Effective Training 5th Edition by Blanchard – Test Bank
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Sample
Test
CHAPTER
THREE: LEARNING, MOTIVATION, AND PERFORMANCE
MULTIPLE-CHOICE
questions
1. Theories
are
a. Useful
for model building but impractical for practitioners.
b. Generally
developed by all of us to help us understand how things work in our world.
c. Concrete
steps in the “how-to” world.
d. Useful
when they describe a set of facts and develop a logical rationale for what is
likely to be true, given those facts.
e. Both
B & D.
Answer:
E
Difficulty: Easy
Page Ref: 58
2. Which
of the following is true about good theories?
a. They
are seldom useful to practitioners.
b. They
develop logical rationale for what is likely to be true.
c. They
do not have to be empirically tested because they are true.
d. They
have the ability to explain known facts, but are usually complex and require
in-depth study.
e. A
& D
Answer:
B
Difficulty: Easy
Page Ref: 58 -59
3. Which
of the following is NOT true regarding theories?
a. They
provide guidelines and principles.
b. They
are abstractions that are best left for researchers and not applicable to
practitioners.
c. They
provide principles and predictions.
d. Successful
people in business pay attention to them.
Answer:
B
Difficulty: Easy
Page Ref: 58-59
4. The
formula for performance (M X KSA X E) suggests
a. Only
two of the three factors need to be favorable to obtain high performance.
b. If
motivation is high and KSAs are adequate, at least moderate performance will be
achieved.
c. If
the environment is highly conducive to high performance, then motivation is not
very important.
d. None
of the above is correct.
Answer:
D
Difficulty: Moderate
Page Ref: Figure 3-1, p. 60
5. What
are the factors that interact to determine performance?
a. Knowledge,
skills, and attitudes
b. Environment,
skills, and strategy
c. Attitudes,
strategy, and motivation
d. Motivation,
environment, and skills
e. Motivation,
KSAs, and environment
Answer:
E
Difficulty: Easy
Page Ref: 60
6. Which
of the following statements is true of motivation theories?
a. Needs
are very similar for non-management employees.
b. Understanding
needs helps you understand behavior.
c. Reinforcement
theory is a commonly applied needs theory.
d. ERG
is an acronym with the E representing the environment.
e. Maslow
and Alderfer are two researchers commonly linked to process theories.
Answer:
B
Difficulty: Easy
Page Ref: 61-63
7. Which
of the following is a needs theory?
a. Classical
Conditioning
b. ERG
c. Reinforcement
theory
d. Expectancy
theory
e. A
& C
Answer:
B
Difficulty: Easy
Page Ref: 61
8. Which
of these statements is true?
a. Maslow
is known for his early work on Classical Conditioning
b. Alderfer
developed a needs theory based on Pavlov’s early work.
c. Existence
needs are the highest order needs.
d. Relatedness
reflects people’s need to be valued by others.
Answer:
D
Difficulty: Easy
Page Ref: 61
9. In
motivating trainees to learn, which of the following needs – existence, relatedness,
or growth – should be the focus?
a. Existence
b. Relatedness
c. Growth
d. Both
B & C
e. All
of the above
Answer:
E
Difficulty: Easy
Page Ref: 62
10. Understanding
needs theory is important in the training process because
a. Needs
theory can help determine what kind of training design will be more effective.
b. Needs
theory can provide insight into the attitudes of trainees.
c. Needs
theory can help identify trainees’ self efficacy.
d. All
of the above.
Answer:
A
Difficulty: Moderate
Page Ref: 62
11. Classical
conditioning
12. A) Is
an automatic response requiring no learning.
13. B)
Was discovered by Skinner.
14. C) Is
a learned response to a stimulus.
15. D)
Once learned cannot be unlearned.
16. E) C
& D.
Answer
C
Difficulty Moderate
Page Ref 63-64
12. Who
laid the foundation for reinforcement theory?
a. Maslow
b. Skinner
c. Bandura
d. Freud
e. Thorndike
Answer:
E
Difficulty: Easy
Page Ref: 64
13. Stimulus
leads to response which leads to consequence, best illustrates which theory?
a. Punishment
b. Consequence
c. Reinforcement
d. Needs
e. Classical
Conditioning
Answer:
C
Difficulty: Easy
Page Ref: Figure 3-2, p. 64
14. Which
of the following depicts negative reinforcement?
a. After
you do something, you are yelled at.
b. After
you do something, you receive a reward.
c. After
you do something, you receive no reward.
d. None
of the above depicts negative reinforcement.
Answer:
D
Difficulty: Challenging
Page Ref: 65
15. Negative
reinforcement
a. Reduces
the likelihood of a behavior.
b. Increases
the likelihood of a behavior.
c. Requires
removal of something unpleasant.
d. Both
A & C.
e. Both
B & C.
Answer:
E
Difficulty: Moderate
Page Ref: 65
16. Which
of the following statements is true regarding punishment?
a. It
does not usually reduce the future likelihood of a behavior.
b. It is
a very effective form of motivation.
c. It
has the same results as negative reinforcement.
d. It is
an undesirable training tool.
e. Randomly
administering punishment keeps trainees on their toes.
Answer:
D
Difficulty: Moderate
Page Ref: 65
17. Which
of the following is a “process” theory of motivation?
a. ERG
theory
b. Maslow’s
hierarchy of needs
c. Reinforcement
theory
d. Both
A & B
Answer:
C
Difficulty: Easy
Page Ref: 65-66
18. Who
is responsible for development of expectancy theory?
a. Maslow
b. Skinner
c. Vroom
d. Freud
e. Bandura
Answer:
C
Difficulty: Easy
Page Ref: 67
19. Which
of the following statements about expectancy theory is true?
a. Expectancy
2 is related to self-efficacy.
b. Valence
is the measure used for expectancy 1.
c. Expectancy
1 is 1.0 when related to a decision making (go vs. no go) process.
d. The
valence of outcomes is the same for everyone.
e. Expectancy
1 is directly related to valence of outcomes.
Answer:
C
Difficulty: Moderate
Page Ref: 67-68
20. Which
of the following statements is true regarding expectancy theory?
a. Expectancy
2 is the likelihood you will receive certain outcomes if you reach acceptable
performance.
b. The
values given for outcomes are represented by a value called expectancy 2.
c. Expectancy
1 is represented on a scale from 1 to 10 with 1 being the minimum.
d. Expectancy
2 is fixed in a person’s mind and is extremely difficult to change.
Answer:
A
Difficulty: Easy
Page Ref: 67-68
21. The
_____ the self-efficacy, the _____ the performance.
a. Higher;
worse
b. Higher;
better
c. Lower;
worse
d. Lower;
better
e. All
of the above are possible
Answer:
B
Difficulty: Moderate
Page Ref: 69
22. Which
of the following statements regarding self-efficacy is true?
a. Physical
and emotional state is never a factor when estimating an employee’s self‑efficacy.
b. Those
with high self‑efficacy are also likely to be self‑actualized.
c. Higher
self‑efficacy has little impact on actual performance.
d. Feelings
about one’s competency are reflected in the concept of self‑efficacy.
e. Behavioral
models are not able to influence an employee’s self-efficacy.
Answer:
D
Difficulty: Challenging
Page Ref: 69-70
23. Which
of the following statements best explains the relationship between training and
self‑efficacy?
a. The
two concepts are not related.
b. Training
can act to improve low self‑efficacy only when employees have the required
KSAs.
c. It is
useful to assess trainee self‑efficacy prior to training only.
d. Self‑efficacy
beliefs are a good predictor of learning in the training environment.
Answer:
D
Difficulty: Easy
Page Ref: 70
24. Which
of the following statements about learning is true?
a. It is
not closely tied to memory.
b. It is
always observable.
c. It
must be retained to be useful.
d. It is
always measurable by testing.
Answer:
C
Difficulty: Moderate
Page Ref: 70
25. Which
of the following is true about studying motivation from a behaviorist approach?
a. It is
most reflected in how the behaviorist approach describes the brain’s function
in learning.
b. It
suggests that learning is not controlled by the environment.
c. It
suggests that trainers control learning by controlling the stimuli and
consequences that the learner experiences.
d. Bandura
is the best-known contemporary behaviorist.
Answer:
C
Difficulty: Moderate
Page Ref: 70-72
26. Which
of the following best describes the cognitive approach to training?
a. Subject‑oriented
b. Formal,
authority‑oriented, judgmental, and competitive
c. Interactive,
group, project‑oriented, and experiential
d. Relaxed,
mutually trustful, respectful, and collaborative
e. Both
C & D
Answer:
E
Difficulty: Challenging
Page Ref: Table 3-2, p. 71
27. A
basic premise in Social Learning Theory is
a. A
person can only learn by behaving in some way.
b. A
person can learn merely through observation.
c. Events
can be learned without being processed.
d. Consequences
of behavior do not influence learning.
Answer:
B
Difficulty: Moderate
Page Ref: 73
28. In
social learning, theory retention has three phases which are
a. Attention,
symbolic coding, behavioral reproduction.
b. Recognize,
recall, retain.
c. Attention,
motivation, symbolic coding.
d. Symbolic
coding, cognitive organization, symbolic rehearsal.
e. None
of the above
Answer:
D
Difficulty: Moderate
Page Ref: Figure 3-5, p. 73
29. Symbolic
coding is
a. The
second stage of attracting attention.
b. Where
you rehearse in your mind how to “do it.”
c. Part
of the retention process.
d. A
design method for assuring learning.
Answer:
C
Difficulty: Easy
Page Ref: 74
30. Asking
trainees to provide examples of how the knowledge being trained relates to what
they already know facilitates
a.
b. Verbal
association learning.
c. Cognitive
organization.
d. Operant
conditioning.
Answer:
C
Difficulty: Moderate
Page Ref: 74
31. The
Gagné-Briggs theory of instructional design
a. Has
three events: attention, retention, and behavioral reproduction.
b. Has
“gaining attention” as its first event.
c. Is
only useful for designing effective lectures.
d. Both
A & B.
Answer:
B
Difficulty: Moderate
Page Ref: Table 3-3, p. 76
32. Gagné-Briggs’
micro theory of instructional design
a. Is
useful for understanding learning but not for development of training.
b. Is a
guide for designing training events in each module of the training program.
c. Is
similar to the ERG theory of motivation.
d. Focuses
on the content of the training, not the training process.
Answer:
B
Difficulty: Easy
Page Ref: 76
33. The
power that a group has over its members was first noted in which studies of the
1920’s and the 1930’s?
a. Watson
studies
b. Hawthorne
studies
c. Pajama
factory studies
d. Group
norm studies
Answer:
B
Difficulty: Easy
Page Ref: 78
34. The
power of the group comes from the group _______ members that follow group
norms, or _______ those that do not.
a. Punishing;
rewarding
b. Rewarding;
training
c. Requesting;
training
d. Rewarding;
punishing
Answer:
D
Difficulty: Easy
Page Ref: 78
35. Resistance
to learning occurs when
a. The
trainee is not motivated.
b. The
trainee does not have the necessary prerequisite KSAs.
c. The
environment is not conducive to learning.
d. There
is little or no supervisor support.
e. All
of the above.
Answer:
E
Difficulty: Moderate
Page Ref: 78-79
36. Which
studies compared the effects of participation vs. no participation in
organizational change endeavors in the 1940’s?
a. The
Pajama factory experiments
b. The
Hawthorne experiments
c. The
Bandura experiments
d. The
OD experiments
Answer:
A
Difficulty: Easy
Page Ref: 78
TRUE/FALSE
questions
37. ___The
best way to improve employee performance is to “copy” a successful
organization’s motivational tactics. (F; p. 59)
38. ___Performance
is a function of motivation times KSAs. (F; p. 60; Fig 3-1)
39. ____Needs
theories attempt to describe and explain how a person’s needs are translated
into actions to satisfy their needs. (F; p. 61)
40. ___Relatedness
is the middle need in Alderfer’s needs theory. (T; p. 61)
41. ___Negative
reinforcement reduces the likelihood that a behavior will be repeated. (F; p.
65)
42. ____Punishment
is an undesirable management and training tool. (T; pp. 65-66)
43. ____Expectancy
theory is the most popular need theory today. (F; p. 67)
44. ___Self-efficacy
is an important concept in understanding motivation. (T; p. 69)
45. ____One
of the differences between the behaviorist and cognitive approach to learning
is that the cognitive approach is more subject oriented and developed by the
instructor. (F; p. 71; Table 3-2)
SHORT-ANSWER
QUESTIONS
46. Explain
ERG theory.
ERG is an expanded version of the Maslow hierarchy of needs.
ERG stands
for Existence, Relatedness, and Growth. Existence
corresponds to Maslow’s
lower order needs of physiological and
security needs, relatedness corresponds to the social needs,
and growth corresponds to the
esteem and self-actualization
needs. Existence is the need for immediate needs related to
staying alive, food, shelter,
etc. Relatedness is the need for
interaction and to be valued and accepted by others. Finally,
growth needs
are related to the need to feel self worth and
believing you are competent
and achieving all you are capable of.
There is some disagreement as to the exact relationship between
these needs
but all agree individuals do have these needs.
47. Explain
Social Learning Theory.
Social Learning Theory is based on the work of Bandura and his
associates, and its basic premise is that events and consequences in the
learning situation are cognitively processed before they are learned or
influence behavior. Thus, a person can learn by observing the behavior of
others and the consequences that result, without necessarily having to
experience that behavior themselves. This is in contrast to the behaviorist
theory that argues that learning can only occur as a result of the person’s own
behavior and experiences.
ESSAY
QUESTION
48. Two
definitions of learning were presented in the text; one was behavioral and one
was cognitive. Explain each and indicate the major difference between these
definitions and what the training implications of each are.
The behavioral definition of learning is that learning is a
relatively permanent change in behavior. Learning is, therefore, inferred from
behavior. The cognitive approach agrees that learning can be inferred from
behavior but the learning is separate from it. In other words, learning can,
and does, take place prior to the behavior. In fact, they argue that someone
can have learned something and be aware of the new concept for months before
exhibiting it behaviorally. Learning for the cognitive theorists is the
addition to and reorganization of new knowledge and skills into mental
models. So for the cognitive theorists, learning can occur without others
knowing it has occurred.
Implications for each of the approaches on training are
significant in the way training is conducted on a number of levels. First the
learner’s role is active and self directed for the cognitive theorists and
passive for the behaviorist approach. The instructor’s role is as a facilitator
in the cognitive approach and more directive in the behaviorist approach.
Training content is problem oriented for the cognitive approach and subject
oriented for the behaviorist. Cognitive approach suggests trainee motivation
comes from within the trainee, where the behaviorist approach suggests it is
external. Training climate is relaxed in the cognitive approach, whereas it is
much more formal in the behaviorist approach. The training goals for cognitive
theorists are collaborative vs. instructor generated in the behaviorist
approach. Finally, the activities are more interactive in the cognitive
approach, rather than directive. As can be seen, the two approaches lead to
very different ways of designing training.
Note to instructor: The use of Table 3.2 is applicable in this
answer.
CHAPTER
FOUR: NEEDS ANALYSIS
MULTIPLE-CHOICE
questions
1. A
triggering event
a. Is a comparison
of a reactive and proactive TNA.
b. Occurs
when actual organizational performance is greater than expected organizational
performance.
c. Occurs
when actual organizational performance is less than expected organizational
performance.
d. Usually
means some employees require training.
Answer:
C
Difficulty: Easy
Page Ref: 90
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