Human Resource Management Essential Perspectives 7th Edition Mathis Test Bank 1

Solution Manual for Human Resource Management
Essential Perspectives 7th Edition by Mathis Jackson

Valentine ISBN 1305115244 9781305115248
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Chapter 5—Talent Management, Training, and Development
MULTIPLE CHOICE
1. _____ provides employees with specific, identifiable knowledge and skills for use in their present jobs.
a. Pre-screening
b. Recruiting
c. Networking
d. Training
ANS: D PTS: 1 DIF: Easy
NAT: BUSPROG: Analytic TOP: Training and Human Resources
KEY: Bloom's: Knowledge PAGE: 95
2. Organizations must continually train their current employees because of:

a. the need to increase the rate of attrition.
b. rapid technological innovation.
c. the lack of competition from businesses in low labor cost countries.
d. low involuntary turnover rates of U.S. employees.
ANS: B PTS: 1 DIF: Easy
NAT: BUSPROG: Analytic TOP: Organizational Strategy and Training
3. Which of the following statements is true of global competitiveness?

a. Globally, there is a decline in the supply of specialized skilled and technical workers
signaling a worldwide crisis in education.
b. For U.S. employers, the challenge related to training a globally competitive workforce has
increased because of the decline in specialized skilled and technical workers.
c. Despite its shortcomings, the U.S. educational system is generating an increasing supply
of specialized skilled and technical workers.
d. Companies that send their employees abroad should focus more on skills and technical
capabilities training rather than wasting their time in preparing them for the host country’s
culture.
4. The planned introduction of new employees to their jobs, coworkers, and the organization is referred
to as _____.
a. orientation
b. organizational entry
c. socialization
d. indoctrination
ANS: A PTS: 1 DIF: Easy
NAT: BUSPROG: Analytic TOP: Planning for Training
5. In the _____ phase of the training process, competencies of a company, a group, or an individual are
measured to determine if training can help.
a. needs assessment
b. implementation
c. evaluation
d. design
NAT: BUSPROG: Analytic TOP: Training Needs Assessment
6. The loan review department at a major regional bank has an exceptionally high turnover of both
administrative assistants and analysts. Several analysts have quit within six months of taking the job.
In this scenario, a(n) _____ analysis would most accurately reveal if there is a need for training in this
department that would reduce the level of turnover.
a. job/task
b. organizational
c. individual
d. productivity
ANS: B PTS: 1 DIF: Moderate
NAT: BUSPROG: Reflective Thinking TOP: Training and Assessment
KEY: Bloom's: Application PAGE: 100
7. The most common approach for making individual analysis is to:

a. analyze organizational outcomes.
b. predict future organizational needs.
c. use performance appraisal data.
d. review the jobs involved.
ANS: C PTS: 1 DIF: Moderate
NAT: BUSPROG: Analytic TOP: Training and Assessment
KEY: Bloom's: Comprehension PAGE: 100
8. Once training requirements have been identified using needs analyses, training objectives and
priorities can be established by:
a. conducting orientation programs.
b. conducting exit interviews.
c. conducting a “SWOT analysis.”
d. conducting a “gap analysis.”
NAT: BUSPROG: Analytic TOP: Training and Assessment
9. Active practice occurs when:

a. job-related tasks and duties are performed by trainees during training.
b. off-the-job training is provided to new employees at a job.
c. trainees are shown how to actively multitask.
d. e-learning tools are used to deliver training.
NAT: BUSPROG: Analytic TOP: Training Design
10. At Plantsman’s Eden nursery, new workers are trained in proper techniques for planting rooted
cuttings. As part of the training, each of the workers is given ten seedlings to plant. Their planting
techniques are then checked by the trainer. This best exemplifies:
a. active practice.
b. behavior modeling.
c. cross training.
d. conference training.
ANS: A PTS: 1 DIF: Moderate
NAT: BUSPROG: Reflective Thinking TOP: Training Design
11. The fire fighters of Lake Hogan Fire Department train constantly to keep their skills honed so that they
can respond quickly to sudden changes in an emergency situation. This best exemplifies:
a. behavioral modeling.
b. overlearning.
c. reinforcement and immediate confirmation.
d. spaced practice.
12. The most elementary way in which people learn is _____, which involves copying someone else’s
behavior.
a. behavioral modification
b. behavioral modeling
c. cognitive practice
d. positive reinforcement
NAT: BUSPROG: Analytic TOP: Training Decision
13. Molly, a customer service representative for an insurance company, was rude to one of her customers.
The customer immediately contacted Molly’s supervisor and lodged a complaint. Molly’s supervisor
then reprimanded Molly and recorded the incident in her file. Molly has made a conscious effort ever
since not to repeat the same mistake. This best exemplifies:
a. the law of effect.
b. delayed reinforcement.
c. transfer of training.
d. behavioral modeling.
14. One way to aid transfer of training to job situations is to ensure that:
a. the trainers have high levels of self-efficacy.
b. the trainees are not troubled with follow-up exercises.
c. the trainers focus primarily on informal training.
d. the training mirrors the job context as much as possible.
ANS: D PTS: 1 DIF: Moderate
15. The most common method of delivering training at all levels in an organization is:
a. on-the-job training.
b. cross training.
c. web-based training.
d. informal training.
NAT: BUSPROG: Analytic TOP: Training Delivery
16. Which of the following is true about on-the-job training (OJT)?

a. It can disrupt regular work in an organization.
b. It is the least flexible of all the available employee training methods.
c. It is more expensive than classroom training.
d. It is typically outsourced to external firms.
17. Which of the following is true about on-the-job training (OJT)?

a. It is less disruptive to the work flow than other types of employee training methods.
b. It is flexible and relevant to what employees do.
d. It is typically outsourced to external firms.
18. Which of the following is a disadvantage of the on-the-job training (OJT)?

a. Incorrect information from the supervisor can be transferred to the trainees.
b. It is the least flexible of all the available modes of employee training.
d. External firms are typically used for training purposes.
19. Dr. Smith, a veterinarian, has hired Carlos as an assistant. On Carlos’s first day at work, Dr. Smith
shows him the technique of holding a cat for vaccination. First, Dr. Smith describes the technique and
then he practically shows the process of vaccination. Later he asks Carlos to hold the cat and corrects
the mistakes Carlos makes while holding the cat. This is an example of:
a. cross-training.
b. virtual training.
c. simulation training.
d. on-the-job training.
NAT: BUSPROG: Reflective Thinking TOP: Training Delivery
20. For employers, one of the advantages of cross training employees is:
a. narrowed job jurisdictions.
b. increased employee productivity without pay raises or bonuses.
c. better union relations.
d. employee development.
21. For the employer, the two major advantages of cross training employees are employee development
and:
a. narrowed job jurisdictions.
b. increased employee productivity without pay raises or bonuses.
c. better union relations.
d. flexibility in assigning work.
22. Cross training occurs when:

a. people are trained to do more than one job.
b. the training takes place outside the employing organization.
c. e-learning is used as the primary mode for delivering the content of training.
d. the training occurs through interactions and feedback among employees.
23. Unions view cross training unfavorably primarily because:

a. it threatens job jurisdiction.
b. it adds supervisory roles to part-time employees’ duties.
c. it reduces effective wages per hour.
d. it increases worker productivity and thus threatens job security.
24. Which of the following best exemplifies cooperative training?

a. A medical school that uses simulations where the students can perform operations without
harming real patients
b. An e-learning program on corporate leadership in which the trainee interacts with the
trainer and other trainees via a blog
c. On-the-job training in an IT firm wherein a supervisor works closely and continuously
with subordinates
d. A community college program in solar panel installation partnering with solar panel
installation companies providing internships
25. Which of the following statements is true about e-learning?

a. Financial service companies were among the last to use Internet training.
b. E-learning is not flexible enough to be used for off-the job training.
c. E-learning provides easy access to more employees than does conventional training.
d. E-learning is relatively more expensive per trainee than conventional training methods.
ANS: C PTS: 1 DIF: Easy
26. Joshua, the director of training, must demonstrate to the top management the amount of financial
benefits the company has realized from the expenditure on the mechanics training program. Joshua
needs to prepare a(n):
a. return-on-investment analysis.
b. net gain calculation.
c. actual versus proposed budget comparison.
d. results evaluation.
NAT: BUSPROG: Reflective Thinking TOP: Training Evaluation
27. When using _____ to evaluate training, HR professionals in an organization, typically gather data on
training and compare them to data on training at other organizations of similar size in their industry.
a. the results approach
b. benchmarking
c. cost/benefit analysis
d. return-on-investment analysis approach
NAT: BUSPROG: Analytic TOP: Training Evaluation
28. If talent management is effective in a firm, it is most likely that:

a. the voluntary turnover among the high potential employees will be essentially zero.
b. the organization will not have to use the external labor market except in emergencies.
c. the cost of labor in the firm will be lower than its direct competitors.
d. the firm has a succession plan in place for all holders of critical jobs.
NAT: BUSPROG: Analytic TOP: Talent Management in Perspective
29. Which of the following is a common mistake made by organizations during succession planning?
a. Including the board of directors, along with the HR in the process of CEO succession
b. Focusing on the other employees apart from the top management
c. Allowing the CEO to direct the planning process
d. Looking externally as well as internally for succession candidates
NAT: BUSPROG: Analytic TOP: Succession Planning
30. A(n) _____ is a sequence of work-related positions a person occupies throughout life.
a. career
b. job ladder
c. profession
d. occupation
NAT: BUSPROG: Analytic TOP: Careers and Career Planning
31. Carmelo, the editor of a business department of a national news magazine, went through a sequence of
jobs in the company before he achieved this position. He joined as a staff reporter, then got promoted
to technology reporter, then to editor of the business department, and then to deputy managing editor
before achieving his current position. This is:
a. an example of a non-traditional career path.
b. the result of organization-centered career planning.
c. a demonstration of the cyclical nature of careers.
d. a series of career transitions.
NAT: BUSPROG: Reflective Thinking TOP: Careers and Career Planning
32. The HR department at Total Utilities is planning an internal career day which will feature workshops
on various careers at Total Utilities, opportunities for work in the overseas locations of Total Utilities,
and presentations by HR staff on training and development opportunities available at Total Utilities.
This is an example of:
a. individual-based career development.
b. organization-centered career planning.
c. career mapping.
d. training and development outsourcing.
33. Individual-centered career planning primarily focuses on:
a. the logical progression of people through jobs in an organization.
b. an organization’s long-term staffing needs.
c. succession planning for key positions.
d. an employee’s personal characteristics and his/her life and work goals.
34. _____ are tools to help people identify their interests, what they do well, what they do not like, and
their strengths and weaknesses.
a. SWOT analyses
b. Neuropsychological tests
c. Career goal settings
d. Self-assessment tests
35. Gerald is confused as to why his 28-year-old daughter is changing jobs for the third time since she
graduated from college. His daughter tells him that she has learned everything she could from her
current job and that it is time to move on. Gerald’s daughter is in the stage of her career where most
people’s needs and concerns are:
a. to identify interests and acquire capabilities.
b. to focus on making as high a salary as possible because this affects their earning potential
for the rest of their lives.
c. to achieve personal integrity and incorporate their values into their work life.
d. to establish their political power base within their organization.
ANS: A PTS: 1 DIF: Challenging
36. Josh is 32 years old. He worked for a financial organization for seven years after graduating with a
bachelor’s degree. He received three promotions during that period. Recently, he was fired by his
employers and is now working part-time as a bartender while training as an X-ray technician. Josh is
experiencing:
a. a career plateau.
b. a Protean career.
c. career sequencing.
d. a career transition.
37. Margaret is a 54-year-old manager in the client support services department of a heavy equipment
manufacturer. She has been with the company throughout her career and has had a steady rise in the
hierarchy through promotions. She has performed well in numerous training and development
programs. Margaret currently meets performance expectations. In the judgment of Margaret’s
superiors, she has “topped out” and will not be qualified for further advancement. Which of the
following statements is most appropriate for Margaret’s situation?
a. In the future, Margaret should be considered for lateral moves.
b. Margaret should receive stretch assignments to bring out her latent potential.
c. Since Margaret has no potential to advance, she should be encouraged to take phased
retirement.
d. Margaret should receive coaching and perhaps be moved to another organization.
ANS: A PTS: 1 DIF: Challenging
38. As a development technique, the best lateral transfers:

a. facilitate upward career progress in the organization.
b. encourage employees to learn new skills that increase their marketability.
c. encourage the redundant employee to leave the company voluntarily without being
terminated.
d. provide a monetary incentive for taking on new work.
KEY: Boom's: Comprehension PAGE: 111
39. Which of the following is true of career plateaus?

a. Plateaued employees are poor candidates for training and development because they have
reached the highest level for which they are suitable in their organizations.
b. Career plateaus are a sign that valuable resources are not being used appropriately.
c. Career plateaus are more likely to occur in a person’s early career rather than in one’s later
career.
d. An employee who defines career success in terms of upward mobility would view a career
plateau as a sign of failure.
40. When is a career plateau most likely to occur?

a. When an employee starts gaining new skills
b. When an employee employs the strategy of job sequencing
c. When an employee becomes unmotivated and quits
d. When an employee cannot advance upward within an organization
41. Paul has completed two months at his first job. He is dissatisfied with his unsupportive supervisor, the
lack of specific feedback, and the logistical aspects of solving problems. This best exemplifies a(n)
_____.
a. entry shock
b. feedback on reality
c. cyclical career
d. premature career plateau
42. Which of the following statements is true of training and development?
a. Training is for hourly employees; development is for managers and professionals.
b. Training focuses on the long-run performance of an employee.
c. Development is typically assessed with a cost-benefit analysis.
d. Capabilities learned in development may not apply to the employee’s current job.
NAT: BUSPROG: Analytic TOP: Developing Human Resources
43. What impact does development have on an individual’s career?

a. The employee is likely to acquire abilities to handle a variety of assignments beyond those
required for his or her current position.
b. The employee’s career goals will be subordinated to the organization’s goals.
c. The individual’s marketability at other organizations will be reduced due to employer-
specific specialization.
d. The employee’s ability to learn specific behaviors is likely to be compromised.
44. When opportunities for promotion are scarce, a good way to keep employees motivated and develop
their talents within the organization is:
a. to send them to a corporate university.
b. to encourage practices of glass ceiling.
c. to give them a sabbatical or leave of absence.
d. to rotate them through lateral transfers.
NAT: BUSPROG: Analytic TOP: Human Resources Development Approaches
45. Which of the following is true of lecture-style classroom instruction?

a. The technique is generally ineffective regardless of the instructor’s capabilities.
b. Employees typically resist classroom instruction.
c. Employees have fewer opportunities to participate than in other types of instruction.
d. Its effectiveness is independent of the size of the group.
46. Wilderness excursions as a development tool:

a. are the enjoyable segment of indoor training.
b. can help revaluate an employee’s personal goals and efforts.
c. act as an outdoor version of an assessment center.
d. are losing popularity because of the risk of reducing an employee’s self-confidence.
47. Clarence is the Assistant Vice President of quality control for a medical equipment manufacturing
firm. However, Clarence is currently teaching science in a high school in Haiti. At the end of the
school semester, Clarence will resume his job duties with his employer. Clarence is:
a. in phased retirement.
b. an executive educator.
c. rotating through a non-core function.
d. on a sabbatical leave.
48. Senior managers and executives are often hired from outside a firm because:
a. it does not take the time to develop senior-level managers in-house.
b. promoting from middle management ranks causes extreme political jockeying.
c. the organization cannot control managers’ experiences, so it cannot develop the managers
it needs.
d. in order for useful learning to occur, managers must have positive and challenging
experiences, and these are absent in-house.
NAT: BUSPROG: Analytic TOP: Management Development
49. What is the most common reason managers fail after being promoted to management?
a. Lack of confidence
b. Poor time management
c. Poor teamwork with subordinates and peers
d. Inability to balance work and family demands
50. Managers learn by behavior modeling, which involves:

a. reinforcement of the desirable behaviors spontaneously exhibited.
b. imitating the behavior of their own managers.
c. developing a personal model of ideal managerial behavior.
d. pairing junior managers with senior managers in assistant positions.
51. _____ is a relationship in which experienced managers in a company aid individuals in the earlier
stages of their careers.
a. Sponsorship
b. Management coaching
c. Management mentoring
d. Modeling
52. Kelly spent four days at a training program centered on the use of improved hygiene procedures to
reduce infections in long-term care facilities. Six months later, Kelly has not been able to implement
these methods due to resistance from the nursing staff and the lack of interest of the medical director.
The HR term for Kelly’s experience is:
a. translation failure.
b. nontransference of training.
c. encapsulated development.
d. cultural inertia.
NAT: BUSPROG: Reflective Thinking TOP: Management Development
TRUE/FALSE
1. “Soft” skills are critical in many instances in a business environment and can be taught.
ANS: T PTS: 1 DIF: Easy

2. The frequent changes to which organizations must adapt demands at present that employees be
continually trained to update their capabilities.

3. Ideally, training should be viewed tactically rather than strategically.
ANS: F PTS: 1 DIF: Easy

4. A strategic mind-set leads top management to understand that training is the sole answer to most
employee and organizational performance problems.
ANS: F PTS: 1 DIF: Moderate

5. Most global firms find it is better to have expatriates as their expatriates often are well-trained in
skills and technical capabilities and much better prepared for the host country culture.

NAT: BUSPROG: Analytic TOP: Common Individual Career Problems
6. Training plans allow organizations to identify what is needed for employee performance before
training begins.

7. Orientation is the planned introduction of new employees to their jobs, coworkers, and the
organization.

8. Assessing organizational training needs is the execution phase of a training plan.

9. The most common approach for making individual analysis is to use performance appraisal data.

10. A gap analysis identifies the difference between what an individual employee knows and what the
employee should know in order to perform the job satisfactorily.

11. Carlene, a customer executive, arrives at the training facility of the company full of enthusiasm
because she is really excited about learning how to cope with difficult customers. She has encountered
a number of intransigent customers and is eager to see what “tricks” the trainers can show her. This
shows that Carlene has the motivation to learn.

12. Active practice occurs when trainees perform job-related tasks and duties during training.

13. The concept of reinforcement is based on the law of effect, which states that people tend to avoid
repeating actions that give them a positive reward.

14. Carlene is a new usher at a performing arts center. She was paired with Joseph, an experienced usher,
for her first show. Carlene observes Joseph during the show and imitates how he handles the guests in
the next show. This scenario illustrates the process of behavior modeling.
ANS: T PTS: 1 DIF: Moderate
15. A year after the equine safety program was conducted in a riding stable, the volunteers remembered
that they must always cross-tie the horses while they groom and saddle them. From the given data, it
can be concluded that the content of the training was successfully transferred.

16. In contrast to informal training, which is planned, on-the-job training should occur spontaneously.

17. On-the-job training can be smoothly integrated into the regular work flow.

18. On-the-job training will not be effective if the trainers simply allow the trainees to learn the job on
their own.

19. For the employer, the advantages of cross training are flexibility and development.

KEY: Bloom’s: Knowledge PAGE: 103
20. Like apprenticeships, internships are a type of cooperative training.

21. E-learning is limited in terms of accessibility compared to leadership and cultural training.
ANS: F PTS: 1 DIF: Moderate

22. The nature of a business and the environment in which it operates has a bearing on the strategies used
for talent management.

23. Talent management is growing in importance because it is concerned with the attraction, development,
and retention of human resources.

24. Focusing only on top management succession during succession planning is one of the most
common mistakes made.

25. Succession planning focuses both on emergency replacements for critical positions and making sure
that other successors will be ready with some additional development.

26. Organization-centered career planning requires an individual employee to take charge of his/her career
and chart a path of advancement through his/her organization.

27. At present, employees are less mobile and organizations are more stable as long-term employers.

28. During the late career phase, an employee is typically concerned with external rewards
and acquiring capabilities.

29. Career transition has been associated with organizational changes.

30. An employee facing a career plateau who is capable of meeting performance expectations is a good
candidate for a lateral move.
31. Organizations that have extensive employee development programs run the risk of being training
centers for other firms that hire away their employees.
32. Experience often contributes more to the development of senior managers because much of it
occurs in varying real-life, on-the-job situations.

33. The modeling process involves only straightforward imitation and copying.

34. Encapsulated development occurs when a single work unit in an organization is used to pilot test new
training programs.

SHORT ANSWER
1. What are the main purposes of effective orientation?
ANS:
Effective orientation achieves several key purposes:
-Establishes a favorable employee impression of the organization and the job
-Provides organization and job information
-Enhances interpersonal acceptance by coworkers
-Accelerates socialization and integration of the new employee into the organization
-Ensures that employee performance and productivity begin more quickly
PTS: 1 DIF: Easy

2 Discuss how performance appraisals can be used to make individual analysis of training needs.
ANS:
The most common approach for making individual analysis is to use performance appraisal data. In
some instances, a good HR information system can be used to identify individuals who require training
in specific areas to be eligible for promotion. To assess training needs through the performance
appraisal process, a supervisor first determines an employee’s performance strengths and inadequacies
in a formal review. Then the supervisor can design training to help the employee overcome the
weaknesses and enhance the strengths.
PTS: 1 DIF: Easy

3. What are the objectives that need to be set in order to reduce the gap between where an organization is
with its employee capabilities and where it needs to be?
ANS:
Once training requirements have been identified using needs analyses, training objectives and
priorities can be established by a “gap analysis,” which indicates the distance between where an
organization is with its employee capabilities and where it needs to be. Training objectives and
priorities are then determined to close the gap.
The success of training should be measured in terms of the objectives that were set for it. Useful
objectives are measurable. For example, an objective for a new sales clerk might be to demonstrate the
ability to explain the function of each product in the department within two weeks. This objective
checks internalization that is whether the person really learned the training content and is able to use
the training.
PTS: 1 DIF: Easy

4. Explain the term “adult learning.”
ANS:
Adult learning refers to the ways in which adults learn differently than younger people. Training
design must also sometimes address special issues presented by adult learning. Certainly, the training
design must consider that all the trainees are adults, but adults come with widely varying learning
styles, experiences, and personal goals. For example, training older adults in technology may require
greater attention to explaining the need for changes and enhancing the older trainees’ confidence and
abilities when learning new technologies. In contrast, younger adults are more likely to be familiar
with new technology because of their earlier exposure to computers and technology, but less able to
work alone to learn skills.
PTS: 1 DIF: Easy

5. What is informal training?
ANS:
One source of instruction is informal training, which occurs through interactions and feedback among
employees. Much of what employees know about their jobs they learn informally from asking
questions and getting advice from other employees and their supervisors, rather than from formal
training programs.
A great deal of learning occurs informally in work organizations, and some of it happens by design.
PTS: 1 DIF: Easy
6. Discuss benchmarking as a measure of training evaluation.
ANS:
To do benchmarking, HR professionals gather data on training in their organization and compare them
with data on training at other organizations in the same industry and in companies of a similar size.
Comparison data are available through the American Society for Training and Development and its
Benchmarking Service. This service has training-related data from more than 1,000 participating
employers who complete detailed questionnaires annually. Training can also be benchmarked against
data from the American Productivity & Quality Center and the Saratoga Institute.
PTS: 1 DIF: Easy

7. What are the ways in which organizations can manage the risks and rewards associated with talent
management effectively?
ANS:
Companies can reduce risks and increase the rewards of talent management by adopting an approach
that relies on (1) the development of current employees and hiring outside talent, (2) the creation of
talent pools and broad competencies in employees, (3) the utilization of short-term talent forecasts that
are likely more reliable, and (4) establishing a balance between employees’ and companies’ ownership
of career development.
PTS: 1 DIF: Easy

NAT: BUSPROG: Analytic TOP: Talent Management as Strategy
KEY: Bloom's: Knowledge
--
PAGE: 106 –107
8. How do talent pools help in talent management?
ANS:
Talent pools are a way to reduce the risk that the company may not need a certain specialty after
developing it. The idea is to avoid developing for a narrow specialized job and instead develop a group
or pool of talented people with broad general competencies that could fit a wide range of jobs. Once
developed, they can be allocated to specific vacancies.
PTS: 1 DIF: Easy

9. What should be the end result of succession planning?
ANS:
All the work involved in the succession planning process should result in two products: (1)
identification of potential emergency replacements for critical positions and (2) other successors who
will be ready with some additional development. The development necessary should be made clear to
the people involved.
PTS: 1 DIF: Easy
10. What is meant by the term ‘entry shock’?
ANS:
Starting as a new employee can be overwhelming. “Entry shock” is especially difficult for younger
new hires who find the work world very different from school. Entry shock includes the following
concerns:
- Supervisors: The boss–employee relationship is different from the student–teacher relationship.
- Feedback: In school, feedback is frequent and measurable, but that is not true of most jobs.
- Time: School has short (quarter/semester) time cycles, whereas time horizons are longer at work.
- The work: Problems are more tightly defined at school; at work, the logistical and political aspects of
solving work problems are less certain.
PTS: 1 DIF: Easy

11. How does development differ from training?
ANS:
Development differs from training. It is possible to train people to answer customer service questions,
drive a truck, enter data in a computer system, set up a drill press, or assemble a television. However,
development in areas such as judgment, responsibility, decision making, and communication presents
a bigger challenge. These areas may or may not develop through ordinary life experiences of
individuals. A planned system of development experiences for all employees, not just managers, can
help expand the overall level of capabilities in an organization.
PTS: 1 DIF: Easy

KEY: Bloom's: Knowledge PAGE: 111 –112
ESSAY
1. What is an orientation program? Why is it important?
ANS:
Orientation is the planned introduction of new employees to their jobs, coworkers, and the
organization. It requires cooperation between individuals in the HR unit and operating managers and
supervisors. In a small organization without an HR department, the new employee’s supervisor or
manager usually assumes most of the responsibility for orientation. In large organizations, managers
and supervisors, as well as the HR department, often work as a team to orient new employees.
Unfortunately, without good planning, new employee orientation sessions can come across as boring,
irrelevant, and a waste of time to both new employees and their department supervisors and managers.
But orientation that can also be thought of as institutionalized socialization tactics can be very
effective—if done well.
Among the decisions to be made when planning for new employee orientation are what to present and
when to present it. Too much information on the first day leads to perceptions of ineffective
onboarding. Several shorter sessions over a longer period of time, bringing in information as it is
needed, are more effective. Effective orientation achieves several key purposes:
1) Establishes a favorable employee impression of the organization and the job
2) Provides organization and job information
3) Enhances interpersonal acceptance by coworkers
4) Accelerates socialization and integration of the new employee into the organization
5) Ensures that employee performance and productivity begin more quickly
PTS: 1 DIF: Moderate

2. Explain how an organization can be a source for analyzing training needs.
ANS:
Assessing organizational training needs is the diagnostic phase of a training plan. This assessment
includes issues related to employee and organizational performance to determine if training can help.
Needs assessment measures the competencies of a company, a group, or an individual as they relate to
what is required. It is necessary to find out what is happening and what should be happening before
deciding if training will help, and if so what kind of training is needed.
Training needs can be diagnosed by analyzing organizational outcomes and looking at future
organizational needs. A part of planning for training is the identification of the KSAs that will be
needed now and in the future as both jobs and the organization change. Both internal and external
forces will influence training and must be considered when doing organizational analysis.
Organizational analysis comes from various measures of organizational performance. Departments or

areas with high turnover, customer complaints, high grievance rates, high absenteeism, low
performance, and other deficiencies can be pinpointed. Following the identification of problems,
objectives can be developed if training is a solution.
PTS: 1 DIF: Easy

3. How can job/task analysis help assess training needs?
ANS:
One of the levels of analyzing training needs is to review the jobs involved and the tasks performed.
By comparing the requirements of jobs with the KSAs of employees, training needs can be identified.
Another way to pinpoint training gaps in the job or task being done is to survey employees, and have
them anonymously evaluate the current skill levels of themselves and their peers. This not only
identifies job needs but also heightens employees’ awareness of their own learning needs.
PTS: 1 DIF: Easy

4. What are the different elements that must be considered to make a training design effective?
ANS:
For training to be successful, learners must be ready and able to learn. Learner readiness means that
individuals have the ability to learn. However, individuals also must have the motivation to learn, have
high confidence, see value in learning, and have a learning style that fits the training. Instructors and
trainers must find appropriate ways to boost the confidence of trainees who are unsure of their learning
abilities because people who believe strongly that they can learn perform better and are more satisfied
with the training they receive.
Training design must also sometimes address special issues presented by adult learning. Certainly, the
training design must consider that all the trainees are adults, but adults come with widely varying
learning styles, experiences, and personal goals. For example, training older adults in technology may
require greater attention to explaining the need for changes and enhancing the older trainees’
confidence and abilities when learning new technologies. In contrast, younger adults are more likely to
be familiar with new technology because of their earlier exposure to computers and technology, but
less able to work alone to learn skills.
An important part of designing training is to select the right mix of teaching strategies to fit learner
characteristics. Practice/feedback, overlearning, behavioral modeling, error-based examples, and
reinforcement are some of the prominent strategies available in designing the training experience.
Practice/Feedback: For some training, it is important that learners practice what they have learned and
get feedback on how they have done so they can improve. Active practice occurs when trainees
perform job-related tasks during training. It is more effective than simply reading or passively
listening.
Overlearning is repeated practice even after a learner has mastered the performance. It may be best
used to instill “muscle memory” for a physical activity or to reduce the amount of thinking necessary
and make responses automatic. But over-learning also produces improvement in learner retention.
Even with overlearning, refreshers are still sometimes necessary to maintain proficiency.
Behavioral Modeling: The most elementary way in which people learn and one of the best is through
behavioral modeling, which involves copying someone else’s behavior. It can aid in the transfer of
skills and the use of trained skills.
The error-based examples method involves sharing with learners what can go wrong when they do not
use the training properly. A good example is sharing with pilots what can happen when they are not
aware of a situation they and their aircraft are encountering. Error-based examples have been
incorporated in military, firefighting, police, and aviation training and have wide potential uses in
other situations.
The concept of reinforcement is based on the law of effect, which states that people tend to repeat
responses that give them a positive reward and to avoid actions associated with negative consequences.
Positively reinforcing correct learned responses while providing negative consequences at some point
for wrong responses can change behavior.
Finally, trainers should design training for the best possible transfer from the classroom to the job.
Transfer occurs when trainees actually use on the job what knowledge and information they learned in
training. The amount of training that effectively gets transferred to the job is estimated to be relatively
low, especially given all the time and money spent on training. Not all employees apply training to
their jobs immediately after training.
Offering trainees an overview of the training content and how it links to what he or she does seems to
help with both short-term and longer-term training transfer. Another helpful approach is to ensure that
the training mirrors the job context as much as possible. For example, training managers to be better
selection interviewers could include role-playing with “applicants” who respond in the same way that
real applicants would.
Supervisor support of the training, feedback from the supervisor, and supervisor involvement in
training are powerful influences in transfer. Opportunity to use the training is also important. To be
trained on something but never to have the opportunity to use it obviously limits transfer. Learners
need the opportunity to use new skills on the job if the skills are to remain.

KEY: Bloom's: Comprehension PAGE: 100 –102
5. What does the actual delivery of training involve?
ANS:
Once training has been designed, the actual delivery of training can begin. Regardless of the type of
training done, many approaches and methods can be used to deliver it. The growth of training
technology continues to expand the available choices.
Whatever the approach used, a variety of considerations must be balanced when selecting training
delivery methods. The common variables considered are urgency of training, subject matter, number
of trainees, individual versus team, self-paced versus guided, training resources/costs, e-learning
versus traditional learning, geographic locations, time allotted, and completion timeline.
One source of instruction is informal training, which occurs through interactions and feedback among
employees. Much of what employees know about their jobs they learn informally from asking
questions and getting advice from other employees and their supervisors, rather than from formal
training programs. A great deal of learning occurs informally in work organizations, and some of it
happens by design.
The most common type of training at all levels in an organization is on-the-job training (OJT) because
it is flexible and relevant to what employees do. Well-planned and well-executed OJT can be very
effective. In contrast with informal training, which often occurs spontaneously, OJT should be
planned. The employee conducting the training must be able to both teach and show the employees
what to do.
However, OJT has some problems. Those doing the training may have no experience in training, no
time to do it, or no desire to participate in it. Under such conditions, learners essentially are on their
own, and training likely will not be effective. Another problem is that OJT can disrupt regular work.
Unfortunately, OJT can amount to no training at all sometimes, especially if the trainers simply allow
the trainees to learn the job on their own. Bad habits or incorrect information from the trainer can also
be transferred to the trainees.
Cross training occurs when people are trained to do more than one job—theirs and someone else’s. For
the employer, the advantages of cross training are flexibility and development. Even though cross
training is attractive to the employer, it is not always appreciated by employees, who may feel that it
requires them to do more work for the same pay. To counteract such responses and to make it more
appealing to employees, learning “bonuses” can be awarded for successfully completing cross training.
In some organizations, the culture may be such that people seek cross-training assignments to grow or
prepare for a promotion, but that is not the case in all organizations. Unions typically are not in favor
of cross training because it threatens job jurisdiction and broadens jobs.

6 Discuss the usefulness of cooperative training?
ANS:
Cooperative training mixes classroom training and on-the-job experiences. There are several types of
cooperative training: 1) School-to-work transition helps high school or community college students
move into jobs while still in school or upon completion of formal schooling. Such efforts may be
arranged with high schools, community colleges, or some universities. 2) Internships combine job
training with classroom instruction from institutions of higher education. This gives both the intern and
the employer a chance to assess their mutual fit. Internships benefit both employers and interns. Interns
get real-world exposure, a line on their résumés, and a chance to closely examine a possible employer.
Employers get a cost-effective source of labor and a chance to see the intern work before making a
final hiring decision. 3) Apprentice training provides on-the-job experience with the guidance of a
skilled and certified worker. An apprenticeship program provides an employee with on-the-job
experience under the guidance of a skilled and certified worker. Certain requirements for training,
equipment, time length, and proficiency levels may be monitored by a unit of the U.S. Department of
Labor.

7. Mention one disadvantage of e-learning and suggest a method of overcoming that disadvantage.
ANS:
Some employers worry that trainees will use e-learning to complete courses quickly but will
not retain and use much of what they have learned on the job. Taking existing training
materials, putting them on the Internet, and cutting the training budget is not the way to
succeed with e-learning.

8. How can an organization determine if its training expenditure is cost effective?

ANS:
Cost–benefit analysis and return-on-investment (ROI) analysis are commonly used to measure training
results, as are various benchmarking approaches. Training results can be examined through cost–
benefit analysis, which is comparison of costs and benefits associated with training.
Even though some benefits (such as attitude changes) are hard to quantify, comparisons of costs and
benefits associated with training remains a way to determine whether training is cost-effective.
Training is often expected to produce an ROI. Still, too often, training is justified because someone
liked it, rather than on the basis of resource accountability. ROI simply divides the return produced
because of the training by the cost (or investment) in the training.
In addition to evaluating training internally, some organizations use benchmark measures to compare it
with training done in other organizations. To do benchmarking, HR professionals gather data on
training in their organization and compare them with data on training at other organizations in the
same industry and in companies of a similar size. Comparison data are available through the American
Society for Training and Development and its Benchmarking Service. This service has training-related
data from more than 1,000 participating employers who complete detailed questionnaires annually.
Training can also be benchmarked against data from the American Productivity & Quality Center and
the Saratoga Institute.

9. Describe the concept of talent management.
ANS:
Talent management is the process of identifying the most important jobs in a company that provide a
long-term advantage, and then developing employees so that they can effectively work in these jobs.
Companies can reduce risks and increase the rewards of talent management by adopting an approach
that relies on (1) the development of current employees and hiring outside talent, (2) the creation of
talent pools and broad competencies in employees, (3) the use of short-term talent forecasts that are
likely more reliable, and (4) establishing a balance between employees’ and companies’ ownership of
career development.
Choices for dealing successfully with talent needs are to (1) emphasize stability in employment and
develop talent internally, (2) develop agility as an organization and buy talent as needed, or (3) use
some combination of (1) and (2). So the nature of the business and the environment in which it
operates to some extent define appropriate strategies for talent management.
Talent management can be challenging because of the nature of “talent” itself. For example, a “deep
bench” of talent can be thought of as inventory. But unlike boxes full of empty bottles, talent does not
necessarily remain available until needed—people will leave the company to work in more desirable
employment situations. The shelf life of promising managers and specialists is short if they do not
have opportunities in their current place of work.
Talent management is as a process that goes beyond simply recruiting and selection to meeting the
needs of the organization with talent. Along the way, all the elements of talent management are
encountered: training, succession planning, career planning, development, and performance
management.

NAT: BUSPROG: Analytic TOP: Talent Management as Strategy
10. What is the link between talent management efforts and “high-potential” individuals?
ANS:
Some organizations focus talent management efforts primarily on “high-potential” individuals, often
referred to as high-po. Attracting, retaining, and developing high-pos have become the main emphases
for some talent management efforts. Firms may classify individuals as being in the top 10% and
limit participation in intensive talent management efforts to that group. Other organizations
view talent management more broadly.
PTS: 1 DIF: Easy
11. Why is succession planning important?
ANS:
The basis for a company dealing successfully with staffing changes such as retirements, transfers,
promotions, and turnover is succession planning. Succession planning encourages an organization to
prepare for the inevitable movements of personnel that create holes in the hierarchy that need to be
filled by other qualified individuals. “Bench strength” and the leadership pipeline are metaphors for
ways to prevent the void by having replacements ready.
All the work involved in the succession planning process should result in two products: (1)
identification of potential emergency replacements for critical positions and (2) other successors who
will be ready with some additional development. The development necessary should be made clear to
the people involved.

12. What is the difference between organization-centered and individual-centered career planning?
ANS:
Organization-centered career planning focuses on identifying career paths that provide for a logical
progression of people between jobs in an organization. Individual-centered career planning focuses on
an individual’s responsibility for a career rather than on organizational needs.
In organization-centered career planning, individuals follow the identified career paths as they advance
in organizations. For example, a person might enter the sales department as a sales representative, then
be promoted to account director, to district sales manager, and finally to vice president of sales.
To communicate with employees about opportunities and help with planning, employers frequently
use career workshops, a career “center,” newsletter, and career counseling. Individual managers often
play the role of coach and counselor in their direct contact with individual employees and within an
HR-designed career management system.
In individual-centered career planning, individuals who successfully manage their own careers perform
several activities:
Self-assessment: Individuals need to think about what interests them, what they do not like, what they
do well, and their strengths and weaknesses.
Feedback on reality: Employees need feedback on how well they are doing, how their bosses see their
capabilities, and where they fit in organizational plans for the future.
Setting of career goals: Deciding on a desired path, setting timetables, and writing these items down all
set the stage for a person to pursue the career of choice.
Theorists in adult development describe the first half of life as the young adult’s quest for competence
and for a way to make a mark in the world. The second half of life is different. Once the adult starts to
measure time to the expected end of life rather than from the beginning, the need for competence and
acquisition changes to the need for integrity, values, and well-being. For many people, internal values
take precedence over external scorecards or accomplishments such as wealth and job title status.

13. How do off-the-job techniques help individuals? Discuss the advantages of sabbaticals.
ANS:
Off-the-job development techniques give individuals opportunities to get away from their jobs and
concentrate solely on what is to be learned. Contact with others who are concerned with slightly
different problems and come from different organizations may provide employees with new and
different perspectives.
A sabbatical is an opportunity provided by some companies for employees to take time off the job to
develop and rejuvenate, as well as to participate in activities that help others. Some employers provide
paid sabbaticals, while others allow employees to take unpaid sabbaticals. The length of time taken off
from work varies greatly.
Companies that offer sabbaticals speak well of the results. Positive reasons for sabbaticals are to help
prevent employee burnout, offer advantages in recruiting and retention, and boost individual employee
morale.
PTS: 1 DIF: Easy

NAT: BUSPROG: Analytic TOP: Human Resources Development
Approaches KEY: Bloom's: Knowledge
PAGE: 113
14. Discuss the importance of management development and the problems associated with it.
ANS:
Although development is important for all employees, it is essential for managers. Without appropriate
development, managers may lack the capabilities to best deploy and manage resources (including
employees) throughout the organization. While classroom training can be helpful, experience often
contributes more to the development of senior managers because much of it occurs in varying real-life,
on-the-job situations. Not all companies take the time to develop their own senior-level
managers. Instead, senior managers and executives are often hired from outside, leaving the
company’s middle managers behind.
Numerous approaches are used to mold and enhance the experiences that managers need to be
effective. The most widely used methods are supervisor development, leadership development,
management modeling, management coaching, management mentoring, and executive education.
Development efforts are subject to certain common mistakes and problems. Many of the management
development problems in firms have resulted from inadequate human resources planning and a lack of
coordination of HR development efforts. Common problems include the following:
- Failing to conduct adequate needs analysis
- Trying out fad programs or training methods
- Substituting training for selecting qualified individuals
Another common management problem is encapsulated development, which occurs when an

individual learns new methods and ideas, but returns to a work unit that is still bound by old attitudes
and methods. The development was “encapsulated” in the classroom and is essentially not used on the
job. Consequently, in this situation, it is common for individuals who participate in development
programs paid for by their employers to become discouraged and move to new employers who allow
them to use their newly developed capabilities more effectively.
PTS: 1 DIF: Easy


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Essential Perspectives 7th Edition by Mathis Jackson

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Chapter 5—Talent Management, Training, and Development

2. Organizations must continually train their current employees because of:

3. Which of the following statements is true of global competitiveness?

7. The most common approach for making individual analysis is to:

9. Active practice occurs when:

16. Which of the following is true about on-the-job training (OJT)?

17. Which of the following is true about on-the-job training (OJT)?

18. Which of the following is a disadvantage of the on-the-job training (OJT)?

22. Cross training occurs when:

23. Unions view cross training unfavorably primarily because:

24. Which of the following best exemplifies cooperative training?

25. Which of the following statements is true about e-learning?

28. If talent management is effective in a firm, it is most likely that:

38. As a development technique, the best lateral transfers:

39. Which of the following is true of career plateaus?

40. When is a career plateau most likely to occur?

43. What impact does development have on an individual’s career?

45. Which of the following is true of lecture-style classroom instruction?

46. Wilderness excursions as a development tool:

50. Managers learn by behavior modeling, which involves:

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3. Ideally, training should be viewed tactically rather than strategically.

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8. Assessing organizational training needs is the execution phase of a training plan.

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20. Like apprenticeships, internships are a type of cooperative training.

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29. Career transition has been associated with organizational changes.

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1. What are the main purposes of effective orientation?

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4. Explain the term “adult learning.”