Chapter 3 - Learning and Motivation True / False

1. When a behaviour has been learned it can be thought of as a skill. a. True b. False ANSWER: True

2. According to Robert Gagne, learning outcomes associated with training can be classified into five
general categories: declarative knowledge, intellectual skills, cognitive strategies, motor skills, and
procedural knowledge. a. True b. False ANSWER: False

3. Kurt Krieger and colleagues developed a classification scheme for learning outcomes that includes
cognitive outcomes, skill-based outcomes, and affective outcomes. a. True b. False ANSWER: True

4. According to the “resource allocation theory,” performance of a new task is determined by individual
differences in attentional and cognitive resources, the level of complexity of the task, and external
environmental factors used to allocate attention across tasks. a. True b. False ANSWER: False

5. In the third and final stage of learning, performance is said to be independent of the level of attention
paid by the trainee in performing the task. a. True b. False ANSWER: True

6. Given that individuals have learning style preferences, better learning outcomes take place when only
preferred learning styles are used in the learning process. a. True b. False ANSWER: False

7. Skinner and the behaviourist school of psychology believe that learning is a result of reward and
punishment contingencies that follow a response to a stimulus. a. True b. False ANSWER: True

8. Conditioning theory suggests that trainees should be encouraged and reinforced throughout the
training process. a. True b. False ANSWER: True

9. Marie, a recent graduate from an automotive college, believes she can rebuild a car engine without
much difficulty. Marie’s belief in her ability to complete the task successfully is referred to as
“generalized transfer of learning.” a. True b. False ANSWER: False

10. Social cognitive theory involves three key components: observation, self-efficacy, and feedback. a.
True b. False ANSWER: False

11. “Adult learning” should be self-directed, and problem centred and should take into account the
learner’s existing knowledge and experience. a. True b. False ANSWER: True

12. Francois, a university professor, feels great pride when he sees his students graduate with top marks.
From a motivation perspective, this type of motivation is said to be intrinsic. a. True b. False ANSWER:
True

13. The basic premise in Maslow’s need hierarchy is that the lowest-level unsatisfied need has the least
motivating potential. a. True ANSWER: False

14. Need theories have important implications for training and development because employees’ needs
are the only factors that should be considered when designing a training program. a. True b. False
ANSWER: False
15. Alderfer’s ERG theory and Maslow’s need theory have common ground. One such common ground is
a rigid hierarchy of needs in which people can only move up the hierarchy of needs in a lock-step
fashion. a. True b. False ANSWER: False

16. There are two types of goal orientations, including a mastery or learning goal orientation and a
performance goal orientation. a. True b. False ANSWER: True

17. Learning motivation predicts learning and training outcomes and is influenced by environmental and
individual factors. a. True b. False Answer: True

18. According to the expectancy theory, the energy a person directs toward an activity is a direct result
of a number of factors. These factors are known as expectancy, self-actualization, and valence. a. True b.
False Answer: False

19. Peter will be able to graduate from university in four years if he takes 40 university-level courses.
This type of goal should be classified as a proximal goal. a. Trueb. false ANSWER: False

20. Learning goals are “process-oriented” and focus on the learning process. Performance goals, on the
other hand, are “outcome-oriented goals,” thus focusing attention on the achievement of specific
performance outcomes. a. True b. false ANSWER: True

21. A trainee’s cognitive abilities influence how much and how quickly a trainee will learn, impacting
actual job performance. a. True b. false ANSWER: True

Multiple Choice

22. Which of the following points is NOT supported by material in the textbook? a. Training is simply the
means for accomplishing the goal. b. Training is the process of acquiring knowledge and skills. c. Training
occurs when a new behaviour has been learned and it can be thought of as a skill. d. Training is the distal
goal of training and development. ANSWER: d

23. According to Robert Gagne, which of the following is generally related to the learning outcomes
associated with intellectual skills? a. being able recall the capital of Argentina b. being able to remember
the last three Stanley Cup winners c. being able to recite the alphabet d. being able to operate a
tractorANSWER: d

24. Drawing on Gagné’s classification scheme, Kurt Kraiger and colleagues developed a multidimensional
classification scheme of learning outcomes. What outcomes would Kraiger and colleagues include under
their “affective outcomes” scheme? a. knowledge organization and declarative knowledge outcomes b.
attitudinal and motivational outcomes c. technical or motor skills and compilation outcomes d. cognitive
and declarative outcomes ANSWER: b

25. John Anderson’s ACT theory describes learning as a process across three stages. Which of these
stages is NOT part of the ACT theory? a. declarative knowledge b. knowledge compilation c. adaptive
knowledge d. procedural knowledgeANSWER: c

26. What is the first stage of the ACT theory? a. knowledge compilation b. declarative knowledge c.
procedural knowledge d. knowledge acquisitionANSWER: b
27. What conclusions would you draw from the adaptive character of thought theory (ACT theory)? a. It
suggests that motivational interventions might be more or less effective depending on the stage of
learning. b. It recognizes that learning is a stage-like process that involves four important stages. c. It
indicates that similar types of learning take place at different stages throughout the learning process. d.
It relies on a complete assessment of the training needs of the participants prior to designing the
training event.ANSWER: a

28. Which of the following is NOT an implication you would draw from understanding Kolb’s learning
styles theory? a. trainees differ in the way they prefer to learn b.training methods should be aligned with
the trainee’s learning preferences c. a trainee’s learning style is related to how trainees acquire
knowledge in training and how they use information on the job d.training design should consider so-
called learning modesANSWER: c

29. Which psychologist’s theories support the following statement: “Learning is a relatively permanent
change in behaviour in response to a particular stimulus or set of stimuli”? a. Alfred Adler b. Burrhus
Frederic Skinner c. Clayton Paul Alderfer d. Sigmund FreudANSWER: b

30. The conditioning process includes three distinct yet connected concepts. Under which concept would
a trainer reward each step as the trainee masters it in completing a complex task? a. shaping b.
generalization c. chaining and generalization d. conversionANSWER: a

31. You have been asked to write a short report highlighting key points on how condition theory
principles may be used intraining. Which of the following points is NOT likely to be included in your
report? a. training material should be broken up into logical parts b.trainees should be rewarded and
encouraged throughout the training process c. generalization means that the conditioned response
occurs in circumstances different from those in the training environment d.trainees should only be
rewarded when they are able to generalize concepts learned in the training processANSWER: d

32. Which of the following best describes the conditioning theory concept known as generalization? a.
the conditioned response occurs in circumstances different from those during learning b. the
reinforcement of each step in a process until it is mastered c. the reinforcement of entire sequences of a
task d. the desired behaviour that is associated with a learning outcomeANSWER: a

33. John, a novice sky diver, is told by his close friends that given the level of training he has received he
should be able to perform his first jump “without any problems.” From a training and motivation
perspective, what are John’s friends trying to do? a. increase John’s self-awareness b. increase John’s
chaining ability c. increase John’s self-efficacy d. increase John’s self-regulationANSWER: c

34. Observational learning requires four key elements: attention, retention, reproduction, and
reinforcement. What type of activity is associated with reproduction? a. employees must be aware and
observe the behaviour b. employees must observe and encode the behaviour c. employees must
practise and rehearse the behaviour d. employees must continue to apply the behaviourANSWER: c

35. What additional input must be incorporated into social cognitive theory for observed behaviours to
be attempted? a. self-motivation b. self-assessment c. self-regulation d. self-efficacyANSWER: d

36. You just found out you are going to lead a training class made up primarily of adult learners. You
recall from a previous training and development class that significant differences exist in the design and
delivery of training programs geared toward adults versus children. Which of the following statements
about how you should approach the training is NOT congruent with adult learning theory? a. develop
training content around theoretical frameworks versus work-related needs and interests b.include the
trainees in the design and delivery of the training program c. include the trainees in the needs analysis
process d.attempt to explain the value of the training program and, when possible, incorporate the
experiences of the trainees and use them as examplesANSWER: a

37. In which two ways are motivation theories categorized? a. extrinsic and intrinsic theories b. process
and need theories c. mastery and performance theories d. Maslow’s need hierarchy and expectancy
theoryANSWER: b

38. How does ERG theory differ from Maslow’s need theory? a. ERG theory provides a rigid hierarchy of
needs in which one must move up the hierarchy in a lock-step fashion. b.Maslow’s need theory assumes
that a lower-level need must be gratified before a higher-level need becomes motivational. c. ERG theory
states that if individuals are unable to satisfy a higher-level need, the desire to satisfy a lower-level need
will decrease. d.Maslow’s need theory has the basic premise that physiological needs have the greatest
motivating potential.ANSWER: b

39. What type of motivation theory is expectancy theory? a. need b. goal c. process d. expectation
ANSWER: c

40. The textbook identifies two forms of motivation: extrinsic and intrinsic. Which of the following
statements represents a form of intrinsic motivation? a. Marie receives a 10% pay increase b. Marie is
offered a much better pension plan c. Marie is promoted to a senior VP position with a much higher
salary and a special parking spot d. Marie feels a sense of accomplishment when one of her mentees is
promoted into managementANSWER: d

41. What is the equation for effort within expectancy theory? a. Effort = Probability × (Valence/Mastery)
b. Effort = Expectancy × (Mastery + Valence) c. Effort = Probability × (Valence – Instrumentality) d. Effort =
Expectancy × (Instrumentality × Valence)ANSWER: d

42. The major implication of expectancy theory as it relates to training is that it revolves around which of
the following? a. the trainee’s motivation to attend a training program, to learn, and to apply what is
learned on the job b. the likelihood that training probabilities can be determined for the trainee without
the use of subjective measures c. the attractiveness of training consequences or second-level intrinsic or
extrinsic outcomes for the trainee d. the subjective ratings for the trainee associated with the
attractiveness of second-level training outcomesANSWER: a

43. According to goal-setting theory, goals can be motivational if they have some specific characteristic.
Which of the following would NOT be considered one of those characteristics? a. time-bound b.
challenging c. proximal in design d. supported with feedbackANSWER: c

44. John wants to be a member of Canada’s Olympic hockey team in ten years. What kind of goal is John
pursuing? a. mastery b. distal c. proximal d. performance

ANSWER: b

45. How is the concept of training motivation defined? a. trainees’ beliefs about how their behaviour is
controlled b. the direction, intensity, and persistence of learning-directed behaviour c. the motivation
that stems from a direct relationship between a worker and the task d. the relationship between worker,
task, and valenceANSWER: b

46. Training motivation is synonymous with which of the following? a. motivation to learn b. motivation
to train c. motivation to perform d. motivation to changeANSWER: a

47. What training conclusions can be drawn for individuals with an internal locus of control? a. they tend
to have lower self-efficacy for training b. they tend to have higher training motivation c. they tend to
have higher anxiety about training d. they tend to make a weaker link between effort and
trainingANSWER: b

48. Which of the following statements is correct in relation to goal orientation? a. mastery goals are
needs-oriented and focus on learning processes b.mastery or performance goals have no impact on
learning outcomes c. goal orientation may influence task performance as well as cognitive, affective, and
motivational processes d.when learning to perform a new task, setting a difficult performance outcome
goal has been found to be detrimental for performanceANSWER: c

49. Training leads to declarative knowledge, the acquisition of skills and abilities, and the retention of
both over time. According to the model of training effectiveness, what other factor does NOT impact a
trainee’s ability to learn and retain information and knowledge? a. a trainee’s attitude toward his/her job
b. a trainee’s “self-belief” c. a trainee’s mental ability d. organizational effectivenessANSWER: d

50. Marie, a fourth-year human resource student, is able to comprehend and summarize Chapter 3 of
the textbook to a very high standard. What is Marie demonstrating? a. intellectual capital b. human
capital c. cognitive ability d. psychomotor abilityANSWER: c

51. A trainee’s attitude influences his or her learning. Which of the following attitudinal factors are
supportive of learning? a. organizational engagement, job satisfaction, and job involvement b. learning,
intrinsic motivation, and intellectual capital c. training and development, locus of control, and self-
efficacy d. learning, individual behaviour, and performanceANSWER: a

Chapter 4 - Training Design

2. In a way, training objectives serve to connect the needs analysis process with other elements of a
training program. a. True b. False ANSWER: True

3. A training objective has five key elements of the desired outcome, including who is to perform the
task, what is the behaviour to be observed, when and where the behaviour is displayed, and why the
behaviour is important. a. True b. False ANSWER: False

4. “Paul will be able to call 20 customers per day from a pre-assigned list of potential customers.” This is
an example of a well-written training objective. a. True b. False ANSWER: False
5. A well-written training objective should contain some kind of observable action with a measurable
criterion indicating to the trainee and trainer the conditions of performance. a. True b. False
ANSWER: True

6. ABC Ltd. has made a strategic decision to expand into China. As such, it made the decision to provide
six managers training in basic Mandarin. Given this training decision, ABC Ltd. should purchase the
program from an outside supplier. a. True b. False ANSWER: True

7. There are many advantages to purchasing “packaged training programs.” However, the most
significant advantage is that these packages often align with internal organizational norms, language, and
values. a. True b .False Answer : False

8. Internally developed training programs have many advantages over packaged programs including
security and confidentiality. a. True b. FalseANSWER: True

9. A request for proposal often provides very broad details associated with training needs of an
organization. As a result, only about five percent of proposals are accepted by organizations. a. True b.
FalseANSWER: False

10. Failure to prepare a comprehensive request for proposal may result in organizations purchasing a
program that does not address the underlying training needs of an organization. a. True b. FalseANSWER:
True

11 Issuing an RFP may require that an organization spend resources determining its actual training needs
and identifying training solutions required from vendors and consultants. a. True b. FalseANSWER: True

12. Of the three broad training methods, the textbook concludes that “off-the-job” training methods are
the most effective. a. True b. FalseANSWER: False

13. Coaching and performance aids are two examples of blended training. a. True b. FalseANSWER: False

14. The notion of metacognitive strategies includes two primary functions, control and monitoring. a.
True b. FalseANSWER: True

15. Attentional advice has been found to have a negative effect on skill-based learning. a. True b.
FalseANSWER: False

16. Overlearning is an appropriate practice condition to use in helping a lifeguard master lifesaving
interventions that maynot be used often. a. True b. FalseANSWER: True

17. According to Gagné, it is critical that trainers identify and break down tasks into individual steps
which are then organized in a logical and meaningful manner. a. True b. FalseANSWER: True

18. William, a training specialist, wants to make sure trainees are able to use particular skills across
multiple scenarios, often in situations very different from those experienced in training. This approach
relies on principles of learning associated with the notion of “routine expertise.” a. True b. FalseANSWER:
False

19. Error-management training occurs when training programs are designed so as to minimize the
likelihood of trainees committing errors during the training process. a. True b. FalseANSWER: False
21. Training design influences learning but is not likely to influence learner engagement. a. True b.
FalseANSWER: False22. Bloom’s taxonomy of learning objectives includes six main categories
(Remember, Understand, Apply, Analyze, Synthesize, and Create). a. True b. FalseANSWER: False

23. In Canada, organizations allocate 59 percent of direct learning and development expenditures to
external sources. a. True b. FalseANSWER: False

24. Training content has greater meaningfulness to trainees when it is rich in associations and it is easily
understood. a. True b. FalseANSWER: True

27. Peter is currently thinking about the numerous activities he has to do to design a training program.
Which of the following is NOT an activity Peter is likely thinking about? a. determine what content should
be provided to allow training objectives to be met b. determine how to calculate cost vs. benefits
associated with the training program c. decide how training should be provided: on-the job, off-the-job,
or e-learning d. create a statement describing what trainees should be able to do after trainingANSWER:
b
28. “The call centre operator will be able to handle 20 inbound calls per day during his/her regular shift,
using customer information software, and will be able to generate $850 in incremental revenue from
new customers.” In this scenario, what would “…..be able to generate $850 in incremental revenue”
represent? a. what the trainee will be able to do after training b. the actual behaviour the trainee will
demonstrate c. the conditions under which the behaviour will be demonstrated d. the standard by which
the behaviour will be judgedANSWER: d

29. What key component for a final written training objective would be related to the statement “Joe will
be able write a short two-page story without making grammatical or spelling errors”? a. criterion b.
performance c. evaluationd. conditionANSWER: a

30. A well-written training objective should closely resemble which of the following terms? a. adaptive
behaviour. person analysis c. task analysis d. needs analysisANSWER: c

33. Company ABC is currently experiencing a notable increase in the number of “bullying” incidents at
work. A needs analysis determines that in fact employees did not understand how their behaviour was
making colleagues uncomfortable. As a result, it decided to launch immediately a companywide training
program to address bullying at work. What would you suggest ABC’s next step should be? a. issue a
comprehensive request for proposal b. partner with a local university or college c. ask the human
resource department to do an organizational analysis d. start an organizational analysis to determine
who in the organization should lead this project Answer: a

34. What is the main reason for misalignment between a request for proposal and the actual training
program delivered to an organization? a. The organization extended its search to a limited number of
trainers. b. The organization overstated the positives of the requested training. c. The organization was
not honest about the resources it had available. d. The organization did not describe its most critical
training needs.ANSWER: d
35. You have been tasked with submitting a request for proposal (RFP) on behalf of your company and
begin to think about the process. What is likely to be the most important information that you decide
should be included in your RFP? a. determining the number of trainers required to deliver the training
program b. creating the proper scope for the project including a budget and specific training methods to
be used c. describing in detail the training needs required, and how those needs fit the overall training
strategy d. creating a vendor list to solicit vendors from both academia and industry to providefor a wide
scope of expertiseANSWER: c

36. According to the textbook, training content should be anchored on which of the following? a. the
employee who is to perform the desired behaviour b. the needs and objectives of the training c. the
standard that will evaluate the behaviour d. the time when the new content will be neededANSWER:
bCopyright Cengage Learning. Powered by Cognero.

37. A Canadian life insurance company decides to design a new sales training program for its 1000
commission-based salespeople. In the design process, the company solicits the feedback of successful
salespeople as well as sales consultants. Which of the following best describes the successful
salesperson and the external consultant? a. adaptive stakeholders b. inputs into the person analysis
process c. subject-matter experts. contingency management stakeholders ANSWER: c

38. An instructor spends one-hour lecturing students on the merits and processes required to produce a
written training objective. She then requests that students apply the lecture material by producing a
written training objective for a specific role. What technique is this instructor using? a. blended training
b. active practice c. condition of practiced. goal orientation ANSWER: b

39. Which of the following conditions of practice would be classified as a “pre-training intervention”? a.
deciding to have mastery goals in the program b. distributing practice so training may be broken up by
rest periods c. providing feedback to trainees on their ongoing performance d. ensuring the program has
elements of overlearning in its design ANSWER: a

40. Conditions of practice may be implemented during training that include the notion of “massed
practice.” Which of the following statements aligns best with what “massed practice” refers to? a.
whether the training material is learned one part at a time or in sequence b. training is conducted in one
session without breaks between sessions c. the time horizons for the segments of a training program d.
having performance becoming almost automatic in nature ANSWER: b

41. An instructor provides students with a diagram of the needs analysis process. What type of pre-
training intervention does this represent? a. metacognitive strategy. attentional advice c. advance
organizer d. psychomotor condition ANSWER: c

42. Before a training session begins, a group of trainees get together to determine and agree on team
roles and responsibilities as well as team performance expectations for the group. Which of the
following pre-training interventions is this group of trainees likely using?

a. preparatory information. B pre-practice brief c. conditions of practice d. goal orientation

Answer B

43. Which statement is congruent with the notion of distributed practice? a. learning is enhanced when
cramming is used by trainees b. learning is enhanced when material is provided in a single session c.
distributed training sessions tend to result in lower learning levels over time d. distributed training
sessions tend to result in higher learning levels over timeANSWER: d

44. Under what condition(s) would overlearning be an appropriate approach? a. performing complex
tasks under significant pressure b. performing simple tasks that are routine in nature c. performing tasks
that are done daily d. performing tasks that do not have pre-established proceduresANSWER: a

45. According to the textbook, which of the following is NOT a characteristic of effective training
feedback? a. when a response is provided correctly, provide positive feedback b. demonstrate to the
trainee how to respond correctly c. when a response is provided incorrectly, provide some element of
punishment d. provide feedback immediately after the response is providedANSWER: c

46. Margaret attended a training session designed to teach “weekend mechanics” the basics of routine
maintenance on Honda gas engines. To Margaret’s surprise, she was able to apply the same basic
principles to routine maintenance of different gas-powered engines in her garage. Which of the following
terms best captures this generalization of knowledge from Honda engines to other gas-powered
engines? a. subject-matter expertiseb. routine expertise c. adaptive expertise d. active
expertiseANSWER: c

47. What term describes the traditional approach of teaching trainees to reproduce specific behaviours
in similar settings and situations as those experienced in training? a. routine practice b. routine training
c. routine expertised. routine knowledgeANSWER: c

49. What has research concluded about active learning? a. it is effective for developing adaptive
expertise b. it is effective for learning rigid policies and procedures c. it provides the trainer with much
more control over trainees’ learning processes d. it gives trainees much less control over their learning
experienceANSWER: a

50. Which statement is supported by the notion of error management as a learning design method? a.
Error management and error avoidance are synonymous. b. The instructor should provide vague and
misleading instructions. c. The instructor should provide detailed instructions and rubrics so as to
minimize errors. d. It would be a mistake to explicitly encourage trainees to make mistakes during the
learning process.ANSWER: b

51. You have decided to incorporate error-management elements into a sales training program you are
designing. As you require senior management support for your program, you decide to put together a
short report supporting the value of including elements of error-management in your sales program.
Which of the following should NOT be included in your report? a. errors are a source of negative
feedback which can be helpful in training b. errors can be foundational in the learning process c. trainees
tend to enjoy training sessions that include error-management elements d. errors force learners to
develop error-recovery strategies which lead to improved performanceANSWER: c

52. How can error training improve learning and performance? a. Errors force trainees to learn error-
recovery strategies. b. Errors allow trainees to learn to avoid certain activities. c. Errors enable trainees
to learn how to sequence activities. d. Errors permit trainees to view themselves as human.ANSWER: a
53. Which stage in the model of training effectiveness includes elements of active practice and
conditions of practice? a. trainee characteristics b. training design c. individual behaviour and
performanced. organizational effectivenessANSWER: b

54. What conclusions can you draw from research presented in the textbook on error-management
training? a. it is effective for performance during training but not for post-training performance b. it is
more effective for tasks that require routine expertise c. it is more effective for the performance of tasks
that require adaptive expertise d. trainers should avoid using error-management trainingANSWER: c

55. Which of the following scenarios is an example of distributed practice? a. learning a complex task
one step at a time during the same session b. learning to perform a task over a number of sessions with
breaks in between sessions c. continuing to practice even when the trainee has mastered the task to a
high level d. having several trainees learn to perform a task together, also described as group
learningANSWER: b

56. What was the focus of the training program at the University of British Columbia that was mentioned
in your textbook? a. diversity trainingb. mindfulness training c. safety training d. team trainingANSWER:
b

57. What is the term describing the extent to which trainees are cognitively, physically, and emotionally
immersed in the training content and the learning process? a. active practiceb. metacognition c.
overlearning d. learner engagementANSWER: d58. Which of the following is NOT one of the categories
from Bloom’s taxonomy of learning objectives? a. synthesize b. Bloom’s Analyze c. Bloom’s Evaluate d.
createANSWER: a

59. What percentage of learning and development expenditures in Canada are allocated to external
sources? a. 19 percentb. 29 percent c. 39 percentd. 49 percent ANSWER: C