HN 2150 Midterm Exam Review Questions

Chapter 1
1. Describe the relationship between the HR and the HRD functions in a large organization.
How might a small organization handle the responsibilities of these two areas?
HR deals with the day to day operations of the human resources department. This curriculum would
include business law, compensation, employee relations, benefits, and medical, etc. HR focuses on
whom you hire, whom you fire and remediation to employees who need discipline and retooling to
continue their employment.
Human Resource Development deals with the training, the developmental aspect of employees and
optimizing work performance. Most HRD curriculum includes classes like Training & Development,
organizational development, etc. HRD is more proactive; it copes with the changing needs of the
people as well as anticipates these needs and HRD is function more independent with separate roles
to play.
Unfortunately, small organizations lack the resources to establish training and development for their
staff on a large scale. Every business handles the HR function, however often of times the
funding/resources dictate the level of HRD a smaller organization can offer.

2. Review the material in Training in Action 1-2. Assume you were hired to develop a training
program for these Customer Service Representatives. Write down the four most important
knowledge, skills, or attitudes that you believe your training design must address and your
reasoning for selecting these.
Technical skills. To be efficient and effect at your job, you must have a strong knowledge base of
your position. The CSRs are lacking in knowledge which intern results in a domino effect of other
problems. Learning and procedural guides should be constructed and a mentoring, buddy system for
the new staff. If the CSRs are presented with a reoccurring question, this may indicate a program
that can be solved before the student arrives at the university, or a registration layout problem.
Communication Skills. In order to be able to relay the required information to the student the
employees must be able to communicate effective and clearly to the student, what they are asking.
Without the proper ability to communicate the employee can have all the required knowledge,
however the student would still be asking questions. I would accomplish this task by role playing
exercises at seminars, also once communication skills have improved implementing a mentoring
program for new staff.
Personal Acknowledgement. We must remember that it is the CSRs (registration office) who are the
front line people the backbone of the University. This is where most students obtain their first
impression of the university. Which as a result this is the location in which conflict arises, where is

my student loan? What time is registration? Where is registration? I should be exempt from this
course, who do I talk to? I need a credit memo? Etc. The staff must realize there importance to the
organization, this can be accomplished by acknowledgment and recognition of students registered at
meetings. Often of times at meetings I attend I hear about the great job the SDOs are doing, bring in
more students, however never a mention to any other group.
Program/Operational Review. New techniques, new programs, new information, more and more
information. Regular department meetings so the group can discuss problem areas and potential
solutions. The group meetings, acts as a bonding exercise, puts everyone on the same page, also
when a new procedure is developed and it generated from the staff rather than dictated by a manager,
the staff feel that they were a part of the solution and a team.
3. What are the differences between Organizational Development practitioners and Trainers
that make it so difficult to get along, given they are both working toward the same goal,
organizational effectiveness. Table 1-2 summarizes the answer (p.24)
Differences between OD Practitioners and Trainers
Issues

OD Practitioners

Trainer

Role

Strategic

Tactical

Client

Top management

Middle-to-lower-level
management

Response to problems with

organizational politics,
structure, ect.

Challenge and confront

Work around or within the

system

Organizational perception

Overly analytical

Gets things done

4. Explain, with the use of a diagram, the key concepts of the open systems model.
Open systems have a dynamic relationship with their environment, while close systems do not. The
diagram indicates the system is open to influences from its environment and, in fact, depends on the
environment for the input that keeps the system active. The environmental inputs are transformed
into outputs for the systems processes. Outputs flow out to the environment and may or may not
influence future inputs into the system.
General Open System Model
Open System
Input-------------------------Process-----------------Output

-------------Systems External Environment---------------5. Describe how the model of training processes serves as a problem solving tool. Include a
brief explanation of each of the five phases.
Needs Analysis
Phase
Input- ProcessDesign Phase
Input-Process-Output

Triggering
Event

Development
Phase
Input- ProcessImplementation
Phase
Input- ProcessEvaluation
Process
Input- Process-

Triggering Event: the identification of a potential organizational performance gap.

Design Phase: a systematic process for determining training objectives and the most effective
method(s) to use (given organizational constraints) to achieve the objectives.
Program Development: putting together all the relevant material for the training.
Implementation Phase: dry run, pilot testing and the actual training.
Process Evaluation: examination of the way training was conducted to determine whether it met the
expectations based on the design.
The training process model serves as a problem solving too because it is a basic outline that if
followed correctly, can aid in the overall training process. There are 5 steps in the training process
model and they are, needs analysis phase, design phase, program development, implementation
phase, and the evaluation phase.
The analysis phase is the first and perhaps the most important step in the training process model. In
this stage, the problem would need to be identified correctly so the training process model actually
corrects the problem.

In the design phase the training objectives are developed. By designing training objectives, it creates
a blueprint in terms of who/what will be trained and how. These objectives specify the employee
and organizational outcomes that should be achieved as a result of training.
The second part of the design phase is to recognize the factors that are needed in training program to
facilitate learning and its transfer back to the job, including other ways of instruction.
The development phase consists of the order, timing and combination of elements to be used in the
training program. The inputs for this phase are the outputs from the design phase. The outputs from
this stage are the inputs for the implementation phase. The outputs are specific content, instructional
methods, materials, equipment and media, manuals, and facilities integrated into a training plan
designed to achieve the training objectives.
The implementation phase is where all the aspects of the training program come together. However,
one should not assume that everything planned will happen. It is useful to carry out a test run of the
program.
Finally, the evaluation phase is the final phase of the training process model. However, even though
this phase is at the end, it actually begins during the development phase. Time, money and staff all
affect how training is evaluated. There are two types of evaluation: process evaluation and outcome
evaluation.
Process evaluation determines how well a particular process achieved its objectives (i.e. outputs).
Collecting and analyzing process data can provide early warning of potential problems in the
training program.
Outcome evaluation is the evaluation conducted at the end of training to determine the effects of the
training on the trainee, the job and the organization. This type of evaluation uses the training
objectives as the standards. This type of evaluation can also be used to improve the training
process. By itself, outcome evaluation cannot provide enough information for program
improvement, however, when you use both process and outcome evaluation they serve as a powerful
tool.
6. The Sales Manager is in your office to discuss training his staff but he is very skeptical
Explain the benefits of training to him.

Improved Quality of Work

Improved capacity to deal with change in the workplace

Improved capacity to use new technology in the workplace

Increased outputs of products and services

Reduced time per task

Reduced error rate

Better health and safety record

Reduced waste in the production of goods and services

Increased customer retention

Increased employee retention

7. Explain the difference between Knowledge, Skills, Attitude and Competencies.

Knowledge is an organized body of facts, principles, procedures and information that has been
acquired over the years. Skills are the capacities needed to perform a set of tasks that are developed
as a result of training and experience. Attitudes are the employee beliefs and opinions that support or
inhibit behavior. Competencies are the integrated sets of knowledge, skills and attitudes that are
required for a person to be successful in performing a group of related tasks (ie. his or her job)

Chapter 3
1. What is the purpose of a TNA? Is it always necessary? Explain 5 sources for locating
performance gaps?
A training needs analysis is a systematic process for determining the cause of a performance gap. A
TNA is important because it helps determine whether training can correct the performance problem
and help close the performance gap identified. A thorough TNA accomplishes the following:
1.
2.
3.
4.

Increases the chances that the time and money spent on training is spent wisely,
Determines the benchmark for evaluation of training
Increases the motivation of participants, and
Aligns training activities with the companys strategic plan

TNAs are not necessary in cases where it is prudent to train all employees on things such as
policies and legal requirements ie. Sexual harassment.
Five sources for locating performance gaps are:
1. Organizational goals. This data source suggests where training emphasis should be placed.
Company objectives and budgets provide information on both standards and direction.
2. Labour inventory. This source helps HRD identify where training is needed because of
retirement, turnover, age, etc.
3. Organizational climate indicators (such as: labour - management data, strikes, lock-outs, etc.;
grievances; employee turnover; absenteeism; suggestions; productivity; accidents; short-term
illness; attitude surveys). These quality of working life indicators at the organization level
provide indicators of organizational performance gaps. Indicators relating to work
participation or productivity are useful in discrepancy analysis and in helping management
set a value to the behaviors it wishes to improve through training.

4. Analyses of efficiency indexes (ie. Costs of labour, quality of product, waste)

5. Changes in system or subsystem. New or changed equipment may indicate that training is
needed.

2. What is the difference between proactive and reactive TNA? When is proactive better?
A proactive TNA focuses on anticipated or probable performance problems in the future. The human
resource department is highly involved in this stage in the development of strategic planning (SWOT
analysis).
In reactive TNA, the performance discrepancies are already present thus already identified by a
trigged analysis. Once the problem is isolated, the company has to determine whether it is worth
fixing or determine the training needs to help bring the performance for the company up to the
desired levels.
Proactive is always better, since to makes you think about potential problems, you have to anticipate
an unknown event and be prepared.

3. Explain five sources of data for person analysis and their training need implications.
Data Sources for Person Analysis (Page 94)
Sources for Obtaining Data
1. Supervisor Performance Appraisals
2. Observation Work Sampling

3. Interviews/Questionnaires

4. Attitude Surveys

5. Coaching

Training Need Implications

Use if done specifically for TNA, the proper
questions would have to be asked.
More subjective technique but provides both
employee behavior and result of the behaviors.
This is useful in customer service positions.
Individual knows the task at hand and what
areas of training are required. This maybe a
motivation technique if presented in the correct
way. Only works if the employee is honest.
Useful to determine morale, motivation, and
satisfaction of employees, however bench
mark levels and scales have to be clearly
defined.
Like the interview, however the employee must
be carefully in the selection of the coach so
that the employee is training in the correct way.

4. What are competencies and why are they popular in training departments? How are
competency models related to job analysis?
A competency is a set of knowledge, skills, and attitudes that enable a person to be successful at a
number of similar tasks. They are popular in training departments because KSA helps identify high
performers from average performers. Competency models are related to job analysis by exhibiting
the following characteristics:

They are more general in nature.

They show a longer-term fit.
They include knowledge, skills, feelings, and motivation.
They tie into corporate goals.

5. To obtain person analysis data, why not just use the performance appraisal completed by the
supervisor? How can you obtain the best information possible if performance appraisal data
must be used? How do self-ratings fit into this approach?
To obtain person analysis data, it wouldnt be a accurate to use the performance appraisal completed
be the supervisor because these ratings suffer from lack of reliability and validity for a number of
reasons:

Lack of supervisor training on how to use appraisals

Lack of opportunity for the supervisor to see substantial amounts of a subordinates
performance
Rater errors such as bias and halo and leniency effects, among others
Poorly develop appraisals and appraisal processes

To obtain the best information possible if performance appraisal data must be use is when appraisal
instruments are develop properly and process of completing them followed conscientiously,
performance appraisal can be valuable. Some things that can be done to minimize problems with
supervisor ratings are:

Have the appraisal system relevant to the job, to be acceptable to both the employee and
supervisor
Be sure the supervisor has access to relevant information to make accurate appraisals
Provide incentives for supervisors to complete accurate ratings, such as use the performance
appraisal for TNA only.

Self-ratings fits into this approach by determining a employee needs, evidence also show that the
inflated ratings are a function of the rating instruments rather than the person attempting to sound
better. Also when self-raters understand the performance system, they are more likely to agree with
supervisor ratings.

6. Analyze the job of student. What are the duties and tasks required? From these tasks, list
the KSAs that students need. Are you deficient in any of these KSAs? Now identify and list the
workshops offered to students to help them be successful. Are these relevant to the KSAs you
identified? What additional programs would you recommend be offered?
The duties and tasks required of a student are, to attend class and complete all homework,
assignments and test by due date, to be attentive and respectful of others and to gain knowledge in a
specific field.
Things that a student needs to know are their class schedule, their rights and responsibilities, their
instructors and their required text books. Skills that a student requires would be, organization skills,
listening skills, reading and writing skills, problem solving skills, professionalism, and time
management skills. Lastly, attitudes that a student needs are, a respectful attitude, friendly and an
overall positive attitude, as well as a motivational attitude.
Workshops that are offered to assists students to be successful are disability services, student
development services, library services, and student success centers.
These are relevant to the KSAs identified because they all specialize in different areas with qualified
individuals to assists students in their troubled area. For example, if a student had trouble with math,
they could go to the student success center to apply for a tutor. As listed above, if a student also
needs assistance in their personal life, there are guidance counselors on the campus that can assist
the student. As well, the student services has information on other services that can be provided if
need be. Additional programs that I would recommend are on-line services. Students completing a
course on-line are almost left in the dark.
7. Define criterion relevancy, criterion deficiency and criterion contamination. How do they
affect criteria development for training?
Criterion Relevancy: the portion of the ultimate criterion that we are able to measure with our
actual criterion.
Criterion Deficiency: the portion of the ultimate criterion that is not measured by the actual
criterion.
Criterion Contamination: the portion on the actual criterion that is not related to the ultimate
criterion (true performance).

Criterion relevancy affects the criteria development for training by it represents the validity of the
actual criterion. Given that we can never measure the ultimate criterion, an empirical measure of
this validity (a correlation between the ultimate criterion and actual criterion) is not possible. This
problem illustrates the need for logical and rational analysis in developing the actual criterion to
obtain the best approximation of the ultimate criterion.
Criterion deficiency is the part of the ultimate criterion that we miss when we use the actual
criterion, or the degree to which we are not measuring important aspects of performance. The
factors that make up a trainees ability to produce parts with a tolerance of a few thousandths of a
centimeter are more complex than simply being able to do it under ideal testing conditions.
Criterion Contamination; there are 2 main categories of contamination. They are error and bias.
Error is random variation. It is, by definition, not correlated with anything, and therefore, not as
great a concern as in bias. Error lowers validity but does not cause misrepresentation of the trained
evaluators, poorly developed instruments, or other factors could also cause high error content. When
the contamination is bias rather than error, it means you are measuring something rather than what
you want to measure. A large amount of contamination will lead to erroneous conclusions about the
object you are measuring. Four sources of such bias are opportunity bias, group characteristic bias,
bias in ratings, and knowledge of predictor bias.
When certain individuals have some advantages that provides them with a higher level of
performance, irrespective of their own skill level, opportunity bias occurs.
If something about the group creates higher (or lower) performance, irrespective of an individuals
capability, that is called group characteristic bias.
Bias in performance ratings is that portion of the actual criterion not correlated with the ultimate
criterion but correlated with variables used by raters in their subjective judgments.
(All examples of bias are on page 91)

8. Explain the difference between operational analysis, organizational analysis and person
analysis. Give examples of each.
An organizational analysis focuses on the strategies of the organization, the resources in the
organization, the allocation of these resources, and the total internal environment. It should be able
to provide information about the following:
1.
2.
3.
4.

The mission and strategies of an organization,

The resources and allocation of the resources, given the objectives,
The factors in the internal environment that may be causing the problem, and
The impact of the preceding factors on developing, providing, and transferring the KSAs to
the job if training is the chosen solution to the performance gap.

When a performance gap is identified, an operational analysis is conducted in conjunction with the
organizational analysis in order to fully understand the nature of the performance gap. The

10

operational analysis determines exactly what is required of employees in order for them to be
effective. The competencies and KSAs necessary to reach or exceed expected performance are
determined. Data sources for operational analyses include: job descriptions, job specifications,
performance standards, and job holders and their supervisors.
Conducting a person analysis will identify those incumbents not meeting the performance
requirements and will help determine why. Each employee is examined to determine who does not
have the necessary KSAs to meet performance expectations. Some data sources for person analysis
include: supervisor performance appraisals, performance data (productivity, absenteeism and
tardiness, accidents, grievances, waste, product quality, downtime, customer complaints),
observation work sampling, interviews/questionnaires, proficiency tests .(on job knowledge, skills,
achievement), attitude surveys, devised situations (role-play, case study, business games, in basket),
assessment centres, coaching, and MBO or work planning

Chapter 4
1. Explain five of the organizational/environmental constraints to training that are identified in
the text and provide suggestions on how to handle each. Refer to Table 4.1 for a complete list
of constraints and suggestions for how to handle each constraint.
Constraint
Few trainees available at any one time
Trainees vary in amount of experience
Long lag between end of training and use of
skill on the job

Suggestion for How to Handle

Use programmed instruction.
Consider modularization.
Distribute practice through the lag.
Provide refresher material or models for the
employees to follow.
Short lead time
Use external consultant or packaged training
Bias against a type of training (e.g., roleDevelop proof of effectiveness into the
play)
training package.
Use another method.
What is a learning objective? Explain its three components. Why are learning objectives
important in training?
Learning Objectives describe the knowledge, skills, and attitudes that trainees are expected to
acquire throughout the training program and the ways that learning will be demonstrated.
Learning objectives three components are:

Desired outcome What the trainee will be able to do after completing the training.
Conditions The tools, time and situation under which the trainee is expected to perform
the behaviour will occur.
Standards The level of acceptable performance or the standard against which
performance will be judged.

2.

11

Learning objectives are important from the trainee, designer of training, trainer and evaluator of
training perspectives.
The trainee benefits from learning objectives by reducing anxiety related to the unknown. It helps
focus the trainee attention, and increase the likelihood that the trainees will be successful in their
training.
The designer of the training helps guide the designer or the purchase of a training package.
With clear objectives the trainer can facilitate the learning process more effectively.
Learning objectives help define the behaviours expected at the end of training, which helps make
evaluating the training much easier.

3. Discuss the four stages in the process of retaining information taught.

The four stages in the process of retaining information taught are:
1. Activation of Memory Activation of memory is an important process that allows an
individual to relate previous training to the current knew training. This allows the trainee to
be able to apply their previous knowledge and build upon it.
2. Symbolic coding - is the translation of information into symbols that mean something g to an
individual.
3. Cognitive organization Organizing these symbols into an existing cognitive structure, by
associating with previously stored information.
4. Symbolic rehearsal and cues for retrieval visualization or imaging how the knowledge or
skill will be used.

4. How does knowledge of classical and operant conditioning assist you in designing effective
training?
Classical Conditioning- is a behaviour or emotion that takes place without awareness
Operant Conditioning is if a particular behaviour is immediately followed by a reward the
behaviour is likely to be repeated.
Having knowledge of these to conditioning can assist in designing effective training by helping
create a comfortable atmosphere for the trainees, which help then focus more on the training. Also
by knowing what trainees see as rewards and punishment and using those in the training well help
trainees participant in the training activities, and succeed in the training.

12

5. If a particular task were critical to saving a life (police officer shooting his gun, pilot
responding to an emergency), what factors would you build into the design of training to
ensure that the behaviour was both learned and transferred to the workplace?
When we build the design of training the outcome desired is a higher level of performance on the
job, Positive Transfer. By including the three following factors in the design will ensure that the
behaviour desired will be learned and transferred to the workplace.
1. Space Practice- Training is done with rest periods specifically designed into the program.
2. Part Learning- The task to be trained is broken down in two parts that are learned
separately before being put together and learned.
It is very important that the experience gained in training matches that of the actual job.
3. Knowledge of Results- Providing trainees with knowledge of how they are doing.
When these factors are included the best possible outcomes will be demonstrated at the workplace.
6. Suppose you are designing a training program for a group of forty employees. These
employees come from a wide range of ethnic and cultural backgrounds and have different
educational and experience backgrounds relative to the content area of the training. What
training design features would you use to address these constraints?
Canada has a very diverse workforce that is continuously growing. This means that there are many
different individuals that require different training. Everyone is different, many of us come from
different backgrounds, cultures and are provided with different types of educations, this means that
we all learn differently. There are two different ways to accommodate personal learning differences.
To identify these constraints, either of these two methods may be used.
1. All employees can receive the same training, but the training needs to be designed to
accommodate all learning style preferences. To address these constraints in this area, the
training design would have to include different methods of instruction.
2. The other option is to create separate training programs designed around the learning
preferences of each group.

13

Chapter 5
1. Supervisors often resist taking on the role of coach. What can organizations do to encourage
supervisors to be effective coaches?
If supervisors resist taking the role of a coach, organizations can encourage them by allowing
them to realize that coaching can be used as a motivational tool for those employees performing
adequately. They can be the supportive person for their subordinates and help them develop into
a more skilled employee. It gives the supervisor a chance to practice their listening skills,
questioning techniques and the ability to provide feedback.
2. Youve just hired a new trainer. His typical way of present is through lectures but you prefer
other methods. Explain five typical presentation errors and ways to avoid them.
(I picked 5 at random there are more if you choose to look at them)
1. Speaking in a monotone: You can listen to TV and radio commentators to pay attention to
how they change their tone. Practice fluctuating the tone and pitch of your voice on tape.
Also use pauses in your lectures.
2. Making distracting gestures: Videotape yourself to observe your own gestures. If they are
distracting to you then the trainees probably feel the same way. Find a happy medium
between gesturing and being stiff.
3. Talking with back to trainees while writing on the board or flip chart: Dont talk and
write the same time. Prepare flip charts ahead of time. If possible use overheard
transparencies.
4. Using highly technical words, unfamiliar jargon or complex sentences: If these words
have to be used, provide definitions. Simplify language so meanings are clear. Pilot test
your lecture to a similar audience.
5. Reading rather than lecturing: Prepare an outline of points to be covered rather than a
word for word script. Be familiar with your points so you can talk about it without
referencing your notes.
3. The book discusses different types of questions to be used in a lecture. Discuss five of them.
1. Closed ended question: A question that asks for a specific answer (ex: What is the
next step?)
2. Open ended question: A question that seeks an opinion and has no right or wrong
answer (ex: How would you approach this issue?)
3. Overhead question: A question directed at the whole group rather than at one person
in particular. They are non threatening because they do not require any particular
person to respond. Some trainers get nervous if their question is not answered within
10 or so seconds but it helps the trainees pay more attention to the material.

14

4. Direct question: A question asked of a particular trainee. It is used to draw out non
participators and obtain different points of view.
5. Relay question: A question from a trainee that the trainer redirects back to the trainee
group. (Ex: Trainee how would this concept work in a unionized shop? Trainer
An interesting issue. Does anyone have any ideas?)
6. Reverse Question: A question that the trainer redirects back to the trainee who asked
it. (Ex: See question above. Trainer Interesting question Bill. Your area is
unionized; how do you think it would work there?)
4. Discuss the different types of lectures and the differences between them.
One type of lecture is a straight lecture which is a presentation of information that the trainee
attempts to absorb. This typically thought of in terms of a lecturer speaking to a group of trainees
about a topic. It will be well organized and begins with an introduction that lays out the purpose of
the lecture and the topics that will be covered. Rules should be laid out. The topic content of the
lecture follows the introduction. This should be logically sequenced. The lecture would conclude
with a summary.
Another type is a lecturette has the same characteristics as the lecture but usually lasts less than 20
minutes.
Another type is the lecture / discussion method. This is a lecturette that provides trainees with
information that is supported, reinforced, and expanded on through interactions both among the
trainees and between the trainees and the trainer. The added communication has much greater power
than the lecture. It is a two way flow of communication. In this case both the trainer and the trainees
can ask questions.
Another type is the demonstration which is a visual display of how to do something or how
something works. This should be integrated with the lecture / discussion method. The trainees should
be told what the trainer is doing so they will have a better understanding of what is happening. Each
part of the demonstration should also be explained. Trainees should also be given the opportunity to
do the task and describe what he or she is doing and why.
5. Define coaching and explain its relationship with the term mentoring.
Coaching is the process of providing one-on-one guidance and instruction to improve knowledge,
skills and work performance.
Mentoring is considered to be a form of coaching in which an ongoing relationship is developed
between a senior and junior employee.
Coaching focuses on the technical aspects of the job, mentoring focuses more on the employees fit
within the organization.
Coaching emphasizes skill development and mentoring emphasizes attitude development.

15

6. Define a role-play and in doing so, be sure to identify and explain the five different types of
role-play. Include in your discuss how to use role-playing effectively.
Role-play is an enactment (or simulation) of a scenario in which each participant is given a part to
act out.
Five Types of Role-play
1 Structured Role-play:
.

A role-play that provides trainees with more detail about the situation
as well as more detailed descriptions of each characters attitudes,
needs, opinions and so on.

2
.

Spontaneous Role-play:

Loosely constructed role-plays in which one of the participants plays

him-self while the other(s) play people with whom the first trainee
interacted in the past, or will in the future.

3
.

Single Role-play:

One group of trainees role-plays for the rest, providing a visual

demonstration of some learning point.

4
.

Multiple Role-play:

The same as a single role-play except that all trainees are in groups,
with each group acting out the role-play simultaneously.

5
.

Role Rotation:

Similar to a single role-play, but after the characters interact for a

period of time, the trainer will stop the role-play and discuss what
happened so far, as well as what can be learned from it, them
continue with other trainees.

How to use role playing effectively

1. Feed back is an important component in role play
Avoid the following
1. Unrealistic or trivial scripts
2. Confusion that results from incomplete or too much misleading information
3. Confusion that how to behave in a role play because interrelationships are too complex

16

7. Briefly explain the basic lecture/discussion components and their effects on learning.
Lecture/Discussion Components

Learning Process
Affected

1.

Orientation
Presenting information so that trainees understand the
direction the lecture is headed and the organization for
getting there.

Attention

2.

Enthusiasm
Presenting information in a manner that conveys the topics
importance and inherent value.

Attention

3.

Variety
Using voice, gestures, various components listed in this
table, and audiovisual aids. For printed lectures this
component in minimized.

Attention
Retention:
Symbolic coding

4.

Logical organization
Presenting information in a logical order and providing
logical transitions between topic areas.

Retention:
Cognitive Organization

5.

Explanations
Describing facts, concepts and principles in a clear and
easily understood manner.

Retention:
Symbolic coding
Cognitive Organization

6.

Directions
Providing instructions in a manner that allows trainees to
understand what they are to do and how to do it.

Retention:
Cognitive Organization
Symbolic rehearsal

7.

Illustrations
Providing clear, interesting and relevant examples of how
information can or has been applied both correctly and

Attention
Retention:
Cognitive Organization

17

incorrectly.
8.

Compare and Contrast

Articulation the similarities and difference, advantages and
disadvantages of relevant topic areas.

Attention
Retention:
All areas

9.

Questions and Discussion

Seeking information from the trainees regarding their
comprehension and their content related ideas, and
stimulating the trainees thought processes (Socratic
questioning). This component is not possible in printed
lectures.

Attention
Retention:
All areas

10
.

Summarize
Highlighting important concepts covered in a manner that
links the topics/ideas together.

Retention:
Cognitive Organization

8. Explain in detail five different types of traditional training methods. Include how to use each
one effectively.
Five different types of traditional training methods are
1. Lecture/Discussion method
A lecturette that provide trainees with information that is supported,
reinforced and expanded on through interactions both among the trainees
and between the trainees and the trainer.
How to use lectures effectively
Pg161
2. Demonstrations
A visual display of how to do something or how something works
How to use demonstrations effectively
Tell the trainees what you will be doing
Describe what are you doing while doing it
Explain why each part of the task is performed in the way immediately after you
demonstrate a part of the task
3. Coaching
Coaching is the process of providing one-on-one guidance and instructions to
improve knowledge, skills and performance.
How to use coaching effectively

18
For coaching to be effective, a needs assessment should be conducted. Skills
require to be an effective coach are similar to those of a effective trainer. Good
questioning techniques, active listening skills and good feedback skills are
necessary for coaching.
4. Mentoring
Mentoring is considered to be a form of coaching in which an ongoing
relationship is developed between a senior and junior employee.
How

to use mentoring effectively

Top management support
Integration into the career development process
Voluntary involvement
Assignments of mentees to mentors
Relatively short phases to the program
An established orientation
Monitoring of the process

5. Use of static media

Presentations of fixed text or images such as printed matter, overhead
transparencies, pictures/slides, and computer generated projections.
Effective use of static visuals
Present one idea or concept
Print in large letters
Limit to 6 or 7 lines with 6 to 8 words per line
Use color for impact
Turn off the projector when not in use
Place the pointer on overhead instead of pointing at the screen
When a visual aid is no longer discussed remove it

9. Discuss five things you should consider when implementing Modeling Behaviour.
1. Use care in selecting the trainer/program administrator who will set up and conduct the
session. This person must be skilled and experienced with this technique.
2. Consider carefully whether this technique will meet your needs within your constraints of
time and money. Unless you can accomplish the following, you probably should not use this
technique: a) identify specific skills deficiencies, b) present a positive model of the
appropriate behaviour, c) provide the time for each trainee to practice the behaviour under the
watchful eye of the trainer, and d) arrange for reinforcement from the manager of each
trainee back on the job.
3. Identify real skills deficiencies in advance of training and involve the potential trainees and
their bosses in this process. This activity will gain the key peoples attention and their
ownership of the objectives of the training session.
4. Break the skills into small behaviours. Build a module around each small behaviour and
progress on step at a time, starting with a simple behavioural element, in order to gain
confidence.
5. Do not emphasize more than seven learning points during any one training module.

19

10. You have made an agreement with a local college to accept students for on-the-job training
but you want to make sure that it is a good experience for both the student and your
organization. Discuss the steps needed for better OJT.
The steps needed for on the job training are:
1. The trainee observes a more experienced and skilled employee (the trainer) performing jobrelated tasks.
2. The procedures and techniques used are discussed before, during, and after the trainer has
demonstrated how the job tasks are performed
3. The trainee begins performing the job tasks when the trainer determines that the trainee is
ready;
4. The trainer provides continuing guidance and feedback; and
5. The trainer is gradually given more and more of the job to perform until he can adequately
perform the entire job on his own.
11. Most presentations these days include the use of audiovisuals. Discuss the strengths and
limitations of audiovisuals in training.
There are two types of audiovisuals. Static audiovisuals and dynamic audiovisuals. Both types have
their advantages and disadvantages and it is up to the trainer to decide which is more appropriate for
the type of training they wish to conduct.
Static audiovisuals are not recommended to be used as a single training tool during training. The
only scenario this method should be used alone in would be when the trainees are using books or
pamphlets to teach themselves or reviewing material at home. An advantage of using static
audiovisuals is the cost; the development cost can remain relatively low as well as the choice of
implantation (overhead projectors vs slide projectors). Another advantage is that the visuals are
reusable, meaning that they can be shown at different sessions or for an employees personal review.
Computer generated overheads or slides may be used during presentations however, if changes need
to be made, slides would have to be redone and changes can easily be made to a computer generated
overheads. Computer generated overheads are easier for the trainer to use because they can control
when and what material is displayed. They can also highlight areas of the presentation. These
presentations are easy to transport where need be do the being on a floppy disk. The disadvantage
that comes with this is computer glitches. Computers always seem not to function properly when
they are needed.
Dynamic audiovisuals can be very expensive for a company as they are professional made videos.
They only way it seems worth the cost to have a video produced is if the trainee populations is large.
This way the videos can be reused or transported where necessary. These videos save money for
companies when they eliminate having to pay for employees to travel to the training seminar.
Trainees or employees who need to be refreshed can use the video(s) on their own time. As opposed
to producing a video, companies can buy commercially made videos to instruct trainees. A
disadvantage with buying or renting commercially made videos is that the information can be
created to be relatively general to address a larger audience. It takes a lot of work from the trainer to

20

find the most appropriate video. These videos are great because staff can use them at their own
convenience, however trainers need to be sure that they information is being properly transferred
because employees can easily get distracted if watching a video at home. The employee also has the
advantage of fast forwarding parts of the video they find boring or do not understand well.