Effective Training 5th Edition by Blanchard – Test Bank

 

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Sample Questions Are Posted Below

 

CHAPTER FIVE: training design

MULTIPLE-CHOICE QUESTIONS

 

1. If a major constraint is “short lead time” (therefore there is not much time to prepare training), one viable option is use of
   1. Programmed instruction.
   3. External consultants.
   4. Massed practice.

Answer:           C

Difficulty:       Easy

Page Ref:        Table 5-1, p. 147

 

2. When estimating training costs, it is a good idea to build in a contingency fund of about _____ percent.
   1. 2
   2. 10
   3. 25
   4. 30

Answer:           B

Difficulty:       Moderate

Page Ref:        150

 

3. When the TNA identifies different levels of KSAs among the trainees
   1. Computer-based instruction could be used.
   2. Training could be designed in a modular manner.
   3. Small classes could be used.
   4. All of the above.

Answer:           D

Difficulty:       Challenging

Page Ref:        151

 

4. How many types of training objectives are indicated in the text?
   1. Three
   2. Four
   3. Five
   4. Eight

Answer:           B

Difficulty:       Easy

Page Ref:        Table 5-5, p. 152

 

5. The way that trainees are required to demonstrate that they have learned a KSA they are expected to acquire through training is called a
   1. Training objective.
   2. Learning objective.
   3. Transfer of training objective.
   4. Organizational outcome objective.

Answer:           B

Difficulty:       Moderate

Page Ref:        Table 5-5, p. 152

 

6. How many parts are there to an effective learning objective?
   1. Two
   2. Three
   3. Four
   4. Five

Answer:           B

Difficulty:       Moderate

Page Ref:        153

 

7. Which of the following statements about learning objectives is true?
   1. You must always include three components: outcome, conditions, and standards.
   2. They should be general so not to limit the training.
   3. Anyone reading the objective should be able to tell you what the trainees must do to show they have learned the KSAs.
   4. Specific standards are helpful but not always necessary.

Answer:           C

Difficulty:       Challenging

Page Ref:        153-154

 

8. “…. read an altimeter with an error of no more than 5 feet” is an example of what part of a learning objective?
   1. Desired outcome
   2. Condition
   3. Standard
   4. Requirement

Answer:           C

Difficulty:       Moderate

Page Ref:        154

 

9. Which of the following is true with regards to learning objectives?
   1. They are relatively easy to compose.
   2. They contain 3 parts – desired outcome, standard, and criteria.
   3. There is usually only one for a training program.
   4. They are used only for skill level training.
   5. None of the above is true.

Answer:           E

Difficulty:       Moderate

Page Ref:        154

 

10. “Using a standard climbing harness and spikes” is an example of what part of a learning objective?
11. A) Desired outcome
12. B) Condition
13. C) Standard
14. D) Requirement

Answer:           B

Difficulty:       Moderate

Page Ref:        154

 

11. What is missing from this learning objective? “The trainee will splice 6 sets of wires while at the top of a telephone pole wearing all safety gear.”
    1. Standard
    2. Condition
    3. Complete behavior
    4. Nothing, it is a proper learning objective

Answer:           A

Difficulty:       Moderate

Page Ref:        154

 

12. A purpose statement
    1. Describes the purpose of the objective.
    2. Brings all the training objectives into one statement.
    3. Describes the purpose of the TNA.
    4. None of the above.

Answer:           B

Difficulty:       Moderate

Page Ref:        156

 

13. Which of the following statements is true?
    1. Some argue that developing objectives inhibits flexibility.
    2. Some argue that developing objectives is not practical in today’s workplace.
    3. The text suggests learning objectives keep the trainer focused on the correct material.
    4. All of the above are true.

Answer:           D

Difficulty:       Moderate

Page Ref:        157

 

14. Training objectives provide value to
    1. The trainee.
    2. The training designer.
    3. The trainer and the training evaluator.
    4. Both A & C.
    5. All of the above.

Answer:           E

Difficulty:       Easy

Page Ref:        157

 

15. Which of the following statements is true?
    1. Intuitive learners appreciate practical applications in training.
    2. To assist active learners, have group discussion.
    3. To assist global learners, provide them with lecture notes with missing key terms, etc. and have them fill in the blanks after a module is completed.
    4. Sensor learners appreciate a theoretical focus.

Answer:           B

Difficulty:       Easy

Page Ref         160-161

 

16. ____________ learners like to learn facts and solve problems using well-tested methods.
    1. Intuitive
    2. Sensing
    3. Visual
    4. Verbal

Answer:           B

Difficulty:       Easy

Page Ref:        160

 

17. Trainees with _______ learning style remember material best if they can see how it is connected to the real world.
    1. Global
    2. Verbal
    3. Sensor
    4. Visual

Answer:           C

Difficulty:       Moderate

Page Ref:        160

 

18. Trainees with _______ learning style remember material best if they are first given the “big picture.”
    1. Global
    2. Verbal
    3. Sensor
    4. Visual

Answer:           A

Difficulty:       Moderate

Page Ref:        161

 

19. Trainees with _______ learning style remember material best if they are given the opportunity to think about the new information before discussing it with others.
    1. Global
    2. Verbal
    3. Active
    4. Reflective

Answer:           D

Difficulty:       Moderate

Page Ref:        161

 

20. Which of the following statements regarding self efficacy is true?
    1. Those with high self efficacy are more likely to learn, but not necessarily transfer this learning to the job.
    2. A person’s self efficacy is almost impossible to change in adulthood.
    3. It can be improved through vicarious learning.
    4. Self efficacy is similar to Expectancy 2 in Expectancy theory.

Answer            C

Difficulty        Moderate

Page Ref:        163

 

21. Expectancy 1 is the belief that
    1. Desired performance will lead to desired outcome.
    2. Training will lead to desired outcome.
    3. Trainees should be aware of what can be achieved.
    4. Effort will lead to desired performance.

Answer:           D

Difficulty:       Easy

Page Ref:        163

 

22. Without _____, it is very difficult to evaluate training.
    1. Personnel objectives
    2. Performance appraisals
    3. Organizational outcomes
    4. Learning objectives

Answer:           D

Difficulty:       Easy

Page Ref:        167

 

23. Asking trainees to think about events in their past that are related to the content of the training is designed to facilitate
    1. cognitive organization.
    2. symbolic coding.
    3. symbolic rehearsal.
    4. A & B.
    5. All of the above.

Answer:           D

Difficulty:       Moderate

Page Ref:        169

 

24. At which point should trainees be notified of the training objectives?
    1. When they are notified they will be participating in a training program
    2. At the onset of training
    3. After the completion of the training
    4. It doesn’t matter as long as the trainees’ supervisor is aware
    5. Both A & B

Answer:           E

Difficulty:       Easy

Page Ref:        170

 

25. Before a training session, a trainee should be provided with the
    1. Training objectives.
    2. Training agenda.
    3. Training manual.
    4. Both A & B.

Answer:           D

Difficulty:       Easy

Page Ref:        170

 

26. Symbolic coding is
    1. The second stage of attracting attention.
    2. Where you rehearse in your mind how to “do it.”
    3. Part of the retention process.
    4. A design method for assuring learning.

Answer:           C

Difficulty:       Easy

Page Ref:        171

 

27. Converting the external world into our own mental language is called
    2. cognitive organization.
    3. symbolic coding.
    4. symbolic rehearsal.

Answer:           C

Difficulty:       Moderate

Page Ref:        171

 

28. ____ is practicing symbolically and _____ is the transformation of the learning into actual behavior.
    1. Symbolic coding; rehearsal behavior
    2. Symbolic rehearsal; behavioral reproduction
    3. Symbolic rehearsal; symbolic behavior
    4. Cognitive rehearsal; behavioral reproduction
    5. Cognitive organization; reproduction

Answer:           B

Difficulty:       Easy

Page Ref:        171-172

 

29. Which macro theory of training design is outlined in the text?
    1. Elaboration theory
    2. Systems theory
    3. Gagné-Briggs theory of training design
    4. Social learning theory
    5. Both A & B

Answer:           A

Difficulty:       Easy

Page Ref:        173

 

30. Elaboration theory is relevant for
    1. Simple tasks.
    2. Complex tasks.
    3. Attitudinal training.
    4. A & B.
    5. All of the above.

Answer:           D

Difficulty:       Easy

Page Ref:        173

 

31. Sequencing in elaboration theory is the process of
    1. How to seat trainees for the most impact.
    2. How to organize the training to be assured everyone has the opportunity to speak.
    3. How to group and order the content of training.
    4. Assigning trainees to groups.

Answer:           C

Difficulty:       Easy

Page Ref:        173

 

32. In the elaboration theory of training design, SCM refers to
    1. The sequencing conditions method.
    2. Sequencing cognitive material.
    3. The simplifying conditions method.
    4. Simple cognitive material.
    5. None of the above.

Answer:           C

Difficulty:       Easy

Page Ref:        174

 

33. In the elaboration theory, the process of identifying the simplest version of a complex task which is still representative of the total task is called
    4. Cognitive simplification.

Answer:           A

Difficulty:       Moderate

Page Ref:        175

 

34. In the elaboration theory, the process of identifying progressively more complex versions of the task is known as
    4. Cognitive extrapolation.

Answer:           B

Difficulty:       Moderate

Page Ref:        175

 

35. The text discusses the process in the elaboration theory of having an air traffic controller presented with a simulation where only one aircraft is on the screen and there is no wind or other adverse weather conditions. This type of task is called the
    1. Relevant task.

Answer:           B

Difficulty:       Moderate

Page Ref:        175

 

36. The Gagné–Briggs theory of training design is applicable to
    1. Cognitive learning.
    2. Behavioral learning.
    3. Attitudinal learning.
    4. All of the above.

Answer:           D

Difficulty:       Easy

Page Ref:        175

 

37. The micro theory of training design proposed by Gagné-Briggs has ____ events of instruction.
    1. Three
    2. Four
    3. Eight
    4. Nine
    5. Twelve

Answer:            D

Difficulty:         Easy

Page Ref:          175

 

38. The final event in the Gagné-Briggs model is to
    1. Elicit performance.
    2. Provide feedback.
    3. Assess performance.
    4. None of the above.

Answer:           D

Difficulty:       Moderate

Page Ref:        Table 5-10, p. 176

 

39. Incorporating _____ into training requires that the training content be extended to include learning when and why the use of a skill or knowledge is appropriate and the task‑relevant strategies for planning, monitoring, and revising behavior.
    1. Expectancy theory
    2. Team building
    3. Strategic human resource management
    4. Strategic knowledge development

Answer:           D

Difficulty:       Moderate

Page Ref:        179-180

 

40. When examining transfer of training, how many possibilities are there beyond “positive transfer”?
    1. One
    2. Two
    3. Three
    4. Four

Answer:           B

Difficulty:       Easy

Page Ref:        180

 

41. If after training, the trainee is performing at a level lower than before, this means that there is (are)
    1. Zero transfer.
    2. Negative transfer.
    3. Obstacles in the system preventing transfer.
    4. Negative outcomes associated with the trained behavior.

Answer:           B

Difficulty:       Easy

Page Ref:        180

 

42. How many extra steps are required when doing strategic knowledge training, compared to traditional training?
    1. One
    2. Two
    3. Three
    4. None, each step has more information provided but there is the same number of steps

Answer:           A

Difficulty:       Moderate

Page Ref:        Table 5-12, p. 181

 

43. Should training be designed to teach everything together or the individual component parts?
    1. Everything together, the “big picture”
    2. The component parts
    3. It depends on the trainer
    4. It depends on the task

Answer:           D

Difficulty:       Challenging

Page Ref:        181-182

 

44. Which of the following terms is used to reflect maximizing the similarity of the training to the job?
    1. Identical elements
    2. Increased similarity
    3. Repetitive responding
    4. Identical skills

Answer:           A

Difficulty:       Moderate

Page Ref:        183

 

45. _____ is particularly valuable for tasks that are not used frequently or if the opportunity to practice them is limited.
46. A) Massed practice
47. B) Over learning
48. C) Whole learning
49. D) Spaced practice

Answer:           B

Difficulty:       Moderate

Page Ref:        183

 

46. _____ is the process of providing trainees with continued practice far beyond the point at which the trainees have performed the task successfully.
    1. Effective training
    2. Inefficient training
    3. Over learning
    4. Maximized similarity
    5. Mass production training

Answer:         C

Difficulty:      Easy

Page Ref:       183

 

47. Often training is intended to give trainees concepts and principles they can use to address a wide variety of situations they will find on the job. In these cases, the training should use the _________ approach.
    1. Identical elements
    2. Global positioning
    3. General principles
    4. Repetitive responses

Answer:           B

Difficulty:       Moderate

Page Ref:        184

 

48. The process of relapse prevention was
    1. Not very effective until combined with expectancy theory.
    2. Not at all effective alone
    3. More effective when combined with goal setting.
    4. Only effective for blue-collar training.

Answer:         C

Difficulty:      Moderate

Page Ref:       184-185

 

49. To facilitate transfer, support from _________ should be incorporated into the training design.
    1. Supervisors
    2. Peers
    3. Trainers
    4. Both A & B
    5. All of the above

Answer:           E

Difficulty:       Easy

Page Ref:        187-188

 

50. The perception of salient characteristics of an organization is
    5. All of the above.

Answer:           C

Difficulty:       Moderate

Page Ref:        189

 

51. Organizational culture can be described as
    1. Shared basic assumptions.
    2. Shared values or understandings.
    3. A pattern.
    4. All of the above.

Answer:           D

Difficulty:       Challenging

Page Ref:        189

 

 

TRUE/FALSE questions

 

52. ____Classical conditioning issues are not relevant for consideration in training as it is the most basic of learning which we have no control over. (F; p. 166)
53. ____Individuals who are given hard or challenging goals perform better than those given easy goals. (T; p. 167)
54. ____Cognitive organization is where you rehearse in your mind how to do the task being trained. (F; p. 171)
55. ____Guided discovery is a method for facilitating symbolic coding. (T; p. 171)
56. ____In the elaboration theory of design, the epitome is the most important concept. (T; p. 175)
57. ____Gagné-Briggs nine events of instruction is a macro theory of design. (F; p. 175)
58. ____The simplifying conditions method (SCM) is relevant to the Gagné-Briggs nine events of instruction. (F; p. 175)
59. ___The final event in the Gagné-Briggs nine events of instruction is “enhance retention and transfer.” (T; Table 5-10, p. 176)
60. ____Massed practice is another term for overlearning. (F; p. 180)
61. ____Negative transfer occurs when the trainee goes back on the job and there is no change in his performance level. (F; p. 180)
62. ____Goal setting, when combined with relapse prevention, is effective at facilitating positive transfer of training. (T; pp. 184-185)
63. ____One of the key determining factors for the successful transfer of training is supervisory support. (T; p. 187)
64. ____Reward systems should be aligned to support the behaviors learned in training. (T; p. 188)
65. ____Changing the organizational culture can be done quickly through training (F; p. 189)

 

 

SHORT-ANSWER QUESTIONS

 

66. What is a “sit-in” and what are the conditions necessary for it to be effective?

 

A sit-in is where the trainer sits in with a trainee once the trainee is back on the job and observes the trainee when they are expected to be using the behavior learned in the training. To be effective, a sit-in must be voluntary on the part of the trainee, but be confidential between trainer and trainee and must be used only for developmental purposes.

 

67. When should the whole learning method be utilized?

 

If the task can be divided into parts, the “whole” method is more advantageous when (a) trainee intelligence is high, (b) training material is high in task organization, but low in task complexity, and (c) practice is spaced rather than massed.

 

68. Understanding the various factors that facilitate learning is one of the outputs of the design phase. What are the other two outputs? Describe them.

 

The other two outputs are development of evaluation methods and identification of alternative methods of instruction. The design of the evaluation method is defined by the objectives set in the training program. Ideally, the same methods used to determine organizational and individual gaps will be used to evaluate whether training has reduced these gaps. The second output is identifying alternative methods of instruction. To do this, you must understand the various methods available and be able to choose the most effective for your specific needs.

 

69. Why are peer support and supervisor support important to the transfer process?

 

Peer support is important to transfer because if everyone is involved in the training process, it continues beyond the classroom.  Additionally, peer pressure can be a strong motivator and you want that pressure to be toward doing the learned behavior, not against it.

 

Supervisor support is important because if supervisors set goals and reinforce appropriate behaviors learned in training, it will facilitate transfer.

 

 

ESSAY QUESTION

 

70. List two of the organizational/environmental constraints and three of the trainee population constraints to training and suggestions for how to handle each.

 

Refer to Table 5.1 for a complete list of constraints and suggestions for how to handle each constraint.