Mgmt 3010 Final Exam #2

Front 1

Mgmt 3010 final exam study guide *Flash-Cards*

Back 1

Trivia Questions 1-15

Front 2

1) Training evaluation that measures the acquisition of knowledge is called:
A) Cognitive Outcomes
B) Results Outcomes
C) Content Outcomes
D) Affective Outcomes

Back 2

A) Cognitive Outcomes:
1)Training evaluation that measures the acquisition of knowledge is called:
A)Cognitive Outcomes

Front 3

2) A person analysis does NOT address which of the following questions?
A) Which instructional techniques are most appropriate for training employees?
B) Do performance deficiencies result from a lack of knowledge, skill, or ability?
C) Who need training?
D) Are employees ready for training?

Back 3

A): Which instructional techniques are most appropriate for training employees?
2) A person analysis does NOT address which of the following questions?:
A) Which instructional techniques are most appropriate for training employees?

Front 4

3) Which “rater error” makes it difficult to distinguish among employees rated by the same rater and creates problems in comparing the performance of individuals rated by different raters?
A) Contrast
B) Distributional Error
C) Halo/Horns
D) Similar to Me

Back 4

B): Distributional Error:
3) Which “rater error” makes it difficult to distinguish among employees rated by the same rater and creates problems in comparing the performance of individuals rated by different raters?
B) Distributional Error.

Front 5

4) What performance Management Evaluation Criterion is concerned with maximizing the overlap between actual job performance and the measure of job performance?
A) Reliablility
B) Acceptability
C) Specificity
D) Validity

Back 5

D) Validity:
4) What performance Management Evaluation Criterion is concerned with maximizing the overlap between actual job performance and the measure of job performance? D) Validity.

Front 6

5) Which of the following is NOT true about SMART goals?
A) The “S” stands for specific
B) The “M” stands for Measureable
C) The “A” stands for Artistic
D) The “R” stands for Realistic

Back 6

C) The “A” stands for Artistic: 5) Which of the following is NOT true about SMART goals?
C) The “A” stands for Artistic.

Front 7

6) Feedback gathered froma variety of sources including supervisor, peers, subordinates, and customers is called:
A) 360-degree feedback
B) Multi-Variance feedback
C) Various Source feedback
D) SPOT feedback

Back 7

A) 360-degree feedback:
6) Feedback gathered froma variety of sources including supervisor, peers, subordinates, and customers is called:
A) 360-degree feedback.

Front 8

7) The final step in the career management process is:
A) Self-Assessment
B) Reality Check
C) Goal-Setting
D) Action Planning

Back 8

D) Action Planning:
7) The final step in the career management process is:
D) Action Planning.

Front 9

8) In the Myers-Briggs Type Indicator (MBTI), extroverts gain energy through:
A) Interpersonal relationships
B) Personal thoughts and feelings
C) Gathering facts and details
D) Establishing goals

Back 9

A) Interpersonal relationships: 8) In the Myers-Briggs Type Indicator (MBTI), extroverts gain energy through:
A) Interpersonal relationships.

Front 10

9) Which of the following is not a common principle of justice?
A) Outcome justice
B) Procedural justice
C) Interactional justice
D) Task justice

Back 10

D) Task justice:
9) Which of the following is not a common principle of justice?
D) Task justice.

Front 11

10) Negative affectivity is related to dissatisfaction caused by?
A) Behavior settings
B) Characteristics of individuals
C) Organizational roles
D) Social environment

Back 11

B) Characteristics of individuals:
10) Negative affectivity is related to dissatisfaction caused by?
B) Characteristics of individuals.

Front 12

11) Compensation systems differ according to their impact on the dimensions of expectancy theory, but, generally speaking, they have their greatest impact on which dimension?
A) Expectancy
B) Instrumentality
C) Valence
D) Equity

Back 12

B) Instrumentality:
11) Compensation systems differ according to their impact on the dimensions of expectancy theory, but, generally speaking, they have their greatest impact on which dimension?
B) Instrumentality.

Front 13

12) State law may______ the Federal minimum wage in a particular state.
A) lower
B) not change
C) raise
D) change

Back 13

C) raise:
12) State law may “______” the Federal minimum wage in a particular state.
C) raise.

Front 14

13) An organization’s pay structure consists of:
A) The relative pay for different jobs in the organization
B) The average amount the organization pays for a particular job
C) The characteristics of jobs that organizations value
D) Regular pay, overtime, and bonuses

Back 14

A) The relative pay for different jobs in the organization:
13) An organization’s pay structure consists of:
A) The relative pay for different jobs in the organization.

Front 15

14) Exempt status under the FLSA depends on:
A) The employee’s job responsibilities and how many workers s/he supervises
B) The employee’s basis of pay (salary or hourly)
C) The employee’s job title
D) The date that the employee was hired

Back 15

A) The employee’s job responsibilities and how many workers s/he supervises:
14) Exempt status under the FLSA depends on:
A) The employee’s job responsibilities and how many workers s/he supervises.

Front 16

15) Values such as success, performance, assertiveness, and competition are associated with:
A)Short-term oriented cultures
B) Masculine Cultures
C) High-power distance cultures
D) Low uncertainty avoidance

Back 16

B) Masculine Cultures:
15) Values such as success, performance, assertiveness, and competition are associated with:
B) Masculine Cultures.

Front 17

[ch 7]

1. What are the stages of Instructional Design and what goes on in each stage? What is a needs assessment and what occurs during each phase? What is Readiness for Training?

Back 17

INSTRUCTIONAL DESIGN A process of systematically developing training to meet specific needs:

Step-1- Asses Needs:
Step-2- Readiness
Step-3- Plan the Program
Step-4- Implementation
Step 5) Evaluation

Front 18

[ch 7]

o Step-1- Asses Needs:

Back 18

o Step-1- Asses Needs:
 Organizational Analysis: Is training right for the organization? Organization strategy, resources available, management training
 Person Analysis: who needs training? Do some people or groups have performance deficits? Selection issue, motivation issue, an equipment issue
 Task Analysis: what should be trained? What subjects covered, time constraints, safety standards, and performance goals.

Front 19

[ch 7]

o Step-2- Readiness

Back 19

o Step-2- Readiness
 Employee characteristic: ability to learn subject matter, favorable attitudes toward training, motivation to learn
 Dependent on two broad characteristics of work environment
•Situational constraints: money and time for training
•Social Support: extent to which managers encourage training

Front 20

[ch 7]

o Step-3- Plan the Program

Back 20

 Set Objectives: what is expected of employee, quality level of performance expected
 Who will Conduct Training: in house or outsourced, 10-20 hours for each hour of training.

Front 21

[ch 7]

o Step-4- Implementation

Back 21

o Step-4- Implementation
 Principals of Learning
• Change in knowledge or skills acquired through education or experience
o Declarative: Knowledge about facts or things
o Procedural: Knowledge about how to use information to address issues and solve problems
 Organizing Material
•Communicate learning objectives
•Use attention getting messages
•Limit content of training
•Use reminders and memory cues
•Elaborate with examples

Front 22

[ch 7] o Step-5- Evaluation

Back 22

o Step-5- Evaluation
 Trainee satisfaction with the program
 Knowledge or abilities learned
 Transfer of training: use of new skills and behaviors on the job
 Improvements in individual performance
 Improvements in organizational performance

Front 23

[ch 7]

2. What are some of the different Choices of Training Methods and their costs and benefits?

Back 23

 TYPES OFMETHODS

o Experiential Learning:
 used in leadership, ropes courses, trust falls, adventure challenges team building

o Team Training:
 coordinates performance of individuals working together to achieve common goal, Cross Training practice each other’s skills to understand and step in and fill role if needed. Coordination Training share information and decisions to obtain best team performance

o Classroom Instructions:
 least expensive, least time consuming yet boring and passive and needs to be supplemented with hands-on activity

o Distance Learning:
 brings people together, accommodates busy schedule because and is virtual, however little interactions between trainer and other, causes distraction.

o Business Games, Simulations, Role Plays, Case Studies, Action Learning
o Technology Mediated Training (CD-Rom, Internet)
o On-The-Job Training:
 Real world, hands on, job specific, transfer is not an issue, however, timely.

Front 24

[ch 7]

3.What are the tips for training (PREFT)?

Back 24

 Participation:
o Active involvement in the process of learning; more active participation leads to more effective learning.
 Repetition:
o The process of repeatedly performing a task so that it may be learned.
 Efficacy:
o Trainees should have the confidence that they can learn the material (self-efficacy)
 Feedback:
o Knowledge of the results of one’s behavior.
 Transfer of Training:
o Training environment should mirror job environment

Front 25

[ch 7]

4. What is the Kirkpatrick model? And how do you assess training at each level?

Back 25

 The Kirkpatrick model is the most widely used approach and it is a four level model:

Level ONE REACTION
Level TWO Knowledge
Level THREE BEHAVIOR
Level FOUR RESULTS