Deck 4: Developing Objectives and Designing Curriculum

Question 1

Effective methods for offering corrective feedback are

A) asking trainees for their own evaluation of the skill.
B) offering a long list of behaviors to correct.
C) asking trainees to work with an observer
D) both a and b
E) both a and c

Answer 1

E

Question 2

When writing objective that are measurable, one should avoid using all of the following words except:

A) to learn
B) to appreciate
C) to use good judgment
D) to understand
E) all of the above should be avoided

Answer 2

E

Question 3

Cesar is conducting a training seminar on how to lead and participate in meetings. He has divided the class into groups of 5. He has assigned on leader for each group. He then gives them an agenda, and instructs the leader to facilitate the meeting in a limited amount of time. Cesar is involved in which stage of teaching a skill?

A) show
B) invite
C) tell
D) encourage
E) correct

Answer 3

B

Question 4

When conducting training on how to use a new copier, Mario begins by teaching trainees how to reduce and collate copies. What problems do you see with his training curriculum?

A) He is not teaching skills in chronological order
B)
B) He is not teaching simple skills before complex skills.
C) He has not defined measurable objectives.
D) Both a and

Question 5

Carolina is conducting a training seminar on how to present a briefing, report, and presentation. She is at the stage where she is giving a mini lecture on the differences between the three concepts. Carolina is at which stage of teaching a skill?

A) show
B) invite
C) tell
D) encourage
E) correct

Question 6

The five steps in teaching a skill are

A) tell, show, critique, repeat, and praise.
B) tell, show, invite, critique, and repeat.
C) tell, show, review, critique, and repeat,
D) tell, show, invite, encourage, and correct.

Question 7

Choose the following objective that is the most specific.

A) Trainees should understand how to effectively manage conflict.
B) At the end of my presentation, trainees should understand how to effectively manage conflict.
C) At the end of my presentation, trainees should be able to list and describe the PUGSS model to managing conflict.
D) Trainees should understand the PUGSS model to managing conflict.

Question 8

A goal is a specific precise outcome and an objective is a general statement of what you would like to accomplish.

Question 9

Oralia is conducting a training seminar on how to deal with angry customers. She has defined the skills, demonstrated the process, and given the trainees a chance to role play. Oralia should do all of the following to encourage trainees except:

A) Ask the trainees to identify the areas in which they are the most proficient.
B) Provide honest positive feedback about what she observed.
C) Offer suggestions for improvement.
D) Ask other participants for positive feedback.
E) all of the above techniques should be used to encourage trainees.

Question 10

Training objectives are

A) a general statement of what you want to accomplish.
B) part of the task analysis.
C) specific, precise outcomes you are attempting to achieve.
D) a demonstration of how to perform a skill.

Question 11

Objectives should be

A) observable, measurable, repeatable, specific.
B) measurable, observable, specific, attainable.
C) attainable, repeatable, measurable, observable.
D) observable, measurable, attainable, specific.

Question 12

Providing closure to a portion of the training lesson should

A) summarize the training content, describe how the skill can be used or valued, and review the content.
B) summarize the training content, ask for questions, and describe how the skill can be used or valued.
C) describe how the skill can be used or valued, ask for questions, and review the content.
D) summarize the training content, describe how the skill can be used or valued, and point to the next phase of training.

Question 13

Select the objective from the list below that would be measurable:

A) At the end of the training session, trainees will appreciate the value of using good customer service skills.
B) At the end of the training session, trainees will understand how to use effective customer service skills.
C) At the end of the training session, trainees will demonstrate the use of the three components of answering incoming calls.
D) At the end of the training session, trainees will itemize customer service skills.

Question 14

Cristy is giving a training seminar on avoiding issues of sexual harassment. She notices that during the role play one of her participants is acting very uncomfortable. When giving corrective feedback, to that particular trainee, on their behavior within the role play, Cristy modifies her tone of voice and facial expressions to show empathy. Which strategy is she exhibiting?

A) be specific
B) be sensitive
C) be constructive
D) be positive
E) be realistic

Question 15

As a general rule of thumb, the text suggests you should move to a different activity or learning method every

A) 10 minutes.
B) 15 minutes.
C) 20 minutes.
D) 25 minutes.

Question 16

In order to establish a readiness to learn, trainers should consider all of the following techniques except:

A) use a statistic
B) use a cartoon
C) use an analogy
D) use a quotation
E) all of the above can be used to establish readiness

Question 17

Objectives for your training should come from your needs analysis.

Question 18

As a trainer, you should keep in mind that when participants are actively involved in learning, they will remember:

A) what they both hear and see
B) only what they read
C) what they both say and do
D) most of what they hear

Question 19

During a training session, Olga tells her trainees. "This next step is critical to completing the skill successfully." This strategy can be described as

A) set induction.
B) verbal focusing.
C) telling.
D) audio aids.

Question 20

Mike notices that his trainees are beginning to tire during the course of his lecture. He decides to split the group in pairs and ask them to recap the last concept he went over. Which strategy best describes Mike's change in delivery?

A) movement
B) verbal focusing
C) nonverbal focusing
D) interaction style
E) reading

Question 21

Curriculum is the training content organized to achieve the training objective

Question 22

Discuss the goals of a set induction and identify at least three strategies for a set induction that could be used successfully.

Question 23

List and explain the two principles covered in your text for designing curriculum.

Question 24

Varying who talks to whom can be a successful method of stimulus variation.

Question 25

List and explain five suggestions for stimulus variation.

Question 26

Role plays are not an effective method for asking students to practice a skill.

Question 27

List and discuss the three techniques involved in providing closure.

Question 28

You can add specificity to an objective by building in the criteria for successfully measuring the objective.

Question 29

The invite step of teaching a skill helps get trainees ready to learn by gaining their attention and motivating them to learn.

Question 30

List and explain the five steps involved in teaching a skill.

Question 31

A good way to determine if you need to vary the stimulus in your training is to monitor the nonverbal cues of the trainees.