Employee Training and Development 7th Edition Noe Test Bank 1

Page 1
Solution Manual for Employee Training and

Development 7th Edition by Noe ISBN 0078112850
9780078112850
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7th-edition-by-noe-isbn-0078112850-9780078112850/
Test bank: https://testbankpack.com/p/test-bank-for-employee-training-and-development-7th-edition-
by-noe-isbn-0078112850-9780078112850/
Chapter Five
Program Design
OBJECTIVES
1. Be able to choose and prepare a training site based on how trainees will be involved and interact with
the content and each other in the course.
2. Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map.
3. Explain how trainees’ age, generational differences, and personality might influence how programs
are designed.
4. Prepare a request for proposal (RFP) and a list of questions to evaluate training consultants and
suppliers.
5. Explain the program design elements that should be included to ensure near and far transfer of
training.
6. Develop a self-management module for a training program.
7. Design application assignments and action plans to enhance learning and transfer of training.
8. Make recommendations about what managers can do before, during, and after training to facilitate
learning and transfer.
9. Identify different ways to manage knowledge and the conditions necessary for employees to share
knowledge.
MULTIPLE CHOICE
5.1. The pre-training phase primarily involves _____.

a. encouraging learners to apply what they have learned to their work
b. preparing a concept map and curriculum road map to facilitate learning
c. preparing, motivating, and energizing trainees to attend the learning event
d. preparing instruction (classes, courses, programs, lessons) to facilitate learning
Answer: c
Difficulty: medium
Learning objective:
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McGraw-Hill Education.
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5.2. If training emphasizes total group discussion with limited presentation and no small-group
interaction, a _____ seating arrangement will be most effective.
a. conference-type
b. horseshoe
c. fan-type
d. classroom-type
Answer: a
Difficulty: easy
Learning objective: 1
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5.3. Which of the following statements is most true of Traditionalists?

a. They don’t mind being put on the spot in front of other trainees unlike Boomers.
b. They dislike trainers asking them to share their experiences or anecdotes.
c. They prefer dynamic learning environments.
d. They value direct presentation of information that is organized logically.
Answer: d
Difficulty: medium
5.4. _____ prefer blended learning.

a. Traditionalists
b. Baby Boomers
c. Millennials
d. Gen Xers
Answer: c
Difficulty: easy
5.5. According to the Myers-Briggs Type Indicator (MBTI), which of the following types of learners
require instructors to emphasize personal needs, beliefs, values, and experiences?
a. Proactive learners
b. Feeling learners
c. Thinking learners
d. Reactive learners
Answer: b
Difficulty: easy
5.6. Kitty has been a trainer for many years, and she has become disillusioned with her trainees. She
believes that trainees today lack any motivation to learn. This attitude is apparent to her trainees,
and her trainees then fail to exert personal initiative, as expected. What phenomenon is most
likely occurring in this instance?
a. Expectancy theory
b. Low self-efficacy
c. Behavior modeling
d. Self-fulling prophecy
Answer: d
Difficulty: medium
Learning objective:
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5.7. A(n) _____ gets learners into the appropriate mental state for learning and allows them to
understand the personal and work-related meaningfulness of course content.
a. concept map
b. request for proposal
c. ice breaker
d. application assignment
Answer: a
Difficulty: medium
5.8. Curricula differ from courses in that curricula _____.

a. consist of narrower learning objectives
b. include broader learning objectives
c. address a more limited number of competencies
d. take less time to complete
Answer: b
Difficulty: medium
5.9. A _____ refers to an organized program of study designed to meet a complex learning objective.
a. course
b. curriculum
c. training map
d. lesson plan
Answer: b
Difficulty: easy
5.10. Which of the following statements is true of lesson plans?

a. They are typically less detailed than a design document.
b. They ensure that both the trainee and the trainer are aware of the course and program
objectives.
c. They include several courses and mainly focus on developing a set of competencies needed
to perform a job.
d. They are not documented.
Answer: b
Difficulty: medium
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5.11. _____ review meetings are meetings between a manager and employee, during which the
strengths and weaknesses of the employee’s performance are discussed and improvement goals
are agreed upon.
a. Performance testing
b. Performance appraisal
c. Performance engineering
d. Performance budget
Answer: b
Difficulty: easy
5.12. A request for proposal (RFP) is a document mainly used to identify _____.
a. potential vendors and consultants for training services
b. employees who do not require training
c. trainee prerequisites
d. disruptive trainees
Answer: a
Difficulty: medium
5.13. Which of the following instances call for training with an emphasis on far transfer?
a. Securing offices and buildings
b. Handling routine client questions
c. Creating a new product
d. Logging into computers and using software
Answer: c
Difficulty: medium
5.14. Which of the following statements is true of near transfer?

a. If the tasks emphasized in training involve more variable interactions with people or
equipment and unpredictable responses, then instruction should emphasize near transfer.
b. Programs that emphasize near transfer should ideally include general principles that might
apply to a greater set of contexts than those presented in the training session.
c. Teaching learners to create a new product or solve a difficult problem requires training with
an emphasis on near transfer.
d. Trainees should be encouraged to focus only on important differences between training tasks
and work tasks rather than unimportant differences.
Answer: d
Difficulty: medium
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5.15. Which of the following strategies is least appropriate for far transfer?
a. Teaching general concepts, broad principles, or key behaviors
b. Focusing on principles that might apply to a greater set of contexts beyond those presented
in the training session
c. Using standardized procedures, processes, and checklists
d. Providing a list of prompts or questions to help trigger thoughts and questions from trainees
Answer: c
Difficulty: medium
5.16. Which of the following represents the lowest level of manager support for training?
a. Participation in training themselves
b. Encouragement of trainees’ participation in training
c. Allowing trainees to practice their skills
d. Serving as a trainer
Answer: b
Difficulty: easy
5.17. In training, the greatest level of support that a manager can provide is to _____.
a. participate in training as an instructor
b. allow trainees to attend training
c. provide trainees opportunity to practice what they have learned
d. discuss progress of the training sessions with trainees
Answer: a
Difficulty: medium
5.18. A(n) _____ is a written document that includes the steps that a trainee and manager will take to
ensure that training transfers to the job.
a. concept map
b. design document
c. performance appraisal
d. action plan
Answer: d
Difficulty: easy
Learning objective: 7/8
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5.19. Which term refers to a group of two or more trainees who agree to meet and discuss their
progress using learned capabilities on the job?
a. Quality circle
b. Focus group
c. Support network
d. Strategic group
Answer: c
Difficulty: easy
5.20. With opportunity to perform, activity level refers to the _____.

a. number of trained tasks performed on the job
b. frequency with which trained tasks are performed on the job
c. critical nature of the trained tasks
d. number of employees performing a similar trained task
Answer: b
Difficulty: medium
5.21. Low levels of opportunity to perform may indicate that _____.

a. training content is not important for the employee’s job
b. refresher courses for trainees are not necessary
c. there is no decay in learned capabilities of employees
d. the work environment supports transfer
Answer: a
Difficulty: medium
5.22. Explicit knowledge _____.

a. mainly consists of personal knowledge based on individual experience
b. can be communicated only through discussion and demonstrations
c. can be managed by a knowledge management system
d. is highly influenced by perceptions and values
Answer: c
Difficulty: easy
5.23. Which of the following is a major aide in communicating tacit knowledge?

a. Product formula
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b. Manual
c. Discussion
d. Procedure document
Answer: c
Difficulty: easy
5.24. Which of the following statements is true of knowledge management?

a. Use of social networking sites hinders knowledge management.
b. It involves acquiring knowledge, studying problems, attending training, and using technology
only within work.
c. It should be a central focus of training program design.
d. Creating communities of practice and using “after-action reviews” at the end of each project
facilitates knowledge management.
Answer: d
Difficulty: medium
5.25. Which of the following is a major cause for loss of explicit and tacit knowledge?
a. Creating chief information officer (CIO) and chief learning officer (CLO) positions
b. Requiring employees to give presentations to other employees
c. Older employees retiring
d. Use of social networking
Answer: c
Difficulty: easy
5.26. Effective knowledge sharing is most likely when employees _____.

a. believe knowledge management is mandatory
b. see knowledge sharing as an additional responsibility
c. view knowledge as a means to have power over others
d. have easy access to information within the context of their jobs
Answer: d
Difficulty: medium
TRUE-FALSE
5.27. Fan-type seating is ineffective for training that includes trainees working in groups and teams.
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Answer: false
Difficulty: medium
5.28. Traditional classroom-type seating makes it difficult for trainees to work in teams.
Answer: true
Difficulty: medium
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5.29. Conference type seating is most appropriate when training involves small group discussions.
Answer: false
Difficulty: medium
5.30. The traditional classroom-type arrangement is good for role-play exercises that involve trainees
working in groups of two or three.
Answer: false
Difficulty: medium
5.31. Traditionalists prefer active learning environments and innovative training techniques.
Answer: false
Difficulty: easy
5.32. Millennials like to learn by working alone and helping others to learn.
Answer: true
Difficulty: easy
5.33. Using managers and employees as trainers decreases the perceived meaningfulness of the
training content.
Answer: false
Difficulty: medium
5.34. The dimensions of Myers-Briggs Type Indicator combine to form eighteen personality types.
Answer: false
Difficulty: medium
5.35. The smaller the room, the more a trainer’s gestures and movements must be exaggerated to get
the audience’s attention.
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Answer: false
Difficulty: easy
Learning objective:
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5.36. A metaphor is a device such as a pattern of letters, ideas, or associations that assists in
remembering something.
Answer: false
Difficulty: medium
Learning objective:
5.37. A curriculum covers more specific learning objectives and addresses a more limited number of
competencies than a course or program.
Answer: false
Difficulty: medium
5.38. Lesson plans are typically more detailed than design documents.
Answer: true
Difficulty: easy
5.39. In developing a lesson outline, trainers need to consider the proper sequencing of topics.
Answer: true
Difficulty: medium
5.40. When using an outside vendor to provide training services, it is important to consider the extent
to which the training program will be customized based on a company’s needs.
Answer: true
Difficulty: medium
Learning objective:
5.41. When a series of steps must be followed in a specific way to complete a task successfully, then
training should be designed with an emphasis on far transfer.
Answer: false
Difficulty: medium
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5.42. To encourage self-management, it is important to emphasize that lapses are evidence of personal
failure.
Answer: false
Difficulty: medium
5.43. The basic level of training support that a manager can provide is acceptance.
Answer: true
Difficulty: easy
5.44. Opportunity to perform is influenced by both the work environment and trainee motivation.
Answer: true
Difficulty: easy
5.45. Regarding opportunity to perform, breadth refers to the number of times or the frequency with
which trained tasks are performed on the job.
Answer: false
Difficulty: easy
5.46. Companies experience loss of explicit and tacit knowledge when older employees retire.
Answer: true
Difficulty: easy
SHORT ANSWER-ESSAY
5.47. Name and describe the three phases of training program design.
The three phases of the program design process include pre-training, the learning event, and
post-training. It is important to consider what happens before training, during training, and after
training. Training should not be considered an isolated event.
Phase 1—Pre-Training
Involves preparing, motivating, and energizing trainees to attend the learning event
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Phase 2—The Learning Event

Involves preparing instruction and the physical environment to facilitate learning
Phase 3—Post-Training
Refers to transfer of training, getting learners to apply what they have learned to their work
Difficulty: easy/medium
Learning objective:
5.48. Name the four different types of seating arrangements discussed in the text and indicate when
each is most appropriate.
Seating arrangements should be based on an understanding of the desired type of trainee

interaction and trainee-trainer interaction.
 Fan-type seating—trainees can easily switch from listening to practicing in groups
 Classroom-type seating—appropriate when lecture and audiovisual presentations are the
primary training methods
 Conference-type seating—appropriate for total groups discussions (with no small-group
interaction)
 Horseshoe type-seating—appropriate for both presentation and total-group instruction
Difficulty: easy medium

5.49. Describe how awareness of generational differences can help create an appropriate learning
environment. Consider at least three of the generations discussed in the text.
 Traditionalists prefer a standard training room with a stable, orderly learning environment.
They do not like to be put on the spot in front of others.
 Baby Boomers prefer classroom learning. Baby Boomers respond well to interactive training
activities. They like group activities and well-organized training materials that provide an
overview of the information and an easy way to access more detailed information.
 Members of Generation X prefer a self-directed learning environment that includes
technology-delivered methods. They respond best to training methods that allow them to
work at their own pace.
 Although techno-savvy, Millennials like to learn by working alone and helping others to learn.
They prefer blended learning that includes self-paced online learning for learning basic
concepts followed by group activities and hands-on practice for further knowledge and skill
acquisition.
 Nexters (like Millennials) prefer entertaining training activities. Training needs to be
interactive and use music, art, and games.
 Because most training groups include a mix of generations, it is important to provide a
learning environment that can benefit all learners.
Difficulty: medium
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5.50. Describe different strategies to involve learners in a training session and how to facilitate
discussions.
A number of strategies may be useful to involve learners in the training sessions.

 Prepare questions to be discussed in breakout groups
 Use creative activities and games
 Use assessments for trainees to learn about themselves and others
 Incorporate roleplaying
Discussions can also be an effective means to engage trainees. They should be based on clearly
defined goals and rules for participation—discussion should be planned. Discussions can be used
to brainstorm ideas and solutions, debrief activities, apply knowledge, and evaluate experiences.
Open ended questions should be used as opposed to questions that elicit no more than “yes” or
“no” responses. It is also important to have different opening questions, follow-up questions, and
discussion prompts.
Difficulty: medium
Learning objective:
5.51. Describe the difference between near and far transfer and then articulate strategies to enhance
each type of transfer.
Near transfer refers to applying learned capabilities exactly in a work situation. Far transfer refers
to a trainee’s ability to apply learned capabilities to the work environment when it is not identical
to that of the training session.
Near transfer is appropriate for closed skills, while far transfer is appropriate for open skills.
Performing a closed skill involves responding to predictable situations with standardized
responses. In contrast, performing an open skill involves responding to variable situations with
adaptive, tailored responses. There is a one best way to perform closed skills; whereas there are
multiple ways to perform open skills that are contingent upon the situation at hand.
Programs that emphasizes near transfer should include the following:

 using standardized procedures, processes, and checklists
 providing explanations as to any differences between training and work tasks
 encouraging trainees to focus only on important differences between training tasks and
work tasks vs. unimportant ones
 providing an explanation why the procedure should be performed to help trainees
understand underlying concepts
 focusing on behaviors and skills that contribute to effective performance
Programs that emphasize far transfer should include the following:

 teaching general concepts, broad principles, or key behaviors
 focusing on general principles that might apply to a greater set of contexts beyond those
presented in the training session
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 providing a list of prompts or questions to help trigger thoughts and questions from
trainees
Difficulty: medium/hard
5.52. How can opportunity to perform be measured? What might low levels of opportunity to perform
indicate?
Opportunity to perform can be measured by asking former trainees to indicate (1) whether they
perform a task, (2) how many times they perform the task, and (3) the extent to which they
perform difficult and challenging tasks. Individuals who report low levels of opportunity to
perform may be prime candidates for “refresher courses.” Refresher courses are necessary
because these persons have likely experienced a decay in learned capabilities because they have
not had opportunities to perform. Low levels of opportunity to perform may also indicate that the
work environment is interfering with using new skills. For example, the manager may not support
training activities or give the employee the opportunity to perform tasks using skills emphasized
in training. Finally, low levels of opportunity to perform may indicate that training content is not
important for the employee’s job.
Difficulty: medium

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Solution Manual for Employee Training and

5.1. The pre-training phase primarily involves _____.

5.3. Which of the following statements is most true of Traditionalists?

5.4. _____ prefer blended learning.

5.8. Curricula differ from courses in that curricula _____.

5.10. Which of the following statements is true of lesson plans?

5.14. Which of the following statements is true of near transfer?

5.20. With opportunity to perform, activity level refers to the _____.

5.21. Low levels of opportunity to perform may indicate that _____.

5.22. Explicit knowledge _____.

5.23. Which of the following is a major aide in communicating tacit knowledge?

5.24. Which of the following statements is true of knowledge management?

5.26. Effective knowledge sharing is most likely when employees _____.

Phase 2—The Learning Event

Seating arrangements should be based on an understanding of the desired type of trainee

Difficulty: easy medium

A number of strategies may be useful to involve learners in the training sessions.

Programs that emphasizes near transfer should include the following:

Programs that emphasize far transfer should include the following:

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