HR- EXAM #3 QUESTIONS WITH
VERIFIED ANSWERS
shaping behavior - Answer-We can use the three types of learning that we have just
reviewed, especially Skinner's concept of operant conditioning, to shape the
behaviors of the employees in the organization. In order to shape the behavior of our
employees, we can provide reinforcement (rewards) or punishment or, as a third
alternative, provide neither. Take a look at Exhibit 7-2. It shows four methods of
shaping behavior. We can break these methods down into a process of applying a
reward, removing a reward, applying punishment, removing punishment, or providing
no response to the actions of the individual.
So, what's the value of understanding Exhibit 7-2 and the four methods of shaping
behavior?
Four Methods of Shaping Behavior - Answer-positive reinforcement (apply a reward)
punishment (apply a stimulus and give bad consequence or remove a reward)
negative reinforcement (avoid or remove a stimulus
extinction (absence of a response, designed to avoid reinforcing negative behavior)
operant conditioning - Answer-The second common learning theory is called operant
conditioning, which is based on reinforcement. Again, most of us have heard of the
individual who made this learning theory famous—B. F. Skinner. Skinner's theory of
operant conditioning says that behavior is based on the consequences received from
behaving in a similar way at an earlier point in time. In other words, if we acted in a
certain way previously and received a reward, we will likely repeat that behavior. If,
however, we acted in a particular way and received a negative consequence
(punishment), then we will probably not repeat the behavior. Skinner tested his
theory using his "Skinner box." He would put animals such as a pigeon or a rat in a
box and provide a stimulus such as a light above a lever. If the animal chose the
right lever, they were rewarded with food. If the animal chose the incorrect lever they
would receive punishment such as a mild electrical shock.
Skinner showed that very quickly, the animals would figure out which lever to press
in order to receive the reward. So, operant conditioning results in "direct, voluntary,
learned behaviors." The subjects in Skinner's experiments voluntarily selected the
lever that provided the reward, so they learned to behave in a particular way based
on the direct consequences of their actions. So Skinner proved that animals will
voluntary act in order to receive a reward and avoid acting in order to avoid receiving
punishment.
employee readiness - Answer-As part of our needs assessment, the manager needs
to evaluate the employees who would be taking part in the training. Employees may
feel insecure about their ability to learn, and they may therefore be unwilling to
participate in training for new processes. We must also evaluate whether the
employees are physically and mentally ready to go through the training process
successfully. In other words, are they able and willing to learn? Do they have the
skills and competencies necessary to succeed in this training process?
, HR managers select employees who have the ability and willingness to be trained to
succeed on the job.
willingness - Answer-The second major piece in the employee readiness equation is
whether or not employees are willing to learn what's being taught in a training
program. In other words, we have to determine their motivation to learn. Why would
our workers not be motivated to learn? There are several potential reasons.
Self-efficacy Whether or not a person believes that they have the capability to do
something or attain a particular goal
First, the individual may not feel that they need to learn a new process. If they feel
that the current process is sufficient and that the new process won't improve their
work environment, they may be unwilling to learn. If they feel that the training
process is being done solely for political reasons (e.g., many workers harbor a false
belief that programs such as diversity training and sexual harassment prevention
training are motivated by the perceived need of the organization to be politically
correct, even though this is not true), then they may not be interested in the training.
If the individual doesn't feel that the training is related to their job, they may not be
motivated to learn. If the employee is concerned that their work will pile up while
they're gone, they may not be motivated to train. If their coworkers or supervisors
don't support the fact that the individual will have to be away from the job in order to
go through a training course, and as a result put pressure on the individual, that
person may not be motivated to go through the training.
A significant part of willingness to learn is based on the support the individual gets
from the people around them, including coworkers, supervisors, and even family
members. If one of your employees is going to be away from home for a period of
several weeks and the employee's family members are opposed to this extended
period of separation, it's ex
on the job training (OJT) - Answer-done at the work site with the resources the
employee uses to perform the job. The manager, or an employee selected by the
manager, usually conducts the training one-on-one with the trainee. Because of its
proven record of success, job instructional training (JIT)—a specific type of on-the-
job training—is a popular training type used worldwide. JIT- preparation of the
trainee, presentation of the task by the trainer, performance of the task by the
trainee, follow-up.
classroom training - Answer-a common form of training in organizations. To
accomplish classroom training, the organization will create a training course—
including content, instruction methods, lesson plans, and instructor materials—and
provide all these materials to a qualified instructor who will teach the class.
Classroom training is generally very good for consistently transferring general
knowledge or theories about a topic to a large number of people. It is generally not
very good for teaching specific hands-on skills because of the passive nature of
learning in a classroom. However, it is effective when using the same equipment that
is used on the job. For example, many large banks have to train lots of tellers, and
they conduct teller training in a classroom setting at headquarters, using an expert
trainer so that the employees can go to the bank and actually begin work without any
further training at the branch.
VERIFIED ANSWERS
shaping behavior - Answer-We can use the three types of learning that we have just
reviewed, especially Skinner's concept of operant conditioning, to shape the
behaviors of the employees in the organization. In order to shape the behavior of our
employees, we can provide reinforcement (rewards) or punishment or, as a third
alternative, provide neither. Take a look at Exhibit 7-2. It shows four methods of
shaping behavior. We can break these methods down into a process of applying a
reward, removing a reward, applying punishment, removing punishment, or providing
no response to the actions of the individual.
So, what's the value of understanding Exhibit 7-2 and the four methods of shaping
behavior?
Four Methods of Shaping Behavior - Answer-positive reinforcement (apply a reward)
punishment (apply a stimulus and give bad consequence or remove a reward)
negative reinforcement (avoid or remove a stimulus
extinction (absence of a response, designed to avoid reinforcing negative behavior)
operant conditioning - Answer-The second common learning theory is called operant
conditioning, which is based on reinforcement. Again, most of us have heard of the
individual who made this learning theory famous—B. F. Skinner. Skinner's theory of
operant conditioning says that behavior is based on the consequences received from
behaving in a similar way at an earlier point in time. In other words, if we acted in a
certain way previously and received a reward, we will likely repeat that behavior. If,
however, we acted in a particular way and received a negative consequence
(punishment), then we will probably not repeat the behavior. Skinner tested his
theory using his "Skinner box." He would put animals such as a pigeon or a rat in a
box and provide a stimulus such as a light above a lever. If the animal chose the
right lever, they were rewarded with food. If the animal chose the incorrect lever they
would receive punishment such as a mild electrical shock.
Skinner showed that very quickly, the animals would figure out which lever to press
in order to receive the reward. So, operant conditioning results in "direct, voluntary,
learned behaviors." The subjects in Skinner's experiments voluntarily selected the
lever that provided the reward, so they learned to behave in a particular way based
on the direct consequences of their actions. So Skinner proved that animals will
voluntary act in order to receive a reward and avoid acting in order to avoid receiving
punishment.
employee readiness - Answer-As part of our needs assessment, the manager needs
to evaluate the employees who would be taking part in the training. Employees may
feel insecure about their ability to learn, and they may therefore be unwilling to
participate in training for new processes. We must also evaluate whether the
employees are physically and mentally ready to go through the training process
successfully. In other words, are they able and willing to learn? Do they have the
skills and competencies necessary to succeed in this training process?
, HR managers select employees who have the ability and willingness to be trained to
succeed on the job.
willingness - Answer-The second major piece in the employee readiness equation is
whether or not employees are willing to learn what's being taught in a training
program. In other words, we have to determine their motivation to learn. Why would
our workers not be motivated to learn? There are several potential reasons.
Self-efficacy Whether or not a person believes that they have the capability to do
something or attain a particular goal
First, the individual may not feel that they need to learn a new process. If they feel
that the current process is sufficient and that the new process won't improve their
work environment, they may be unwilling to learn. If they feel that the training
process is being done solely for political reasons (e.g., many workers harbor a false
belief that programs such as diversity training and sexual harassment prevention
training are motivated by the perceived need of the organization to be politically
correct, even though this is not true), then they may not be interested in the training.
If the individual doesn't feel that the training is related to their job, they may not be
motivated to learn. If the employee is concerned that their work will pile up while
they're gone, they may not be motivated to train. If their coworkers or supervisors
don't support the fact that the individual will have to be away from the job in order to
go through a training course, and as a result put pressure on the individual, that
person may not be motivated to go through the training.
A significant part of willingness to learn is based on the support the individual gets
from the people around them, including coworkers, supervisors, and even family
members. If one of your employees is going to be away from home for a period of
several weeks and the employee's family members are opposed to this extended
period of separation, it's ex
on the job training (OJT) - Answer-done at the work site with the resources the
employee uses to perform the job. The manager, or an employee selected by the
manager, usually conducts the training one-on-one with the trainee. Because of its
proven record of success, job instructional training (JIT)—a specific type of on-the-
job training—is a popular training type used worldwide. JIT- preparation of the
trainee, presentation of the task by the trainer, performance of the task by the
trainee, follow-up.
classroom training - Answer-a common form of training in organizations. To
accomplish classroom training, the organization will create a training course—
including content, instruction methods, lesson plans, and instructor materials—and
provide all these materials to a qualified instructor who will teach the class.
Classroom training is generally very good for consistently transferring general
knowledge or theories about a topic to a large number of people. It is generally not
very good for teaching specific hands-on skills because of the passive nature of
learning in a classroom. However, it is effective when using the same equipment that
is used on the job. For example, many large banks have to train lots of tellers, and
they conduct teller training in a classroom setting at headquarters, using an expert
trainer so that the employees can go to the bank and actually begin work without any
further training at the branch.
