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CHAPTER FIVE: TRAINING DESIGN
MULTIPLE-CHOICE QUESTIONS
1. If a major constraint is “short lead time” (therefore there is not much time to
prepare training), one viable option is use of
A) Programmed instruction.
B) Modularization.
C) External consultants.
D) Massed practice.
Page Ref: Table 5-1, p. 147
2. When estimating training costs, it is a good idea to build in a contingency
fund of about _____ percent.
A) 2
B) 10
C) 25
D) 30
Page Ref: 150
3. When the TNA identifies different levels of KSAs among the trainees
A) Computer-based instruction could be used.
B) Training could be designed in a modular manner.
C) Small classes could be used.
D) All of the above.
Page Ref: 151
4. How many types of training objectives are indicated in the text?
A) Three
B) Four
C) Five
D) Eight
Page Ref: Table 5-5, p. 152
5. The way that trainees are required to demonstrate that they have learned a
KSA they are expected to acquire through training is called a
A) Training objective.
B) Learning objective.
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
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C) Transfer of training objective.
D) Organizational outcome objective.
Page Ref: Table 5-5, p. 152
6. How many parts are there to an effective learning objective?
A) Two
B) Three
C) Four
D) Five
Page Ref: 153
7. Which of the following statements about learning objectives is true?
A) You must always include three components: outcome, conditions, and
standards.
B) They should be general so not to limit the training.
C) Anyone reading the objective should be able to tell you what the
trainees must do to show they have learned the KSAs.
D) Specific standards are helpful but not always necessary.
Page Ref: 153-154
8. “…. read an altimeter with an error of no more than 5 feet” is an example of
what part of a learning objective?
A) Desired outcome
B) Condition
C) Standard
D) Requirement
Page Ref: 154
9. Which of the following is true with regards to learning objectives?
A) They are relatively easy to compose.
B) They contain 3 parts – desired outcome, standard, and criteria.
C) There is usually only one for a training program.
D) They are used only for skill level training.
E) None of the above is true.
Page Ref: 154
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10. “Using a standard climbing harness and spikes” is an example of what part of
a learning objective?
A) Desired outcome
B) Condition
C) Standard
D) Requirement
Page Ref: 154
11. What is missing from this learning objective? “The trainee will splice 6 sets of
wires while at the top of a telephone pole wearing all safety gear.”
A) Standard
B) Condition
C) Complete behavior
D) Nothing, it is a proper learning objective
Page Ref: 154
12. A purpose statement
A) Describes the purpose of the objective.
B) Brings all the training objectives into one statement.
C) Describes the purpose of the TNA.
D) None of the above.
Page Ref: 156
13. Which of the following statements is true?
A) Some argue that developing objectives inhibits flexibility.
B) Some argue that developing objectives is not practical in today’s
workplace.
C) The text suggests learning objectives keep the trainer focused on the
correct material.
D) All of the above are true.
Page Ref: 157
14. Training objectives provide value to
A) The trainee.
B) The training designer.
C) The trainer and the training evaluator.
D) Both A & C.
E) All of the above.
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
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Page Ref: 157
15. Which of the following statements is true?
A) Intuitive learners appreciate practical applications in training.
B) To assist active learners, have group discussion.
C) To assist global learners, provide them with lecture notes with missing
key terms, etc. and have them fill in the blanks after a module is
completed.
D) Sensor learners appreciate a theoretical focus.
Page Ref 160-161
16. ____________ learners like to learn facts and solve problems using well-
tested methods.
A) Intuitive
B) Sensing
C) Visual
D) Verbal
Page Ref: 160
17. Trainees with _______ learning style remember material best if they can see
how it is connected to the real world.
A) Global
B) Verbal
C) Sensor
D) Visual
Page Ref: 160
18. Trainees with _______ learning style remember material best if they are first
given the “big picture.”
A) Global
B) Verbal
C) Sensor
D) Visual
Page Ref: 161
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19. Trainees with _______ learning style remember material best if they are given
the opportunity to think about the new information before discussing it with
others.
A) Global
B) Verbal
C) Active
D) Reflective
Page Ref: 161
20. Which of the following statements regarding self efficacy is true?
A) Those with high self efficacy are more likely to learn, but not
necessarily transfer this learning to the job.
B) A person’s self efficacy is almost impossible to change in adulthood.
C) It can be improved through vicarious learning.
D) Self efficacy is similar to Expectancy 2 in Expectancy theory.
21. Expectancy 1 is the belief that
A) Desired performance will lead to desired outcome.
B) Training will lead to desired outcome.
C) Trainees should be aware of what can be achieved.
D) Effort will lead to desired performance.
Page Ref: 163
22. Without _____, it is very difficult to evaluate training.
A) Personnel objectives
B) Performance appraisals
C) Organizational outcomes
D) Learning objectives
Page Ref: 167
23. Asking trainees to think about events in their past that are related to the
content of the training is designed to facilitate
A) cognitive organization.
B) symbolic coding.
C) symbolic rehearsal.
D) A & B.
E) All of the above.
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Page Ref: 169
24. At which point should trainees be notified of the training objectives?
A) When they are notified they will be participating in a training program
B) At the onset of training
C) After the completion of the training
D) It doesn’t matter as long as the trainees’ supervisor is aware
E) Both A & B
Page Ref: 170
25. Before a training session, a trainee should be provided with the
A) Training objectives.
B) Training agenda.
C) Training manual.
D) Both A & B.
Page Ref: 170
26. 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: 171
27. Converting the external world into our own mental language is called
A) motivation.
B) cognitive organization.
C) symbolic coding.
D) symbolic rehearsal.
Page Ref: 171
28. ____ is practicing symbolically and _____ is the transformation of the
learning into actual behavior.
A) Symbolic coding; rehearsal behavior
B) Symbolic rehearsal; behavioral reproduction
C) Symbolic rehearsal; symbolic behavior
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D) Cognitive rehearsal; behavioral reproduction
E) Cognitive organization; reproduction
Page Ref: 171-172
29. Which macro theory of training design is outlined in the text?
A) Elaboration theory
B) Systems theory
C) Gagné-Briggs theory of training design
D) Social learning theory
E) Both A & B
Page Ref: 173
30. Elaboration theory is relevant for
A) Simple tasks.
B) Complex tasks.
C) Attitudinal training.
D) A & B.
E) All of the above.
Page Ref: 173
31. Sequencing in elaboration theory is the process of
A) How to seat trainees for the most impact.
B) How to organize the training to be assured everyone has the
opportunity to speak.
C) How to group and order the content of training.
D) Assigning trainees to groups.
Page Ref: 173
32. In the elaboration theory of training design, SCM refers to
A) The sequencing conditions method.
B) Sequencing cognitive material.
C) The simplifying conditions method.
D) Simple cognitive material.
E) None of the above.
Page Ref: 174
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