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207 Cards in this Set

  • Front
  • Back
Learning can be defined as any __________ change in behavior that occurs as a result of _______ and _______.
- relatively permanent
- practice
- experience
Learning involves only changes in the way a person _____ or ______ that will last for a __________.
- behaves
- acts
- period of time
Learning is a ________ process utilizing ________ and _________ to strengthen acquired behaviors.
- continuous
- practice
- repetition
List three domains of learning
1. Cognitive domain
2. Affective domain
3. Psychomotor domain
List five learning outcomes
1. Basic knowledge
2. Comprehension
3. Application
4. Synthesis
5. Evaluation
The _____ and _______ skills are most associated with the learning process are in the cognitive domain, according to _______ taxonomy of learning objectives
- thinking
- knowledge
- Bloom's
Basic knowledge
defining specific terms and principles, reciting specific facts and rules, selecting and matching concepts with explanations.
Comprehension
Explaining facts and principles, interpreting charts and graphs, and predicting future consequences implied in data
Application
Distinguishing between facts and inferences, explaining the relevance of data, and analyzing the major causes of a problem
Synthesis
Composing a musical score, designing a comprehensive plan to solve a problem, and revising sections of a chapter
Evaluation
Discriminating between the findings of two research studies, summarizing the highlights of a report, and judging the value of a work by using externally established standards of excellence.
Learning indicated by ___, ____, or ______ is in the affective domain.
- emotions
- feelings
- expressions
The affective domain includes _______ communication and the sharing of _________ and ________ with others.
- interpersonal
- feelings
- emotions
Psychomotor domain learning is expressed by the actual _____ of specific acts and the _______ of _____ equipment and technology by moving and manipulating various levers and devices.
- performance
- capability
- operating
Learning should start with a determination of which ______ are to be emphasized and which learning ________ need to be altered. However, may learning programs focus initially on the _____ or ______ rather than the basic domains involved.
- domains
- outcomes
- theories
- techniques
List the four most common formal learning theories.
1. Classical conditioning
2. Operant conditioning
3. Cognitive learning
4. Social learning
Classical conditioning theory refers to the learning that has occurred when a living organism responds to a ________ that would normally not produce such a response. Learning a conditioned response involves acquiring an ________ between a _________ and an ________. An example is _____ dog.
- stimulus
- such a response
- association
- conditional stimulus
- unconditioned stimulus
- Pavlov's
The premise of operant conditioning, also known as the ______, is that _____ results from its ________. ________ is considered to be the founder of operant conditioning.
- law of effect
- behavior
- consequences
- B. F. Skinner
Reinforcement principles: The laws of ______, ______ reinforcement, and _________ reinforcement are basic principles of operant condition that govern how consequences influence behavior.
- effect
- contingent
- immediate
The law of effect
Behaviors that are rewarded tend to be repeated, while behaviors that are not reinforced tend to cease.
The law of contingent reinforcement
For a reward to have maximum reinforcing value, it must be delivered only if the desired behavior is exhibited.
Rewards given ______ or _________ do not serve as reinforcers and may _____ affect the entire reinforcement process.
- indiscriminately
- inconsistently
The law of immediate reinforcement
For a reward to have maximum reinforcing value, it must be given as soon as possible after a desired behavior occurs.
Delayed reinforcement has a __________ effect on the continuation of desired behaviors.
- less positive
Behaviors that are _____ tend to be repeated, while behaviors that are not ______ tend to cease.
- rewarded
- reinforced
For a reward to have maximum reinforcing value, it must be delivered only if ____________.
- the desired behavior is exhibited
For a reward to have maximum reinforcing value, it must be given ___________.
- as soon as possible after a desired behavior occurs
Operant conditioning is a very effective learning technique for managers to use because it provides ______.
- excellent control of behavior
The adage ____________ is the heart of operant conditioning.
- "Once burned - once learned"
When thinking about the perceived relationship between _____ and individual ___ and ______, a person utilizing cognative learning theory.
- events
- goals
- expectations
Cognitive learning focuses on examining how people pursue desired ___, ______ work tasks as opportunities to satisfy desires, and reduce ________.
- goals
- interpret
- perceived inequities
The essence of social learning theory is that people can learn by _____ and ___________. Social learning involves ____ and ______ modeling by observing and following the actions of others.
- observation
- direct experience
- role
- behavioral
List the four processess that support the learner's response to the models in social learning.
1. attention
2. retention
3. reproduction
4. motivation
List five basic learning styles.
1. Concrete experience
2. Reflective observation
3. Abstract conceptualization
4. Active experimentation
5. Combination approaches
Concrete experience
This learning orientation focuses on direct involvement in experiences and dealing with human situations in a personalized manner
Reflective observation
Individuals with this learning style focus on understanding the true meaning of ideas and situations through careful observations, reflection, and description.
Abstract conceptualization
People with this learning orientation focus on the use of logic, ideas, and concepts and are able to excel in systematic planning, quantitative analysis, and manipulation of abstract symbols while solving problems.
Active experimentation
Individuals who learn better through active experimentation are concerened primarily with influencing people and changing siutations.
Concrete experience orientation focuses on direct involvement in _______ and dealing with ____________ in a personalized manner.
- experiences
- human situations
Individuals with a reflective observaation learning style focus on understanding the true meaning of ______ and _______ through careful _______, ________, and _________.
- ideas
- situations
- observations
- reflection
- description
People with this an abstract conceptualization orientation focus on the use of ______, _______, and ______ and are able to excel in ________ planning, quantitative ______, and manipulation of __________ while solving problems.
- logic
- ideas
- concepts
- systematic
- analysis
- abstract symbols
Individuals who use active experimentation learn better through active _______ and are concerened primarily with ________ people and ________ siutations.
- experimentation
- influencing
- changing
For learning to be effective, two preconditions must exist: learner _______ and learner _______.
- readiness
- motivation
Learners must have the ___ and ______ necessary to understand and to grasp successfully the content that will be presented to them. This is called ________.
- basic skills
- knowledge
- learner readiness
Motivation comes from ______. If the learner does not ____ to learn and lacks sufficient _____ to get through difficult moments, the mount of ______ will be minimal at best.
- within
- want
- motivation
- retained knowledge
The learning curve depicts _________.
- how behavioral changes occur
Changes in behavior occur only after _______.
- repeated practice
On the graph of a learning curve, a gradual slope indicates a ______, a steep slope indicates _____.
- slow progress
- rapid progress
When people attend training sessions because their employer, their parents (spouses), or their peers require them to attend, the learning retention rate tends to be ___.
- low
List three other prerequisites for learning
1. career plans
2. realistic training preview
3. high expectations for learning
Learning is much more _____ and ______ when the learners have a high motivation to acquire new knowledge and skills ____ and _____ the learning process.
- effective
- efficient
- before
- during
Students with definite ________ are more likely to learn than persons who are _____ about future directions.
- career plans
- undecided
People who have been given a _____ learn more than those who enter a learning program with ____ expectations about the course outcomes and _____ expectations about the amount of effort required. Some form of advanced information helps trainees develop _____ expectations.
- realistic training preview
- high
- low
- realistic
High self-efficacy expectations breed _________ in learning. Self-efficacy expectations are an individual's _______ about personal _______ to perform a given task or learn a new skill successfully.
- success
- beliefs
- ability
List 6 general learning principles
1. Feedback
2. Reinforcement
3. Practice
4. Transfer of learning
5. Relevance of material
6. Conditions for learning
Feedback is necessary for both _______ and ________.
- learning
- motivation
Reinforcement can be both ______ and _________.
- intermittent
- continuous
When learners are not given feedback promptly, they may repeat _____ procedures and techniques.
- improper
Any improvements in performance should be positively _______ and _______.
- rewarded
- recognized
As learners' skills _____, the instructors' _______ should also be raised. Higher degrees of achievement should be required before ________ feedback is provided.
- increase
- performance expectation
- additional positive
As learners begin to master the content, the instructor should help them learn how to provide ____ feedback.
- self-generated
Continuous reinforcement is more ____, ______, and _______ to administer.
- costly
- time-consuming
- difficult
Behaviors rewarded by intermittent reinforcement will remain in effect ____, even when all reinforcers are _______, than do behaviors encouraged by continuous reinforcement.
- longer
- eliminated
Whole v. part learning
The major issue to be resolved is whether learners should focus on practicing the entire task at once or on mastering component parts of an assignment, one at a time. Integration of the parts would occur near the end of the learning experience.
The ___________ of practice, whereby a person learns one part of a very complex task during the first session and works until it is mastered, goes on to the next, and eventually is able to perform all parts of an assignment well, is a _______ learning approach.
- progressive method
- recommended
Simple v. complex learning
Projects that are simple should be practiced in their entirety. Tasks that are moderately complex should be divided into component parts that can be practiced separately and eventually integrated and performed i their entirety.
Cramming v. distributing
The learner can attempt to learn everything in one session or the learning episodes can be spread across several practice sessions
Cramming works well with _________, while distributed practice is a more successful technique with _________ assignments.
- simple tasks
- difficult or complex
Sometimes people will try to reduce practice time, relying more on _________, _____, and ________.
- intuition
- memory
- common sense
Overlearning is appropriate when used for ___ tasks that are usually performed only __________, if they are ________ to perform, and if initial responses must be _______.
- critical
- a few times a year
- 100 percent accurate
Instructional efforts are cost effective when the skills and knowledge can be _______ or ________ to others.
- applied
- transferred
Students are more willing to learn if they can perceive that the instructional episodes can be of _________ or have ____________.
- direct and immediate value
- long-range personal applicabilty
The entire purpose of learning is to ________.
- change behaviors
The measurement of learning effectiveness is clearly seen in the ability of employees to _______.
- apply newly acquired skills and behaviors to job performance
Instructional efforts are cost effective when the skills, knowledge, and behaviors acquired can be _________ and also __________.
- applied to present job
- transferred to others
Highly motivated persons transfer learning ______ than do individuals who are motivated.
- more readily
Learning through positive reinforcement transfers ____ and ______ than learning directed by punishment and negative reinforcers.
- more readily
- effectively
_______ in the learning process leads to greater transferability than does ______ involvement.
- Active participation
- passive
Persons who set realistic learning goals _____ and ____ more knowledge to their jobs and lives than do those who set _______ high objectives, those whose objectives require ________ to achieve, or those who have not set _____.
- acquire
- transfer
- unrealistically
- little effort
- formal learning targets
Learning can be enhanced by demonstrating similarities between ______ episodes and actual ____ performance.
- learning
- on-th-job
Learning can be enhanced by allowing the learners to have as ________ as possible with knowledge, skills, and behaviors being learned.
- much experience
Learning can be enhanced by utilizing a variety of ______ when teaching concepts or theories to add more ______ and ____ to the learning experience.
- examples
- concerteness
- pragmatism
Learning can be enhanced by designing learning experiences so that learners can readily identify the ________ features.
- transferability
Learning can be enhanced by ensuring that newly transferred behaviors, skills, and attitudes are ______ and ______.
- recognized
- rewarded
Trainers should explain and reinforce the ________, _____, and _________ of the knowledge, skills, and attitudes that they expect trainees to learn and to apply in their work.
- importance
- relevance
- value
Instructional programs must be designed and integrated to coincide with the learners' ____ and ______ as relevant.
- needs
- perceived
Environmental factors can ________, _______, or _______ the positive effects and benefits of otherwise well-panned and well-implemented learning experience.
- enhance
- neutralize
- negate
Workers who are allowed to learn in _______ settings tend to acquire and retain more knowledge than do those who have to learn in _________ settings.
- comfortable
- uncomfortable
Persons who can learn without ________ or impending _______ while they are receiving instruction will acquire and transfer more knowledge than will those who will have to ________ and __________ during the educational process.
- worries
- impending job deadlines
- return to their workstations
- make up for time lost
List two types of orientation
1. Work unit orientation
2. Organization orientation
In work unit orientation, the supervisor addresses ________.
- specific job tasks
In organization orientation, a trainer from the human resource or personnel department addresses broad issues related to the organization's ________, its _________, and its __________ for the future.
- structure
- mission
- expectations
There are several very important functions to be served by employee orientation. They include _________, _________ of the work and its setting, _______ about the orientation, and _____ the employee.
- reduction of anxiety
- realistic presentation
- education
- welcoming
Orientation reduces _______ and makes the employee feel welcome.
- stress
The orientation program must present ____________ by emphasizing the pace of work, the high level of expectations that others will have, the supportiveness they can expect, and so on.
- realistic expectations
Employees must learn about the organization through a _______, though once in the job, employees will continue an _________ education.
- formal
- informal
A new employee and even a transferred employee must be made to feel welcome to the unit and the organization. THis helps the employee begin making important workplace ________ and ________.
- affiliations
- associations
List four goals of orientation for the employee.
1. Reduce anxiety and stress
2. Presenting a realistic picture of work
3. Education about the organization
4. Making the new employee feel welcome
List two goals of orienation for the employer.
1. Reduce turnover
2. Save time
Effective orientations reduce _______ caused by mismatched employees and expectations. The more familiar the employee is with the _________ being made, the greater the chance that a _______ will be successfully accomplished.
- early turnover
- expectations
- smooth entry
Effective orientations reduce time required for _________ like properly completing forms and understanding procedures, reduce ___________, and increase _________ for work.
- mundane items
- confusion
- preparation
Mentors, who typically are _________ of the organization, can serve as ______, ______, and ______. The greatest role they serve, though, is that they model _______ for their charges. The role of a mentor is to build ______ and ________, and to serve as a ______.
- experienced members
- advocates
- coaches
- sponsors
- successful skills
- esteem
- confidence
- guide
List three characteristics of mentors and mentorships.
1. Mentoring leads to success
2. mentors build relationships
3. Mentors provide guidance
Mentors must be watchful of their proteges' ______ and provide positive and negative ___________ and also champion the proteges' _______ when appropriate.
- progress
- feedback
- causes
Some mentoring programs are carefully _____ and _______ whereas others occur __________ as a consequence of the _______.
- designed
- implemented
- naturally
- work environment
The mentor is a _____ for a trainee. The mentor establishes a ______ and _______ with the trainee. The mentoring program is carefully ________ nad ____________ regularly. Typically, the mentor use ______ and ________ that are common to all participants in the program.
- model
- rapport
- trust
- monitored
- assessed
- activities
- assignments
The most successful mentorships occur ________, without a corporate design. People are attracted by the ___________ of a successful individual and will approach them for advice or coaching.
- accidently
- qualities
The mentoring relationship develops _______ as a consequence of a work-based relationship.
- naturally
One of the advantages of coaching is its great _________.
- flexibility
Coaching has an advantage of being able to be _________ than the short period allowed for most training.
- spread over a period longer
A disadvantage is that coaching is not as ___________ as would be expected considering how successful it is. The drawback is the ________ commitment for the supervisor.
- widely used
- substantial time
While managers may not _______ use the coaching approach, the activity that people recognize as coaching is used _________. Any kind of interaction between a person who ______ and who _______ regarding that skill is a form of coaching.
- intentionally
- frequently
- has a skill
- does not
Coaching requires a trainer serve as a coach in _______ situations; provide explanation of _________, evaluation of ______ and clear and construction _______.
- one-on-one
- what is expected
- performance
- feedback
The major purpose of management development is to provide __________ opportunities to update managers' ________ in dealing with future needs.
- continuing education
- competence
Management development programs are designed to improve the __________ of the manager's job performance.
- effectiveness
A critical objective of management development programs is to help managers understand and appreciate their individual _______, _______, ________, and _______.
- strengths
- weaknesses
- interests
- core values
List three on-the-job development methods.
1. Understudy assignments
2. Junior boards
3. Job rotation
List three on-site-off-job training techniques.
1. Video technology
2. Teleconferences/Audio conferences
3. Programmed instruction / interactive video training
List 7 off-the-job development methods.
1. Role-playing and simulation
2. Seminars and courses
3. Management and business games
4. Behavioral modeling
5. Organizational development
6. Case studies
7. The incident process
When management and business games are used as ___________, teams of players are required to make a number of _________ in typical business settings.
- development strategies
- major decisions
To amke a simulation more like the real world, the tems proceed ___________ that may be desired and gradually received _______ through the game.
- without all of the information
- information
The key to behavioral modeling is the process of learning through ______ and _______.
- observation
- vicarious participation
Case studies afford the participants the opportunity to improve ______, ________, and ______ communication skills. They force participants to ____, not just _______, what is in a standard reference book or manual.
- analytical
- written
- oral
- think
- memorize
When the incident process is used, participants _____ read a specific scenario and then __________ to identify the problem and develop appropriate solutions.
- individually
- work as a group
The incident process is a variation of the __________.
- case study method
As a management development tool, the incident process enhances ________ relations and ____________ abilities.
- interpersonal
- team-building
List five other management development and training approaches.
1. Assessment centers
2. Organizational development exercises
3. Decision-making exercises
4. Leadership matches
5. Behavior modification
Assessment Centers
The application of management games and simulations to the process of selecting magnagers and identifying future training needs.
Organizational development exercises
Situational problem-solving analyses based on Leadership and Managerial Grids developed by Blake, Mouton, and McCanse
Decision-making exercises
The application of Vroom and Yetton's model decision flowchart to move through a decision-making process by responding to diagnostic questions at each decision point.
Leadership matches
The determination of the effectiveness of a leader based on matches between personality characteristics of the leader and the favorableness of the situation to the leader (Fiedler's contingency theory of leadership effectiveness).
Behavior modification
An application of Thorndike's law of effect that emphasizes the reinforcement of behaviors that reduce the possibilities of errors being made or accidents occuring during the process.
List two benefits of training.
1. Increased performance on the job
2. Coping with change
The first step in designing a training program involves an __________.
- assessment of training needs
Training needs analysis: First, a ________ must establish the organization's short-term _______ and long-term ______, __________ affecting these plans and objectives and the overall ________.
- strategic plan
- plans
- objectives
- external threats
- mission
Needs analysis: Second step. Training programs must be linked to _________. Thus, the overal organizational needs assessment shold include prepartion of a _________ and ________ and an accurate, quantifiable assessment of the present and projected needs for human resources.
- strategic plan
- human resources inventory
- development plans
Self-assessment is based on the premise that workers know their ________________. Therefore, ________ are in the best position to help design training programs.
- job performance deficiencies better than anyone else.
- employees
Many workers are ______ to revewal their deficiencies because of fear that they might be writint their ________. This reducess the ___________ of the self-assessment process.
- hesitant
- own resignation
- effectiveness
List five steps in assessment of training needs/objectives
1. Needs analysis
2. Study of present and future job needs
3. Employee needs analysis
4. Self-assessment of training needs
5. Task-person analyses
Four questions to ask in training program design.
1. What types of skills need to be taught and reinforced?
2. Who will provide the training?
3. Where and when will the training occur?
4. Which specific training techniques will be utilized to help the worker's areas of deficiencies?
Most training programs are oriented toward modifying or improving workers' skills in one of four areas. There was also one additional reason for training programs.
1. Technical skills
2. Interpersonal skills
3. Problem-solving skills
4. Basic literacy skills
- Professional certification
List four types of programs aimed at improving problem solving.
1. Systematic decision making
2. Brainstorming to generate new ideas
3. Evaluation of problems and collective generation of optional solutions
4. Problem-solving workshops and analytical skill-building seminar
List five types of on-the-job training.
1. Job instruction training (JIT)
2. Apprenticeship training
3. Internships and field study programs
4. Supervisory assistance
5. Job rotation, enlargement, and enrichment programs
Job instruction training involves _________ practice. A professional trainer trains the _________ who, in turn, trains the ________.
- "train-the-trainer"
- supervisor
- employees
An apprenticeship program specifies __________ and __________ that apprentices must follow to receive certfication and be allowed entry into chosen lines of work.
- performance guidelines
- time requirements
Many skilled trades have _________ apprenticeship programs.
- mandatory
Most apprenticeships, allow for ______ training ____ while not interfering with specific job performance.
- extensive
- over time
The _____ and _______ are usually paid but at a ______ rate. They may also be earning _____. Sometimes, students/learners accept internship positions strictly for the ______, without receiving any monetary reward.
- intern
- field study assistants
- lower
- academic credit
- experience
The most widely used informal type of one-the-job training is __________, which is a regular part of both the supervisor's and worker's activities. ________, _____, and ______ workers' performance enhance transfer of learning.
- supervisory assistance
- Coaching
- counseling
- monitoring
List three advantages of on-the-job training.
1. OJT programs are cost effective and efficient to operate.
2. During the program the opportunity exists to observe results of the training and gain immediate feedback.
3. The transfer of training is maximized by direct and immediate on-the-job applications and abundant opportunities for practice.
The transfer of training is maximized by ______ and _________ on-the-job applications and abundant opportunities for _________.
- direct
- immediate
- practice
OJT programs are ________ and ___________ to operate.
- cost effective
- efficient
During the OJT program the opportunity exists to ________ results of the training and gain ____________.
- observe
- immediate feedback
List three problems with OJT.
1. Costs associated with equipment and machinery reserved for training purposes rather than continued production does pose a problem.
2. The costs involved with using employees' and supervisors' work time for training purposes instead of production is another consideration.
3. The training is concentrated in the hands of the supervisor or a senior worker who may lack teaching abilities and the necessary learner sensitivity that is required in a training situation.
In OJT, costs associated with equipment and machinery reserved for training purposes rather than ___________ does pose a problem.
- continued production
In OJT, the costs involved with using employees' and supervisors' work time for training purposes instead of ____________ is another consideration.
- production
In OJT, the training is concentrated in the hands of the ________ or a _______ who may lack teaching abilities and the necessary ___________ that is required in a training situation.
- supervisor
- senior worker
- learner sensitivity
List five types of on-site/off-job training programs.
1. Telecommunication training
2. Programmed and computer-assisted instruction
3. Video equipment systems
4. Interactive televideo training (ITV)
5. Vestibule training
Many of the most desirable features of videotaping and programmed instruction are incorporated into ________.
- interactive televideo training (ITV)
With vestibule training, an ________ is created similar to an acutal work setting. WOrk processes are _______. Very often firms set aside __ space (thus the ______ where vestibule training is conducted).
- off-job environment
- simulated
- on-site
- "vestibule
List 4 advantages and disadvantages of on-site off-job training.
1. Training programs are conducted on-site after normal working hours.
2. Technology and equipment can be utilized for learning purposes only during the specified training periods.
3. The scheduling of this type of training permits workers to have access to technology and equipment after hours.
4. A major disadvantage of on-site training of any kind is the nearby location of a work station to which the trainee may be called in an emergency. Off-site training usually eliminates this distraction.
List seven off-the-job training programs
1. Formal classroom training
2. Seminars and conferences
3. Distance education
4. Simulation
5. In-basket exercises
6. Role-playing
7. Corporate visits, committees, and meetings
Simulations are often viewed as a form of _______ training. They can be conducted ______ and ______ easily.
- vestibule
- on-site
- off the job
List seven benefits of off-the-job site training.
1. OFS provides flexibility in meeting training needs.
2. Many individuals become highly motivated by attending OFS sessions.
3. Off-site training sessions usually provide a better climate and environment for learning
4. Off-site sessions afford the trainees an opportunity to meet and discuss work-related concerns with people from other oranizations, thus developing a localized support group.
5. Off-site sessionsl allow for much more flexibility and diversity in terms of the trainers being utilized.
6. Often, special facilities exist where off-site training sessions can be provided. These are more specific and job related than those that can be provided on-site.
7. When an organization permits employees to attend off-site sessions, this provides them with some excitement, often resulting in a hightened commitment to the organization.
OFS provides ________ in meeting training needs.
- flexibility
Many individuals become highly ________ by attending OFS sessions.
- motivated
Off-site training sessions usually provide a better _______ and ___________ for learning
- climate
- environment
Off-site sessions afford the trainees an opportunity to meet and discuss work-related concerns with people from ____________, thus developing a ___________ group.
- other oranizations
- localized support
Off-site sessions allow for much more _________ and __________ in terms of the trainers being utilized.
- flexibility
- diversity
Often, special _________ exist where off-site training sessions can be provided. These are more ________ and ________ than those that can be provided on-site.
- facilities
- specific
- job related
When an organization permits employees to attend off-site sessions, this provides them with some ________, often resulting in a hightened __________ to the organization.
- excitement
- commitment
List five major disadvantages of off-the-job site training.
1. Participants incur travel and related instructional costs.
2. Training programs and trainers can become too generalized.
3. Some attendees are reluctant to ask specific questions in sessions with participants from other organizations. In large groups, attendees may have difficulty asking questions.
4. Opportunities sometimes exist that permit attendees to focus more on meeting their personal needs than the training needs of their organization.
5. The transfer of knowledge and training is often not high in off-site training sessions.
Off-the-job site training programs and trainers can become __________.
- too generalized
Some attendees of off-the-job site training are reluctant to ask specific questions in sessions with __________. In large groups, attendees may have difficulty __________.
- participants from other organizations
- asking questions
Opportunities sometimes exist in off-the-job site training that permit attendees to focus more on meeting ________ than the training needs of ___________.
- their personal needs
- their organization
The transfer of knowledge and training is often _______ in off-site training sessions.
- not high
To be effective, training must be ________.
- evaluated systematically
The behavior of trainees on the job _________ is compared with their performance _________.
- after the training
- before the learning began
The relevance of the training in _________ or _________ trainees' behaviors toward accomplishment of desired organizational objectives is determined.
- changing
- modifying
The evaluation process requires a determination of whether a training program has fulfilled its _____________ and, if so, to ____________.
- objectives
- what extent
Perhaps the most widely accepted approach of evaluating training programs was developed by _________ in 1977 and utilized ____ distinct and related hierarchical levels of evaluation: ________, _______, ________, and _________.
- D.L. Kirkpatrick
- four
- reaction
- learning
- behavior
- results
__________ and ____________ are considered internal criteria since they are concerned with the direct outcomes of the training activities.
- Reaction
- learning
________ and _________ are viewed as external criteria; they indicate the impact of training on the job environment.
- Behavior
- results
The first and most important criterion of training effectiveness is the participants' ___________ to a training program.
- reaction
_________ to a training program indicae that subsequent activities should be redesigned, remarketed, or canceled.
- Adverse reactions
________ toward a training program reveal that others also would like to attend.
- Positive feelings
The reactions themselves do not assess the ___________ of a training program to the trainees or the organization, but they do point out the _______ or _________ as perceived by the end users.
- usefulness
- strengths
- weaknesses
The extent to which the trainees have _________ the content represents the second training evaluation level.
- learned
The learning criterion assesses the ______ to which trainees _____ the concepts, information, and skills that were taught.
- degree
- mastered
Learning is typically measured _______ and ______ a training program by administering performance tests, simulation exercises, and examinations.
- before
- after
_________ and _________ reveal the most direct outcomes of training programs and are most directly related to the specific ____ and ____ the trainees must perform.
- Reactions
- learning
- jobs
- tasks
The third level in training evaluation focuses on changes in the worker ______ and __________ after the instructional programs have been completed.
- performance
- attitude
Comparing on-the-job _______ before and after the training has occurred indicates whether the trainees adopted any of the specific ________ and ________ imparted during the instructional session.
- behaviors
- knowledge
- skills
Evaluations of ______ in trainee's on-the-job behaviors can be secured from supervisors, subordinates, peers, and interested others (clients, vendors).
- changes
A determination of the improvement of the person, unit, or organization because of the training represents the ______ measure of training effectiveness.
- ultimate
The ______ of training activites have an impact on individuals, work group(s), and the organization as a whole.
- results
The specific evaluatory measures depend on the ______ and ______ used during the training sessions.
- objectives
- techniques
While the use of all four criteria (_______, ________, ________, and ______) for assessing training effectiveness is ________, a majority of the firms use only ____ or ____ criteria and focus especially on employees' _______ to the training.
- reaction
- learning
- behavior
- results
- highly recommended
- one
- two
- reactions
_______ are one of the first items to be curtailed by many firms when economic conditions tighten because of lack of tangible and clearly understood results.
- Training programs
Thorough design of training evaluation programs has had greater _____ impact and has resulted in improved organizational ________. In comparison, programs with poorly or after-the-fact designed evaluation methods prove to be ______.
- individual
- operations
- less satisfactory
Effective evaluation program designs use _______ measures that are prepared before the training begins.
1. These measures include ________ and ________ test data.
2. Trainers can examine the results while the training is _________ or _______.
3. The immediate feedback allows for ____, ______ changes in training approaches or methods used even while the sessions are being conducted.
- multiple
- pretraining
- posttraining
- still going on
- immediately after
- quicker
- more effective
Ineffective evalution programs focus on only _____ or ________ criteria and are usually devised __________ the training has begun.
1. They usually include only _______ results.
2. The data that are obtained are of ___________ (if any) because of the lack of _______ measures or other mehtods of comparison.
3. Even when comparative data can be identified, opportunities for making changes in training presentations are limited because of ________. Circumstances may arise that also alter the trainees' _________ and ______.
- one
- two
- after
- posttraining
- limited value
- pretest
- delays in receiving feedback
- behavior
- knowledge
The strongest most effective training evaluation designs have _________ built in, often using ______ groups as wellas as actual _______ groups.
- comparative measures
- control
- training
The most effective training evaluation designs use ________ (pretest, posttest) and allow for changes in trainees' attitudes, behaviors, and skills that may be caused by ________ or ______ environmental occurrences or events in trainees' lives.
- multiple measures
- unanticpated
- unknown
Ineffective training evaluation designs have been prepared either ______ or after _________.
- spontaneously
- training has begun
The most ineffective training designs are ______ with _______ only, and contain ________ between the time of the ___________ and the time when the _______ are reported and evaulated.
- one-dimensional
- posttest
- major lags
- results
In some sessions, trainees are given _________ to complete only after the session has _____. They may be given ________ for mailing their responses. Some of the trainees may wait _______ before responding, during which time they may have learned other information that affects the _______. The effectiveness of these training evaluations is _______.
- survey forms
- ended
- postage-return envelopes
- a week or two
- answers on their forms
- questionable