Intellectual skill as a learning outcome primarily includes the capability to _____.

Chapter 04 - Learning: Theories and Program Design Chapter 04 Learning: Theories and Program Design Multiple Choice Questions 1. Which of the following is not a condition of a training program necessary for learning to occur? A. Training is led by an experienced trainer B. Allow learning through experience and observation C. Provide practice opportunities D. Identify any necessary prerequisites 2. All of the following are training outcomes except: A. providing quality customer service. B. practicing making change for customers. C. successfully closing sales. D. cleaning a hotel room. 3. Which of the following is not characteristic of learning as defined in the text? A. Learning is produced by experience. B. Learning may result from growth processes. C. Learning can be a change in knowledge. D. Learning is a relatively permanent change in behavior. 4. The ability to use several different approaches to diagnosing a computer software problem is an example of which type of learning outcome? A. Intellectual skills B. Attitudes C. Cognitive strategies D. Motor skills 4-1 Chapter 04 - Learning: Theories and Program Design 5. In physics class, learning the colors of the light spectrum by remembering the name \"Roy G. Biv\", is an example of a(n) _____ learning outcome. A. cognitive strategies B. motor skills C. intellectual skills D. verbal information 6. When an employee learns the 3 steps \"stop, drop and roll\" if they are on fire, this is an example of _____ learning outcome. A. motor skills B. cognitive strategies C. attitudes D. verbal information 7. Behavior modification is primarily based on: A. goal mastery. B. information processing theory. C. social leaning theory. D. reinforcement theory. 8. According to _____ theory, people are motivated to perform or avoid specific behaviors because of past outcomes resulting from those behaviors. A. information processing theory B. social learning theory C. reinforcement theory D. goal setting theory 9. Which of the following learning outcomes is likely the most challenging for someone in a wheel chair? A. Attitudes B. Cognitive strategies C. Intellectual skills D. Motor skills 4-2 Chapter 04 - Learning: Theories and Program Design 10. A manager assures an older employee that they can learn the new company software and reminded the employee they had learned the old system quickly. The manager is A. increasing the worker's self-efficacy. B. setting learning goals for the worker. C. modeling the desired behavior. D. raising the valence of the behavior. 11. A program to improve safety behavior involving posting data on safe work behavior and supervisor recognition of safe behaviors relies primarily on _____ learning theory. A. social learning B. goal setting C. McClelland's n-ach D. reinforcement 12. When an employee learns and practices behaviors that reduce conflict with others, they are experiencing: A. positive reinforcement. B. negative reinforcement. C. automization. D. vicarious reinforcement. 13. An owner of a casino who seeks to maximize his slot machine profits would most likely have them programmed on a _____ reinforcement schedule. A. variable ratio and variable interval combined B. variable interval C. fixed ratio and variable interval combined D. continuous 14. _____ reinforcement schedule is characterized by rapid learning and rapid extinction. A. Variable ratio B. Fixed ratio C. Fixed interval D. Variable interval 4-3 Chapter 04 - Learning: Theories and Program Design 15. In the famous humorist, Will Rogers' saying, \"There are three kinds of men: the one that learns by reading, the few that learn by observation, and the rest of 'em that have to pee on the electric fence for themselves\", what learning theory best fits learning by observation? A. Reinforcement B. Goal setting C. Social learning D. Expectancy 16. In the famous humorist, Will Rogers' saying, \"There are three kinds of men: the one that learns by reading, the few that learn by observation, and the rest of 'em that have to pee on the electric fence for themselves\", what learning theory best fits learning by experiencing the electric fence? A. Reinforcement B. Goal setting C. Social learning D. Expectancy 17. _____ assumes that behavior results from a person's conscious goals and intentions. A. Social learning theory B. Need for achievement C. Goal setting theory D. Expectancy theory 18. According to goal setting theory, learning is facilitated by: A. telling trainees to do your best. B. appealing to their needs. C. allowing trainees to set their own goals. D. setting specific and challenging goals. 19. Which of the following does not contribute to a learning orientation? A. Encouraging competition among trainees B. Allowing trainees to make errors C. Experimenting with new ways to perform trained tasks D. Creating a community of learning 4-4 Chapter 04 - Learning: Theories and Program Design 20. In expectancy theory, _____ is the perceived relationship between performance and rewards. A. valence B. instrumentality C. expectancy D. equity 21. When an employee sees success in a training program as leading to peer recognition, hard work and a good chance of promotion, the training program has high _____ for them. A. valence B. expectancy C. instrumentality D. self-efficacy 22. When an employee believes they can learn the content of a training program, this belief is a positive: A. valence. B. expectancy. C. instrumentality. D. self-efficacy. 23. Self-efficacy is most similar to which of the following concepts? A. Valence B. Instrumentality C. Expectancy D. Social reinforcement 24. The simplest learning strategy is: A. organizing. B. working storage. C. reinforcement. D. rehearsal. 4-5 Chapter 04 - Learning: Theories and Program Design 25. \"Gratifying\", in the learning process described, refers to: A. pleasing the trainer by mastering the skill or knowledge being trained. B. retrieving information from long-term memory. C. giving the trainer a positive evaluation. D. feedback the learner receives as a result of using learning content. 26. Research on the influence of age on training found that _____ had the largest influence on training performance of trainees over 40 years of age. A. self-paced training B. teamwork and technology C. structured material and frequent testing D. use of texts versus computers 27. Specification of training objectives is important for all of the following uses except: A. identification of training outcomes. B. they are required by ASTD standards. C. serve as training goals. D. help trainees understand why they need training. 28. _____ refers to the physical, intellectual and emotional characteristics of the environment in which learning is to occur. A. Context B. Stimuli C. Instruction D. Training context 29. Which one of the following components, if any, is not present within the training objective \"The employee will be able to express concern to all irate customers by a brief (fewer than 10 words) apology\"? A. Criterion B. Condition C. Performance D. All components are present within the objective. 4-6 Chapter 04 - Learning: Theories and Program Design 30. The terms \"at night\" and \"malfunctioning landing gear on an airplane\" are examples of the _____ component of a training objective. A. criterion B. performance C. standards D. condition 31. Showing how training relates to company strategy and repeating application of ideas in different contexts are examples of: A. demonstration of training meaningfulness. B. practice opportunities. C. providing feedback. D. providing training objectives. 32. When a trainee is asking themselves, \"Why am I choosing this type of action?\" and \"What is the next step in the task?\" they are engaging in: A. error management training. B. metacognition. C. overlearning. D. automatization. 33. When tasks are complex, the best type of practice is: A. massed. B. spaced. C. whole. D. part. 34. The learning outcome associated with the external conditions repeated practice, meaningful chunks and advance organizers is: A. intellectual skills. B. cognitive strategies. C. verbal information. D. motor skills. 4-7 Chapter 04 - Learning: Theories and Program Design 35. If a training program involves both presentation and total-group instruction, the best seating arrangement is: A. fan. B. traditional classroom. C. conference. D. horseshoe. True / False Questions 36. Learning outcomes should be clearly related to what is required for successful job performance. True False 37. Learning is a permanent change in human capabilities that is not the result of growth processes. True False 38. Developing a computer program that meets customer specifications is an example of an intellectual skills outcome. True False 39. A training program that creates an attitude to greet customers with a smile is a legitimate learning outcome. True False 40. Performance of target behavior is higher for interval schedules of reinforcement than for ratio schedules. True False 4-8 Chapter 04 - Learning: Theories and Program Design 41. Research shows trainees with a performance orientation exert more effort to learn and use more complex learning strategies than trainees with a learning orientation. True False 42. The most appropriate learning theory to guide design of training programs is pedagogy. True False 43. Considerable research supports the validity of the learning style types, diverger, assimilator, converger and accommodator. True False 44. Trainers frequently use the diverger, assimilator, converger and accommodator learning style types in the design of training programs. True False 45. Differences between traditionalists, baby boomers, Gen Xers and millenniums are well- established and research shows training methods for one group will not work for other age groups. True False 46. A good training objective should only describe performance that can be observed. True False 47. Overlearning means covering something in the training program that need not be covered. True False 4-9 Chapter 04 - Learning: Theories and Program Design 48. In a sales training program with four key behaviors, it is best to use both part and whole practice. True False 49. Trainees would learn best by observing and imitating behaviors of models that are older, recognized experts. True False 50. Interpersonal skills and content-specific knowledge are examples of situations in which learning through observation and experience are most valuable. True False 51. Communities of learning are groups of employees who work together, learn from each other and develop a common understanding of how to get work accomplished. True False 52. When trainees are learning to operate equipment, less specific feedback should be avoided because it causes trainees to make errors. True False 53. The link between new and previously learned knowledge is the external condition associated with motor skills. True False 54. For learning requiring high collaboration and either low or high self-direction, break out room would not be necessary. True False 4-10 Chapter 04 - Learning: Theories and Program Design 55. The lesson plan overview translates the content and sequence of training activities into a guide that is used by the trainer to help deliver the training. True False 56. Course objectives are more specific in terms of content and expected behaviors than program objectives. True False Short Answer Questions 57. How can trainers and/or managers increase trainee self-efficacy? What component of another learning theory is most closely related to self-efficacy? 58. Discuss the relationship of external conditions to internal conditions for different learning outcomes. 59. What characteristics are necessary for effective practice? 4-11 Chapter 04 - Learning: Theories and Program Design 60. What types of training rooms are most appropriate for learning requiring varying levels of collaboration and self-direction? 61. Discuss how program design, design document, program and course objectives, lesson plan overviews and detailed lesson plans are related to one another. 4-12 Chapter 04 - Learning: Theories and Program Design Chapter 04 Learning: Theories and Program Design Answer Key Multiple Choice Questions 1. (p. 139) Which of the following is not a condition of a training program necessary for learning to occur? A. Training is led by an experienced trainer B. Allow learning through experience and observation C. Provide practice opportunities D. Identify any necessary prerequisites Difficulty: Medium   2. (p. 140) All of the following are training outcomes except: A. providing quality customer service. B. practicing making change for customers. C. successfully closing sales. D. cleaning a hotel room. Difficulty: Easy   3. (p. 140) Which of the following is not characteristic of learning as defined in the text? A. Learning is produced by experience. B. Learning may result from growth processes. C. Learning can be a change in knowledge. D. Learning is a relatively permanent change in behavior. Difficulty: Medium   4-13 Chapter 04 - Learning: Theories and Program Design 4. (p. 140) The ability to use several different approaches to diagnosing a computer software problem is an example of which type of learning outcome? A. Intellectual skills B. Attitudes C. Cognitive strategies D. Motor skills Difficulty: Medium   5. (p. 141) In physics class, learning the colors of the light spectrum by remembering the name \"Roy G. Biv\", is an example of a(n) _____ learning outcome. A. cognitive strategies B. motor skills C. intellectual skills D. verbal information Difficulty: Difficult   6. (p. 141) When an employee learns the 3 steps \"stop, drop and roll\" if they are on fire, this is an example of _____ learning outcome. A. motor skills B. cognitive strategies C. attitudes D. verbal information Difficulty: Medium   7. (p. 142) Behavior modification is primarily based on: A. goal mastery. B. information processing theory. C. social leaning theory. D. reinforcement theory. Difficulty: Medium   4-14 Chapter 04 - Learning: Theories and Program Design 8. (p. 142) According to _____ theory, people are motivated to perform or avoid specific behaviors because of past outcomes resulting from those behaviors. A. information processing theory B. social learning theory C. reinforcement theory D. goal setting theory Difficulty: Medium   9. (p. 141) Which of the following learning outcomes is likely the most challenging for someone in a wheel chair? A. Attitudes B. Cognitive strategies C. Intellectual skills D. Motor skills Difficulty: Medium   10. (p. 141) A manager assures an older employee that they can learn the new company software and reminded the employee they had learned the old system quickly. The manager is A. increasing the worker's self-efficacy. B. setting learning goals for the worker. C. modeling the desired behavior. D. raising the valence of the behavior. Difficulty: Medium   11. (p. 142) A program to improve safety behavior involving posting data on safe work behavior and supervisor recognition of safe behaviors relies primarily on _____ learning theory. A. social learning B. goal setting C. McClelland's n-ach D. reinforcement Difficulty: Medium   4-15 Chapter 04 - Learning: Theories and Program Design 12. (p. 130) When an employee learns and practices behaviors that reduce conflict with others, they are experiencing: A. positive reinforcement. B. negative reinforcement. C. automization. D. vicarious reinforcement. Difficulty: Difficult   13. (p. 142) An owner of a casino who seeks to maximize his slot machine profits would most likely have them programmed on a _____ reinforcement schedule. A. variable ratio and variable interval combined B. variable interval C. fixed ratio and variable interval combined D. continuous Difficulty: Difficult   14. (p. 142) _____ reinforcement schedule is characterized by rapid learning and rapid extinction. A. Variable ratio B. Fixed ratio C. Fixed interval D. Variable interval Difficulty: Difficult   15. (p. 143) In the famous humorist, Will Rogers' saying, \"There are three kinds of men: the one that learns by reading, the few that learn by observation, and the rest of 'em that have to pee on the electric fence for themselves\", what learning theory best fits learning by observation? A. Reinforcement B. Goal setting C. Social learning D. Expectancy Difficulty: Easy   4-16 Chapter 04 - Learning: Theories and Program Design 16. (p. 142) In the famous humorist, Will Rogers' saying, \"There are three kinds of men: the one that learns by reading, the few that learn by observation, and the rest of 'em that have to pee on the electric fence for themselves\", what learning theory best fits learning by experiencing the electric fence? A. Reinforcement B. Goal setting C. Social learning D. Expectancy Difficulty: Medium   17. (p. 145) _____ assumes that behavior results from a person's conscious goals and intentions. A. Social learning theory B. Need for achievement C. Goal setting theory D. Expectancy theory Difficulty: Easy   18. (p. 145) According to goal setting theory, learning is facilitated by: A. telling trainees to do your best. B. appealing to their needs. C. allowing trainees to set their own goals. D. setting specific and challenging goals. Difficulty: Medium   19. (p. 146) Which of the following does not contribute to a learning orientation? A. Encouraging competition among trainees B. Allowing trainees to make errors C. Experimenting with new ways to perform trained tasks D. Creating a community of learning Difficulty: Difficult   4-17 Chapter 04 - Learning: Theories and Program Design 20. (p. 147) In expectancy theory, _____ is the perceived relationship between performance and rewards. A. valence B. instrumentality C. expectancy D. equity Difficulty: Medium   21. (p. 147) When an employee sees success in a training program as leading to peer recognition, hard work and a good chance of promotion, the training program has high _____ for them. A. valence B. expectancy C. instrumentality D. self-efficacy Difficulty: Difficult   22. (p. 147) When an employee believes they can learn the content of a training program, this belief is a positive: A. valence. B. expectancy. C. instrumentality. D. self-efficacy. Difficulty: Medium   23. (p. 143 & 147) Self-efficacy is most similar to which of the following concepts? A. Valence B. Instrumentality C. Expectancy D. Social reinforcement Difficulty: Difficult   4-18 Chapter 04 - Learning: Theories and Program Design 24. (p. 151) The simplest learning strategy is: A. organizing. B. working storage. C. reinforcement. D. rehearsal. Difficulty: Difficult   25. (p. 150-51) \"Gratifying\", in the learning process described, refers to: A. pleasing the trainer by mastering the skill or knowledge being trained. B. retrieving information from long-term memory. C. giving the trainer a positive evaluation. D. feedback the learner receives as a result of using learning content. Difficulty: Medium   26. (p. 154) Research on the influence of age on training found that _____ had the largest influence on training performance of trainees over 40 years of age. A. self-paced training B. teamwork and technology C. structured material and frequent testing D. use of texts versus computers Difficulty: Difficult   27. (p. 155) Specification of training objectives is important for all of the following uses except: A. identification of training outcomes. B. they are required by ASTD standards. C. serve as training goals. D. help trainees understand why they need training. Difficulty: Easy   4-19 Chapter 04 - Learning: Theories and Program Design 28. (p. 156) _____ refers to the physical, intellectual and emotional characteristics of the environment in which learning is to occur. A. Context B. Stimuli C. Instruction D. Training context Difficulty: Easy   29. (p. 155-56) Which one of the following components, if any, is not present within the training objective \"The employee will be able to express concern to all irate customers by a brief (fewer than 10 words) apology\"? A. Criterion B. Condition C. Performance D. All components are present within the objective. Difficulty: Difficult   30. (p. 156) The terms \"at night\" and \"malfunctioning landing gear on an airplane\" are examples of the _____ component of a training objective. A. criterion B. performance C. standards D. condition Difficulty: Medium   31. (p. 156) Showing how training relates to company strategy and repeating application of ideas in different contexts are examples of: A. demonstration of training meaningfulness. B. practice opportunities. C. providing feedback. D. providing training objectives. Difficulty: Difficult   4-20 Chapter 04 - Learning: Theories and Program Design 32. (p. 157) When a trainee is asking themselves, \"Why am I choosing this type of action?\" and \"What is the next step in the task?\" they are engaging in: A. error management training. B. metacognition. C. overlearning. D. automatization. Difficulty: Difficult   33. (p. 159) When tasks are complex, the best type of practice is: A. massed. B. spaced. C. whole. D. part. Difficulty: Medium   34. (p. 165) The learning outcome associated with the external conditions repeated practice, meaningful chunks and advance organizers is: A. intellectual skills. B. cognitive strategies. C. verbal information. D. motor skills. Difficulty: Medium   35. (p. 167) If a training program involves both presentation and total-group instruction, the best seating arrangement is: A. fan. B. traditional classroom. C. conference. D. horseshoe. Difficulty: Medium   4-21 Chapter 04 - Learning: Theories and Program Design True / False Questions 36. (p. 140) Learning outcomes should be clearly related to what is required for successful job performance. TRUE Difficulty: Easy   37. (p. 140) Learning is a permanent change in human capabilities that is not the result of growth processes. TRUE Difficulty: Easy   38. (p. 140) Developing a computer program that meets customer specifications is an example of an intellectual skills outcome. TRUE Difficulty: Medium   39. (p. 141) A training program that creates an attitude to greet customers with a smile is a legitimate learning outcome. TRUE Difficulty: Medium   40. (p. 142) Performance of target behavior is higher for interval schedules of reinforcement than for ratio schedules. FALSE Difficulty: Difficult   4-22 Chapter 04 - Learning: Theories and Program Design 41. (p. 146) Research shows trainees with a performance orientation exert more effort to learn and use more complex learning strategies than trainees with a learning orientation. FALSE Difficulty: Difficult   42. (p. 148) The most appropriate learning theory to guide design of training programs is pedagogy. FALSE Difficulty: Easy   43. (p. 152) Considerable research supports the validity of the learning style types, diverger, assimilator, converger and accommodator. FALSE Difficulty: Medium   44. (p. 152) Trainers frequently use the diverger, assimilator, converger and accommodator learning style types in the design of training programs. TRUE Difficulty: Medium   45. (p. 154) Differences between traditionalists, baby boomers, Gen Xers and millenniums are well-established and research shows training methods for one group will not work for other age groups. FALSE Difficulty: Difficult   4-23 Chapter 04 - Learning: Theories and Program Design 46. (p. 155) A good training objective should only describe performance that can be observed. TRUE Difficulty: Medium   47. (p. 158) Overlearning means covering something in the training program that need not be covered. FALSE Difficulty: Easy   48. (p. 159) In a sales training program with four key behaviors, it is best to use both part and whole practice. TRUE Difficulty: Easy   49. (p. 162) Trainees would learn best by observing and imitating behaviors of models that are older, recognized experts. FALSE Difficulty: Medium   50. (p. 162) Interpersonal skills and content-specific knowledge are examples of situations in which learning through observation and experience are most valuable. TRUE Difficulty: Difficult   4-24 Chapter 04 - Learning: Theories and Program Design 51. (p. 162) Communities of learning are groups of employees who work together, learn from each other and develop a common understanding of how to get work accomplished. FALSE Difficulty: Medium   52. (p. 161) When trainees are learning to operate equipment, less specific feedback should be avoided because it causes trainees to make errors. FALSE Difficulty: Difficult   53. (p. 165) The link between new and previously learned knowledge is the external condition associated with motor skills. FALSE Difficulty: Difficult   54. (p. 169) For learning requiring high collaboration and either low or high self-direction, break out room would not be necessary. TRUE Difficulty: Easy   55. (p. 155/156) The lesson plan overview translates the content and sequence of training activities into a guide that is used by the trainer to help deliver the training. FALSE Difficulty: Difficult   4-25 Chapter 04 - Learning: Theories and Program Design 56. (p. 173) Course objectives are more specific in terms of content and expected behaviors than program objectives. TRUE Difficulty: Easy   Short Answer Questions 57. (p. 143) How can trainers and/or managers increase trainee self-efficacy? What component of another learning theory is most closely related to self-efficacy? Self-efficacy is a person's judgment about whether he or she can successfully learn knowledge and skills. A person's self-efficacy can be increased using several methods: verbal persuasion, logical verification, observation of others (modeling), and past accomplishments. Verbal persuasion means offering words of encouragement to convince others they can learn. Verification involves perceiving a relationship between a new task and a task already mastered. Trainers and managers can remind employees when they encounter learning difficulties that they have been successful at learning similar tasks. Modeling involves having employees who already have mastered the learning outcomes demonstrate them for trainees. As a result, employees are likely to be motivated by the confidence and success of their successful peers. Past accomplishments refers to allowing employees to build a history of successful accomplishments. Managers can place employees in situations where they are likely to succeed and provide training so that employees know what to do and how to do it. Expectancy theory suggests that a person's behavior is based on three factors: expectancy, instrumentality, and valence. Beliefs about the link between trying to perform a behavior and actually performing well are called expectancies. Expectancy is similar to self-efficacy. Difficulty: Medium   4-26 Chapter 04 - Learning: Theories and Program Design 58. (p. 165-65) Discuss the relationship of external conditions to internal conditions for different learning outcomes. Internal conditions refer to processes within the learner that must be present for learning to occur. These processes include how information is registered, stored in memory, and recalled. External conditions refer to processes in the learning environment that facilitate learning. These conditions include the physical learning environment as well as opportunities to practice and receive feedback and reinforcement. The external conditions should directly influence the design or form of instruction. See Table 4.11 Difficulty: Difficult   59. (p. 157) What characteristics are necessary for effective practice? For practice to be effective, it needs to actively involve the trainee, include overlearning (repeated practice), take the appropriate amount of time, and include the appropriate unit of learning (amount of material). Practice also needs to be relevant to the training objectives. It is best to include a combination of examples and practice rather than all practice. Difficulty: Medium   60. (p. 169-170) What types of training rooms are most appropriate for learning requiring varying levels of collaboration and self-direction? See Table 4.13 and Difficulty: Medium   4-27 Chapter 04 - Learning: Theories and Program Design 61. (p. 173-177) Discuss how program design, design document, program and course objectives, lesson plan overviews and detailed lesson plans are related to one another. Program design refers to the organization and coordination of the training program. A training program may include one or several courses. Each course may contain one or more lessons. Program design includes considering the purpose of the program as well as designing specific lessons within the program. Effective program design includes a design document template, a course or lesson plan, and a course or lesson plan overview. A design document can be used to guide the development of training and to explain the training to managers, subject matter experts, reviewers, or other trainers. Information for the design document is based on the information obtained from the needs assessment discussed in Chapter 3. Program objectives refer to broader summary statements of the purpose of the program. They are usually included on the design template. Course objectives or lesson objectives refer to the goals of the course or the lesson. These objectives are more specific in terms of expected behaviors, content, conditions, and standards. The detailed lesson plan translates the content and sequence of training activities into a guide that is used by the trainer to help deliver the training. The lesson plan overview matches major activities of the training program and specific times or time intervals. Difficulty: Difficult   4-28