T&D Exam 2 Questions with Accurate
Solutions
4 conditions needed for learning - ANS-1. provide opportunities for trainees to practice
and receive feedback
2. offer meaningful training content
3. identify prereqs needed
4. allow trainees to learn through observation
Learning - ANS-relatively permanent change in human capabilities
Transfer of training - ANS-trainees effectively and continually applying what they have
learned in training to their jobs
Generalization - ANS-trainee's ability to apply what they learned to on-the job work
problems and situations
Maintenance - ANS-the process of trainees continuing to use what they learned over
time
Types of learning outcome - ANS-1. verbal information--head
2. intellectual skills--head
3. motor skills--hand
4. attitudes (instilling a sense of urgency) --heart
5. cognitive strategies --*metacognition* head
Verbal Information - ANS---names, labels, facts, bodies of knowledge
--specialized knowledge that employees need
Intellectual skills - ANS---concepts and rules, critical to solve problems
Motor skills - ANS---coordination and physical movements
Attitudes - ANS---beliefs and feelings that predispose a person to behave a certain way
--cognitive component, affective component, and an intentional component
Cognitive strategies - ANS---relate to the learner's decision regarding what information
to attend to, how to remember, and how to solve problems
Reinforcement Theory - ANS-people are motivated to perform or avoid certain
behaviors because of past outcomes
,--*Positive reinforcement*: adding a positive outcome
--*Negative reinforcement*: removing an unpleasant outcome
--*Extinction*: the process of withdrawing reinforcement
Social Learning Theory - ANS-*match modeled performance*
--people learn by observing others
--learning is influenced by self efficacy
--4 processes involved in learning
1. *attention*
2. *retention*
3.* motor reproduction*: trying out observed behaviors to see if they result in the same
reinforcement that the model received
4. *Motivational process*: positive outcomes coming from behavior
Increasing self-efficacy - ANS---*verbal persuasion*: offering words of encouragement
--*logical verification*: perceiving a relationship between a new task and a task already
mastered
--*Modeling*: having trainees who have mastered the learning outcomes demonstrate
them to their peers
--*Past accomplishments*: allow employees to build a history of successful
accomplishments
Goal Setting Theory - ANS---behavior results from a person's conscious goals and
intentions
--goals FOCUS a person's behavior
--specific and challenging goals work better
--goal orientation refers to the goals held by a trainee in a learning situation
Goal orientation - ANS-refers to the goals held by a trainee in a learning situation
*learning orientation*: trying to increase ability or competence (KSAOs) in a task
--greater attention to the task and learning for the sake of learning
--better than performance orientation
*Performance orientation*: focus on task performance relative to others
--greater attention to performing well
Need theories - ANS---*Maslow and Alderfer's need theories*: focus on physiological
needs, relatedness needs (interaction with others) growth needs (self esteem) --
Maslow's hierarchies are in strict sequence
--*David McClelland*: focus on needs for achievement, affiliation, and power
--if certain needs of trainees (job security) are not met, they will not be motivated to
learn
Detailed Lesson Plan - ANS-A detailed lesson plans provides more information
compared to a design document including specific steps in the lesson, specific training
, activities, and the time set aside for each activity. It helps the trainer deliver the training
in an organized and logical fashion. These are often stored somewhere accessible so
that the content of the training program remains the same when different trainers deliver
the training program. A detailed lesson plan includes learning objectives, topics that will
be covered, target audience, time of session, lesson outline, activities involved, any
preparation or prerequisites, how learning will be evaluated, and steps to ensure
transfer of training.
Phase 2: Lesson Design
Lesson Plan Overview - ANS-A lesson plan overview matches major activities of the
training program and the specific time each is allocated. This helps trainers plan for
breaks, meal times, and how much time each part of the lesson should take. I
personally like when I am given this prior to or at the beginning of training. It allows me
to see which content will be covered in the course, and a timeline of when each new
topic will be introduced.
Phase 3: Post-Training
Near Transfer - ANS-Near transfer refers to the ability to respond to predictable
situations with standardized responses. This often involves training that involves
teaching a series of steps or a checklist to respond to a situation.
Phase 3: Post-Training
Far Transfer - ANS-Far transfer involves more variable situations such as creating a
new product or solving a difficult problem that involves critical thinking.
Phase 3: Post-Training
Keys to Effective Knowledge Management
Easy-to-Use Technology - ANS-Difficult to use technology can deter employees from
practicing their knowledge and skills gained in training and sharing their knowledge with
others. Organizations should make sure that the technology used to maintain and
promote learning is simple to use for employees.
Traditional Training Methods - ANS--require an instructor or facilitator
-involve face to face interactions
Lecture - ANS--trainers communicate through spoken words
-least expensive and least time-consuming ways to present information
-easily employed with large groups of trainees
-supports behavior modeling and technology-based techniques
-audiovisual techniques
Solutions
4 conditions needed for learning - ANS-1. provide opportunities for trainees to practice
and receive feedback
2. offer meaningful training content
3. identify prereqs needed
4. allow trainees to learn through observation
Learning - ANS-relatively permanent change in human capabilities
Transfer of training - ANS-trainees effectively and continually applying what they have
learned in training to their jobs
Generalization - ANS-trainee's ability to apply what they learned to on-the job work
problems and situations
Maintenance - ANS-the process of trainees continuing to use what they learned over
time
Types of learning outcome - ANS-1. verbal information--head
2. intellectual skills--head
3. motor skills--hand
4. attitudes (instilling a sense of urgency) --heart
5. cognitive strategies --*metacognition* head
Verbal Information - ANS---names, labels, facts, bodies of knowledge
--specialized knowledge that employees need
Intellectual skills - ANS---concepts and rules, critical to solve problems
Motor skills - ANS---coordination and physical movements
Attitudes - ANS---beliefs and feelings that predispose a person to behave a certain way
--cognitive component, affective component, and an intentional component
Cognitive strategies - ANS---relate to the learner's decision regarding what information
to attend to, how to remember, and how to solve problems
Reinforcement Theory - ANS-people are motivated to perform or avoid certain
behaviors because of past outcomes
,--*Positive reinforcement*: adding a positive outcome
--*Negative reinforcement*: removing an unpleasant outcome
--*Extinction*: the process of withdrawing reinforcement
Social Learning Theory - ANS-*match modeled performance*
--people learn by observing others
--learning is influenced by self efficacy
--4 processes involved in learning
1. *attention*
2. *retention*
3.* motor reproduction*: trying out observed behaviors to see if they result in the same
reinforcement that the model received
4. *Motivational process*: positive outcomes coming from behavior
Increasing self-efficacy - ANS---*verbal persuasion*: offering words of encouragement
--*logical verification*: perceiving a relationship between a new task and a task already
mastered
--*Modeling*: having trainees who have mastered the learning outcomes demonstrate
them to their peers
--*Past accomplishments*: allow employees to build a history of successful
accomplishments
Goal Setting Theory - ANS---behavior results from a person's conscious goals and
intentions
--goals FOCUS a person's behavior
--specific and challenging goals work better
--goal orientation refers to the goals held by a trainee in a learning situation
Goal orientation - ANS-refers to the goals held by a trainee in a learning situation
*learning orientation*: trying to increase ability or competence (KSAOs) in a task
--greater attention to the task and learning for the sake of learning
--better than performance orientation
*Performance orientation*: focus on task performance relative to others
--greater attention to performing well
Need theories - ANS---*Maslow and Alderfer's need theories*: focus on physiological
needs, relatedness needs (interaction with others) growth needs (self esteem) --
Maslow's hierarchies are in strict sequence
--*David McClelland*: focus on needs for achievement, affiliation, and power
--if certain needs of trainees (job security) are not met, they will not be motivated to
learn
Detailed Lesson Plan - ANS-A detailed lesson plans provides more information
compared to a design document including specific steps in the lesson, specific training
, activities, and the time set aside for each activity. It helps the trainer deliver the training
in an organized and logical fashion. These are often stored somewhere accessible so
that the content of the training program remains the same when different trainers deliver
the training program. A detailed lesson plan includes learning objectives, topics that will
be covered, target audience, time of session, lesson outline, activities involved, any
preparation or prerequisites, how learning will be evaluated, and steps to ensure
transfer of training.
Phase 2: Lesson Design
Lesson Plan Overview - ANS-A lesson plan overview matches major activities of the
training program and the specific time each is allocated. This helps trainers plan for
breaks, meal times, and how much time each part of the lesson should take. I
personally like when I am given this prior to or at the beginning of training. It allows me
to see which content will be covered in the course, and a timeline of when each new
topic will be introduced.
Phase 3: Post-Training
Near Transfer - ANS-Near transfer refers to the ability to respond to predictable
situations with standardized responses. This often involves training that involves
teaching a series of steps or a checklist to respond to a situation.
Phase 3: Post-Training
Far Transfer - ANS-Far transfer involves more variable situations such as creating a
new product or solving a difficult problem that involves critical thinking.
Phase 3: Post-Training
Keys to Effective Knowledge Management
Easy-to-Use Technology - ANS-Difficult to use technology can deter employees from
practicing their knowledge and skills gained in training and sharing their knowledge with
others. Organizations should make sure that the technology used to maintain and
promote learning is simple to use for employees.
Traditional Training Methods - ANS--require an instructor or facilitator
-involve face to face interactions
Lecture - ANS--trainers communicate through spoken words
-least expensive and least time-consuming ways to present information
-easily employed with large groups of trainees
-supports behavior modeling and technology-based techniques
-audiovisual techniques
