B. off-site C. on-site D. corporate university Ans: A Learning Objective: 8-1: Describe and categorize the training setting options that organizations have.

Cognitive Domain: Comprehensive Answer Location: Factors Influencing Selection of Instructional Settings Difficulty Level: Easy 5. Which instructional setting would be described as having the following factors--high fidelity, low social capital, and low reward value?

A. corporate university B. conference C. on-the-job D. workshop Ans: C Learning Objective: 8-2: Select the setting that is appropriate for a specific training or development need.

Cognitive Domain: Comprehension Answer Location: Factors Influencing Selection of Instructional Settings Difficulty Level: Medium 6. Which instructional setting would be described as having the following factors--low fidelity, high external social capital, and high reward value?

A. corporate university B. conference C. on-the-job D. workshop Ans: B Learning Objective: 8-2: Select the setting that is appropriate for a specific training or development need.

Cognitive Domain: Comprehension Answer Location: Factors Influencing Selection of Instructional Settings Difficulty Level: Medium

7. Which instructional setting would be described as having the following factors--high control/standardization, high internal social capital, and high cost?

A. corporate university B. conference C. on-the-job D. workshop Ans: A Learning Objective: 8-2: Select the setting that is appropriate for a specific training or development need.

Cognitive Domain: Comprehension Answer Location: Factors Influencing Selection of Instructional Settings Difficulty Level: Medium 8. Which instructional setting would be described as having the following factors--high control/standardization, low internal social capital, and low reward value?

A. corporate university B. conference C. on-the-job D. workshop Ans: D Learning Objective: 8-2: Select the setting that is appropriate for a specific training or development need.

Cognitive Domain: Comprehension Answer Location: Factors Influencing Selection of Instructional Settings Difficulty Level: Medium 9. Which instructional setting would be described as having the following factors--low control/standardization, low fidelity, and mixed reward value?

A. corporate university B. conference C. speaker D. workshop Ans: C Learning Objective: 8-2: Select the setting that is appropriate for a specific training or development need.

Cognitive Domain: Comprehension Answer Location: Factors Influencing Selection of Instructional Settings Difficulty Level: Medium 10. An auto mechanic looks forward to the Specialty Equipment Market Association (SEMA) trade show held annually in Las Vegas. While attending she or he reconnects with other professionals, attends live training sessions, and learns about new products.

This is an example of which instructional setting?

A. corporate university B. conference C. on-the-job

D. workshop Ans: B Learning Objective: 8-2: Select the setting that is appropriate for a specific training or development need.

Cognitive Domain: Comprehension Answer Location: Factors Influencing Selection of Instructional Settings Difficulty Level: Medium 11. A newly hired hospice nurse is paired with an experienced hospice nurse. The new nurse rides with the experienced nurse for four weeks, observing and practicing the skills required for home care visits. This is an example of which instructional setting?

A. corporate university B. conference C. on-the-job D. workshop Ans: C Learning Objective: 8-2: Select the setting that is appropriate for a specific training or development need.

Cognitive Domain: Comprehension Answer Location: Factors Influencing Selection of Instructional Settings Difficulty Level: Medium 12. The new manager of a local retail electronics store learns of a Chamber of Commerce lunch and learn speaker series on how to improve through sales. The series will be held in the conference room of a nearby hotel. The manager enrolls in the series as a way to develop sales expertise. This is an example of which instructional setting?

A. corporate university B. conference C. speaker D. workshop Ans: C Learning Objective: 8-2: Select the setting that is appropriate for a specific training or development need.

Cognitive Domain: Comprehension Answer Location: Factors Influencing Selection of Instructional Settings Difficulty Level: Medium 13. Nursing preceptors are registered nurses who play a dual role of practitioner and educator. New nurses are often assigned a preceptor who mentors and provides formal teaching and learning opportunities in the clinical area where the new nurse is assigned.

This is an example of which type of learning method?

A. course B. corporate C. on-the-job-training D. workshop Ans: C

Learning Objective: 8-3: Assess the formality of on-the-job training.

Cognitive Domain: Analyze Answer Location: On-the-Job Training (OJT) Difficulty Level: Comprehension 14. Newly graduated police cadets spend 1-year riding along (shadowing) with an experienced officer as a way of learning important aspects of policing. This is an example of which type of learning method?

A. on-the-job B. mentoring C. coaching D. corporate Ans: A Learning Objective: 8-3: Assess the formality of On-The-Job training.

Cognitive Domain: Analyze Answer Location: On-the-Job Training (OJT) Difficulty Level: Comprehension 15. Classroom layout impacts learning. A trainer concerned with optimizing small group experiential learning would choose which classroom arrangement?

A. horseshoe B. circle C. rows D. pods Ans: D Learning Objective: 8-4: Discuss how a room’s layout can impact instruction and learning.

Cognitive Domain: Comprehensive Answer Location: Layout of a Classroom Difficulty Level: Medium 16. A trainer concerned with having the trainer front and center, but with less distance from the trainees, would choose which classroom arrangement?

A. horseshoe B. circle C. rows D. pods Ans: A Learning Objective: 8-4: Discuss how a room’s layout can impact instruction and learning.

Cognitive Domain: Comprehensive Answer Location: Layout of a Classroom Difficulty Level: Medium 17. A trainer concerned with reinforcing the instructor–student power dynamic would choose which classroom arrangement?

A. horseshoe B. circle C. rows D. pods Ans: C Learning Objective: 8-4: Discuss how a room’s layout can impact instruction and learning.

Cognitive Domain: Comprehensive Answer Location: Layout of a Classroom Difficulty Level: Medium 18. A trainer concerned with providing a discussion-focused, egalitarian experience would choose which classroom arrangement?

A. horseshoe B. circle C. rows D. pods Ans: B Learning Objective: 8-4: Discuss how a room’s layout can impact instruction and learning.

Cognitive Domain: Comprehensive Answer Location: Layout of a Classroom Difficulty Level: Medium 19. Which instructional environment would be described as having the following characteristics--greater emphasis on the strategic function of training and development, not typically found in small organizations, and higher level of control and standardization of training and develop.

A. on-the-job training B. corporate university C. conference D. workshop Ans: B Learning Objective: 8-5: Explain what differentiates corporate universities from other instructional environments.

Cognitive Domain: Comprehensive Answer Location: Corporate University Difficulty Level: Easy Essay 1. Describe and categorize the training setting options available to organizations.

Include details on the specific setting(s) for each option.

Ans:  Onsite--on-the-job; workshop.

 Off-site--speaker/course; conference.  Unspecified--corporate university.

Learning Objective: 8-1: Describe and categorize the training setting options that organizations have.

Cognitive Domain: Comprehension Answer Location: Instructional Settings Difficulty Level: Medium 2. Develop a table of the five factors influencing selection for the three location types.

Ans: For on-site, off-site, and unspecified--students will describe each of the five factors: control/standardization; fidelity, costs; social capital; reward value. See Exhibit 8-1.

Learning Objective: 8-2: Select the setting that is appropriate for a specific training or development need.

Cognitive Domain: Comprehension Answer Location: Factors Influencing Selection of Instructional Design Difficulty Level: Medium 3. Compare the differences between formal and informal on-the-job (OJT) training by describing the four OJT aspects covered in the text.

Ans: Will vary but correct answers will address the four aspects below for both formal and informal programs: • trainer selection.

• Trainer support.

• Training design.

• Training evaluation.

Learning Objective: 8-3: Assess the formality of On-The-Job training.

Cognitive Domain: Analysis Answer Location: On-the-Job Training (OJT) Difficulty Level: Medium 4. Explain the three C’s a typical corporate university curriculum.

Ans: • Corporate citizenship involves teaching employees about the organization's values, culture, history, and traditions.

• Contextual framework educates employees about how the organization interacts with its environment (i.e., the organization’s strategy and industry trends).

• Core workplace competencies focus on the knowledge, skills, and abilities that will make employees more productive.

Learning Objective: 8-5: Explain what differentiates corporate universities from other instructional environments.

Cognitive Domain: Comprehensive Answer Location: Corporate University Difficulty Level: Easy

Chapter 9: Technology-Mediated Training and Development Test Bank Multiple Choice 1. Which of the following is a specialized component of an HRIS designed to facilitate training activities?

A. HCM B. LMS C. HRMS D. TDS Ans: B Learning Objective: 9-2: Describe the features of an LMS. Cognitive Domain: Comprehension Answer Location: Training and Development Delivery Difficulty Level: Easy 2. is a feature of a learning management system which allows files to be shared across different systems.

A. ABSORB B. LITMOS C. SCORM D. TORS Ans: C Learning Objective: 9-2: Describe the features of an LMS. Cognitive Domain: Comprehension Answer Location: Training and Development Delivery Difficulty Level: Easy 3. Designers attentive to the user’s ability to respond, device size, modules, and scrolling are focused on which form of online learning?

A. gamification B. webinars C. e-mentoring D. mobile Ans: D Learning Objective: 9-7: Explain how technology allows training and development to go mobile.

Cognitive Domain: comprehension Answer Location: Mobile Instruction Difficulty Level: Medium

4. Designers concerned with social elements, digital badges, and indirect effect on acquired knowledge are focused on which form of online learning?

A. gamification B. webinars C. e-mentoring D. mobile Ans: A Learning Objective: 9-3: Explain how technology changes the way people learn.

Cognitive Domain: Comprehension Answer Location: Gamification Difficulty Level: Easy 5. Designers concerned with integrating content from third-party vendors, avoiding death by PowerPoint, and CE credit are focused on which form of online learning?

A. gamification B. webinars C. e-mentoring D. mobile Ans: B Learning Objective: 9-8: Discuss how Webinars are provided.

Cognitive Domain: Comprehension Answer Location: Webinars Difficulty Level: Easy 6. Designers concerned with addressing the needs of a dispersed workforce, taking care to minimize the effects of lean communication channels, and being attentive to Hofstede’s dimensions are focused on which form of online learning?

A. gamification B. webinars C. e-mentoring D. mobile Ans: C Learning Objective: 9-10: Discuss how e-mentoring differs from traditional mentoring.

Cognitive Domain: Comprehension Answer Location: E-Mentoring and E-Coaching Difficulty Level: Easy Essay 1. Explain the ways technology influences the way people learn.

Ans:  Learning shifts from individual to collaborative learning.  Learning shifts from passive to active or brain-based learning.  Focus shifts to differentiated instruction from a one-size-fits-all approach.

 More multitasking means less effective absorption and processing of information.

Learning Objective: 9-3: Explain how technology changes the way people learn.

Cognitive Domain: Comprehensive Answer Location: Technology-Facilitated Learning Difficulty Level: Medium 2. Describe the primary benefit and challenge associated with technology-facilitated learning.

Ans: Challenge--multitasking results in learners not devoting enough time to fully engage with, and internalize, the content. Benefit--technology provides enormous opportunities for presenting information in a variety of engaging ways to maximize learning.

Learning Objective: 9-3: Explain how technology changes the way people learn.

Cognitive Domain: Comprehensive Answer Location: Technology-Facilitated Learning Difficulty Level: Medium 3. According to Common Sense Media technology appears to be affecting human behaviors which impacts learning. List three of these behaviors.

Ans:  Decreased attention span.  Weaker critical thinking skills.  Weaker communication skills.

Learning Objective: 9-3: Explain how technology changes the way people learn.

Cognitive Domain: Comprehensive Answer Location: Technology-Facilitated Learning Difficulty Level: Easy 4. Discuss five benefits of using virtual communication in training and development.

Ans:  Increase and improve trainee/protégé interactions with peers, mentors, and coaches.  Video chats, apps, and conferencing software permit richer communication (as compared to leaner communication methods).  Allows geographically dispersed workforce to receive common training and development programs.  Significantly lower costs than having employees travel for face-to-face training.  The text-based, and asynchronous, aspects of virtual communication results in a more inclusive experience for diverse groups including women and nonnative English-speaking employees.

Learning Objective: 9-4: Discuss the pros and cons of virtual communication.

Cognitive Domain: Comprehension Answer Location: Communicating Virtually Difficulty Level: Medium

5. Discuss at least five challenges of using text-based communications in training and development.

Ans:  Less rich than face-to-face--missing nonverbals, tone/auditory.  Easier for miscommunications to occur due to leanness.  May make communicating with non-native speakers due to interpretation errors.  Creates psychological distance (perception of anonymity) makes it more likely some individuals will demonstrate aggressive behavior.  With diversity comes potential of differential access to technology based on socioeconomic differences.  Generational differences in comfort and technological literacy.

Learning Objective: 9-4: Discuss the pros and cons of virtual communication.

Cognitive Domain: Comprehension Answer Location: Communicating Virtually Difficulty Level: Medium 6. Discuss three challenges and two benefits associated with text-based virtual communication.

Ans – Challenges:  Missing auditory cues.  Missing nonverbals.  Psychological distance may lead to inappropriate behavior.

Ans – Benefits:  Asynchronous nature--Non-native and international speakers may have a sense of security because they can rehearse and reprocess messages.  More inclusive--Absent visual and/or auditory cues, employee diversity characteristics become less salient.

Learning Objective: 9-4: Discuss the pros and cons of virtual communication.

Cognitive Domain: Comprehension Answer Location: Concerns With Virtual Communication Difficulty Level: Medium 7. Discuss three broad opportunities associated with the use of all types of virtual communications.

Ans:  Improves quality of the communication and access. For example, video and conferencing software allows of richer communication as well as common training opportunities. Important in mentoring relationships and geographically dispersed employees.  Cost saving--technology permits scaling and repeatability.  Time savings--when compared to having employees travel.

Learning Objective: 9-4: Discuss the pros and cons of virtual communication.

Cognitive Domain: Comprehension Answer Location: Opportunities With Virtual Communication

Difficulty Level: Medium

8. Explain three types of training and development data often accessed using an HRIS. Ans:  Employee qualifications -- degrees, certifications.  Individual KSAs.  List of all training and development activities completed.

Learning Objective: 9-1: Explain how an HRIS can be used to facilitate training and development.

Cognitive Domain: Comprehensive Answer Location: Human Resource Information Systems (HRIS) Difficulty Level: Medium 9. Explain how biographical data housed in an HRMS may be used to inform EEO/AA compliance as this relates to training and development.

Ans: As for biographical data, it can be used to determine whether training and development assignments are being made in an equitable manner or if there is any potential discrimination based on an employee’s protected class (e.g., age, race, and sex). As such, EEO/AA compliance can be coordinated easily through an HRIS. Learning Objective: 9-1: Explain how an HRIS can be used to facilitate training and development.

Cognitive Domain: Comprehensive Answer Location: Needs Analysis Difficulty Level: Medium 10. Explain how performance and biographical data housed in an HRIS may be used to determine which employees will be selected for training and development.

Ans: An HRIS contains information that can be useful for selecting individuals for training and development. For example, organizations can make use of both the performance and biographical data as part of the needs analysis and selection stages for assigning employees to training and development. Regarding performance data, employees can be sorted easily in terms of their performance with those at the lower level of the spectrum being targeted for remedial training, while higher performers are scouted for further development.

Learning Objective: 9-1: Explain how an HRIS can be used to facilitate training and development.

Cognitive Domain: Comprehensive Answer Location: Needs Analysis Difficulty Level: Medium 11. Explain how data housed in an HRIS may be used to inform succession-planning activities.

Ans:  The succession planning and management processes can easily be automated in an HRIS.

 Organizations can utilize the performance data contained in an HRIS to identify high-potential employees. Once identified, the system can be used to chart out learning and development paths for individual employees including both content and timing of activities.  Allows human resources to monitor progress to ensure that the employee is on track to take on new roles and leadership within the organization.

Learning Objective: 9-1: Explain how an HRIS can be used to facilitate training and development.

Cognitive Domain: Comprehensive Answer Location: Succession Planning Difficulty Level: Medium 12. Once integrated into an HRIS the learning management system allows tracking of useful metrics. List and describe three common metrics obtained this way.

Ans:  Skill and credential tracking to enable the training function to track KSA development progress.  Staffing function to identify potential internal candidates for positions within the company.  Facilitate that the organization is in compliance with industry standards and regulations.

Learning Objective: 9-2: Describe the features of an LMS. Cognitive Domain: Comprehension Answer Location: Training and Development Delivery Difficulty Level: Easy 13. When an HRIS is combined with an LMS trainers are often able to gather data addressing all four levels of Kirkpatrick’s model. List and describe which of these level(s) the HRIS addresses and which of the level(s) the LMS addresses.

Ans:  Kirkpatrick’s four levels of training evaluation (i.e., reactions, learning, behavior, and results). An LMS can easily address the first two levels and a robust HRIS can potentially facilitate conducting all four levels of evaluation.  Examples of the variety of evaluation data that can be collected and then presented in a training dashboard as part of an HRIS include (reactions and learning) employee engagement, increase in knowledge, employee productivity (see Exhibit 9-4).  In Exhibit 9-4, an HRIS can also be used to conduct the 3rd and 4th levels of evaluation (behavior and results) completion, link to job performance and/or evaluation, and learning transfer.

Learning Objective: 9-2: Describe the features of an LMS. Cognitive Domain: Comprehension Answer Location: Training Evaluation Difficulty Level: Medium

14. List the defining characteristics of online instruction. For each characteristic describe all the advantage(s) and disadvantage(s) associated with it. Provide an appropriate training example for each.

Ans: Exhibit 9-5--access, computer-based, cost, asynchronous, self-paced. Additionally, participant anxiety can be a disadvantage but less so in younger generations. Examples will vary but can be found in the individual section of the chapter.

Learning Objective: 9-6: Assess the advantages and disadvantages of online training and development.

Cognitive Domain: Analysis Answer Location: Characteristics of Online Instruction Difficulty Level: Hard 15. Online learning is fraught with challenges, many of which involve aspects of the technology. List then describe four ways designers can make technology accessible for online learning.

Ans: Exhibit 9-6--perceivable, operable, understandable, robust.

Learning Objective: 9-5: Identify the challenges to learning that technology creates.

Cognitive Domain: Analysis Answer Location: Characteristics of Online Instruction Difficulty Level: Medium 16. List then describe four concerns regarding m-learning. Explain how each concern can be successfully addressed in terms of training and learning.

Ans: Exhibit 9-7--user’s ability to respond, device size, modules, and scrolling.

Examples will varies.

Learning Objective: 9-7: Explain how technology allows training and development to go mobile.

Cognitive Domain: Comprehension Answer Location: Mobile Instruction Difficulty Level: Medium 17. List then describe four advantages to m-learning.

Ans:  Convenience.  Accessibility.  Increased learning, knowledge transfer, and retention due to smaller module content.  Access to previously covered content increased ease of use and confidence utilizing what was learned.

Learning Objective: 9-7: Explain how technology allows training and development to go mobile.

Cognitive Domain: Comprehension Answer Location: Mobile Instruction Difficulty Level: Medium

18. List then provide examples for each step required to implement gamification in training and development.

Ans: Exhibit 9-8--five steps for implementing gamification.

Learning Objective: 9-3: Explain how technology changes the way people learn.

Cognitive Domain: Comprehension Answer Location: Gamification Difficulty Level: Medium 19. List and explain the four activities designed to maximize MOOC effectiveness.

Ans: Exhibit 9-9--four things to do to maximize MOOCS. Learning Objective: 9-9: Provide advice for how to maximize learning from MOOCs. Cognitive Domain: Comprehension Answer Location: Massive Online Open Courses (MOOCs) Difficulty Level: Medium

Chapter 10: Careers and Succession Test Bank Multiple Choice 1. A department manager is attentive to helping employees understand how their college training maps to the job they were hired to do. They also spend time helping employees successfully socialize into the work force. Finally, the manager schedules regular chats with individual employees to provide career guidance. This manager is addressing the needs of employees in which career stage?

A. maintenance B. exploration C. disengagement D. establishment Ans: A Learning Objective: 10-2: Determine which career stage an employee is experiencing.

Cognitive Domain: Comprehension Answer Location: Career End or Transition Difficulty Level: Medium 2. Which of the career theories allows the greatest level of differentiation across careers?

A. Stages B. Protean C. Boundaryless D. Anchor Ans: D Learning Objective: 10-2: Determine which career stage an employee is experiencing.

Cognitive Domain: Comprehension Answer Location: Career Theories Difficulty Level: Easy 3. Which of the career theories is the oldest and typically offers the most traditional perspective?

A. Stages B. Protean C. Boundaryless D. Anchor Ans: A Learning Objective: 10-2: Determine which career stage an employee is experiencing.

Cognitive Domain: Comprehension Answer Location: Career Theories Difficulty Level: Easy

4. A department manager documents an employee’s individual contributions noting the employee has success in this aspect of the job. Part of this work includes assessing the employee’s organizational potential and ability to develop a health work-life balance.

This manager is addressing the needs of employees in which career stage?

A. maintenance B. exploration C. disengagement D. establishment Ans: D Learning Objective: 10-2: Determine which career stage an employee is experiencing.

Cognitive Domain: Comprehension Answer Location: Establishment Difficulty Level: Medium 5. Which of the career theories argues careers are made up of four sequential steps?

A. stages B. protean C. boundaryless D. anchor Ans: A Learning Objective: 10-2: Determine which career stage an employee is experiencing.

Cognitive Domain: Comprehension Answer Location: Career Theories Difficulty Level: Easy 6. A department manager is concerned about the loss of institutional knowledge as a successful long-term employee exits due to retirement. The employee is in which career stage?

A. maintenance B. exploration C. disengagement D. establishment Ans: C Learning Objective: 10-2: Determine which career stage an employee is experiencing.

Cognitive Domain: Comprehension Answer Location: Career End or Transition Difficulty Level: Easy 7. An employee recently completed the organization’s comprehensive onboarding and job orientation activities. After only a year in the position the department manager is concerned the employee may be on the wrong career path. This manager is concerned about which career stage?

A. maintenance B. exploration C. disengagement

D. establishment Ans: B Learning Objective: 10-2: Determine which career stage an employee is experiencing.

Cognitive Domain: Comprehension Answer Location: Exploration Difficulty Level: Easy 8. Recently, an employee received their first division-level recognition as a top performer, a step promotion, and was assigned a mentor to coach them through some upcoming stretch assignments. This employee is in which career stage?

A. maintenance B. exploration C. disengagement D. establishment Ans: D Learning Objective: 10-2: Determine which career stage an employee is experiencing.

Cognitive Domain: Comprehension Answer Location: Establishment Difficulty Level: Easy 9. A small Canadian manufacturer of spas and hot tubs has been recognized as “best in class” numerous times over the last two decades, in large part due to its very stable and committed workforce. The owner is exploring the idea of switching the mostly manual manufacturing processes to automated processes emphasizing artificial intelligence (AI). This will require the workforce, most of whom have been with the company since the startup, to learn new skills related to AI. The owner is concerned about a workforce primarily in which career stage?

A. maintenance B. exploration C. disengagement D. establishment Ans: A Learning Objective: 10-2: Determine which career stage an employee is experiencing.

Cognitive Domain: Comprehension Answer Location: Maintenance Difficulty Level: Medium 10. Employees have several mobility options when it comes to career paths. A pathomicrobiologist who accepts a position in the finance department of the healthcare organization is pursuing which path?

A. ridge B. fork C. lattice D. ladder Ans: B

Learning Objective: 10-4: Differentiate between the directional paths that a career can follow.

Cognitive Domain: Analysis Answer Location: Mobility Patterns Difficulty Level: Medium 11. Employees have several mobility options when it comes to career paths. A recent college graduate was hired to a large manufacturing company and accepted the following 7-year assignment: hourly shift worker at Plant A for 18 months-> shift leader at Plant B for 12 months -> supervisor at Plant C for 24 months -> director at Plant D for 30 months -> VP west coast operations. This employee will follow which career path?

A. ridge B. fork C. lattice D. ladder Ans: D Learning Objective: 10-4: Differentiate between the directional paths that a career can follow.

Cognitive Domain: Analysis Answer Location: Mobility Patterns Difficulty Level: Medium 12. Employees have several mobility options when it comes to career paths. An employee had the following career path over their work life: lead design architect for university clients -> sales architect for university clients -> project manager for university clients. Which career path did this employee follow?

A. ridge B. fork C. lattice D. ladder Ans: A Learning Objective: 10-4: Differentiate between the directional paths that a career can follow. Cognitive Domain: Analysis Answer Location: Mobility Patterns Difficulty Level: Medium 13. Employees have several mobility options when it comes to career paths. A hospital employee in a healthcare system had the following career path over their work life: radiology technician -> external contracts manager -> assistant director of contracts, materials management, and logistics -> assistant CFO -> CFO. Which career path did this employee follow?

A. ridge B. fork C. lattice D. ladder Ans: C

Learning Objective: 10-4: Differentiate between the directional paths that a career can follow.

Cognitive Domain: Analysis Answer Location: Mobility Patterns Difficulty Level: Medium 14. An organization is focused on training an employee on how to record and share institutional knowledge. This employee is in which career stage?

A. maintenance B. exploration C. disengagement D. establishment Ans: C Learning Objective: 10-7: Assess the appropriateness of providing training or development based on an employee’s career stage or type of career.

Cognitive Domain: Analysis Answer Location: Career End or Transition Difficulty Level: Easy 15. An organization is focused on minimizing career plateaus and obsolescence. Which career stage is the organization concerned about?

A. maintenance B. exploration C. disengagement D. establishment Ans: A Learning Objective: 10-7: Assess the appropriateness of providing training or development based on an employee’s career stage or type of career.

Cognitive Domain: Analysis Answer Location: Maintenance Difficulty Level: Easy 16. A large organization has a sizable cohort of employees at the same place in their career. These employees have up-to-date technical skills. The organization directed the training and development department to map out a series of training opportunities focused on personal skill development. The organization is concerned about supporting employees in which career stage?

A. maintenance B. exploration C. disengagement D. establishment Ans: D Learning Objective: 10-7: Assess the appropriateness of providing training or development based on an employee’s career stage or type of career.

Cognitive Domain: Analysis Answer Location: Establishment

Difficulty Level: Easy 17. A large organization has a sizable cohort of employees at the same place in their career. These employees have access to an online training platform where extensive technical content is available. Employees pace themselves through the material, going as quickly, or slowly, as they need based on their level of preparation prior to hiring. The organization is concerned about supporting employees in which career stage?

A. maintenance B. exploration C. disengagement D. establishment Ans: B Learning Objective: 10-7: Assess the appropriateness of providing training or development based on an employee’s career stage or type of career.

Cognitive Domain: Analysis Answer Location: Career End or Transition Difficulty Level: Medium Essay 1. Discuss the differences between a job and a career as explained in the text.

Ans: Varies. Everyone has both a job and career.

Job:  What the person is doing now to make money.  Task oriented.  Associated with job-specific training.

Career  Overall picture of the person’s working life.  How the person derives meaning from work.  Associated with development activities.  More personal in nature, often accommodates their nonwork lives.

Learning Objective: 10-1: Discuss the relationship between jobs and careers.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Easy 2. For each of the following questions identify which career theory addresses the issue:  When  What  Who  Why. Ans:  When--career stage.  What--career stage and career anchor.  Who--boundaryless and protean.

 Why--career anchors.

Learning Objective: 10-2: Determine which career stage an employee is experiencing.

Cognitive Domain: Comprehension Answer Location: Career Stages Difficulty Level: Easy 3. List in order each of the four stages of the Career Stages Theory. Describe the goals and challenges for each.

Ans: 1. Exploration Goals: transition from education/training to application in the workforce; assessing person-career fit; easiest time to change careers if required; receive organizational/professional socialization; learn how to contribute.

Challenges: limited experience; needs career guidance and technical training.

2. Establishment Goals: Optimize contributions through individual efforts; clarifies worth to the organization and profession.

Challenges: Emphasize personal rather than technical development; needs to develop strong interpersonal skills; establish healthy work-life balance/starting a family.

3. Maintenance Goals: Leverage career opportunities and minimize threats; begin to develop others; assume managerial/leadership roles; engage in life-long learning; begin to mentor other employees.

Challenges: Lots of uncertainty as motivation may be running low; career plateau; may require skill updating due to obsolescence; employee may have peaked in the organization.

4. Disengagement Goals: Employee shares/transfers institutional knowledge.

Challenges: Reassigning duties/clients; organization preparations for loss of institutional memory/knowledge.

Learning Objective: 10-3: Discuss the goals and challenges experienced at each career stage.

Cognitive Domain: Comprehensive Answer Location: Career Stages Difficulty Level: Medium 4. List and describe the four career mobility patterns. Address each of the following:  explain each pattern in terms of being traditional or non-traditional.  Discuss how each pattern influences increased responsibility and authority.  Explain where responsibility lies in terms of career development.  Include an appropriate career example for each pattern.

Ans: Varies.

Traditional--ladder and fork *note that the fork type is typical in scientific and technical fields Nontraditional--ridge and lattice

Learning Objective: 10-4: Differentiate between the directional paths that a career can follow.

Cognitive Domain: Analysis Answer Location: Career Paths Difficulty Level: Difficult 5. Fill in the blanks for both traditional and non-traditional careers as a way of contrasting the relevant theories.

Career Aspect Traditional Nontraditional (Protean and Boundaryless) Who is Responsibility for Career Management Social Contract Common Mobility Patterns Training and Development Expertise Assessing Success Ans: Career Aspect Who is Responsibility for Career Management Social Contract Common Mobility Patterns Training and Development

Traditional Organization Security for Loyalty Ladder and Fork Greater Reliance on Formal Training

Nontraditional (Protean and Boundaryless) Individual Employability for Flexibility Ridge and Lattice Greater Reliance on Job Experiences and Relationships Learn How Psychological Success

Expertise Know How Assessing Success Promotions and Raises Cognitive Domain: Analyze Answer Location: Traditional, Protean, and Boundaryless Careers Difficulty Level: Easy

6. Describe how a boundaryless career differs physically and psychologically from a traditional career. Use an appropriate work-relates example for each.

Ans: Varies.  While many people are both physically and psychologically boundaryless in how they pursue their careers, it is possible to be one and not the other.  The most visible aspect of a boundaryless career is the physical dimension. Someone who pursues a physically boundaryless career engages in a higher level of mobility than someone in a traditional career. Two important aspects of this mobility are that it is voluntary and purposeful. Physically boundaryless workers use their job mobility as a method for achieving growth and personal goals, as opposed to a wayward individual who has many jobs because s/he lacks the ability to maintain one.

 A career can also be psychologically boundaryless. Individuals who are psychologically boundaryless maintain an orientation/openness to change and growth.

So even if they choose to stay with the same employer they pursue their own path as opposed to just climbing the next rung an organizational career ladder.

Learning Objective: 10-5: Compare and contrast Traditional, Boundaryless, and Protean careers.

Cognitive Domain: Analysis Answer Location: Boundaryless Difficulty Level: Medium 7. List and describe the talent-based career anchors. Provide an appropriate workrelated example for each.

Ans: Varies. Technical/functional competence, managerial, and entrepreneurial. A primary focus on the type of work that someone does is a common element of these anchors.  The most purely work-focused anchor is technical/functional competence.

It is the content of the work itself that matters the most to people with this anchor.  By contrast, individuals who manifest the managerial competence anchor are more excited when given the opportunity to be problem solvers and/or building a team to achieve a goal.  While those with an entrepreneurial creativity anchor could also be considered problem solvers, they are more focused on the act of creation than on managing an existing project.

Learning Objective: 10-6: Describe and categorize career anchors.

Cognitive Domain: Analysis Answer Location: Career Anchors Difficulty Level: Medium 8. List and describe the needs-based career anchors. Provide an appropriate workrelated example for each.

Ans: Varies. Autonomy and independence, security and stability, and lifestyle are all examples of needs-based anchors. A common thread among these three anchors is that work should accommodate their personal lives and desires.  Individuals who manifest the autonomy and independence anchor desire careers where they free of organizational constraints and can control when, where, and how they work. If given the choice, these people would choose employment situations that provided greater freedom than opportunities for promotion.  By contrast, individuals with security and stability anchors seek to become embedded within their organizations. They prefer the loyalty for security, a social contract that is consistent with traditional careers (as discussed in the previous section).  The last of the needs-based anchors is lifestyle, individuals with this anchor are primarily motivated to find employment situations that maximize work–life balance.

Learning Objective: 10-6: Describe and categorize Career Anchors.

Cognitive Domain: Analysis Answer Location: Career Anchors

Difficulty Level: Medium 9. List and describe the value-based career anchors. Provide an appropriate workrelated example for each.

Ans: Varies. The anchors in this category are service and dedication to a cause and pure challenge. The anchors in this category differs somewhat from the others in that they focus on how individuals identify with their careers.  Individuals who develop a service and dedication to a cause anchor want more than anything else want to be in a situation where they feel they are making a difference in the world even if it means that they are not making the best use of their skills.  By contrast, what drives those with a pure challenge anchor is arguably less noble albeit more personal. These people are driven to overcome obstacles and to see problems purely as things to be solved, without the focus on bringing people together (managerial competence) or creation (entrepreneurial creativity).

Learning Objective: 10-6: Describe and categorize Career Anchors.

Cognitive Domain: Analysis Answer Location: Career Anchors Difficulty Level: Medium 10. Succession planning is often an important organizational activity. List at least four positive outcomes which can result from this activity.

Ans: Varies but should include some combination of the following:  identification of high-potential employees.  Building loyalty and commitment to the organization.  Internally source replacements for leaders who retire or otherwise exit.  Use talent as a sustainable competitive advantage.  Create a rare, valuable, imitable, and nonsubstitutable talent pool.

Learning Objective: 10-8: Explain the importance of succession planning and differentiate between the different approaches.

Cognitive Domain: Analysis Answer Location: Succession Planning Difficulty Level: Medium

o

11. List and describe the two models used in succession planning. Provide an appropriate example for each.

Ans:  Heir model o limits succession planning to key leadership positions. o Replacement planning. o “Crowned prince.” o generally a less formal process  Pool model deeper approach. o Concerned with overall robustness of the workforce.

o De-emphasizes the importance of any one person to the process. o Wider scope typically means it is more formal than the heir model.

Learning Objective: 10-8: Explain the importance of succession planning and differentiate between the different approaches.

Cognitive Domain: Analysis Answer Location: Heir Model | Pool Model Difficulty Level: Easy 12. Assessment centers are often complex. List and describe the 10 essential elements of an assessment center. Categorize each correctly in either the designing, evaluating, or executing component. Explain the key features of each component.

Ans:  Executing o Standardization  Designing o Systematic analysis to determine job-relevant behavioral constructs. o Behavioral classification o Linkages between behavioral constructs and assessment center components. o Simulation exercises. o Multiple assessment center components.  Evaluating o Assessors o Assessor training o Recording and scoring behavior o Data integration  Designing an assessment center involves multiple steps o the first step is to conduct a needs analysis (systematic analysis to determine job-relevant behavioral constructs). o Classify this information (behavioral classification). o Operationalize it (linkages between behavioral constructs and assessment center components). This last step basically means to plan/identify how the behavioral constructs will be assessed. o Assessment centers should have multiple methods, and one of these should be a simulation.  The evaluating component can be divided into two parts. o The first part deals with the people who will do the evaluating. Basically, there should be multiple people who do the evaluation, and they should be properly trained. o The second part focuses on the evaluation itself. This involves a systematic procedure to initially record/score individual behaviors and employee potential, and then a process for integrating the responses from the individual assessors in order to generate a report.

Learning Objective: Explain how an assessment center works Cognitive Domain: Analysis Answer Location: Assessment Centers

Difficulty Level: Easy 13. The text covers six attributes commonly measured in assessment centers. List and explain each attribute.

Attribute Explanation

Ans: Attribute Behavioral Flexibility Interpersonal Sensitivity Judgment Organizational Sensitivity Perseverance Tolerance for Stress

Explanation Ability to modify behavior and achieve a goal when confronted by an opposing attitude, behavior, belief, or opinion Evidence in behavior of consideration for the needs and feelings of others Ability to make decisions and develop courses of action Understanding of how actions and decisions will impact the organization Ability to maintain efforts until desired goal is achieved Stability of performance under pressure

Learning Objective: Explain how an assessment center works Cognitive Domain: Analysis Answer Location: Assessment Centers Difficulty Level: Easy 14. Discuss how promotability ratings minimize the Peter principle as this applies to succession planning.

Ans: According to the Peter principle, good employees continue to be promoted until they rise to a position where they lack the needed ability and as a result fail in their new job. Because performance evaluations focus on an individual’s current performance, using them for succession decisions make them vulnerable to the Peter principle (i.e., promoting people who lack the ability to be successful). It is too easy to assume that the person who should be selected for a promotion is the employee who is the best performer in their current position. Therefore, performance evaluations should not be used as part of succession planning.

Learning Objective: 10-10: Discuss the interaction between employee potential and performance.

Cognitive Domain: Comprehension Answer Location: Succession Planning | Promotability Ratings Difficulty Level: Easy

15. Complete the nine-box matrix by listing the employee type. Then, define each of the types.

Performance

Potential

Ans: Performance High

Resident Experts

Average Technically Sufficient Poor Mulligans Poor

Technically Ready Medians

High Potentials

Culturally Sufficient Average

Diamonds in the Rough High

Culturally Ready

Potential Definitions: Corners:  Resident expert is the name given to those with high performance but poor potential. These are employees you want to keep, but you want to keep them where they are. Promoting a resident expert risks invoking the Peter principle (i.e., promoting them into incompetence).  The top-right box is the home of the high-potential employee. These are employees with both high performance and high potential. These are the coveted employees in the succession planning process, and the ones you want to cultivate (i.e., focus on their development and commitment).  The bottom-right is the home of the diamond in the rough, these are high potential but low performing employees. If you remember the childhood story, the diamond in the rough turns out to be a beautiful swan, but unfortunately s/he is in the wrong place. Theoretically, these employees will prosper if transferred/promoted, however, it is hard for people to see the sparkling diamond (i.e., potential) if they are focused on the uncut rock (i.e., performance).  The final corner is where the mulligans reside. Mulligan is a term from golf and refers to a do-over because of a mistake. Lacking both potential and performance, it is arguably better to replace (i.e., do-over) rather than develop these employees.

Within the cross:  The technical skills refer to ability. The idea suggests that the technically ready are likely to be promoted based on their ability rather than their organizational fit.

While the technically sufficient may not be promoted, they maintain their employment based on their ability rather than their organizational fit.  The converse is true with the culturally sufficient, these people are poor performers but may retain their positions based on being an otherwise good fit with the organization. By comparison, the culturally ready may be promoted based on the belief that they have the right organizational fit, and that what they are missing to be a true high potential can be addressed in training.  Finally, the medians represent the middle ground. They do not stand out in any respect but are nevertheless good employees.

Learning Objective: 10-10: Discuss the interaction between employee potential and performance.

Cognitive Domain: Comprehension Answer Location: Promotability Ratings Difficulty Level: Easy 16. Summarize the challenges associated with managing succession planning when the workforce is likely to follow the less traditional protean or boundaryless career path.

Ans: Varies but must address the following in some way:  The traditional career path aligns well with typical succession planning activities.  The new social contract creates a dilemma for employers as the more mobile, and less loyal, employees pursue a protean or boundaryless career path. This makes traditional succession planning challenging.  High-potential employees tapped for succession planning also have the ability to seek other employment.  Organizations have several ways to address these challenges o Screen new employees to determine the type of career path they prefer. Focus succession efforts on those who prefer the traditional path. o Remain open to seeking talent from outside the organization. o Use an evaluation process like the nine-box matrix to differentiate high potentials.

Give preferential support, development, rewards, etc. to the high potentials identified this way. o Caution must be used to avoid discrimination and legal challenges.

Learning Objective: 10-12: Understand the impact of career theories on succession planning.

Cognitive Domain: Analysis Answer Location: New Careers and Succession Planning Difficulty Level: Medium

Chapter 11: Employee Development Test Bank Multiple Choice 1. Volunteer activities that benefit an employee's current role describes which development activity?

A. stretch assignments and projects B. job enrichment C. extra-role enrichment D. job shadowing Ans: C Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Employee Development Difficulty Level: Easy 2. Moving an employee to a position in a level above their current position in order to reward performance and develop new skills describes which development activity?

A. job shadowing B. job rotation C. lateral move D. promotion Ans: D Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Employee Development Difficulty Level: Easy 3. Special project assignments outside of the scope of employee's normal job describes which development activity?

A. stretch assignments and projects B. job enrichment C. extra-role enrichment D. job shadowing Ans: A Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Employee Development Difficulty Level: Easy

4. Employees following others in different positions for exposure to other job opportunities describes which development activity?

A. stretch assignments and projects B. job enrichment C. extra-role enrichment D. job shadowing Ans: D Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Employee Development Difficulty Level: Easy 5. A formal or informal program using the direct supervisor or an external professional for the purposes of performance improvement or resolution of work issues describes which development activity?

A. mentoring B. coaching C. stretch assignments and projects D. job enrichment Ans: B Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Employee Development Difficulty Level: Easy 6. Knowledge and skill development within the scope of the employee's normal job describes which development activity?

A. stretch assignments and projects B. job enrichment C. extra-role enrichment D. job shadowing Ans: B Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Employee Development Difficulty Level: Easy 7. Employees moving through different job opportunities over a period of time describes which development activity?

A. job rotation B. lateral move C. promotion

D. job enrichment Ans: A Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Employee Development Difficulty Level: Easy 8. A formal or informal program in partnership with a more senior employee for the purpose of long-term career growth describes which development activity?

A. job enrichment B. coaching C. stretch assignments and projects D. mentoring Ans: D Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Employee Development Difficulty Level: Easy 9. Moving an employee to a position at a similar level of responsibility and pay, but with different skills to develop, describes which development activity?

A. job rotation B. lateral move C. promotion D. job enrichment Ans: B Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Employee Development Difficulty Level: Easy Essay 1. Improving employee development opportunities takes work. List then describe the seven steps to improve development programs covered in the text. Explain the key outcome of each step.

Ans: Answers must include the following: 1. Ignite managers' passion to coach their employees--the manager/coach is responsible for helping the employee deal with unanticipated workplace or job-related issues (internal coaching).

2. Deal with the short-shelf life of learning and development needs--development opportunities must be adjusted each time organizational strategy is updated.

3. Teach employees to own their career development--organizational needs and employee development interests may not match therefore employees must be responsible for their own development.

4. Provide flexible learning options--apply teaching and learning best practices; keep development relevant.

5. Serve the learning needs of virtual teams--allow employees to volunteer; reduce the “out-of-sight out-of-mind” challenge by providing online and asynchronous development opportunities, 6. Build trust in organizational leadership--transparency; additionally, employees must feel confident the development opportunities offered to levels above will ultimately be available for them. Be consistent.

7. Utilize different learning options to reinforce learning across all learning styles--apply multi-modal teaching and learning best practices to meet the various learning style preferences.

Learning Objective: 11-2: Identify the steps to improve employee development programs.

Cognitive Domain: Knowledge Answer Location: Strategic Importance of Development Difficulty Level: Medium 2. Define learning agility. Then, list the two features of learning agility.

Ans: Learning agility is defined as the mindset and corresponding collection of practices that allow leaders to continually develop, grow, and utilize new strategies that will equip them for the increasingly complex problems they face in their organizations.  Learning agile employees take ownership of their own development.  Learning agility is important for employee success.

Learning Objective: 11-1: Identify what it takes to have learning agility.

Cognitive Domain: Knowledge Answer Location: Learning Agility Difficulty Level: Easy 3. Learning agile employees have a set of common characteristics. List and describe these.

Ans: Employees who are learning agile typically exhibit the following characteristics.  First, they are willing to be innovative and question the status quo.  Second, they perform well by staying calm when faced with difficulty.  Third, they reflect on their experiences to learn from them.  Fourth, they are willing to take risks and volunteer for learning opportunities even if there is a chance of failure.  Fifth, employees who are learning agile are open to learning and resist the temptation to become defensive in the face of adversity. They seek feedback, process it, and adapt, and are highly self-motivated to learn and grow.

Learning Objective: 11-1: Identify what it takes to have learning agility.

Cognitive Domain: Knowledge Answer Location: Learning Agility Difficulty Level: Easy

4. The text lists nine approaches to employee development. List and define each of the approaches.

Ans: Development activity Definition Stretch Assignments and Projects Special project assignments outside of the scope of the employee's normal job Job Enrichment Knowledge and skill development within the scope of the employee's normal job Volunteer activities that benefit the Extra-Role Enrichment employee's current role Job Shadowing Employees follow others in different positions for exposure to other job opportunities Job Rotation Employees rotate through different job opportunities over a period of time Lateral Move Movement to a position at a similar level of responsibility and pay, but with different skills to develop Promotion Move employee to a position at a level above their current position to reward performance and develop new skills Mentoring Formal or informal program in partnership with senior employee for long-term career growth Coaching Formal or informal program with direct supervisor or external coach for performance improvement or resolution of work issues Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Employee Development Difficulty Level: Medium 5. Describe two ways performance appraisal is linked to employee development.

Ans: Performance appraisal is directly related to employee development and has two broad purposes.  First, and most common, appraisals function as evaluation tools, and are inputs for determining appropriate rewards or punishments given the employee’s performance over the previous review period. Promotions, for example, are considered a reward for good performance, which directly impacts the career path of the employee.  Second, and less common, the appraisal serves as the framework for employee development plans. The gap between current KSAs and desired skills KSAs given the employee’s career aspirations and the organization’s needs, inform the

development plan provided for the employee. The focus is less on the reward/punishment or evaluative aspect of the appraisal, and more on the goals for improvement and growth of the employee over the next review period.

Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Employee Development Difficulty Level: Medium 6. One broad category of development activities is often labeled “assignments and enrichment opportunities.” List, define, and provide an appropriate work example for the three development activities covered in the text.

Ans: The development activities are listed here. Work examples may vary.  Stretch assignments and special projects--Stretch assignments and projects are typically outside of the scope of the employee's day-to-day work activities but are still within the boundaries of direct job-related projects. These special projects and assignments represent occasions for skill development they wouldn't typically get in the normal scope of their job. These special assignments and projects may not come up often, so it is imperative that the employee chosen is ready for the opportunity and will directly benefit from the experience in their development plan. An example of a type of special project may be the need for an ad hoc committee to address new technology or new processes the organization is considering adopting. The committee would have a central role researching and recommending what they think would best meet the organization's needs. The employees chosen for this committee would have a visible role in advancing the needs of the company and would allow them to showcase skills that may not be apparent in their current job.  Job enrichment--Enrichment activities in this context include opportunities in the course of job-related activities that benefit the employee, and can be added to their job assignment on a permanent basis. As employees develop greater mastery in certain areas of their job, additional opportunities can be provided for them to broaden the range of skills they possess. An employee might move from a team member, to a team leader, entering the rotation of leaders who take turns leading projects. Or the employee may move from behind the scenes preparation of projects, to become a key member of the presenting team. As employees grow in experience, they are given increasingly more difficult and broader opportunities to develop. Job enrichment activities are typically part of a formalized development plan, but may not necessarily be formalized as such. This plan could be explicitly outlined in a development plan, but could also just be a normal progression of job training as identified in the job description (an example of the overlap between training and development programs).  Extra-role enrichment--While special projects and job enrichment function within the boundaries of job-related projects, extra-role enrichment activities go beyond projects directly related to the job. If the company develops extra-work committees, such as a diversity committee, or a volunteerism committee (e.g., coordinating a United Way or Blood Drive campaign), these committees provide enrichment opportunities outside of the direct work of the organization. The employee can then develop and showcase KSAs during a visible company-wide campaign or activity. This not only

develops and demonstrates good competencies that can be applied to job-related activities, but can also benefit the organization and its employees by modeling ethical and socially responsible activities.

Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Assignments and Enrichment Opportunities Difficulty Level: Medium 7. One broad category of development activities is often labeled “job design.” List, define, and provide an appropriate work example for the two development activities covered in the text.

Ans: The development activities are listed here. Work examples may vary.  Job shadowing--job shadowing is the process by which employees follow, or “shadow,” coworkers around to get exposure to other job opportunities. They walk with and observe the daily workings of other employees who are doing jobs the employee may be interested in pursuing. While shadowing may not be a direct development activity, shadowing is important to the early exploration stage of career planning and development. It enables the employee to understand what career opportunities may be available for them as they consider their future in the organization.

Job shadowing is an important aspect of apprenticeship programs.  Job rotation--In job shadowing, employees get to observe job opportunities on a one-on-one basis with employees in those jobs. Job rotation is similar but instead of simply observing, as they would do under shadowing, job rotation opportunities enable employees to get a taste for particular jobs by working in those positions for a period of time. The time frame can vary depending on the intentions of the organization, the objectives of the rotation program, as well as the organization's size and access to key resources. Another way job rotation can be used is to shorten the rotation periods and have employees continually rotate through a variety of jobs.

This serves two purposes. First, as we know from the job design literature, job rotation breaks up boredom and monotony. Second, rotation can also expand opportunities for employees to develop skills, preparing them for possible future job prospects. Rotation can be a short as a week (most common), or as long as a few months.

Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Job Design Difficulty Level: Medium 8. One broad category of development activities is often labeled “job transitions”. List, define, and provide an appropriate work example for the two development activities covered in the text.

Ans: The development activities are listed here. Work examples may vary.  Lateral move--a lateral move doesn’t assume that the employee is moving ahead along a narrow, predictive path, from lower to upper levels of the company.

Lateral moves are much more focused on providing broader skill development that may ultimately result in upward movement along career ladders. Lateral moves, in essence, give employees a broad set of options for career paths and development.  Promotions--traditional career ladders presume upward progression of the employee’s career from lower to upper levels of the company. Each upward move the employee makes not only serves as a reward for the past, but also presents an opportunity to grow and learn new KSAs. This works for lower level employees as well as upper level executives.

Learning Objective: 11-3: Compare and contrast the different methods of employee development.

Cognitive Domain: Analysis Answer Location: Job Transitions Difficulty Level: Medium 9. Describe mentoring using the definition from the text. Then, list the types of support activities typically labeled as mentoring career development support. Make a similar list for mentoring psychological support activities.

Ans: Mentoring is defined as “… an intense work relationship between senior (mentor) and junior (protégé) organizational members. The mentor has experience and power in the organization and personally advises, counsels, coaches, and promotes the career development of the protégé. Promotion of the protégé’s career may occur directly through actual promotion decisions made by the mentor, or indirectly through the mentor’s influence and power over other organizational members.”

Career Development Support Psychosocial Support  Sponsorship  Role Modeling  Exposure  Acceptance  Visibility  Confirmation  Career Coaching  Counseling  Protection  Friendship  Challenging Assignments Learning Objective: 11-5: Design an effective mentoring program.

Cognitive Domain: Analysis Answer Location: Mentoring Difficulty Level: Easy 10. Although coaching and mentoring are often discussed at the same time, there are differences. Contrast coaching and mentoring.

Ans:  Coaching o Can be done internally with the employee’s direct supervisor. o Can be done by an HR employee. o Can be done by a designated internal coach. o Can be done by an external coach.  Mentoring

o Typically does not involve the direct supervisor, instead matching the employee with a senior employee not in their chain of command. o Does not involve typical job expectations. o Requires assent form both the mentee and mentor before developing a working relationship.

Learning Objective: 11-4: Differentiate between mentoring and coaching.

Cognitive Domain: Analysis Answer Location: Mentoring and Coaching Difficulty Level: Medium 11. List and describe the characteristics of a good mentoring relationship.

Ans:  Interest and motivation to participate from both Mentor and Protégé--from the perspective of the mentor, if the protégé is not coachable or approaching the relationship with a learning orientation, this mentoring relationship will be a waste of time for the mentor if the protégé is not responsive. From the perspective of the protégé, if the mentor is not interested in being a mentor, they will not provide adequate support of the protégé, leaving the protégé disillusioned and pondering job opportunities elsewhere within or outside of the organization. Regardless of the perspective, this is one of the primary reasons why mentoring programs should be voluntary, not mandatory. If one or both parties are not interested in the mentoring relationship, it is a waste of time and money for all involved.  Time and commitment to participate--even with the best of intentions, if neither mentor nor protégé can commit the time to developing the relationship, the program is not meeting the organization’s strategic needs and goals. If neither is committed to make the time, even if they have the stated desire to be involved in the mentoring relationship, the mentoring program will likely fail.  Confidentiality--the mentor may hear things that might be extremely personal. One goal of the mentoring relationship is to help protégés learn about the culture and build their own self-awareness as they grow as an employee. As the protégé explores these things within the boundary of the mentoring relationship, they may reveal personal details that should not be for professional consideration in the workplace. It is not the mentor’s responsibility to share that information with others. This violates trust and will destroy the budding relationship between the two. If the protégé does not feel safe to confide in and share information with the mentor, this creates a barrier between them, eroding the benefits of a mentoring relationship.  Clear, open, two-way communication--communication is the lynchpin of a good mentoring relationship. This involved clear, open, two-way communication, and good listening skills for both parties.  Active listening--this involved clear, open, two-way communication, and good listening skills for both parties.  Clear goals--a good mentoring relationship must establish clear goals. The goals must first be in alignment with the strategic needs of the organization. The goals must also benefit both the mentor and the protégé. Each person enters the mentoring relationship with personal and professional goals in mind. Those goals should be discussed explicitly in the beginning phase of the relationship so the mentor and

protégé know what to expect from each other and the outcomes they’d like to see at the close of the formal mentoring relationship. Some organizations use a formal contract where the expectations for goals and outcomes are explicitly addressed.

Learning Objective: 11-5: Design an effective mentoring program.

Cognitive Domain: Analysis Answer Location: Characteristics of a Good Mentoring Relationship Difficulty Level: Medium 12. List and describe the stages of the mentoring relationship.

Ans:  Initiation o This may last 6 months to a year. o The relationship is in its beginning stages and the mentor is admired as a role model, and for their ability to provide support and guidance to the protégé. o The relationship parameters are established. o Trust is being developed.  Cultivation o This may last 2–5 years. o Is where both career development and psychosocial support is maximized. o The relationship has developed a strong emotional bond, and both protégé and mentor benefit from the relationship. o At this stage, they may meet more frequently to build greater synergies.  Separation o This is the transition point for the protégé who is likely to desire more autonomy in the relationship. o Work commitments may have shifted for both, or the usefulness or instrumentality of the mentoring relationship may have decreased. Either way, this is the point in time when the protégé and mentor begin to spend less time together, and the dependency of the protégé on the mentor fades. o There may be frustration or disappointment at unattained goals, or sadness that the relationship is in a formal transition.  Redefinition o The mentor and protégé relationship shifts to become a relationship of equals, or peers. o The emphasis at this stage is on friendship, rather than on role modeling and learning. It may feel awkward in the beginning as the protégé transitions from a subordinate role in the relationship. How this awkwardness is managed determines whether the relationship continues in a redefined way, or fades away entirely.

Learning Objective: 11-5: Design an effective mentoring program.

Cognitive Domain: Analysis Answer Location: Stages of the Mentoring Relationship Difficulty Level: Medium 13. The text summarizes a variety of antecedents of mentoring support. List the three career development antecedents that have no overlap with the psychosocial

antecedents. Separately, list the single psychosocial antecedent which has no overlap with the career development antecedents. List the three undifferentiated antecedents.

Ans: Career development Internal Locus of Control of Protégé Supervisory Mentoring Early Mentoring Stages over Late Stages Psychosocial Ethnically similar Dyad Undifferentiated Protégé Emotional Intelligence Protégé High Self-Monitoring High Self-Disclosure between Protégé and Mentor Learning Objective: 11-5: Design an effective mentoring program.

Cognitive Domain: Analysis Answer Location: Exhibit 11-8: Antecedents of Mentoring Support Difficulty Level: Difficult 14. The text summarizes a variety of antecedents of mentoring support. List the antecedent’s common to both career development and psychosocial support.

Ans:  Proactive Protégé  High Protégé Learning Goal Orientation  High Mentor Learning Goal Orientation  Mentor is Transformational Leader  Gender-Similar Dyad  Perceived Similarity  Cognition- and Affect-Based Trust  Informal Mentoring  Organizational Support for Mentoring Learning Objective: 11-5: Design an effective mentoring program.

Cognitive Domain: Analysis Answer Location: Exhibit 11-8: Antecedents of Mentoring Support Difficulty Level: Medium 15. Designing a mentoring program requires attention to training both the mentor and the mentee. List at least six mentor training topics described in the text. List at least six mentee training topics described in the text.

Ans: Answers should include at least six from each column.

Preparation for Mentors Preparation for Protégé Candidates  The importance of  Defining mentoring

mentoring  The role of the mentor  The process of mentoring  The match  Preparing for success  Setting expectations with the protégé  Confidentiality  The agreement  Goals of the relationship  Setting objectives  Possible learning methods: journaling, role playing, and shadowing  Meeting times/frequency  Coaching overview  Evaluating success

 The importance of the mentoring relationship  Responsibilities of the protégé  Matching the protégé to the mentor  Working relationships with the mentor  Developing expectations  Confidentiality  Boundaries  The mentoring agreement  Accountability  Welcoming Feedback  Evaluating your success

Learning Objective: 11-5: Design an effective mentoring program.

Cognitive Domain: Analysis Answer Location: Mentor and Protégé Training Difficulty Level: Medium 16. Designing a mentoring program requires attention to the level of formality. List at least six features associated with a formal mentoring program as described in the text.

List at least six features associated with an informal mentoring program as described in the text.

Ans: Formal Mentoring  Connection to a strategic business objective of the organization  Established goals  Measurable outcomes  Open access for all who qualify  Strategic pairing of mentors and protégés  Mentoring engagements lasting 9– 12 months  Expert training and support  Direct organizational benefits

Informal Mentoring  Unspecified goals  Unknown outcomes  Limited access to the program  Self-selection of mentors and protégés  Long-term mentoring  No expert training or support Indirect organizational benefits

Learning Objective: 11-5: Design an effective mentoring program.

Cognitive Domain: Analysis Answer Location: Formal Versus Informal Mentoring Difficulty Level: Medium

17. The text describes several threats to mentor program success. Describe at least four of these.

Ans: Varies but can include any of these:  Jealousy between the mentor and mentee can happen when: o The mentee’s network expands beyond the mentor’s scope of influence or their career become more successful than the mentor’s. o The mentor gets controlling, not allowing the mentee to move on from the mentoring relationship. o The mentor may undermine the mentee in public. o The mentee becomes a peer/equal to the mentor.  Demographic dissimilarities in the dyads (e.g. gender and ethnicity) will result in less than optimal outcomes.

Learning Objective: 11-5: Design an effective mentoring program.

Cognitive Domain: Analysis Answer Location: Threats to Mentoring Programs Difficulty Level: Medium 18. According to the text there exists a continuum upon which coaches’ roles can be identified. List these roles in order beginning with the most internal role and ending with the most external role.

Ans: 1.

Manager/leader in an organization who coaches direct reports.

2.

An organization’s HR professional (or talent manager) who uses their coaching skills across the organization.

3.

Full-time internal coach (or talent manager) who acts as an executive coach to select high-level executives within the organization.

4.

External coach who works beyond the organization’s boundaries and has their own client pool. They often work individually with high-level executives within an organization.

Learning Objective: 11-6: Compare and contrast the value of internal versus external coaching.

Cognitive Domain: Analysis Answer Location: Coaching Difficulty Level: Medium 19. Both the internal and external coaching roles present with a unique set of pros and cons, offering organizations differential value. Explain how and when internal coaches bring value to organizations. Do the same for external coaches.

Ans: Internal coaches bring value when:  Reliability and consistency in approach is needed. This is because coaching education among external coaches is currently unregulated and curriculums vary across coaching training programs (voluntary accreditation only exists through ICF). Also, a coach acquired for one executive may differ in approach and outcomes

from a coach acquired for another executive. Therefore, if consistency of approach is important, organizations should consider internal coaches.  Second, internal coaches may be preferred when financial constraints exist. The cost for external coaches is expensive. Even though the investment may yield a good ROI, if the company is experiencing financial difficulties, internal coaches are a more cost-effective solution.  Quicker, more efficient integration, and system-level interventions are needed. As company insiders, the internal coach is able to more effectively coach the employee to success because they are familiar with the organization’s political and cultural environment, as well as the structure, policies, and procedures in place.

External coaches bring value when:  The organization is looking for coaches for the highest levels in the organization.  When there is a culture of low trust, and/or when coaching is considered a last-ditch effort to improve performance of the employee.  In short, it is important to use an external coach when political neutrality, maximum objectivity, and the highest level of confidentiality are needed in the coaching relationship.

Learning Objective: 11-6: Compare and contrast the value of internal versus external coaching.

Cognitive Domain: Analysis Answer Location: Coaching Difficulty Level: Medium 20. The text summarized a variety of benefits which result from coaching. List at least five benefits to the employee.

Ans:  Better Work-Life Balance  Improving Psychological and Social Competencies  Improving Career Development  Improving Self-Awareness and Assertiveness  Increasing Confidence  Developing Relationship, Network, and Interpersonal Skills  Adapting to Change More Effectively  Helping to Set and Achieve Goals  Role Clarity  Behavior Changes Learning Objective: 11-6: Compare and contrast the value of internal versus external coaching.

Cognitive Domain: Analysis Answer Location: Coaching Difficulty Level: Medium 21. The text summarized a variety of benefits which result from coaching. List at least five benefits to the organization.

Ans:

 Increased Productivity  Support Mechanism for Other Training Programs  Improvements to Communication  Effectiveness of Organization and Teams Learning Objective: 11-6: Compare and contrast the value of internal versus external coaching.

Cognitive Domain: Analysis Answer Location: Coaching Difficulty Level: Medium 22. According to the text organizations must produce good leaders. The steps to achieve this goal are three-fold. Detail these steps, include the five key predictors, and provide an appropriate example.

Ans: Answers must have the following three steps. Examples will vary.

In order to ensure the leadership development process is not only finding leadership potential but is also producing good leaders, the following steps should occur.  First, organizations need to determine the most important competencies for leadership roles in their organization.  Second, once that has been determined, employee potential must be assessed. There are five key predictors of leadership success: motivation, curiosity, insight, engagement, and determination.  Three, upon assessing how leaders score on the five predictors, it is important to map leadership potential to the competencies required on the job, and assess the extent to which the employee exhibits those competencies.

Learning Objective: 11-7: Describe the steps to identify what employees need for leadership development.

Cognitive Domain: Analysis Answer Location: Leadership Development Difficulty Level: Medium

Chapter 12: Practical skills for training and development Test Bank Multiple Choice 1. Which essential skill for training is defined as “The skills needed to resolve disagreements in values, motivations, ideas, or desires.”

A. communication style B. feedback C. self-awareness D. conflict resolution Ans: D Learning Objective: 12-1: Explain how each of the different types of skills needed for training and development is important for trainers and trainees alike.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Easy 2. Which essential skill for training is defined as “The way in which we interact and share information with others.”

A. communication style B. feedback C. self-awareness D. conflict resolution Ans: A Learning Objective: 12-1: Explain how each of the different types of skills needed for training and development is important for trainers and trainees alike.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Easy 3. Which essential skill for training is defined as “Knowing your motivations, preferences, and personality and understanding how these factors influence your judgment, decisions, and interactions with other people.”

A. communication style B. feedback C. self-awareness D. conflict resolution Ans: C Learning Objective: 12-1: Explain how each of the different types of skills needed for training and development is important for trainers and trainees alike.

Cognitive Domain: Comprehension Answer Location: Introduction

Difficulty Level: Easy 4. Which essential skill for training is defined as “The ability to accurately receive and interpret messages during the communication process.”

A. communication style B. feedback C. listening D. conflict resolution Ans: C Learning Objective: 12-1: Explain how each of the different types of skills needed for training and development is important for trainers and trainees alike.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Easy 5. Using physical space to communicate a message is an example of which form of nonverbal communication?

A. chronemics B. kinesics C. haptics D. proxemics Ans: D Learning Objective: 12-7: Explain how people communicate nonverbally Cognitive Domain: Comprehension Answer Location: Nonverbal Communication Difficulty Level: Easy 6. Using time to communicate a message is an example of which form of nonverbal communication?

A. chronemics B. kinesics C. haptics D. proxemics Ans: A Learning Objective: 12-7: Explain how people communicate nonverbally Cognitive Domain: Comprehension Answer Location: Nonverbal Communication Difficulty Level: Easy 7. Using posture to communicate a message is an example of which form of nonverbal communication?

A. chronemics B. kinesics C. haptics D. proxemics Ans: B

Learning Objective: 12-7: Explain how people communicate nonverbally Cognitive Domain: Comprehension Answer Location: Nonverbal Communication Difficulty Level: Easy 8. Communicating by touch is an example of which form of nonverbal communication?

A. chronemics B. kinesics C. haptics D. proxemics Ans: C Learning Objective: 12-7: Explain how people communicate nonverbally Cognitive Domain: Comprehension Answer Location: Nonverbal Communication Difficulty Level: Easy 9. During a training session, the trainer identifies a conflict with a trainee. The trainer decides to pursue a conflict resolution strategy that minimizes the relationship but optimizes the learning outcome. The trainer is using which conflict resolution style?

A. compromise B. avoidance C. accommodation D. competition Ans: D Learning Objective: 12-2: Select the appropriate conflict resolution style for a specific situation.

Cognitive Domain: Comprehension Answer Location: Conflict Resolution Difficulty Level: Medium 10. During a training session, the trainer identifies a conflict with a trainee. The trainer decides to pursue a conflict resolution strategy that takes a balanced approach to both elements of conflict resolution. The trainer is using which conflict resolution style?

A. compromise B. avoidance C. accommodation D. competition Ans: A Learning Objective: 12-2: Select the appropriate conflict resolution style for a specific situation.

Cognitive Domain: Comprehension Answer Location: Conflict Resolution Difficulty Level: Medium

11. During a training session, the trainer identifies a conflict with a trainee. The trainer decides to pursue a conflict resolution strategy that maximizes both elements of conflict resolution. The trainer is using which conflict resolution style?

A. compromise B. collaboration C. accommodation D. competition Ans: B Learning Objective: 12-2: Select the appropriate conflict resolution style for a specific situation.

Cognitive Domain: Comprehension Answer Location: Conflict Resolution Difficulty Level: Medium 12. During a training session, the trainer identifies a conflict with a trainee. The trainer decides to pursue a conflict resolution strategy that minimizes the importance of both elements of conflict resolution. The trainer is using which conflict resolution style?

A. compromise B. avoidance C. accommodation D. competition Ans: B Learning Objective: 12-2: Select the appropriate conflict resolution style for a specific situation.

Cognitive Domain: Comprehension Answer Location: Conflict Resolution Difficulty Level: Medium 13. During a training session, the trainer identifies a conflict with a trainee. The trainer decides to pursue a conflict resolution strategy that minimizes learning outcome and maximizes the relationship. The trainer is using which conflict resolution style?

A. compromise B. avoidance C. accommodation D. competition Ans: C Learning Objective: 12-2: Select the appropriate conflict resolution style for a specific situation.

Cognitive Domain: Comprehension Answer Location: Conflict Resolution Difficulty Level: Medium Essay 1. List then define each of the five essential skills for training and development.

Ans:

Skill Communication Style Listening

Definition The way in which we interact and share information with others

The ability to accurately receive and interpret messages during the communication process The ability to provide knowledge to others about the results of their Feedback behavior Conflict The skills needed to resolve disagreements in values, motivations, Resolution ideas, or desires Self-Awareness Knowing your motivations, preferences, and personality and understanding how these factors influence your judgment, decisions, and interactions with other people Learning Objective: 12-1: Explain how each of the different types of skills needed for training and development is important for trainers and trainees alike.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Easy 2. Explain how communication can be changed from nonsupportive/aggressive to supportive/assertive.

Ans: Do (being more Don’t (being more aggressive) supportive/assertive)  Emphasize “You”  Use “I”  Evaluate  Describe  Get personal  Focus on problem  Make judgments  Offer solutions

Learning Objective: 12-3: Explain how and why you should engage in assertive and supportive communication.

Cognitive Domain: Comprehension Answer Location: Communication Style Difficulty Level: Easy 3. Successful trainers demonstrate a variety of skills including effective interpersonal communication. Describe the benefits of using an assertive or supportive communication style.

Ans:  Employees engaged in a difficult, or negatively perceived, conversation are more likely to be receptive when the message is delivered using an assertive or supportive style.

   

This style minimizes the potential for a transactional interpretation.

More likely to recognize/build relationships.

Is usually more honest, fair, and tactful.

From a training and development perspective, is more likely to create an environment that is conducive to learning.

Learning Objective: 12-3: Explain how and why you should engage in assertive and supportive communication.

Cognitive Domain: Comprehension Answer Location: Communication Style Difficulty Level: Medium 4. Fill in the boxes as a way of describing the types of nonverbal communication. For each type include the following:  basis of the type;  an example of the type; and  an explanation of the example provided Type

Basis

Example

Explanation of example

Ans: The example and explanation varies. However, answers should include the list the four types as well as the basis as described here: Type Basis Example Explanation of example Kinesics Gestures/Postures Student answer Student answer Haptics Physical Contact Student answer Student answer Proxemics Physical Space Student answer Student answer Chronemics Time Student answer Student answer Learning Objective: 12-7: Explain how people communicate nonverbally Cognitive Domain: Comprehension Answer Location: Nonverbal Communication Difficulty Level: Medium 5. In order to be successful, both trainers and trainees need to be good listeners during training and development experiences. List the levels of listening. State the type of activity the listener is doing at each level of listening. Finally, explain the result of each level of listening.

Ans: Varies, but the key points will not.

Level Activity Result Passive Sensing Just hearing or waiting to speak

Attentive Processing Reacting to what is said or jumping to conclusions Active Responding Building understanding or relationships Learning Objective: 12-5: Differentiate between levels of listening.

Cognitive Domain: Analysis Answer Location: Listening Difficulty Level: Easy 6. Define passive listening. Discuss its impact on training and development activities. As a way of providing advice relate passive listening to training and development.

Ans: Varies, but the key points will not.  When people listen passively they may hear what the other person is saying, but they are unlikely to fully comprehend what is being said. This is because the passive listener is not applying any filter or looking for any key words to provide context and/or structure.  This can happen even if a person thinks that s/he is listening more intently.  It is also possible to start at a higher level of listening, but then descend into passivity. This frequently occurs when a person has something that s/he really wants to say or ask. In these situations, the person may have been actively listening but begins to rehearse a question and/or holds on to a thought so strongly that s/he ceases to follow the conversation, discussion, or lecture  Example -- when taking notes. For example, think about a time that you have worked furiously in a class to write down everything the instructor has said and when you look over your notes they don’t make any sense. The notes are proof that you heard what was said, but the lack of comprehension shows that a higher level of listening was needed.

Learning Objective: 12-6: Provide advice on how to become a more effective listener.

Cognitive Domain: Analysis Answer Location: Passive Listening Difficulty Level: Medium 7. Define attentive listening. Discuss its impact on training and development activities.

As a way of providing advice relate this to training and development.

Ans: Varies, but the key points will not.  Attentive listening is an improvement over passive listening. Here the listener understands more of what is being said, but s/he is still not fully engaged.  There are multiple symptoms of attentive listening. One symptom occurs when it is clear the listener was attentive through only part of the discussion.  Another issue with attentive listening occurs when someone makes assumptions. This occurs in training when the trainee doesn’t wait until instructions are finished before getting started on an exercise or project. As a result, the trainee may have trouble finishing a task and/or makes mistakes.  In these examples, the attentive listener has paid enough attention to know basically what is said but fails to listen for the relevant details. While this is better than passive listening, it can still undermine learning.

Learning Objective: 12-6: Provide advice on how to become a more effective listener.

Cognitive Domain: Analysis Answer Location: Attentive Listening Difficulty Level: Medium 8. Define active listening. Discuss its impact on training and development activities. As a way of providing advice relate this to training and development.

Ans: Varies, but the key points will not.  The highest level of listening is active listening. Individuals who listen actively are fully engaged in a discussion or training.  Active listening can also change their nature. For example, proponents of the concept of active empathetic listening explain how sensing grows from just a response to auditory stimuli to an awareness of nonverbals which provides greater nuance and understanding.  The benefits of active listening include increased understanding and improved relationships. That is because active listening is more confirmatory and validating.

Learning Objective: 12-6: Provide advice on how to become a more effective listener.

Cognitive Domain: Analysis Answer Location: Active Listening Difficulty Level: Medium 9. Describe how the seven attributes of active listening can be applied to improve understanding and build relationships. Categorize these as illustrated in the text.

Ans: Improved Hearing Consider the Whole Confirm the Message Message Remove distractions Recognize context Clarifying questions Focus on speaker Aware of nonverbals Paraphrasing/summarizing Don’t interrupt Learning Objective: 12-5: Differentiate between levels of listening.

Cognitive Domain: Analysis Answer Location: Active Listening Difficulty Level: Medium 10. List the benefits, and dangers, of constructive, positive, and negative feedback.

Include the type of communication style typically used for the constructive and negative feedback processes.

Ans: Varies, but should approximate the following: Constructive feedback--delivered using an assertive/supportive style.

Benefits o Provided when performance does not meet expectations. o The goal is helping employees improve performance by changing behaviors. o Identifies what the employee did wrong and steps needs to correct their performance.

Dangers o Absent constructive feedback performance issues tend to persist or become more acute because employees are unlikely to change their behavior.

Positive feedback.

Benefits o Provided when someone is doing a good job. o People need and want this type of feedback. o Can be validating and rewarding. o Clarifies and reinforces behaviors. o Informs about progress toward goals.

Dangers o Demotivation can occur if positive feedback is missing. o Employees may change their (successful) behaviors due to lack of reinforcement.

Negative feedback--delivered using an aggressive style.

Benefits o Can inform the employee they are doing something wrong.

Dangers o The message is delivered in a way that fails to facilitate the desired behavior change.

Learning Objective: 12-4: Discuss how to provide effective feedback.

Cognitive Domain: Comprehension Answer Location: Feedback Difficulty Level: Medium 11. Describe at least four reasons people avoid providing feedback to employees according to the text.

Ans: Varies, but should generally address the following:  Some do not believe feedback is necessary or effective.  It does not occur to some trainers/supervisors to provide feedback to employees who are performing well.  Some argue they are too busy.  The person providing feedback is concerned how the employee will react or doesn’t want to be mean.

Learning Objective: 12-4: Discuss how to provide effective feedback.

Cognitive Domain: Comprehension Answer Location: Feedback Difficulty Level: Medium 12. Categorize the seven items which make up the guidelines for effective feedback.

Provide a work-related example for each of the items.

Ans: Varies.

Currency Content Delivery Timely Specific Objective

Frequent

Verifiable Controllable

Balanced

Learning Objective: 12-4: Discuss how to provide effective feedback.

Cognitive Domain: Comprehension Answer Location: Feedback Difficulty Level: Hard 13. List and define the five conflict resolution styles covered in the text. Include the importance of the two conflict elements for each style. Finally, describe each style in terms of how, and when, a trainer might choose to apply the style.

Ans: Examples of when trainers will apply each option will vary but answers should include all five styles and how they rank across the elements of conflict:  Accommodating--high relationship, low outcome  Avoidance--low relationship and outcome  Collaboration--high relationship and outcome  Compromise--balanced relationship and outcomes  Competition--low relationship and high outcome Learning Objective: 12-2: Select the appropriate conflict resolution style for a specific situation.

Cognitive Domain: Analyze Answer Location: Conflict Resolution Difficulty Level: Hard 14. The text describes the importance of emotional intelligence (EI) in terms of successful training and development. Using the MSCEIT ability hierarchy, list and describe the four abilities. Finally, illustrate how a trainer might use their own EI to optimize a training session.

Ans: Answers must include the four abilities. The trainer example will vary by student.  The four EI abilities o Perceiving/identifying emotions o Using emotions o Understanding emotions o Managing emotions Learning Objective: 12-8: Recognize the importance of self-awareness and emotional intelligence for trainers and trainees.

Cognitive Domain: Comprehension Answer Location: Emotional Intelligence Difficulty Level: Medium 15. Compare, and provide a training-specific example, for the distributive and integrative approach to conflict resolution.

Ans: Answers addressing the definitions should follow the text. Varies.  Integrative--an approach to conflict resolution where there is a belief that a winwin outcome is possible.



Distributive--an approach to conflict resolution where the outcome is perceived as zero-sum (i.e., winners and losers).

Learning Objective: 12-2: Select the appropriate conflict resolution style for a specific situation.

Cognitive Domain: Comprehension Answer Location: Conflict Resolution Difficulty Level: Medium

Chapter 13: Training for differences: Understanding Culture and Diversity Test Bank Multiple Choice 1. According to Hofstede, the study of status differences and levels of acceptance of authority is which culture dimension?

A. uncertainty avoidance B. individualistic/collectivistic C. indulgent/restraint D. power distance Ans: D Learning Objective: 13-1: Develop a training program for international employees taking Hofstede’s cultural dimensions into account.

Cognitive Domain: Analysis Answer Location: How People, Organizations and the Global Context Differ Difficulty Level: Easy 2. According to Hofstede, the study of risk, norms, and rules is which culture dimension?

A. uncertainty avoidance B. individualistic/collectivistic C. indulgent/restraint D. power distance Ans: A Learning Objective: 13.1: Develop a training program for international employees taking Hofstede’s cultural dimensions into account.

Cognitive Domain: Analysis Answer Location: How People, Organizations and the Global Context Differ Difficulty Level: Easy 3. According to Hofstede, the study of choices around basic life drives is which culture dimension?

A. uncertainty avoidance B. individualistic/collectivistic C. indulgent/restraint D. power distance Ans: C Learning Objective: 13.1: Develop a training program for international employees taking Hofstede’s cultural dimensions into account.

Cognitive Domain: Analysis Answer Location: How People, Organizations and the Global Context Differ

Difficulty Level: Easy 4. According to Hofstede, the study of personal versus group goals is which culture dimension?

A. indulgent/restraint B. individualistic/collectivistic C. time perspective D. masculine/feminine Ans: B Learning Objective: 13.1: Develop a training program for international employees taking Hofstede’s cultural dimensions into account.

Cognitive Domain: Analysis Answer Location: How People, Organizations and the Global Context Differ Difficulty Level: Easy 5. According to Hofstede, the study of egalitarianism and equality is which culture dimension?

A. indulgent/restraint B. individualistic/collectivistic C. time perspective D. masculine/feminine Ans: D Learning Objective: 13.1: Develop a training program for international employees taking Hofstede’s cultural dimensions into account.

Cognitive Domain: Analysis Answer Location: How People, Organizations and the Global Context Differ Difficulty Level: Easy 6. According to Hofstede, the study of long-term versus short-term perspective is which culture dimension?

A. indulgent/restraint B. individualistic/collectivistic C. time perspective D. masculine/feminine Ans: C Learning Objective: 13.1: Develop a training program for international employees taking Hofstede’s cultural dimensions into account.

Cognitive Domain: Analysis Answer Location: How People, Organizations and the Global Context Differ Difficulty Level: Easy 7. Employees at a company often work significant overtime hours as a project deadline approaches. They jokingly share stories about “another night of flat food,” an organizational term understood to mean the employees will be so busy the only food they will get is whatever can be slide under their closed office door (pizza, energy bars, etc.). This is an example of which aspect of organizational culture?

A. espoused values B. artifacts C. basic underlying assumptions D. behaviors Ans: B Learning Objective: 13-2: Identify elements of organizational culture.

Cognitive Domain: Knowledge Answer Location: Artifacts Difficulty Level: Medium 8. Several years ago, on the first page of its website, BP Oil posted “Everything we do relies upon the safety of our workforce and the communities around us.” Since that time, the company has experienced worker injuries and deaths as well as several oil refinery and platform fires which resulted in significant long-term environmental damage. This is an example of which aspect of organizational culture?

A. espoused values B. artifacts C. basic underlying assumptions D. behaviors Ans: A Learning Objective: 13-2: Identify elements of organizational culture.

Cognitive Domain: Knowledge Answer Location: Espoused Values Difficulty Level: Medium 9. Herb Kelleher, founding CEO of Southwest Airlines, was quoted saying “A company is stronger if it is bound by love than by fear.” SWA employees often state they would be shocked if management did not act in ways that valued employee welfare. This is an example of A. espoused values B. artifacts C. basic underlying assumptions D. behaviors Ans: C Learning Objective: 13-2: Identify elements of organizational culture.

Cognitive Domain: Knowledge Answer Location: Basic Underlying Assumptions Difficulty Level: Medium 10. The process by which new employees acquire the necessary knowledge, skills, and behaviors to become effective organizational members and insiders is known as .

A. orientation B. recruiting C. onboarding D. organizational competencies

Ans: C Learning Objective: 13-3: Critique onboarding programs to ensure they include recommended elements that span from recruitment through long-term mentoring programs.

Cognitive Domain: Analysis Answer Location: Onboarding to Train for Organizational Culture Difficulty Level: Easy 11. A system of shared assumptions, values, and beliefs, which govern how people behave in organizations, is known as .

A. orientation B. organizational culture C. onboarding D. organizational competencies Ans: B Learning Objective: 13-2: Identify elements of organizational culture.

Cognitive Domain: Competency Answer Location: Organization-Level Differences: Company Culture Difficulty Level: Easy 12. The process by which new employees understand the company's policies, the internal culture, how the company hierarchy works and the ways to function effectively in the organization is called .

A. socialization B. acculturation C. connection D. integration Ans: A Learning Objective: 13-4: Design orientation programs to meet corporate strategic objectives.

Cognitive Domain: Analysis Answer Location: Socialization Difficulty Level: Easy 13. The individual differences in people associated with how they think, feel, or behave explains which dimension of diversity?

A. internal B. organizational C. external D. personality Ans: D Learning Objective: 13-5: Summarize the different dimensions of diversity.

Cognitive Domain: Comprehension Answer Location: Personality Difficulty Level: Easy

14. Whether an employee is in a collective bargaining unit, where their department resides geographically, seniority level, and job title are all aspects of which diversity dimension?

A. internal B. organizational C. external D. personality Ans: B Learning Objective: 13-5: Summarize the different dimensions of diversity.

Cognitive Domain: Comprehension Answer Location: Types of Diversity Difficulty Level: Easy 15. Religion, education, hobbies, military service, marital status, and parental status all describe which dimension of diversity?

A. internal B. organizational C. external D. personality Ans: C Learning Objective: 13-5: Summarize the different dimensions of diversity.

Cognitive Domain: Comprehension Answer Location: External Dimension Difficulty Level: Easy 16. Age, race, ethnicity, physical ability, sexual orientation, and sex all describe which dimension of diversity?

A. internal B. organizational C. external D. personality Ans: A Learning Objective: 13-5: Summarize the different dimensions of diversity.

Cognitive Domain: Comprehension Answer Location: Internal Dimensions Difficulty Level: Easy 17. The casual degradation of any socially marginalized group, typically through negligence, ignorance, or unconscious bias explains which of the following?

A. microassult B. microinvalidation C. microaggression D. implicit bias Ans: C Learning Objective: 13-6: Discuss the importance of respecting differences in the workplace.

Cognitive Domain: Comprehension Answer Location: Internal Dimensions Difficulty Level: Easy 18. “But you wear dresses and makeup. You are really attractive for a lesbian.”

Illustrates which of the following: A. microassult B. microinvalidation C. microinsult D. implicit bias Ans: C Learning Objective: 13-6: Discuss the importance of respecting differences in the workplace.

Cognitive Domain: Comprehension Answer Location: Internal Dimensions Difficulty Level: Easy 19. Recently, a work unit started an informal once-a-week golf night out. Everyone in the unit was invited except Debbie, the only female in the unit. When Debbie asked the coordinator of the weekly event why she was not invited to play she was told that missing golf wasn’t a “big deal” and the guys assumed she wasn’t interested. This is an example of .

A. microassult B. microinvalidation C. microinsult D. implicit bias Ans: B Learning Objective: 13-6: Discuss the importance of respecting differences in the workplace.

Cognitive Domain: Comprehension Answer Location: Internal Dimensions Difficulty Level: Easy 20. Any time, Bob, who is gay, walks up to the lunch table with his coworkers, Richard stands up and walks away, ignoring Bob. This is an example of .

A. microassult B. microinvalidation C. microinsult D. implicit bias Ans: A Learning Objective: 13-6: Discuss the importance of respecting differences in the workplace.

Cognitive Domain: Comprehension Answer Location: Internal Dimensions Difficulty Level: Easy

Essay 1. List and define Hofstede’s six national culture dimensions. Explain the importance of training and development processes covering these topics for employees who accept international assignments.

Ans:  Unsuccessful overseas assignments can be costly.  Employees should be aware of the psychological impact of living in a different country.  Global competence training should make employees aware of how employee behavior will differ given these dimensions.  When working with companies or individuals from different national cultures, their approach to solving problems and general workplace norms will be different than one’s own culture. Being aware of those differences, and having the tools to recognize and work with those differences, is important.

Learning Objective: 13.1: Develop a training program for international employees taking Hofstede’s cultural dimensions into account.

Cognitive Domain: Analysis Answer Location: National Culture Difficulty Level: Medium 2. The text discusses five major training and development processes in order to support employees who accept an international assignment. List, and describe in detail, each of the five processes.

Ans: Employees who accept an international assignment should receive be a combination of job-specific and career development training in order to support expatriate success.

1. Rigorous selection process including a battery of assessments. o Characteristics that increase the likelihood of success include: tolerance for ambiguity, patience, observation skills, communication skills, emotional intelligence, resourcefulness, openness to learning, and adaptability.

2. Training customized to the individual’s needs. o Culture training, logistics, language, family-level training, recognizing and coping with culture shock. o Hofstede’s six dimensions of the host country.

3. In-country training continues during the assignment.

4. Repatriation training to support re-enter to the home country.

5. Debrief lessons learned during expatriate experience.

Learning Objective: 13.1: Develop a training program for international employees taking Hofstede’s cultural dimensions into account.

Cognitive Domain: Analysis Answer Location: Training Employees for International Assignments Difficulty Level: Hard 3. List and define the three aspects of organizational culture. Provide an appropriate training and development example for each aspect.

Ans: Answers must address basic assumptions, espoused values, and artifacts. Varies.  Basic assumptions--the tacit assumptions made by employees that represent the unspoken rules about “how we do business.” These assumptions are not always conscious or easily known.  Espoused values--the explicitly understood values of the organization and its employees.  Artifacts--things that can be seen, felt, or heard. This includes office furniture and layout, slogans, logos, mission statements, dress code, and visible awards and recognition.

Learning Objective: 13-2: Identify elements of organizational culture.

Cognitive Domain: Knowledge Answer Location: Organization-Level Differences: Company Culture Difficulty Level: Medium 4. Key antecedents impact onboarding program success. List the three antecedents described in the text. Include the key feature(s) of each antecedent.

Ans:  New employee characteristics--Big 5 personality traits.  New employee behaviors--new employees who proactively build relationships, and seek information and feedback are more likely to be successful during the onboarding process.  Organizational efforts--successfully managing the “first impression” opportunity during recruitment, year-long efforts to socialize and mentor.

Learning Objective: 13-3: Critique onboarding programs to ensure they include recommended elements that span from recruitment through long-term mentoring programs.

Cognitive Domain: Analysis Answer Location: Onboarding to Train for Organizational Culture Difficulty Level: Easy 5. List at least six outcomes, as detailed in the text, which result from a successful onboarding process.

Ans: Students should list at least six of the following:  improved adjustment to the new organization.  Clear roles expectations.  Higher levels of self-efficacy.  Greater acceptance from current organizational members.  Increased knowledge about the organization’s culture.  Greater employee satisfaction.  Higher levels of organizational commitment.  Higher job performance.  Lower turnover.

Learning Objective: 13-3: Critique onboarding programs to ensure they include recommended elements that span from recruitment through long-term mentoring programs.

Cognitive Domain: Analysis Answer Location: Onboarding to Train for Organizational Culture Difficulty Level: Easy 6. List and describe the levels of onboarding. Identify the level associated with mentoring and describe several mentoring-specific onboarding activities/features.

Ans: Mentoring falls under the connection category. Onboarding activities associated with mentoring include (but may not be limited to):  Extended time for onboarding processes; up to a year.  Increased opportunities for socialization.  Increased opportunities for role and job performance feedback.

Onboarding Level

Description

Compliance

Includes teaching employees basic legal and policy-related rules and regulations Refers to ensuring that employees understand their new jobs and all related expectations Broad category that includes providing employees with a sense of organizational norms--both formal and informal Vital interpersonal relationships and information networks that new employees must establish

Clarification Culture Connection

Learning Objective: 13-3: Critique onboarding programs to ensure they include recommended elements that span from recruitment through long-term mentoring programs.

Cognitive Domain: Analysis Answer Location: Exhibit 13-4 Onboarding Levels Difficulty Level: Medium 7. Create an onboarding plan beginning with the recruitment phase. Map the four levels of onboarding to the following:  The key onboarding outcomes(s) associated with each level.  The onboarding activities and features of each level.  Provide a specific timeline illustrating the time-on-task for each level/activity as appropriate.  Include specific activities so as to provide a comprehensive mentoring experience.

Ans: Varies, but will include content from across the entire onboarding section.

Learning Objective: 13-3: Critique onboarding programs to ensure they include recommended elements that span from recruitment through long-term mentoring programs.

Cognitive Domain: Analysis Answer Location: Onboarding to Train for Organizational Culture Difficulty Level: Hard 8. Using the orientation checklist found in the text to design an orientation program.

There are eight topic areas covered in the checklist. Include a summary of the information covered in each of the topic areas as this relates to supporting corporate strategy.

Ans: The orientation checklist should be used to structure the program and provide some information as to what is covered as part of a particular topic area. Specific examples of how the information maps to corporate strategy will vary.

1. Organizational Background -- history, philosophies, and goals.

2. Nature of Business and Facilities--industry summary, customer profile, products and services offered, and company financials.

3. Organizational Structure--organizational and departmental charts, reporting relationships, and support staff.

4. General Performance Expectations--expected productivity, professional and career development, and organizational norms.

5. Policies--performance appraisal procedures, compensation/incentive practices, benefits, and safety and health policies/procedures.

6. Office Procedures, Equipment, and Supplies--interoffice correspondence, supplies, requesting checks, expense reports, operate computer/telephone system, and copy machine.

7. Specific Job Requirements--job roles and responsibilities, work objectives and standards of performance, and where job fits into the organization.

8. Orientation Follow-up--questions and answers, debrief orientation experience, and needs assessment for additional training needs.

Learning Objective: 13-4: Design orientation programs to meet corporate strategic objectives.

Cognitive Domain: Analysis Answer Location: Orientation Difficulty Level: Hard

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9. Provide a summary of the key content covered in each of the three main components of an orientation program.

Ans:  Welcoming employees: o The consistent message during the orientation period should be that the employee is a welcome and important member of the organization. o The new employee’s supervisor, along with the HR manager and a peer advisor, are the minimum needed to provide a varied and consistent welcome. o If the CEO is available, it is beneficial for them to take the time to make an appearance and communicate their own welcome message. When the CEO is not available a video welcome of the CEO is important to include. o Lastly, a nice gesture to make a new employee feel welcome is to provide them with information about the area in which they are working--for example, restaurants, shopping, and recreational opportunities. o Have the buddy or supervisor take them out to lunch communicates how much the new person is valued.  Understanding the organization: o Review organizational artifacts and espoused values. o In addition to the organizational culture, new employees need to know how the company functions, and why. o Review cultural elements, as well as administrative issues essential to employee success. For example, organizational history, and the company philosophy on work and standards of performance help new employees understand company culture. o Introduce the employee to company strategy, products, services offered, and the customer base. This helps new employees understand the company’s business orientation and how it differentiates itself in the market. o Understanding the organizational structure, company policies, employee benefits, and general office procedures covers the administrative issues essential to help new employees navigate their workday.  Understanding the job: Introduce the job description. o Review specific performance expectations. o Communicate the performance evaluation process. o Review of the performance appraisal instrument used for evaluation o Explain the goal setting process that guides the employee through their first year on the job.

Learning Objective: 13-4: Design orientation programs to meet corporate strategic objectives.

Cognitive Domain: Analysis

Answer Location: Orientation Program Content Difficulty Level: Medium 10. Diversity within organizations is complex. Describe key aspects of personality dimension.

Ans:  Considered deep level diversity.  A combination of nature and nurture affects how people think, feel, or behave in an organizational context.  There are many aspects of personality that influence how we do work and how we interact with others, e.g., The Big 5, introversion, extraversion.  Teaching employees how to grapple with what is considered deep level diversity is an essential part of diversity training.

Learning Objective: 13-5: Summarize the different dimensions of diversity.

Cognitive Domain: Comprehension Answer Location: Personality Difficulty Level: Easy 11. Diversity within organizations is complex. Describe key aspects of the internal dimension.

Ans:  Characteristics that are immutable, and over which we have no control.

Age, race, ethnicity, physical ability, sexual orientation, and sex are examples.  Making employees aware of differences based on these categories is important, but organizations must take care in explaining why it is important to understand these differences and how they impact employee behavior.  The goal of diversity training is to combat the stereotypes associated with these groups.

Learning Objective: 13-5: Summarize the different dimensions of diversity.

Cognitive Domain: Comprehension Answer Location: Internal Dimensions Difficulty Level: Easy 12. Diversity within organizations is complex. Describe key aspects of the external dimension.

Ans:  This dimension includes different activities, beliefs, and experiences people hold over which they have some control--e.g., religion, education, hobbies, military service, marital status, and parental status.  These different experiences and beliefs are typically at the core of most workplace conflict, but they are also at the core of creativity and innovation.  Diversity training benefits employees when they are taught how to constructively manage conflict and differences.

Learning Objective: 13-5: Summarize the different dimensions of diversity.

Cognitive Domain: Comprehension Answer Location: External Dimension

Difficulty Level: Easy 13. Diversity within organizations is complex. Describe key aspects of the organizational dimension.

Ans:  This dimension includes factors such as whether an employee is in a collective bargaining unit, where their department resides geographically, seniority, and job title.  Intraorganizational conflict typically falls along job title and seniority lines.  Companies regularly use cross-functional teams to work on assignments, and as such, the different workplace perspectives can create conflict for the team. From different, unique perspectives, the organization gains more creative and innovative solutions.  Helping employees deal with conflict and differences of opinion is important in diversity training.

Learning Objective: 13-5: Summarize the different dimensions of diversity.

Cognitive Domain: Comprehension Answer Location: Organizational Dimension Difficulty Level: Easy 14. Explain the types of microaggression. Provide an appropriate work example of each.

Ans: Microaggression Definition Example Microassault Explicit derogation, verbal Anytime Roger, who is gay, or nonverbal that includes walks up to the lunch table name-calling, avoidant with his coworkers, Sam behavior, or purposeful stands up and walks away, discrimination ignoring Roger.

Microinsult Communication that Sarah met James for the conveys rudeness and first time and said to him, insensitivity to a person’s “All that time we spoke on identity, unknown to the the phone I had no idea you perpetrator but insulting to were Black. You are very the recipient well spoken.”

Microinvalidation Communication that Karen pointed out to her excludes, negates, or boss that every time she nullifies the thoughts, makes a suggestion, her feelings or experiences of boss minimizes it. But, those in the marginalized when a male coworker group makes the same suggestion, the boss is effusive in his praise of the idea. Karen’s boss told her she was being oversensitive and to get over it.

Learning Objective: 13-6: Discuss the importance of respecting differences in the workplace.

Cognitive Domain: Comprehension Answer Location: Exhibit 13-9 Types of Microaggression Difficulty Level: Easy 15. Define privilege as it relates to organizational diversity. Provide an appropriate work example.

Ans: Varies but should include the following:  privilege is a diversity characteristic.  Privilege is a special right or advantage available only to a particular person or group of people. It is not something earned, but something that is conferred on them by society.  Individuals may not be aware of the privilege they have because they take that privilege for granted for no other reason that that is the only experience they know.  Each one of us can experience privilege given different aspects of our lives. One might have privilege because they are white, but experience no privilege because they are gay, or grew up poor, or have family members who are incarcerated.  Understanding these differences and enabling people to walk in another’s shoes is an important contribution of diversity training.

Learning Objective: 13-6: Discuss the importance of respecting differences in the workplace.

Cognitive Domain: Comprehension Answer Location: Internal Dimensions Difficulty Level: Medium 16. Diagram Bennett’s Stages of Diversity and Intercultural Sensitivity.

Ans:

Learning Objective: 13-7: Recognize the stage of diversity awareness and consider those stages when designing a diversity training intervention.

Cognitive Domain: Knowledge Answer Location: Exhibit 13-10 Bennett’s Stages of Diversity and Intercultural Sensitivity Difficulty Level: Hard

17. List, describe, and provide an appropriate example for each of the three ethnocentric groups of Bennett’s Stages of Diversity and Intercultural Sensitivity.

Ans:  Denial--an individual who is in denial does not believe that differences are valid, but believes anyone different is considered not worth understanding, or is considered subhuman. White supremacist groups would fall into this category.  Defensive--an individual who is defensive has negative impressions of cultural differences. The iconic Archie Bunker from the television show All in the Family is a great example of an individual who is in the defensive stage.  Minimizing differences--individuals who engage in minimizing differences tend to embrace similarities (we are all human) but dismiss obvious cultural and sociological differences as irrelevant as compared to what is held in common. Although this view is to be commended at one level, it ignores the differences groups experience because of their race, sex, sexual orientation, or national origin.

Learning Objective: 13-7: Recognize the stage of diversity awareness and consider those stages when designing a diversity training intervention.

Cognitive Domain: Knowledge Answer Location: Challenges for Diversity and Diversity Training Difficulty Level: Medium

18. List and describe the three ethnorelativistic groups of Bennett’s Stages of Diversity and Intercultural Sensitivity Ans:  Acceptance - Individuals who are at the acceptance stage recognize that people are different and are tolerant of those differences, even if others do not share their point of view.  Adoption - Those in the adaptation stage purposefully and willingly shift cultural perspectives to more deeply understand cultural differences.  Integration - those in the integration stage exhibit true multiculturalism and find it difficult to identify with any one culture. They take the viewpoint that those who identify with a culture socially construct it, and there isn’t one right way to be.

Learning Objective: 13-7: Recognize the stage of diversity awareness and consider those stages when designing a diversity training intervention.

Cognitive Domain: Knowledge Answer Location: Challenges for Diversity and Diversity Training Difficulty Level: Medium 19. Describe the key considerations when developing a training and development program to address intercultural sensitivity and awareness as described by Bennett.

Ans: There are a number of issues to consider when designing a diversity training program.  First, one has to consider the range of attitudes people have about diversity and inclusion.  In considering the different benefits of addressing internal dimensions of diversity, addressing the problems with stereotyping may help those in the denial or defensive stages become aware that all employees are people with similar issues, hopes, and dreams.  Addressing implicit biases may help those who are ethnorelativistic and comfortable with diversity and inclusion understand diversity in a deeper way.  Lastly, helping employees understand privilege and why some groups experience events quite differently may help employees who are in the minimizing differences stage.  Communication and conflict resolution tactics should help people talk to one another and minimize the conflict inherent in groups that are diverse.  One final challenge should be noted. Cultural awareness is fine, but the fear-laden approach that points fingers and scolds employees for being intolerant puts employees on the defensive and increases the likelihood they will ridicule the program and engage in the very behaviors the diversity training is trying to eliminate. Focusing on communication and conflict management is a better approach because it teaches people how to address the inherent conflict that comes with differences of opinion and perspective.

Learning Objective: 13-7: Recognize the stage of diversity awareness and consider those stages when designing a diversity training intervention.

Cognitive Domain: Knowledge Answer Location: Challenges for Diversity and Diversity Training Difficulty Level: Medium

20. Discuss how practical T&D skills can be applied to diversity training.

Ans:  The trend in diversity training is moving more in the direction of conflict resolution and communication to address diversity-related issues and challenges.  Conflict resolution training highlighting “Getting to Yes” and focusing on issues-based negotiating is an important program to include in diversity training programs.  Employees need to be engaged with activities that teach active listening and non-verbal communication. Much of the conflict associated with differences may come down to differences in communication styles, or differences in experiences and assumptions.  Improvisational communication can be applied to diversity training as well.

Learning Objective: 13-7: Recognize the stage of diversity awareness and consider those stages when designing a diversity training intervention.

Cognitive Domain: Knowledge Answer Location: Challenges for Diversity and Diversity Training Difficulty Level: Medium 21. Summarize the ethical concerns associated with training, developing, and managing diverse others.

Ans:  Training professionals should strive to recognize the rights and dignities of each individual  The intersection of ethics and the law illustrates how many ethical norms have been written into employment law to protect employees from all types of discrimination  The law, as we know, lags behind ethics in many areas, and as such there are issues on which the law has not yet spoken. While the law informs much of our workplace activities around discrimination, when the law is silent on these issues, we must turn to ethics to guide our decisions.  If we think about applying ethical theories to the challenges of how to work with diverse others in the workplace, across the board, ethics would argue that regardless of the law, it would be ethical, or just, to ensure all employees are treated fairly.  A society that does not treat all employees fairly despite their differences would not be ethical.

Learning Objective: 13-8: Describe the ethical concerns associated with training, developing, and managing diverse others.

Cognitive Domain: Analysis Answer Location: Ethics and Training Diverse Others Difficulty Level: Medium