26. Which of the following best describes the cognitive approach to
training?
A) Subject-oriented
B) Formal, authority-oriented, judgmental, and competitive
C) Interactive, group, project-oriented, and experiential
D) Relaxed, mutually trustful, respectful, and collaborative
E) Both C & D
Page Ref: Table 3-2, p. 71
27. A basic premise in Social Learning Theory is
A) A person can only learn by behaving in some way.
B) A person can learn merely through observation.
C) Events can be learned without being processed.
D) Consequences of behavior do not influence learning.
Page Ref: 73
28. In social learning, theory retention has three phases which are
A) Attention, symbolic coding, behavioral reproduction.
B) Recognize, recall, retain.
C) Attention, motivation, symbolic coding.
D) Symbolic coding, cognitive organization, symbolic rehearsal.
E) None of the above
Page Ref: Figure 3-5, p. 73
29. Symbolic coding is
A) The second stage of attracting attention.
B) Where you rehearse in your mind how to “do it.”
C) Part of the retention process.
D) A design method for assuring learning.
Page Ref: 74
30. Asking trainees to provide examples of how the knowledge being
trained relates to what they already know facilitates
A) Chaining.
B) Verbal association learning.
C) Cognitive organization.
D) Operant conditioning.
Difficulty: Moderate
Page Ref: 74
31. The Gagné-Briggs theory of instructional design
A) Has three events: attention, retention, and behavioral
reproduction.
B) Has “gaining attention” as its first event.
C) Is only useful for designing effective lectures.
D) Both A & B.
Page Ref: Table 3-3, p. 76
32. Gagné-Briggs’ micro theory of instructional design
A) Is useful for understanding learning but not for development
of training.
B) Is a guide for designing training events in each module of the
training program.
C) Is similar to the ERG theory of motivation.
D) Focuses on the content of the training, not the training process.
Page Ref: 76
33. The power that a group has over its members was first noted in which
studies of the 1920’s and the 1930’s?
A) Watson studies
B) Hawthorne studies
C) Pajama factory studies
D) Group norm studies
Page Ref: 78
34. The power of the group comes from the group _______ members that
follow group norms, or _______ those that do not.
A) Punishing; rewarding
B) Rewarding; training
C) Requesting; training
D) Rewarding; punishing
Page Ref: 78
35. Resistance to learning occurs when
A) The trainee is not motivated.
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B) The trainee does not have the necessary prerequisite KSAs.
C) The environment is not conducive to learning.
D) There is little or no supervisor support.
E) All of the above.
Page Ref: 78-79
36. Which studies compared the effects of participation vs. no
participation in organizational change endeavors in the 1940’s?
A) The Pajama factory experiments
B) The Hawthorne experiments
C) The Bandura experiments
D) The OD experiments
Page Ref: 78
TRUE/FALSE QUESTIONS
37. ___The best way to improve employee performance is to “copy” a
successful organization’s motivational tactics.
38. ___Performance is a function of motivation times KSAs.
39. ____Needs theories attempt to describe and explain how a person’s
needs are translated into actions to satisfy their needs.
40. ___Relatedness is the middle need in Alderfer’s needs theory.
41. ___Negative reinforcement reduces the likelihood that a behavior will
be repeated.
42. ____Punishment is an undesirable management and training tool.
43. ____Expectancy theory is the most popular need theory today.
44. ___Self-efficacy is an important concept in understanding motivation.
45. ____One of the differences between the behaviorist and cognitive
approach to learning is that the cognitive approach is more subject
oriented and developed by the instructor.
46. Explain ERG theory.
47. Explain Social Learning Theory.
48. Two definitions of learning were presented in the text; one was
behavioral and one was cognitive. Explain each and indicate the major
difference between these definitions and what the training implications
of each are.
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