MHR 6551-12I-3, Training and Development full course (Columbia Southern Univeristy)

Declarative, practical, and strategic

Declarative, practical, and skill

Compilation, automatic, and strategic

Declarative, procedural, and strategic

None of the above

Non routine technologies

Small businesses

High volume assembly lines

Where there are not clear answers to many of the problems that arise

the development of a relatively long term mission.

the development of relatively short term objectives.

A process for determining how best to pursue the organizations mission while meeting the demands of the environment

the development of values and ideals of the organization.

a profession that deals with reacting to changes in external environment.

a profession and field of study that creates and implements planned change in organizations.

a profession and field of study that deals with creating and implementing new ideas in the organization.

a field of study and profession that deals with explaining serendipitous events.

All or most training developed in house, each phase handled by specialists, and needs developed from a decentralized HRD function

All or most training purchased from outside sources, each phase handled by specialists, and needs developed from a centralized HRD function.

All or most training activities provided by outside trainers and training function's role is to select and manage training suppliers.

All or most training developed in house, each phase handled by specialists, and needs developed from a centralized HRD function.

outcome evaluation.

outcome.

phase evaluation.

process evaluation.

procedural evaluation.

A series of standards to assure consistency in product quality.

An HR software package.

A quality standard set by the Japanese.

A strategic quality forecasting model.

All of the above.

To be able to grow

To increase their market value

To centralize their strategies

To involve management

developed a common knowledge and skill base in the area of the intervention.

Understood group dynamics and became skilled at working within groups.

Understood and became skilled at using a common problem solving model.

Both A & C.

All of the above.

During the design phase.

During the implementation phase.

During the analysis phase.

During the development phase.

Punishment

Consequence

Reinforcement

Needs

Hierarchy of needs

a behaviorist approach to learning

a person learns through observation rather then through doing.

events can be learned without being processed

Consequences of behavior do not influence learning

reduces the likelihood of a behavior.

increases the likelihood of a behavior.

requires removal of something unpleasant.

both A & C.

both B & C.

ERG theory

Maslow's hierarchy of needs

Reinforcement theory

Both A & B

attention, symbolic coding, behavioral reproduction.

recognize, recall, retain.

attention, motivation, symbolic coding.

none of the above.

useful for model building but impractical for practitioners.

generally developed by all of us to help us understand how things work in our world.

concrete steps in the "how to" world.

useful when they describe a set of facts and develop a logical rationale for what is likely to be true, given those facts.

both B & D.

Knowledge, skills and attitudes

Environment, skills, and strategy

Attitudes, strategy, and motivation

Motivation, environment, and skills

Motivation, KSAs, and environment

the second stage of attracting attention

where you rehearse in your mind how to "do it"

part of the retention process.

a design method for assuring learning.

only two of the three factors need to be favorable to obtain high performance.

if motivation is high and KSA's are adequate, at least moderate performance will be achieved.

if the environment is highly conducive to high performance, then motivation is not very important.

none of the above are correct.

It does not usually reduce the future likelihood of a behavior.

It is a very effective form of motivation.

It has the same results as negative reinforcement.

It is an undesirable training tool.

Randomly administering punishment keeps trainees on their toes.

Performance analysis

Operational analysis

Goals analysis

Organizational analysis

Personnel analysis

knowledge and skills.

attitudes and personality.

all characteristics that underlie successful performance.

motivational characteristics.

situational reaction.

development.

skills.

learning capability.

there are too many obstacles in the system the way the job is currently set up.

feedback is not occurring in the present set up.

there is a KSA deficiency but it is difficult to train.

rewards are not tied to high performance.

The PAQ

A reactive TNA

A proactive TNA

Work sampling

peers and self.

360 degree feedback.

supervisors.

work planning and review.

task oriented

worker oriented

operational analysis

job-duty-task

a setback event occurs.

a triggering event occurs.

a decision to provide sexual harassment training is made.

a deficiency is determined to be a motivational deficiency.

Job analysis

Operational analysis

Performance evaluation

Goal analysis

a supervisor.

the manager of the organization.

a head hunter.

a job analyst.

Intuitive

Sensing

Visual

Verbal

the trainee.

the training designer.

the trainer and the training evaluator.

both A & C.

all of the above.

there is zero transfer.

there is negative transfer.

there are obstacles in the system preventing transfer

there are negative outcomes associated with the trained behavior.

Desired outcome

Condition

Standard

Requirement

Elaboration theory

Systems theory

Gagne Briggs theory of training design

Social learning theory

Both A & B

One

Two

Three

Four

simple tasks.

complex tasks.

both simple and complex tasks.

attitudinal training.

who, what, where.

who, when, what.

who, what, how.

where, when, how.

epitomizing.

elaborating.

extrapolating.

cognitive extrapolation.

personnel objectives

performance appraisals

organizational outcomes

learning objectives

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

enhances trainees knowledge base

enhances skill development

enhances psychomotor skills

Both A and B

All of the above

the trainees follow with the class

the trainees move slower than the class.

the trainees move quickly with some restrictions

the trainees move through the training as fast as they are able to

Interactive Multimedia training.

Virtual Reality training.

Programmed Instruction training.

Simulation training.

job information topology.

just in time.

job incidents technique.

job instruction technique.

job instructional topology.

intelligence

involvement

commitment

interest

It cannot provide real enough examples in its training

It takes far to long to complete

Trainees do not seem to like learning from a computer

It is difficult to be able to identify exactly who is taking the training

Cramming too much information on the one poster, sheet, or overhead

Newsprint being used too often in adult learning

Overheads used in a fully lighted room

Burned out light bulbs in the overhead

Using a VCR that only plays Betamax

Utilize a variety of cues

Accommodate multiple learning styles

Incorporate evaluation methods

Both A and B

Automaticity

Skill

Knowledge

Attitude

you do not wear any equipment.

you are completely immersed in the environment.

there is much more interest and use of virtual reality training.

there is less lead time for development and many more off the shelf training packages.