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33. In the elaboration theory, the process of identifying the simplest version of a
complex task which is still representative of the total task is called
A) Epitomizing.
B) Elaborating.
C) Extrapolating.
D) Cognitive simplification.
Page Ref: 175
34. In the elaboration theory, the process of identifying progressively more
complex versions of the task is known as
A) Epitomizing.
B) Elaborating.
C) Extrapolating.
D) Cognitive extrapolation.
Page Ref: 175
35. The text discusses the process in the elaboration theory of having an air traffic
controller presented with a simulation where only one aircraft is on the screen
and there is no wind or other adverse weather conditions. This type of task is
called the
A) Relevant task.
B) Epitome.
C) Elaboration.
D) Extrapolation.
Page Ref: 175
36. The Gagné-Briggs theory of training design is applicable to
A) Cognitive learning.
B) Behavioral learning.
C) Attitudinal learning.
D) All of the above.
Page Ref: 175
37. The micro theory of training design proposed by Gagné-Briggs has ____
events of instruction.
A) Three
B) Four
C) Eight
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D) Nine
E) Twelve
Page Ref: 175
38. The final event in the Gagné-Briggs model is to
A) Elicit performance.
B) Provide feedback.
C) Assess performance.
D) None of the above.
Page Ref: Table 5-10, p. 176
39. Incorporating _____ into training requires that the training content be
extended to include learning when and why the use of a skill or knowledge is
appropriate and the task-relevant strategies for planning, monitoring, and
revising behavior.
A) Expectancy theory
B) Team building
C) Strategic human resource management
D) Strategic knowledge development
Page Ref: 179-180
40. When examining transfer of training, how many possibilities are there beyond
“positive transfer”?
A) One
B) Two
C) Three
D) Four
Page Ref: 180
41. If after training, the trainee is performing at a level lower than before, this
means that there is (are)
A) Zero transfer.
B) Negative transfer.
C) Obstacles in the system preventing transfer.
D) Negative outcomes associated with the trained behavior.
Page Ref: 180
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
53
42. How many extra steps are required when doing strategic knowledge training,
compared to traditional training?
A) One
B) Two
C) Three
D) None, each step has more information provided but there is the same
number of steps
Page Ref: Table 5-12, p. 181
43. Should training be designed to teach everything together or the individual
component parts?
A) Everything together, the “big picture”
B) The component parts
C) It depends on the trainer
D) It depends on the task
Page Ref: 181-182
44. Which of the following terms is used to reflect maximizing the similarity of
the training to the job?
A) Identical elements
B) Increased similarity
C) Repetitive responding
D) Identical skills
Page Ref: 183
45. _____ is particularly valuable for tasks that are not used frequently or if the
opportunity to practice them is limited.
A) Massed practice
B) Over learning
C) Whole learning
D) Spaced practice
Page Ref: 183
46. _____ is the process of providing trainees with continued practice far beyond the
point at which the trainees have performed the task successfully.
A) Effective training
B) Inefficient training
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
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C) Over learning
D) Maximized similarity
E) Mass production training
Page Ref: 183
47. Often training is intended to give trainees concepts and principles they can use
to address a wide variety of situations they will find on the job. In these cases,
the training should use the _________ approach.
A) Identical elements
B) Global positioning
C) General principles
D) Repetitive responses
Page Ref: 184
48. The process of relapse prevention was
A) Not very effective until combined with expectancy theory.
B) Not at all effective alone
C) More effective when combined with goal setting.
D) Only effective for blue-collar training.
Page Ref: 184-185
49. To facilitate transfer, support from _________ should be incorporated into the
training design.
A) Supervisors
B) Peers
C) Trainers
D) Both A & B
E) All of the above
Page Ref: 187-188
50. The perception of salient characteristics of an organization is
A) Culture.
B) Environment.
C) Climate.
D) Surroundings.
E) All of the above.
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
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Page Ref: 189
51. Organizational culture can be described as
A) Shared basic assumptions.
B) Shared values or understandings.
C) A pattern.
D) All of the above.
Page Ref: 189
TRUE/FALSE QUESTIONS
52. ____Classical conditioning issues are not relevant for consideration in training
as it is the most basic of learning which we have no control over.
53. ____Individuals who are given hard or challenging goals perform better than
those given easy goals.
54. ____Cognitive organization is where you rehearse in your mind how to do the
task being trained.
55. ____Guided discovery is a method for facilitating symbolic coding.
56. ____In the elaboration theory of design, the epitome is the most important
concept.
57. ____Gagné-Briggs nine events of instruction is a macro theory of design.
58. ____The simplifying conditions method (SCM) is relevant to the Gagné-
Briggs nine events of instruction.
59. ___The final event in the Gagné-Briggs nine events of instruction is “enhance
retention and transfer.”
60. ____Massed practice is another term for overlearning.
61. ____Negative transfer occurs when the trainee goes back on the job and there
is no change in his performance level.
62. ____Goal setting, when combined with relapse prevention, is effective at
facilitating positive transfer of training.
63. ____One of the key determining factors for the successful transfer of training
is supervisory support.
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
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64. ____Reward systems should be aligned to support the behaviors learned in
training.
65. ____Changing the organizational culture can be done quickly through training
Answer: (F; p. 189)
66. What is a “sit-in” and what are the conditions necessary for it to be effective?
67. When should the whole learning method be utilized?
68. Understanding the various factors that facilitate learning is one of the outputs
of the design phase. What are the other two outputs? Describe them.
69. Why are peer support and supervisor support important to the transfer
process?
Supervisor support is important because if supervisors set goals and
reinforce appropriate behaviors learned in training, it will facilitate
transfer.
ESSAY QUESTION
70. List two of the organizational/environmental constraints and three of the
trainee population constraints to training and suggestions for how to handle
each.
