Deck 4: Learning and Transfer of Training

Question 1

Behavior modification is a training method that is primarily based on ________.

A) goal setting theory
B) information processing theory
C) expectancy theory
D) reinforcement theory

Answer 1

D

Question 2

"Not micromanaging trainees working in groups after the group demonstrates it can remain on task" is an example of ________, in the context of reinforcement theory.

A) positive reinforcement
B) negative reinforcement
C) extinction
D) punishment

Answer 2

B

Question 3

According to the ________, transfer will be maximized when the tasks, materials, equipment, and other characteristics of the learning environment are similar to those encountered in the work environment.

A) theory of identical elements
B) stimulus generalization approach
C) cognitive theory of transfer
D) theory of closed skills

Answer 3

A

Question 4

________ is a learning process that involves identifying learned material in long-term memory and using it to influence performance.

A) Generalizing
B) Semantic encoding
C) Retrieval
D) Gratifying

Question 5

Which of the following statements is true?

A) In general, mistakes should be avoided in a training context.
B) For training to be effective, both learning and transfer are needed.
C) Transfer of training is to be considered only after the completion of training.
D) Most of what is learned during training is successfully transferred to the workplace.

Question 6

In the context of expectancy theory, the belief that performing a given action is associated with a particular outcome is called ________.

A) valence
B) instrumentality
C) maintenance
D) generalizing

Question 7

Which of the following strategies is not appropriate for supporting the transfer of closed skills?

A) encouraging on-the-job experimentation
B) providing high-fidelity practice
C) shaping favorable attitudes toward compliance
D) rewarding compliance

Question 8

"Not allowing trainees to take an extra break because they were disruptive" is an example of ________, in the context of reinforcement theory.

A) positive reinforcement
B) negative reinforcement
C) extinction
D) punishment

Question 9

Which of the following strategies is least appropriate for supporting the transfer of open skills?

A) teaching general principles
B) providing detailed checklists for trainees to follow
C) allowing trainees to make mistakes without fear of punishment
D) providing rewards for experimentation

Question 10

Which of the following creates a learning orientation in trainees?

A) emphasizing trained task performance
B) emphasizing competition among trainees
C) ensuring trainees completely avoid errors and mistakes
D) allowing trainees to experiment with new knowledge and skills

Question 11

Intellectual skill as a learning outcome primarily includes the capability to ________.

A) state or describe previously stored information
B) apply generalizable concepts and rules to solve complex problems
C) execute a physical action with precision and timing
D) choose a personal course of action

Question 12

________ relates to the learner's decision regarding what information to attend to, how to remember, and how to solve problems.

A) Cognitive strategy
B) Motor skill
C) Attitude
D) Verbal information

Question 13

________ is a person's judgment about whether he or she can successfully learn new knowledge and skills.

A) Self-efficacy
B) Self-actualization
C) Self-esteem
D) Self-concept

Question 14

Logical verification to increase self-efficacy typically involves ________.

A) perceiving a relationship between a new task and a task already mastered
B) trying out the observed behaviors to see if they result in the same reinforcement that a model received
C) motivating trainees by having employees who have mastered the learning outcomes demonstrate them
D) determining the degree of support for using newly acquired capabilities

Question 15

Which of the following statements is true of closed skills?

A) They require the trainee to adapt general principles.
B) They refer to training objectives that are specific.
C) They refer to skills that are to be identically produced by the trainee on the job.
D) They are more difficult to train than open skills.

Question 16

Which of the following examples best reflects an attitude as a learning outcome?

A) articulate three reasons why diversity is important
B) successfully provide employee feedback
C) create a pivot table in Excel
D) value work-life balance

Question 17

Juan, an operations manager, has been assigned to train a group of older employees in the logistics department. He has to train them to use new computer software. He begins by reminding them that they were quick in learning the old software. Juan is trying to ________.

A) increase the employees' self-efficacy
B) deter expectancies of the employees
C) create motor reproduction
D) raise the valence of the behavior

Question 18

"Design and code a computer program that meets customer requirements" is an example of which of the following learning outcomes?

A) cognitive strategies
B) attitudes
C) intellectual skills
D) motor skills

Question 19

Behavior modeling is a training method that is primarily based on ________.

A) goal setting theory
B) social learning theory
C) expectancy theory
D) reinforcement theory

Question 20

In the context of expectancy theory, ________ relates to trainees' beliefs that they can perform the trained skill.

A) expectancy
B) instrumentality
C) self-efficacy
D) valence

Question 21

Which of the following statements is true of organizing as a learning strategy?

A) It focuses on memorization of training content.
B) It focuses on learning through repetition of training content.
C) It requires the learner to find similarities and themes in the training material.
D) It requires the trainee to relate the training material to other, more familiar knowledge, skills, or behaviors.

Question 22

________ refers to individual control over one's thinking.

A) Modeling
B) Instrumentality
C) Valence
D) Metacognition

Question 23

Individuals with a performance orientation find that errors and mistakes cause anxiety.

Question 24

In the context of expectancy theory, ensuring that trainees are confident in their ability to learn helps to promote instrumentality beliefs.

Question 25

Developing a computer program that meets customer specifications is an example of an intellectual skills learning outcome.

Question 26

In the learning process, semantic encoding typically involves ________.

A) informing learners of the lesson objective
B) providing learning guidance to individuals, such as the use of diagrams and models to show relationships among concepts
C) providing learners cues that are used in recall
D) providing feedback about performance correctness

Question 27

Which of the following is an example of the internal conditions necessary for learning?

A) providing trainees opportunities to practice new skills
B) strong messages provided to trainees from credible sources
C) verbal persuasion
D) recall of training content

Question 28

To promote a learning orientation, trainers should deemphasize competition among trainees, create a community of learning, and allow trainees to make errors.

Question 29

In the context of expectancy theory, explaining to trainees that they will receive valued rewards if they perform well helps to promote instrumentality beliefs.

Question 30

Learners with a high performance orientation will direct greater attention to learning for the sake of learning.

Question 31

Adult learning theory assumes that adults enter a learning experience with a subject-centered approach to learning.

Question 32

Generalization is defined as continued use of what was learned over time.

Question 33

The learning cycle for a trainee begins with a(n) ________.

A) reflective observation
B) concrete experience
C) abstract conceptualization
D) active experimentation

Question 34

________ refers to practicing a task continuously without breaks.

A) Overlearning
B) Whole practice
C) Massed practice
D) Continuous learning

Question 35

In general, it is best to promote a performance orientation among trainees.

Question 36

Learner-learner interaction is most appropriate when learners have to ________.

A) master a task that is completed alone
B) maximize their critical thinking and analysis skills
C) acquire personal knowledge based on experience
D) enhance their self-awareness and self-assessment

Question 37

Which of the following is a disadvantage of communities of practice (COPs)?

A) Participation is often voluntary, so some employees may not share their knowledge unless the organizational culture supports participation.
B) They are not naturally occurring in companies.
C) Social interaction is discouraged.
D) They require that employees meet face to face.

Question 38

Good decisiveness, practical application of ideas, and hypothetical deductive reasoning are characteristics of individuals with a(n) ________ learning style.

A) converger
B) diverger
C) assimilator
D) accommodator

Question 39

________ refers to the learner's involvement with the training material and assessing their progress toward learning.

A) Automatization
B) Self-regulation
C) Elaboration
D) Generalization

Question 40

________ use concrete experience and reflective observation and are good at generating ideas and seeing a situation from multiple perspectives.

A) Divergers
B) Assimilators
C) Convergers
D) Accommodators

Question 41

For more complex tasks, relatively long rest periods appear to be beneficial for learning.

Question 42

Instrumentality is similar to self-efficacy beliefs.

Question 43

Spaced practice is typically considered superior to massed practice.

Question 44

Identical elements are more appropriate for open skills as opposed to closed skills.

Question 45

The stimulus generalization approach emphasizes near transfer of training.

Question 46

Making a hamburger at a fast-food restaurant is an example of a closed skill.

Question 47

The stimulus generalization approach is more appropriate for open skills as opposed to closed skills.

Question 48

Open skills need to be identically reproduced on the job.

Question 49

Describe how trainers can create a learning orientation among trainees in contrast to a performance orientation. (Be sure to define learning orientation and performance orientation in your answer to demonstrate your understanding of these concepts.)

Question 50

Identical elements are maximized when the learning environment matches the trainee as closely as possible.

Question 51

Automatization of tasks increases memory demands.

Question 52

Describe what are meant by self-efficacy beliefs and how they can be enhanced in a training context.

Question 53

Providing self-management training is an example of an internal learning condition.

Question 54

Giving a sales presentation is an example of an open skill.

Question 55

It is best to include a combination of examples and practice, rather than all practice.

Question 56

In error management training, trainees are instructed that errors hamper learning and should largely be avoided.

Question 57

Divergers use concrete experience and active experimentation. They are good at implementing decisions, carrying out plans, and getting involved in new experiences.

Question 58

The working storage and semantic encoding processes both relate to short-term memory.

Question 59

Assimilators use abstract conceptualization and reflective observation. They are good at inductive reasoning, creating theoretical models, and combining disparate observations into an integrated explanation.

Question 60

In the context of andragogy, group discussions would likely be less appropriate than the traditional lecture method.

Question 61

Name and describe the three ways employees can learn through interaction.

Question 62

What is near transfer? Far transfer? What are their implications for training design?

Question 63

Describe the principles of adult learning theory (andragogy) and their implications for training design and delivery.

Question 64

Describe the three components of expectancy theory and how they can be enhanced in a training context.