Principles of Human Resource Management 15th Edition Snell Test Bank

Principles of Human Resource
Management 15th Edition Snell Test

Bank
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CHAPTER 7—TRAINING AND DEVELOPMENT
TRUE/FALSE
1. Training plays a central role in strengthening the competencies that give organizations their
competitive advantage.
ANS: T PTS: 1 REF: p. 306 OBJ: 7-1 TYPE: K
2. Training is oriented towards broadening employees' individual skills for future responsibility.
ANS: F PTS: 1 REF: p. 306 OBJ: 7-1 TYPE: K
3. By far the greatest proportion of training is spent on rank and file employees and their supervisors.
4. The systems approach to training involves (1) needs assessment, (2) program design, (3)
implementation, and (4) evaluation.
5. The goal of training is to contribute to the organization's overall objectives.
6. Training dollars are often wasted because training is often not done in a systematic manner linked to
strategy and the goals of the training.
7. The three different types of training needs assessment are organizational analysis, job knowledge
analysis, and person analysis.
8. Although important in determining training program success, organizations conduct a needs

assessment less than half the time before initiating a training program.
9. Organization analysis includes broad forces than impact the effectiveness of employees, such as
mergers and acquisitions, technological change, and reengineering.
ANS: T PTS: 1 REF: p. 309 OBJ: 7-2 TYPE: U
10. Data such as direct and indirect labor costs, turnover, and unemployment rate provide clues to
organizations about training needs.
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11. The task analysis portion of organization analysis is shifting from emphasis on a fixed schedule of
tasks to a flexible set of competencies needed for performance.
12. Person analysis involves determining what the content of the training program should be, based on a
study of the tasks or duties involved in the job.
13. Instructional objectives are a key component in the design of a training program.
14. The performance-centered objective is not widely used because it lends itself to a biased evaluation of
results.
ANS: F PTS: 1 REF: p. 315 OBJ: 7-2 TYPE: U
15. Performance-centered objectives might include terms such as "to calculate waste rate" and "to
appreciate diversity in the workforce."
ANS: F PTS: 1 REF: p. 315 OBJ: 7-2 TYPE: A
16. Trainee readiness refers to both maturity and experience factors in a trainee's background.
17. The two preconditions for learning are employee readiness and motivation.
18. Psychological principles of learning refer to the characteristics of training programs that help
employees grasp new material, make sense of it in their own lives, and transfer it back to the job.
19. Explaining the goals and objectives of the training program to trainees has little impact on the interest,
understanding, and effort they direct toward the training.
20. Employees learn much more easily by trying to do something themselves than by watching someone
else do it.
21. Trainees should not practice their job tasks until after the training program is complete.
22. Practicing job tasks enables the trainee to forget about distinct behaviors and become proficient on the
subtleties of how they are used.
23. Feedback to trainees is important for motivational purposes as well as knowledge of results.
ANS: T PTS: 1 REF: p. 318 OBJ: 7-3 TYPE: K | 7-3 TYPE: U
24. Effective training programs eliminate plateaus in the learning curves.
25. Behavior modification seeks to gradually shape trainee behavior using reinforcement.
26. The success of any training effort depends more upon the content of the program than on the teaching
skills and personal characteristics of those conducting the training.
27. Effective trainers are often enthusiastic, humorous, have interest in the training itself, and demonstrate
knowledge of the subject.
ANS: T PTS: 1 REF: pp. 319-320 OBJ: 7-3 TYPE: K
28. Offering and providing individual assistance is an important aspect for successful trainers.
29. Although on-the-job training (OJT) is generally regarded as the most effective means of facilitating
learning at the workplace, it is often the most poorly implemented.
30. Although on-the-job training (OJT) is generally regarded as the most effective means of facilitating
learning at the workplace, it is the least common method used for training.
31. One of the common drawbacks of on-the-job training (OJT) is the poor training skills of managers.
32. If one were using the on-the-job training method of training, the first step would be to present the
operations and knowledge to the learner.
33. Apprenticeship programs are an extension of OJT that provide on and off the job instruction.
34. Internship programs that are done well benefit students, schools, and employers.
35. Classroom instruction is cost-effective because it allows the maximum number of trainees to be
handled by the minimum number of instructors.
36. A major advantage of programmed instruction is that it incorporates a number of established learning
principles.
37. A major disadvantage of programmed instruction is that aspects of it are not consistent with the
generally accepted principles of learning.
38. The primary drawback of teleconferencing and videoconferencing training programs is that the
participants are limited to interacting solely with the instructor.
39. E-learning encompasses two techniques: computer-assisted instruction, and computer-based program
design.
40. E-learning is interactive and allows the training to come to the employee.
41. The distinction between simulation and simple computer-based training is blurring due to advances in
information technology.
42. On-the-job experiences are used most commonly by organizations to develop managers.
43. Case studies are a useful method of giving participants experience at analyzing and synthesizing facts.
44. When analytic, problem-solving, and critical thinking skills are the most important skills in a training
program, the case study method would prove appropriate.
ANS: T PTS: 1 REF: p. 330 OBJ: 7-4 TYPE: A
45. A disadvantage of management games is that it requires a computer, and often several of them.
46. Role playing consists of assuming the attitudes and behavior of others, often a supervisor and a
subordinate.
47. Behavior modeling is based on the principle that behavior which is rewarded will be exhibited more
frequently in the future, whereas behavior which is unrewarded will decrease in frequency.
48. Behavior modeling appears to work in helping managers with interacting with employees, introducing
change, and handling discipline.
49. Most organizations go to great lengths to accurately evaluate training programs.
50. Two criteria to evaluate training programs are costs and training materials.
51. Reaction measures to evaluate training typically focus on the entertainment value of the training
program.
ANS: F PTS: 1 REF: pp. 333-334 OBJ: 7-5 TYPE: K
52. When a training program is successfully implemented in several departments within an organization,
the training program has a high degree of transfer of training.
53. Utility refers to measuring one's own training services against the leaders in your industry.
54. Return on investment (ROI) is the amount of money a company saves by avoiding training programs.
55. Benchmarking is concerned with measuring employee retention of training materials at specific points
in time.
56. Orientation is the formal process of familiarizing new employees with the organization, their job, and
their work unit.
57. The benefits of an orientation program include lower turnover, improved morale, and facilitation of
learning.
58. An effective orientation program has been shown to help retain and motivate employees.
59. The term "orientation" is often used to describe almost any effort initiated by an organization to foster
learning among its members.
60. Orientation programs stress the "why" rather than the what, including the philosophy behind the
organization's rules.
61. Supervisors play the most important role in the orientation of new employees.
62. The use of orientation checklists compels a supervisor to be more attentive to each employee.
63. Basic skills include speaking, listening, managing oneself, and knowing how to learn.
64. While the largest companies agree in principle with remedial training in basic skills, they are generally
reluctant to allot funds to provide for that type of training.
65. To function effectively in a team, members should receive training in both process and behavioral
dynamics.
66. While cross training can increase productivity, it can also increase employee turnover.
67. A skill-building diversity program would teach managers how to conduct performance appraisals with
employees from different cultures.
68. Awareness building in diversity training provides the KSAs necessary for working with people who
are different.
69. Off-the-shelf diversity programs are suitable for most organizations.
MULTIPLE CHOICE
1. The primary reason organizations train new employees is to:

a. increase their knowledge, skill, and ability level.
b. help trainees achieve personal career goals.
c. comply with federal regulations.
d. improve the work environment.
ANS: A PTS: 1 REF: p. 306 OBJ: 7-1 TYPE: K
2. The terms "training" and "development":

a. mean the same thing
b. both refer to short term skill development efforts
c. refer to a short term performance orientation vs. a longer term skill development,
respectively
d. refer to skills development in low level vs. managerial employees, respectively
ANS: C PTS: 1 REF: p. 306 OBJ: 7-1 TYPE: K | 7-1 TYPE: U
3. From the broadest perspective, the goal of training is to contribute to:

a. social improvement.
b. personal growth.
c. organizational goals.
d. departmental challenges.
ANS: C PTS: 1 REF: p. 307 OBJ: 7-1 TYPE: U
4. Many organizations never make the connection between their _____ and their training programs.
a. technology
b. competition
c. strategic objectives
d. functional requirements
ANS: C PTS: 1 REF: p. 307 OBJ: 7-1 TYPE: K
5. A systems approach to training:

a. is the most cost-effective approach
b. ensures that training investments have maximum impact on performance
c. is called development
d. includes the process of job analysis
ANS: B PTS: 1 REF: p. 307 OBJ: 7-1 TYPE: K
6. The four phases of a systems approach to training are:

a. needs assessment, program design, program implementation, and evaluation.
b. organization analysis, task analysis, person analysis, and performance analysis.
c. needs assessment, person assessment, program implementation, and evaluation.
d. organization assessment, KSA assessment, person assessment, and evaluation.
7. A study by the American Society for Training and Development found that organizations conduct need
assessment less than _____ percent of the time.
a. 50
b. 40
c. 30
d. 20
8. Determining what the content of a training program should be, based on a study of the job duties, is
known as:
a. organization analysis.
b. individual analysis.
c. job analysis.
d. task analysis.
ANS: D PTS: 1 REF: p. 311 OBJ: 7-2 TYPE: K
9. An analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive
jobs is referred to as:
a. task analysis
b. needs assessment
c. competency assessment
d. job analysis
10. Organization analysis, task analysis, and person analysis are all part of what phase of the system
model?
a. training and development phase
b. analysis phase
c. needs assessment phase
d. evaluation phase
11. Determining whether or not performance is acceptable and studying the characteristics of individuals
and groups that will be placed in the training environment are known as:
a. person analysis.
b. demographic analysis.
c. individual analysis.
d. group and individual analysis.
12. Person analysis:

a. has shifted from a fixed sequence of tasks to a set of competencies
b. helps organizations avoid the mistake of putting all employees through training when
some do not need it
c. involves self-improvement and self-directed training
d. examines the external labor market for needed skills
13. If you were responsible for developing a training program, your first step should be to:
a. create a suitable training environment.
b. select the proper training method.
c. determine the knowledge in the group.
d. determine the specific instructional objectives.
ANS: D PTS: 1 REF: p. 314 OBJ: 7-2 TYPE: A
14. The desired outcomes of training programs are formally stated as:
a. training goals.
b. learning objectives.
c. instructional objectives.
d. learning goals.
15. Performance-centered objectives might include all of the following phrases except:
a. "to repair leaking valves"
b. "to appreciate diversity in the workplace"
c. "to assemble components in the proper order"
d. "to calculate the percentage of waste"
ANS: B PTS: 1 REF: p. 315 OBJ: 7-2 TYPE: A
16. Which of the following is not a fundamental issue related to training design?
a. instructional objectives
b. trainee readiness and motivation
c. principles of learning
d. trainee ethnic characteristics
ANS: D PTS: 1 REF: pp. 315-316 OBJ: 7-2 TYPE: K | 7-2 TYPE: U
17. Training programs are more likely to be effective if they incorporate all of the following except:
a. goal setting.
b. modeling.
c. standardization.
d. active practice.
ANS: C PTS: 1 REF: pp. 316-317 OBJ: 7-3 TYPE: A
18. Principles of learning are characteristics that help employees with all of the following except:
a. grasping new material
b. making sense of new material
c. transfer new material to the job
d. retain new learning
19. Goal setting:

a. builds a bridge between employees and the organization
b. provides learning through repetition
c. sets a road map for the training course, objectives, and learning points
d. breaks down tasks to facilitate learning
20. Modeling:
b. demonstrates the desired behavior or method to be learnt
21. When we learn by watching others perform a task, this is known as:
a. modeling
b. active repetition
c. reinforcing behavior
d. individual style difference
ANS: A PTS: 1 REF: p. 317 OBJ: 7-3 TYPE: U
22. The principle of learning that is being emphasized by performing the same task over and over is:
a. whole learning.
b. meaningfulness of presentation.
c. practice and repetition.
d. transfer of training.
23. Whole-vs-Part Learning:

b. provides learning through repetition
ANS: D PTS: 1 REF: pp. 317-318 OBJ: 7-3 TYPE: U
24. When a trainee spends a minimal amount of time learning material over multiple training sessions, this
is known as:
a. part learning.
b. distributed learning.
c. mass learning.
d. active learning.
25. Training given for one ten hour period instead of five two hour periods is an example of:
a. part learning.
b. distributed learning.
c. mass learning.
d. active learning.
26. Spacing out the training will result in faster learning and longer retention. This is known as the
principle of:
a. plateauing.
b. retention.
c. transfer of training.
d. distributed learning.
27. Periods in learning situations when progress does not occur because of either reduced motivation or
ineffective methods of task performance are called:
a. learning blocks.
b. lapses.
c. plateaus.
d. learning gaps.
28. Learning curves show:

a. that plateaus in performance are regular and predictable
b. that effective training programs eliminate plateaus
c. that performance plateaus are natural and are usually overcome with behavior
modification
d. that performance plateaus are natural and are usually followed by spontaneous recovery
ANS: D PTS: 1 REF: p. 318 OBJ: 7-3 TYPE: U
29. The objective of behavior modification is:

a. to gradually shape behavior toward a desired profile
b. to reward all task behavior
c. to apply principles learned in the classroom to the job
d. to bridge the needs of the employee with the needs of the organization
ANS: A PTS: 1 REF: pp. 318-319 OBJ: 7-3 TYPE: U
30. All of the following are characteristics of successful trainers except:

a. possessing knowledge of the subject.
b. being experimental.
c. having enthusiasm.
d. being adaptable.
ANS: B PTS: 1 REF: pp. 319-320 OBJ: 7-3 TYPE: U
31. The appropriate training method for factual materials is:

a. lecture
b. simulation
c. on-the-job training
d. apprenticeships
32. If the training involves a large behavioral component, the appropriate training method is:
a. lecture
b. classroom
d. programmed instructions
33. The most common method used for training nonmanagerial employees is:
a. vestibule training
b. computer-based instruction
d. apprenticeships
34. Common drawbacks to on-the-job training include all of the following except:
a. lower motivation of trainees.
b. lack of a well-structured training environment.
c. poor training skills of supervisors.
d. the absence of well-defined job performance criteria.
35. All of the following are suggested to overcome common drawbacks of on-the-job training except:
a. developing realistic goals and/or measures for each OJT area.
b. tying employees' pay to their training progress.
c. helping supervisors to establish a nonthreatening atmosphere that is conducive
to learning.
d. conducting periodic evaluations, after training is completed, to prevent
regression.
36. Apprenticeship training provides information in both the _____ and _____ aspects of the job.
a. organizational and global
b. appraisal and technical
c. practical and theoretical
d. differences and similarities
37. Apprenticeship programs originated in:

a. United States
b. Europe
c. Japan
d. India
38. Generally, to start with, an apprentice is paid _____ percent of a skilled journey worker’s wage.
a. 30
b. 40
c. 50
d. 60
39. One stop career centers are funded by the:

a. Federal Job Training Partnership Act
b. Workforce Investment Act
c. Fair Labor Standards Act
d. Civil Rights Act
40. _____ training allows for the maximum number of employees to be handled by the minimum number
of instructors
a. on the job training (OJT)
b. apprenticeship
c. classroom instruction
d. internship programs
41. This method of instruction allows employees to search through a virtual sea of information in order to
customize their own learning in their own time and space.
a. vestibule instruction.
b. computer-assisted instruction.
c. videodisc instruction.
d. e-learning
42. E-learning provide all the following benefits except:

a. they customize learning
b. they replace conventional learning experiences
c. they facilitate just-in-time skill development
d. they can be more cost effective
ANS: B PTS: 1 REF: pp. 327-328 OBJ: 7-4 TYPE: K
43. The method of training used to train personnel to operate aircraft, spacecraft, and other highly
technical and expensive equipment is the:
a. simulation method.
b. classroom method.
c. vestibule method.
d. apprenticeship method.
ANS: A PTS: 1 REF: p. 326 OBJ: 7-4 TYPE: A
44. A manager who provides a continuing flow of instructions, comments, and suggestions to the
subordinate is engaging in what type of on-the-job training?
a. case study
b. coaching
c. individual development
d. role modeling
45. When an employee is groomed to take over the supervisor's job by gaining experience in handling
important functions of the job, this is known as:
a. grooming.
b. coaching.
c. understudy assignment.
d. role modeling.
46. The method of providing a variety of work experiences to broaden the knowledge and understanding
required to manage more effectively is known as:
a. job rotation.
b. lateral transfer.
c. individual development.
d. role modeling.
47. Of the following, the method that is not used to provide on-the-job experience to managerial
employees is:
a. understudy assignments.
b. outplacement.
c. lateral transfer.
d. coaching.
ANS: B PTS: 1 REF: pp. 328-329 OBJ: 7-4 TYPE: K
48. This training method consists of having the trainee assume the attitudes and behavior of others.
a. job rotation
b. case study
c. simulation study
d. role playing
49. Behavior modeling involves all of the following components except:
a. learning points
b. practice and role play
c. job rotation
d. feedback and reinforcement
ANS: C PTS: 1 REF: p. 332 OBJ: 7-4 TYPE: K | 7-4 TYPE: U
50. Each of the following is one of the four basic criteria for evaluating training except:
a. results
b. reactions
c. cost-benefit analysis
d. learning
51. The most common method of training evaluation is assessing participant:

a. results
b. reactions
c. behavior
d. learning
52. Potential questions asked to gauge participant reactions to training might include all of the following
except:
a. What were you learning goals for this program?
b. What suggestions do you have for improving the program?
c. Why were course objectives provided at the first meeting?
d. Would you recommend the program to others?
ANS: C PTS: 1 REF: pp. 333-334 OBJ: 7-5 TYPE: U
53. A control group:

a. Determines what types of training to deliver and which employees will receive it
b. helps determine whether improvements were made as the result of training or some other
factor
c. should have more experience and prior training, and higher job levels than the group being
trained
d. establish the baseline standard against which training effectiveness can be measured
54. _____ refers to the effective application of principles learned to what is required on the job.
a. transfer of training
b. learning
c. training effectiveness index
d. compensatory modeling
55. _____ teaches individuals how to anticipate and cope with inevitable setbacks they will encounter
back on the job.
a. transfer of training
b. relapse prevention
c. training effectiveness index
d. compensatory modeling
56. Utility refers to:

a. the usefulness of a training program
b. the costs incurred for a training program
c. training effectiveness in terms of increased outcomes
d. the benefits derived from training relative to the costs incurred
57. The benefits of the training exceeds the cost of the program when:
a. ROI=1
b. ROI<1
c. ROI>1
d. anytime ROI is not equal to 1
58. The process of measuring one's own services and practices against the recognized leaders in order to
identify areas for improvement is _____.
a. industry analysis
b. trend analysis
c. benchmarking
d. environmental analysis
59. The four step process advocated in benchmarking includes:

a. plan, train, perform, evaluate
b. plan, do, check, act
c. plan, design, implement, evaluate
d. assess, design, implement, evaluate
60. Benefits of orientation programs frequently reported by employers include all of the following except:
a. higher employee's anxiety.
b. facilitation of learning.
c. improved employee morale.
d. increased productivity.
61. Which of the following is not a benefit of orientation programs?

a. increased productivity
b. lower turnover and improved morale
c. more comprehensive task analysis
d. reduction of new employee anxiety
62. An orientation packet is likely to include all of the following except:
a. a current organizational chart.
b. a salary schedule of all organization jobs.
c. a policy manual or handbook.
d. maps and calendars.
63. Basic skills training includes all of the following except:

a. computing.
b. problem solving.
c. speaking.
d. attitude attainment.
64. Which of the following should a manager not do to implement a successful program in basic and
remedial training?
a. explain to employees why training will help them in their jobs.
b. use a classroom-oriented approach so employees learn by lectures.
c. provide feedback on employee progress.
d. relate the training to the employees' goals.
65. Diversity training comes in two different forms:

a. equal employment and affirmative action
b. process and behavior
c. awareness building and skill building
d. minority and non-minority
66. To implement a successful diversity training program, managers should do all of the following except:
a. establish a clear link between diversity and business goals.
b. rely upon existing training programs that have worked for other companies.
c. choose the training routine carefully.
d. document individual and organizational benefits.
67. A study by the American Society for Training and Development found that organizations conduct
needs assessment less than _____ percent of the time.
a. 50
b. 40
c. 30
d. 20
68. U.S. businesses spend about $_____ billion annually on employee training.
a. 13
b. 35
c. 58
d. 72
69. The first step in task analysis is to:

a. define descriptive terms
b. reference other similar jobs
c. identify the skills required
d. list all the tasks or duties
70. New college graduates often have a high desire for:

a. structured jobs
b. close supervision
c. advancement
d. reassurance from supervisors
71. Most learning curves are:

a. straight lines
b. mostly flat
c. irregularly shaped
d. nearly vertical
ANS: C PTS: 1 REF: pp. 318-319 OBJ: 7-3 TYPE: U
72. Technological advances have_____ traditional training methods.

a. had little impact on
b. totally replaced
c. raised the cost of
d. proved to be more effective and economical than
ANS: D PTS: 1 REF: p. 320 OBJ: 7-4 TYPE: U
73. Programmed instruction is increasingly being referred to as:

a. mentoring
b. self-directed learning
c. simulation
d. observational learning
74. Blogs and wikis are examples of tools used to facilitate learning via the _____ method.
a. communities of practice
b. simulation
c. programmed learning
d. mentoring
ANS: A PTS: 1 REF: pp. 325-326 OBJ: 7-4 TYPE: K
75. A wide variety of applications such as web and computer-based training and virtual classroom training
is covered by:
a. autonomic learning
b. e-learning
c. OJT
d. independent study
ESSAY
1. Explain the systems approach to training.
ANS:
The systems approach to training makes the critical connection between strategic objectives and
training programs. The systems approach involves four phases: needs assessment, program design,
implementation, and evaluation.
Needs assessment involves 1) organization analysis, by which managers decide where training is
needed, how it connects with goals, and what resources will be used, 2) task analysis, by which
managers identify the KSAs that are needed, and 3) person analysis, which is identifying who needs
training and who does not.
Program design involves determining program objectives, preparing the readiness and motivation of
trainees, and choosing instructors.
Implementation involves delivery of the training and can be done in a number of ways, or a
combination of them. Possible delivery methods include: OJT, apprenticeships, internships,
programmed instruction, e-learning, simulations, seminars, case studies, management games, and
behavior modeling.
Evaluation consists of reactions, learning, behavior change, and results. Reactions involve assessing
the trainees comments and feedback about the program. Learning involves assessing whether
participants actually learned anything from the program. Behavior refers to application of principles
from the training onto the job. Results or ROI refer to bottom line utility and productivity
improvements achieved by conducting the program.
PTS: 1 REF: pp. 307 - 314 OBJ: 7-1
2. Identify and discuss some of the desirable traits of a trainer.
ANS:
Often a good trainer is one who shows a little more effort or demonstrates more instructional
preparation. Training is also influenced by the trainer’s personal manner and characteristics. There are
many desirable traits of a trainer. First, employees expect the trainer to know their job or subject
thoroughly. Second, some individuals learn faster or slower than others. Therefore, the instruction
should match to the trainee’s learning ability. Third, trainees appreciate sincerity in trainers. Trainers
also need to be patient and tactful with trainees. Fourth, trainers should make learning fun by using a
story or anecdotes to make points. Fifth, good trainers have a keen interest in the subject they are
teaching and this interest is readily conveyed to trainees. Sixth, effective trainers give clear
instructions. Seventh, good trainers provide always try to provide individual assistance. Finally,
excellent trainers have a vibrant personality and give dynamic presentations.
PTS: 1 REF: pp. 319-320 OBJ: 7-3
3. On-the-job training (OJT) has three drawbacks. Briefly discuss these and the possible solutions
suggested by experts in the field.
ANS:
Although all types of organizations use it, OJT is often one of the most poorly implemented training
methods. Three common drawbacks are the lack of a well-structured training environment, poor
training skills of managers, and the absence of well-defined job performance criteria. To overcome
these problems, training experts suggest the following: develop realistic goals and/or measures for
each OJT area; plan a specific training schedule for each trainee, including setting periods for
evaluation and feedback; help supervisors to establish a nonthreatening atmosphere that is conducive
to learning; conduct periodic evaluations, after training is completed, to prevent regression.
PTS: 1 REF: p. 321 OBJ: 7-4
4. Explain the P.R.O.P.E.R. method of on-the-job training.
ANS:
P.R.O.P.E.R. stands for prepare, reassure, orient, perform, evaluate, and reinforce and review.
• Prepare. Decide what the employee needs to be taught. Identify the best sequence or steps of the
training. Decide how best to demonstrate these steps. Have materials, resources, and equipment ready.
• Reassure. Put the employee at ease. Learn about his/her prior experience, and adjust accordingly. Try
to get the employee interested, relaxed and motivated to learn.
• Orient. Show the employee the correct way to do the job. Explain why it is done this way. Discuss
how it relates to other jobs. Let him or her ask lots of questions.
• Perform. When the employee is ready, let them try the job themselves. Give them an opportunity to
practice the job and guide them through rough spots. Provide help and assistance at first, then less as
they continue.
• Evaluate. Check the employee's performance, and question them on how, why, when and where they
should do something. Correct errors, repeat instructions.
• Reinforce and Review. Provide praise and encouragement, and give feedback about how he/she is
doing. Continue the conversation and express confidence in their doing the job.
PTS: 1 REF: p. 321 OBJ: 7-4
5. On-the-job experiences are used most commonly by organizations to develop executives. Briefly
discuss the methods of providing on-the-job experiences.
ANS:
Coaching involves a continuous flow of instructions, comments, and suggestions from the superior to
the subordinate. Understudy assignment grooms an individual to take over the supervisor's job by
giving him or her experience in handling important functions of the job. Job rotation provides, through
a variety of work experiences, the broadened knowledge and understanding required to manage more
effectively. Lateral transfer involves horizontal movement through different departments along with
upward movement in the organization. Special project and junior boards provide an opportunity to
become involved in the study of current organizational problems and in planning and decision-making
activities. Action learning gives managers release time to work full-time on projects with others in the
organization. Staff meetings enable participants to become more familiar with problems occurring
outside their immediate area by exposing them to the ideas and thinking of other managers. Planned
career progressions utilize all these different methods to provide employees with the training and
development necessary to progress through a series of jobs in the organization.
PTS: 1 REF: pp. 328-329 OBJ: 7-4
6. What should managers do to avoid the pitfalls of substandard diversity training?
ANS:
First, managers should begin by establishing the reasons for diversity training. This involves clarifying
the link between diversity and business goals in order to provide a context for training. Second,
managers should recognize that there are no certification criteria for consultants who provide diversity
programs. As a result, it is critical that managers ensure the qualifications of all consultants by
conducting background and experience checks to verify the consu1tants' credentials. Third, each
company has different goals and needs, and the training program should reflect these differences.
Consequently, each organization should develop its own diversity training program rather than relying
on "off the shelf programs. Fourth, most diversity training is really educating employees to increase
their awareness. It is important to choose training methods that foster this goal rather than more
common skill-building methods. Employees may benefit from either awareness or skill building, but
they are not the same. Finally, when done well, diversity training can enhance communication,
improve responsiveness to social issues, reduce lawsuits, create a climate of fairness, improve
productivity on complex tasks, and increase revenues and profits. Organizations should document
these individual and organizational benefits.
PTS: 1 REF: p. 341 OBJ: 7-6
7. Why is ethics training becoming more prevalent in companies?
ANS:
Recent high-profile corporate scandals have provided some incentive for such training, as well as such
things as the U.S. Federal Sentencing Guidelines. Reputational and financial repercussions of ethical
lapses can be devastating.
PTS: 1 REF: p. 343 OBJ: 7-6

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5. The goal of training is to contribute to the organization's overall objectives.

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8. Although important in determining training program success, organizations conduct a needs

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24. Effective training programs eliminate plateaus in the learning curves.

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49. Most organizations go to great lengths to accurately evaluate training programs.

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