Employee Training and Development Raymond Noe 8e - Test Bank

Employee Training and Development Raymond Noe 8e – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Employee Training and Development, 8e (Noe)

Chapter 5   Program Design

 

1) The pre-training phase primarily involves ________.

1. A) encouraging learners to apply what they have learned to their work
2. B) preparing a concept map and curriculum road map to facilitate learning
3. C) preparing, motivating, and energizing trainees to attend the learning event
4. D) preparing instruction (classes, courses, programs, lessons) to facilitate learning

 

Answer:  C

Difficulty: 2 Medium

Learning Objective:  05-01 Choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the course.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

2) If training emphasizes total group discussion and no small-group interaction, a ________ seating arrangement will be most effective.

1. A) conference-type
2. B) horseshoe
3. C) fan-type
4. D) classroom-type

 

Answer:  A

Difficulty: 1 Easy

Learning Objective:  05-01 Choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the course.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

3) Which of the following statements is most true of Traditionalists?

1. A) They don’t mind being put on the spot in front of others.
2. B) They dislike trainers asking them to share their experiences.
3. C) They prefer dynamic learning environments.
4. D) Most Traditionalists are now in retirement.

 

Answer:  D

Difficulty: 2 Medium

Learning Objective:  05-03 Explain how trainees’ age, generational differences, and personality might influence how programs are designed.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

4) Which generational cohort tends to prefer blended learning?

1. A) Traditionalists
2. B) Baby Boomers
3. C) Millennials
4. D) Gen Xers

 

Answer:  C

Difficulty: 1 Easy

Learning Objective:  05-03 Explain how trainees’ age, generational differences, and personality might influence how programs are designed.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

5) According to the Myers-Briggs Type Indicator (MBTI), which of the following types of learners require instructors to emphasize personal needs, beliefs, values, and experiences?

1. A) proactive learners
2. B) feeling learners
3. C) thinking learners
4. D) reactive learners

 

Answer:  B

Difficulty: 1 Easy

Learning Objective:  05-03 Explain how trainees’ age, generational differences, and personality might influence how programs are designed.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

6) In the context of the Myers-Briggs Type Indicator (MBTI), ________ types prefer a learning atmosphere in which an emphasis is placed on meaning and associations. Insight is valued more than careful observation.

1. A) sensing
2. B) feeling
3. C) perceiving
4. D) intuitive

 

Answer:  D

Difficulty: 2 Medium

Learning Objective:  05-03 Explain how trainees’ age, generational differences, and personality might influence how programs are designed.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

7) In the context of the Myers-Briggs Type Indicator (MBTI), ________ types thrive in flexible learning environments in which they are stimulated by new and exciting ideas. Such individuals like to “go with the flow” and are receptive to new opportunities.

1. A) perceiving
2. B) extraverted
3. C) feeling
4. D) intuitive

 

Answer:  A

Difficulty: 2 Medium

Learning Objective:  05-03 Explain how trainees’ age, generational differences, and personality might influence how programs are designed.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

8) Jane has been a trainer for many years. She believes that trainees today lack any motivation to learn. This attitude is apparent to her trainees. Her trainees then fail to exert personal initiative, as expected. What phenomenon is most likely occurring in this instance?

1. A) expectancy theory
2. B) low self-efficacy
3. C) behavior modeling
4. D) self-fulling prophecy

 

Answer:  D

Difficulty: 2 Medium

Learning Objective:  05-03 Explain how trainees’ age, generational differences, and personality might influence how programs are designed.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

9) A(n) ________ gets learners into the appropriate mental state for learning and allows them to understand the personal and work-related meaningfulness of course content.

1. A) concept map
2. B) request for proposal
3. C) action plan
4. D) application assignment

 

Answer:  A

Difficulty: 2 Medium

Learning Objective:  05-02 Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

10) Curricula differ from courses in that curricula ________.

1. A) consist of narrower learning objectives
2. B) include broader learning objectives
3. C) address a more limited number of competencies
4. D) take less time to complete

 

Answer:  B

Difficulty: 2 Medium

Learning Objective:  05-02 Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

11) A ________ refers to an organized program of study designed to meet a complex learning objective.

1. A) course
2. B) curriculum
3. C) training map
4. D) lesson plan

 

Answer:  B

Difficulty: 1 Easy

Learning Objective:  05-02 Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

12) Which of the following statements is true of lesson plans?

1. A) They are typically less detailed than a design document.
2. B) They include the sequence of activities that will be conducted and identify administrative details.
3. C) They include several courses and focus primarily on developing a set of competencies needed to perform a job.
4. D) They include a storyboard to graphically represent content to trainees.

 

Answer:  B

Difficulty: 2 Medium

Learning Objective:  05-02 Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

13) ________ review meetings are meetings between a manager and employee during which the employee’s performance is discussed, and improvement goals are agreed upon.

1. A) Performance testing
2. B) Performance appraisal
3. C) Performance engineering
4. D) Performance budget

 

Answer:  B

Difficulty: 1 Easy

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

14) ________ is a way of delivering content to learners in small, very specific bursts. With such learning, individuals are in control of what and when they’re learning.

1. A) Microtraining
2. B) Micromanagement
3. C) Macrolearning
4. D) Microlearning

 

Answer:  D

Difficulty: 1 Easy

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

15) A(n) ________ refers to a memory tool to encode difficult-to-remember information in a way that is much easier to remember.

1. A) mnemonic
2. B) meta-cognitive strategy
3. C) concept map
4. D) advanced organizer

 

Answer:  A

Difficulty: 1 Easy

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

16) A request for proposal (RFP) is a document mainly used to identify ________.

1. A) potential vendors and consultants for training services
2. B) employees who do not require training
3. C) trainee prerequisites
4. D) disruptive trainees

 

Answer:  A

Difficulty: 2 Medium

Learning Objective:  05-04 Prepare a request for proposal (RFP) and a list of questions to evaluate training consultants and suppliers.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

17) Which of the following instances call for training with an emphasis on far transfer?

1. A) securing offices and buildings
2. B) handling routine client questions
3. C) creating a new product
4. D) logging into computers and using software

 

Answer:  C

Difficulty: 2 Medium

Learning Objective:  05-05 Explain the program design elements that should be included to ensure near and far transfer of training.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

18) Which of the following statements is true of near transfer?

1. A) If the tasks emphasized in training involve variable interactions with people, then instruction should emphasize near transfer.
2. B) Programs that emphasize near transfer must include general principles that apply to a greater set of contexts than those presented in training.
3. C) Teaching learners to create a new product requires training with an emphasis on near transfer.
4. D) Trainees should be encouraged to focus on important differences between training tasks and work tasks.

 

Answer:  D

Difficulty: 2 Medium

Learning Objective:  05-05 Explain the program design elements that should be included to ensure near and far transfer of training.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

19) Which of the following strategies is least appropriate for far transfer?

1. A) Teaching general concepts, broad principles, or key behaviors
2. B) Focusing on principles that might apply to a greater set of contexts beyond those presented in the training session
3. C) Using standardized procedures, processes, and checklists
4. D) Providing a list of prompts or questions to help trigger thoughts and questions from trainees

 

Answer:  C

Difficulty: 2 Medium

Learning Objective:  05-05 Explain the program design elements that should be included to ensure near and far transfer of training.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

20) Which of the following represents the lowest level of manager support for training?

1. A) participation in training themselves
2. B) encouragement of trainees’ participation in training
3. C) allowing trainees to practice their skills
4. D) serving as a trainer

 

Answer:  B

Difficulty: 1 Easy

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

21) In training, the greatest level of support that a manager can provide is to ________.

1. A) participate in training as an instructor
2. B) allow trainees to attend training
3. C) provide trainees opportunity to practice what they have learned
4. D) provide incentives to attend training

 

Answer:  A

Difficulty: 2 Medium

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

22) A(n) ________ is a written document that includes the steps that a trainee and manager will take to ensure that training transfers to the job.

1. A) concept map
2. B) design document
3. C) performance appraisal
4. D) action plan

 

Answer:  D

Difficulty: 1 Easy

Learning Objective:  05-07 Design application assignments and action plans to enhance learning and transfer of training.; 05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

23) Which term refers to a group of two or more trainees who agree to meet to discuss their progress using learned capabilities on the job?

1. A) quality circle
2. B) focus group
3. C) support network
4. D) strategic group

 

Answer:  C

Difficulty: 1 Easy

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

24) With opportunity to perform, activity level refers to the ________.

1. A) number of trained tasks performed on the job
2. B) frequency with which trained tasks are performed on the job
3. C) critical nature of the trained tasks
4. D) number of employees performing a similar trained task

 

Answer:  B

Difficulty: 2 Medium

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

25) Low levels of opportunity to perform may indicate that ________.

1. A) training content is not important for the employee’s job
2. B) refresher courses for trainees are not necessary
3. C) there is no decay in learned capabilities of employees
4. D) the work environment supports transfer

 

Answer:  A

Difficulty: 2 Medium

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

26) Explicit knowledge ________.

1. A) mainly consists of personal knowledge based on individual experience
2. B) can be communicated only through discussion
3. C) can be managed by a knowledge management system
4. D) is highly influenced by perceptions and values

 

Answer:  C

Difficulty: 1 Easy

Learning Objective:  05-09 Identify different ways to manage knowledge and the conditions necessary for employees to share knowledge.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

27) Which of the following is a major aide in communicating tacit knowledge?

1. A) Product formula
2. B) Manual
3. C) Discussion
4. D) Procedure document

 

Answer:  C

Difficulty: 1 Easy

Learning Objective:  05-09 Identify different ways to manage knowledge and the conditions necessary for employees to share knowledge.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

28) Which of the following statements is true of knowledge management?

1. A) Social media hinders knowledge management.
2. B) It involves acquiring knowledge, studying problems, attending training, and using technology only within work.
3. C) It should be a central focus of training design.
4. D) Creating communities of practice and using “after-action reviews” at the end of each project facilitates knowledge management.

 

Answer:  D

Difficulty: 2 Medium

Learning Objective:  05-09 Identify different ways to manage knowledge and the conditions necessary for employees to share knowledge.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

29) Which of the following is a concern in organizations regarding the loss of explicit and tacit knowledge?

1. A) the creation of chief information officer (CIO) positions
2. B) involuntary employee turnover
3. C) the retirement of Baby Boomers
4. D) the increased use of social networking

 

Answer:  C

Difficulty: 1 Easy

Learning Objective:  05-09 Identify different ways to manage knowledge and the conditions necessary for employees to share knowledge.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

30) Effective knowledge sharing is most likely when employees ________.

1. A) believe knowledge management is mandatory
2. B) see knowledge sharing as a way to obtain a promotion
3. C) view knowledge as a means to have power over others
4. D) have easy access to information in the context of their jobs

 

Answer:  D

Difficulty: 2 Medium

Learning Objective:  05-09 Identify different ways to manage knowledge and the conditions necessary for employees to share knowledge.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

31) Fan-type seating is ineffective for training that includes trainees working in groups and teams.

 

Answer:  FALSE

Difficulty: 2 Medium

Learning Objective:  05-01 Choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the course.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

32) Traditional classroom-type seating makes it difficult for trainees to work in teams.

 

Answer:  TRUE

Difficulty: 2 Medium

Learning Objective:  05-01 Choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the course.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

33) Conference type seating is most appropriate when training involves small group discussions.

 

Answer:  FALSE

Difficulty: 2 Medium

Learning Objective:  05-01 Choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the course.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

34) The traditional classroom-type arrangement is good for role-play exercises that involve trainees working in groups of two or three.

 

Answer:  FALSE

Difficulty: 2 Medium

Learning Objective:  05-01 Choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the course.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

35) In general, it is considered best practice to avoid the use of incandescent lighting in a training room. Such lighting is typically too bright and “harsh.”

 

Answer:  FALSE

Difficulty: 1 Easy

Learning Objective:  05-01 Choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the course.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

36) Compared to other generations, Millennials prefer training methods that allow them to work at their own pace and look to trainers to share their expertise.

 

Answer:  FALSE

Difficulty: 1 Easy

Learning Objective:  05-03 Explain how trainees’ age, generational differences, and personality might influence how programs are designed.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

37) Millennials like to learn by working alone and helping others to learn.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  05-03 Explain how trainees’ age, generational differences, and personality might influence how programs are designed.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

38) Counter to intuition, using managers and employees as trainers decreases the perceived meaningfulness of the training content.

 

Answer:  FALSE

Difficulty: 2 Medium

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

39) The dimensions of Myers-Briggs Type Indicator combine to form eighteen personality types.

 

Answer:  FALSE

Difficulty: 2 Medium

Learning Objective:  05-03 Explain how trainees’ age, generational differences, and personality might influence how programs are designed.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

40) In the context of the Myers-Briggs Type Indicator (MBTI), sensing types will thrive when information is organized and structured. Such individuals are motivated to complete assignments in order to gain closure.

 

Answer:  FALSE

Difficulty: 2 Medium

Learning Objective:  05-03 Explain how trainees’ age, generational differences, and personality might influence how programs are designed.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

41) It is generally considered best practice to use slang and sports analogies when training groups of trainees from different cultural backgrounds. Doing so helps to promote fun in the learning environment, and such strategies can serve as useful mnemonic devices.

 

Answer:  FALSE

Difficulty: 2 Medium

Learning Objective:  05-03 Explain how trainees’ age, generational differences, and personality might influence how programs are designed.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

42) The larger the room, the more a trainer’s gestures and movements must be exaggerated to get the audience’s attention.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  05-01 Choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the course.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

43) A metaphor is a device, such as a pattern of letters, ideas, or associations, that assists in remembering something.

 

Answer:  FALSE

Difficulty: 2 Medium

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

44) Using “HOMES” to remember the five Great Lakes (Huron, Ontario, Michigan, Erie, and Superior) is an example of concept map.

 

Answer:  FALSE

Difficulty: 2 Medium

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

45) “I” before “e”, except after “c”, or when sounding like “a” in “neighbor” and “weigh”, is an example of a mnemonic.

 

Answer:  TRUE

Difficulty: 2 Medium

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

46) Incorporating novelty and fun into a training course can promote learner engagement, but may have little effect on helping learners commit training content to memory.

 

Answer:  FALSE

Difficulty: 1 Easy

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

47) A curriculum covers more specific learning objectives and addresses a more limited number of competencies than a course or program.

 

Answer:  FALSE

Difficulty: 2 Medium

Learning Objective:  05-02 Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

48) Lesson plans are typically more detailed than design documents.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  05-02 Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

49) Content curation refers to creating a group of pictures that tell a story.

 

Answer:  FALSE

Difficulty: 1 Easy

Learning Objective:  05-02 Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

50) In developing a lesson outline, trainers need to consider the proper sequencing of topics.

 

Answer:  TRUE

Difficulty: 2 Medium

Learning Objective:  05-02 Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

51) When using an outside vendor to provide training services, it is important to consider the extent to which the training program will be customized based on a company’s needs.

 

Answer:  TRUE

Difficulty: 2 Medium

Learning Objective:  05-02 Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

52) When a series of steps must be followed in a specific way to complete a task successfully, training should be designed with an emphasis on far transfer.

 

Answer:  FALSE

Difficulty: 2 Medium

Learning Objective:  05-05 Explain the program design elements that should be included to ensure near and far transfer of training.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

53) To encourage self-management, it is important to emphasize that lapses are typically the result of personal failure.

 

Answer:  FALSE

Difficulty: 2 Medium

Learning Objective:  05-06 Develop a self-management module for a training program.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

54) A low level of training support a manager can provide is acceptance.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

55) Opportunity to perform is influenced by both the work environment and trainee motivation.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

 

 

56) Regarding opportunity to perform, breadth refers to the number of times or the frequency with which trained tasks are performed on the job.

 

Answer:  FALSE

Difficulty: 1 Easy

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

57) Companies experience loss of explicit and tacit knowledge when older employees retire.

 

Answer:  TRUE

Difficulty: 1 Easy

Learning Objective:  05-09 Identify different ways to manage knowledge and the conditions necessary for employees to share knowledge.

Accessibility:  Keyboard Navigation

Gradable:  automatic

 

58) Name and describe the three phases of training program design.

 

Answer:  The three phases of the program design process include pre-training, the learning event, and post-training. It is important to consider what happens before training, during training, and after training. Training should not be considered an isolated event.

 

Phase 1—Pre-Training

Involves preparing, motivating, and energizing trainees to attend the learning event

Phase 2—The Learning Event

Involves preparing instruction and the physical environment to facilitate learning

Phase 3—Post-Training

Refers to transfer of training, getting learners to apply what they have learned to their work

Difficulty: 1 Easy

Learning Objective:  05-02 Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map.

Accessibility:  Keyboard Navigation

Gradable:  manual

 

 

 

59) Name the four different types of seating arrangements discussed in the text and indicate when each is most appropriate.

 

Answer:  Seating arrangements should be based on an understanding of the desired type of trainee interaction and trainee-trainer interaction.

 

•  Fan-type seating—trainees can easily switch from listening to practicing in groups
•  Classroom-type seating—appropriate when lecture and audiovisual presentations are the primary training methods
•  Conference-type seating—appropriate for total groups discussions (with no small-group interaction)
•  Horseshoe type-seating—appropriate for both presentation and total-group instruction

Difficulty: 2 Medium

Learning Objective:  05-01 Choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the course.

Accessibility:  Keyboard Navigation

Gradable:  manual

 

 

 

60) Describe how awareness of generational differences can help create an appropriate learning environment. Consider at least three of the generations discussed in the text.

 

Answer:

•  Traditionalists prefer a standard training room with a stable, orderly learning environment. They do not like to be put on the spot in front of others. They like trainers to ask them to share their experiences or anecdotes; but they also look to the trainer to provide expertise.
•  Baby Boomers prefer classroom learning. Baby Boomers respond well to interactive training activities. They like group activities and well-organized training materials that provide an overview of the information and an easy way to access more detailed information.
•  Members of Generation X prefer a self-directed learning environment that includes technology-delivered methods. They respond best to training methods that allow them to work at their own pace.
•  Millennials want access to learning on demand, prefer short learning modules, and they want learning to be engaging. They also value learning that occurs through collaborating with their peers and having a mentor or coach. They prefer a blended learning approach that involves self-paced online learning for acquiring basic concepts, ideas, and knowledge, followed by group activities and hands-on practice. They are motivated to learn skills and acquire knowledge that will help make their working lives less stressful and increase their employability. They place a high value on money, so linking training to monetary incentives may facilitate learning.
•  Generation Z employees likely have expectations that training can be accessed when they need it using smartphones, notebook computers, and tablets. Generation Z employees also value networking and learning from their experiences. They have high expectations for learning on-the job and from mentors rather than from traditional classroom training. Training should be interactive, use multimedia presentation (visuals, voice, and music), and incorporate gaming.

Difficulty: 2 Medium

Learning Objective:  05-03 Explain how trainees’ age, generational differences, and personality might influence how programs are designed.

Accessibility:  Keyboard Navigation

Gradable:  manual

 

 

 

61) Describe different strategies to involve learners in a training session and how to facilitate discussions.

 

Answer:  A number of strategies may be useful to involve learners in the training sessions.

•  Prepare questions to be discussed in breakout groups
•  Use creative activities and games
•  Use assessments for trainees to learn about themselves and others
•  Incorporate roleplaying

 

Discussions can also be an effective means to engage trainees. They should be based on clearly defined goals and rules for participation—discussion should be planned. Discussions can be used to brainstorm ideas and solutions, debrief activities, apply knowledge, and evaluate experiences. Open-ended questions should be used as opposed to questions that elicit no more than “yes” or “no” responses. It is also important to have different opening questions, follow-up questions, and discussion prompts.

Difficulty: 2 Medium

Learning Objective:  05-02 Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map.

Accessibility:  Keyboard Navigation

Gradable:  manual

 

 

 

62) Describe the difference between near and far transfer and then articulate strategies to enhance each type of transfer.

 

Answer:  Near transfer refers to applying learned capabilities exactly in a work situation. Far transfer refers to a trainee’s ability to apply learned capabilities to the work environment when it is not identical to that of the training session.

 

Near transfer is appropriate for closed skills, while far transfer is appropriate for open skills. Performing a closed skill involves responding to predictable situations with standardized responses. In contrast, performing an open skill involves responding to variable situations with adaptive, tailored responses. There is a one best way to perform closed skills; whereas there are multiple ways to perform open skills that are contingent upon the situation at hand.

 

Programs that emphasize near transfer should include the following:

•  using standardized procedures, processes, and checklists
•  providing explanations as to any differences between training and work tasks
•  encouraging trainees to focus only on important differences between training tasks and work tasks vs. unimportant ones
•  providing an explanation why the procedure should be performed to help trainees understand underlying concepts
•  focusing on behaviors and skills that contribute to effective performance

 

Programs that emphasize far transfer should include the following:

•  teaching general concepts, broad principles, or key behaviors
•  focusing on general principles that might apply to a greater set of contexts beyond those presented in the training session
•  providing a list of prompts or questions to help trigger thoughts and questions from trainees

Difficulty: 3 Hard

Learning Objective:  05-05 Explain the program design elements that should be included to ensure near and far transfer of training.

Accessibility:  Keyboard Navigation

Gradable:  manual

 

 

 

63) How can opportunity to perform be measured? What might low levels of opportunity to perform indicate?

 

Answer:  Opportunity to perform can be measured by asking former trainees to indicate (1) whether they perform a task, (2) how many times they perform the task, and (3) the extent to which they perform difficult and challenging tasks. Individuals who report low levels of opportunity to perform may be prime candidates for “refresher courses.” Refresher courses are necessary because these persons have likely experienced a decay in learned capabilities because they have not had opportunities to perform. Low levels of opportunity to perform may also indicate that the work environment is interfering with using new skills. For example, the manager may not support training activities or give the employee the opportunity to perform tasks using skills emphasized in training. Finally, low levels of opportunity to perform may indicate that training content is not important for the employee’s job.

Difficulty: 2 Medium

Learning Objective:  05-08 Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer.

Accessibility:  Keyboard Navigation

Gradable:  manual

 

64) What features are necessary to make microlearning effective?

 

Answer:  The following are characteristics of effective microlearning:

•  engages trainees by including activities that get the trainee involved, such as games and reflection (promotes active learning)
•  uses videos, checklists, diagrams, or visuals to provide trainees with new and meaningful content (trains and reinforces content through different means)
•  trainees practice using scenarios or other activities (trains and reinforces content through different means)
•  trainees can access and reference the content back on the job (helps promote transfer)
•  trainees can choose when and what to learn (makes sure that training is aligned with trainees’ personal needs and provides for flexibility)
•  quizzes are used to measure what trainees have learned (reinforces content)

Difficulty: 2 Medium

Learning Objective:  05-05 Explain the program design elements that should be included to ensure near and far transfer of training.

Accessibility:  Keyboard Navigation

Gradable:  manual