Deck 3: Learning and Motivation

Question 1

Kurt Kraiger and colleagues developed a classification scheme for learning outcomes that includes cognitive outcomes,skill-based outcomes,and affective outcomes.

Answer 1

True

Question 2

In the third and final stage of learning,performance is said to be independent of the level of attention paid by the trainee in performing the task.

Answer 2

True

Question 3

When a behaviour has been learned it can be thought of as a skill.

Answer 3

True

Question 4

Francois,a university professor,feels great pride when he sees his students graduate with top marks.From a motivation perspective,this type of motivation is said to be intrinsic.

Question 5

According to the expectancy theory,the energy a person directs toward an activity is a direct result of a number of factors.These factors are known as expectancy,self-actualization,and valence.

Question 6

There are two types of goal orientations,including a mastery or learning goal orientation and a performance goal orientation.

Question 7

Learning goals are "process-oriented" and focus on the learning process.Performance goals,on the other hand,are "outcome-oriented goals," thus focusing attention on the achievement of specific performance outcomes.

Question 8

Given that individuals have learning style preferences,better learning outcomes take place when only preferred learning styles are used in the learning process.

Question 9

Peter will be able to graduate from university in four years if he takes 40 university-level courses.This type of goal should be classified as a proximal goal.

Question 10

Social cognitive theory involves three key components: observation,self-efficacy,and feedback.

Question 11

The basic premise in Maslow's need hierarchy is that the lowest-level unsatisfied need has the least motivating potential.

Question 12

According to the "resource allocation theory," performance of a new task is determined by individual differences in attentional and cognitive resources,the level of complexity of the task,and external environmental factors used to allocate attention across tasks.

Question 13

Marie,a recent graduate from an automotive college,believes she can rebuild a car engine without much difficulty.Marie's belief in her ability to complete the task successfully is referred to as "generalized transfer of learning."

Question 14

Alderfer's ERG theory and Maslow's need theory have common ground.One such common ground is a rigid hierarchy of needs in which people can only move up the hierarchy of needs in a lock-step fashion.

Question 15

Skinner and the behaviourist school of psychology believe that learning is a result of reward and punishment contingencies that follow a response to a stimulus.

Question 16

Conditioning theory suggests that trainees should be encouraged and reinforced throughout the training process.

Question 17

Learning motivation predicts learning and training outcomes and is influenced by environmental and individual factors.

Question 18

"Adult learning" should be self-directed and problem centred and should take into account the learner's existing knowledge and experience.

Question 19

According to Robert Gagné,learning outcomes associated with training can be classified into five general categories: declarative knowledge,intellectual skills,cognitive strategies,motor skills,and procedural knowledge.

Question 20

Need theories have important implications for training and development because employees' needs are the only factors that should be considered when designing a training program.

Question 21

According to Robert Gagné,which of the following is generally related to the learning outcomes associated with intellectual skills

A)being able recall the capital of Argentina
B)being able to remember the last three Stanley Cup winners
C)being able to recite the alphabet
D)being able to operate a tractor

Question 22

Which of the following points is NOT supported by material in the textbook

A)Training is simply the means for accomplishing the goal.
B)Training is the process of acquiring knowledge and skills.
C)Training occurs when a new behaviour has been learned and it can be thought of as a skill.
D)Training is the distal goal of training and development.

Question 23

Drawing on Gagné's classification scheme,Kurt Kraiger and colleagues developed a multidimensional classification scheme of learning outcomes.What outcomes would Kraiger and colleagues include under their "affective outcomes" scheme

A)knowledge organization and declarative knowledge outcomes
B)attitudinal and motivational outcomes
C)technical or motor skills and compilation outcomes
D)cognitive and declarative outcomes

Question 24

John,a novice sky diver,is told by his close friends that given the level of training he has received he should be able to perform his first jump "without any problems." From a training and motivation perspective,what are John's friends trying to do

A)increase John's self-awareness
B)increase John's chaining ability
C)increase John's self-efficacy
D)increase John's self-regulation

Question 25

Which psychologist's theories support the following statement: "Learning is a relatively permanent change in behaviour in response to a particular stimulus or set of stimuli"

A)Alfred Adler
B)Burrhus Frederic Skinner
C)Clayton Paul Alderfer
D)Sigmund Freud

Question 26

The conditioning process includes three distinct yet connected concepts.Under which concept would a trainer reward each step as the trainee masters it in completing a complex task

A)shaping
B)generalization
C)chaining and generalization
D)conversion

Question 27

Which of the following is NOT an implication you would draw from understanding Kolb's learning styles theory

A)trainees differ in the way they prefer to learn
B)training methods should be aligned with the trainee's learning preferences
C)a trainee's learning style is related to how trainees acquire knowledge in training and how they use information on the job
D)training design should consider so-called learning modes

Question 28

You just found out you are going to lead a training class made up primarily of adult learners.You recall from a previous training and development class that significant differences exist in the design and delivery of training programs geared toward adults versus children.Which of the following statements about how you should approach the training is NOT congruent with adult learning theory

A)develop training content around theoretical frameworks versus work-related needs and interests
B)include the trainees in the design and delivery of the training program
C)include the trainees in the needs analysis process
D)attempt to explain the value of the training program and, when possible, incorporate the experiences of the trainees and use them as examples

Question 29

What additional input must be incorporated into social cognitive theory for observed behaviours to be attempted

A)self-motivation
B)self-assessment
C)self-regulation
D)self-efficacy

Question 30

Which of the following best describes the conditioning theory concept known as generalization

A)the conditioned response occurs in circumstances different from those during learning
B)the reinforcement of each step in a process until it is mastered
C)the reinforcement of entire sequences of a task
D)the desired behaviour that is associated with a learning outcome

Question 31

What conclusions would you draw from the adaptive character of thought theory (ACT theory)

A)It suggests that motivational interventions might be more or less effective depending on the stage of learning.
B)It recognizes that learning is a stage-like process that involves four important stages.
C)It indicates that similar types of learning take place at different stages throughout the learning process.
D)It relies on a complete assessment of the training needs of the participants prior to designing the training event.

Question 32

What type of motivation theory is expectancy theory

A)need
B)goal
C)process
D)expectation

Question 33

How does ERG theory differ from Maslow's need theory

A)ERG theory provides a rigid hierarchy of needs in which one must move up the hierarchy in a lock-step fashion.
B)Maslow's need theory assumes that a lower-level need must be gratified before a higher-level need becomes motivational.
C)ERG theory states that if individuals are unable to satisfy a higher-level need, the desire to satisfy a lower-level need will decrease.
D)Maslow's need theory has the basic premise that physiological needs have the greatest motivating potential.

Question 34

The textbook identifies two forms of motivation: extrinsic and intrinsic.Which of the following statements represents a form of intrinsic motivation

A)Marie receives a 10% pay increase
B)Marie is offered a much better pension plan
C)Marie is promoted to a senior VP position with a much higher salary and a special parking spot
D)Marie feels a sense of accomplishment when one of her mentees is promoted into management

Question 35

In which two ways are motivation theories categorized

A)extrinsic and intrinsic theories
B)process and need theories
C)mastery and performance theories
D)Maslow's need hierarchy and expectancy theory

Question 36

You have been asked to write a short report highlighting key points on how condition theory principles may be used in training.Which of the following points is NOT likely to be included in your report

A)training material should be broken up into logical parts
B)trainees should be rewarded and encouraged throughout the training process
C)generalization means that the conditioned response occurs in circumstances different from those in the training environment
D)trainees should only be rewarded when they are able to generalize concepts learned in the training process

Question 37

Observational learning requires four key elements: attention,retention,reproduction,and reinforcement.What type of activity is associated with reproduction

A)employees must be aware and observe the behaviour
B)employees must observe and encode the behaviour
C)employees must practise and rehearse the behaviour
D)employees must continue to apply the behaviour

Question 38

John Anderson's ACT theory describes learning as a process across three stages.Which of these stages is NOT part of the ACT theory

A)declarative knowledge
B)knowledge compilation
C)adaptive knowledge
D)procedural knowledge

Question 39

What is the first stage of the ACT theory

A)knowledge compilation
B)declarative knowledge
C)procedural knowledge
D)knowledge acquisition

Question 40

A trainee's cognitive abilities influence how much and how quickly a trainee will learn,impacting actual job performance.

Question 41

What is the equation for effort within expectancy theory

A)Effort = Probability × (Valence/Mastery)
B)Effort = Expectancy × (Mastery + Valence)
C)Effort = Probability × (Valence - Instrumentality)
D)Effort = Expectancy × (Instrumentality × Valence)

Question 42

Which of the following statements is correct in relation to goal orientation

A)mastery goals are needs-oriented and focus on learning processes
B)mastery or performance goals have no impact on learning outcomes
C)goal orientation may influence task performance as well as cognitive, affective, and motivational processes
D)when learning to perform a new task, setting a difficult performance outcome goal has been found to be detrimental for performance

Question 43

According to goal-setting theory,goals can be motivational if they have some specific characteristic.Which of the following would NOT be considered one of those characteristics

A)time-bound
B)challenging
C)proximal in design
D)supported with feedback

Question 44

What training conclusions can be drawn for individuals with an internal locus of control

A)they tend to have lower self-efficacy for training
B)they tend to have higher training motivation
C)they tend to have higher anxiety about training
D)they tend to make a weaker link between effort and training

Question 45

Training motivation is synonymous with which of the following

A)motivation to learn
B)motivation to train
C)motivation to perform
D)motivation to change

Question 46

The major implication of expectancy theory as it relates to training is that it revolves around which of the following

A)the trainee's motivation to attend a training program, to learn, and to apply what is learned on the job
B)the likelihood that training probabilities can be determined for the trainee without the use of subjective measures
C)the attractiveness of training consequences or second-level intrinsic or extrinsic outcomes for the trainee
D)the subjective ratings for the trainee associated with the attractiveness of second-level training outcomes

Question 47

A trainee's attitude influences his or her learning.Which of the following attitudinal factors are supportive of learning

A)organizational engagement, job satisfaction, and job involvement
B)learning, intrinsic motivation, and intellectual capital
C)training and development, locus of control, and self-efficacy
D)learning, individual behaviour, and performance

Question 48

Training leads to declarative knowledge,the acquisition of skills and abilities,and the retention of both over time.According to the model of training effectiveness,what other factor does NOT impact a trainee's ability to learn and retain information and knowledge

A)a trainee's attitude toward his/her job
B)a trainee's "self-belief"
C)a trainee's mental ability
D)organizational effectiveness

Question 49

Compare and contrast the need theories developed by Maslow and Alderfer.

Question 50

List and briefly describe the five general categories of learning outcomes identified by Gagné.Provide an example of each.

Question 51

a)List and briefly describe the four characteristics goals must have in order to be motivational.
b)An important characteristic of goals is the notion of "goal orientation." Identify two general types of goal orientations and provide a brief example of each.

Question 52

John wants to be a member of Canada's Olympic hockey team in ten years.What kind of goal is John pursuing

A)mastery
B)distal
C)proximal
D)performance

Question 53

a)Define locus of control.Differentiate between internal and external locus of control,and explain the impact of locus of control on training motivation.
b)Postulate why those with an internal locus of control might have higher training motivation.

Question 54

Contrast the learning needs of children vs.the learning needs of adults in terms of personality,motivation,roles,openness and barriers to change,experience,and orientation to learning.
Now that you have contrasted the learning needs of children vs.adults,identify how an instructor could use those differences to enhance the learning experience of students.

Question 55

How is the concept of training motivation defined

A)trainees' beliefs about how their behaviour is controlled
B)the direction, intensity, and persistence of learning-directed behaviour
C)the motivation that stems from a direct relationship between a worker and the task
D)the relationship between worker, task, and valence

Question 56

Marie,a fourth-year human resource student,is able to comprehend and summarizeChapter 3 of the textbook to a very high standard.What is Marie demonstrating

A)intellectual capital
B)human capital
C)cognitive ability
D)psychomotor ability