Take Test: Unit IV Assessment
Content
Question Completion Status:
Question 1
____________ learners like to learn facts, and solve problems using well tested
methods.
Intuitive
Sensing( dung)p.168
Visual
Verbal

4 points
Question 2
Elaboration theory is relevant for
simple tasks.
complex tasks(dung).( p.194)
both simple and complex tasks.
attitudinal training.

4 points
Question 3
" . read an altimeter with an error of no more than 5 feet" is an example of what
part of a learning objective?
Desired outcome
Condition
Standard(dung)p.162
Requirement

4 points
Question 4

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Social learning theory would indicate that a trainee's _____ influences where
attention is directed.
KSA
retention
behavior
Motivation(dung)P.178
none of the above

4 points
Question 5
Which macro theory of training design is outlined in the text?
Elaboration theory (dung)P.192
Systems theory
Gagne Briggs theory of training design
Social learning theory
Both A & B

4 points
Question 6
How many extra steps are required when doing strategic knowledge training,
compared to traditional training?
Three.
Two.
One.xem xet them(P.181-182)
None, each step has more information provided but there is the same number of
steps.


4 points
Question 7
If after training the trainee is performing at a level lower than before this means
that
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there is zero transfer.
There is negative transfer.(dung)p.182
there are obstacles in the system preventing transfer
there are negative outcomes associated with the trained behavior.

4 points
Question 8
Expectancy 1 is
The belief that desired performance will lead to desired outcome(E2)
The belief that training will lead to desired outcome
The belief that trainees should be aware of what can be achieved
The belief that effort will lead to desired performance(dung) P.172

4 points
Question 9
If a major constraint is "short lead time," (therefore there is not much time to
prepare training) one viable option is use
of programmed instruction.
of modularization.
of external consultants.(dung)p.156
of massed practice.

4 points


Question 10
Sequencing in Elaboration theory is
the process of how to seat trainees for the most impact.
the process of how to organize the training to be assured. everyone has the
opportunity to speak.

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the process of how to group and order the content of training.(dung) p.192
the process of assigning trainees to groups.

4 points
Question 11 30 points
Why are peer support and supervisor support important to the transfer process?
Transfer of training is often regarded as the extent to which employees effectively apply
the KSA gained in the training context on the job. Blanchard and Thacker (2010) mention that
for training to be successful, the learning must be transferred back to the job. This requires a
positive climate for transfer. While a positive climate for transfer includes many things, but this
time we only discuss supervisor and peer support.
Supervisory support is often defined as the extent to which supervisors encourage
employees to attend training and apply the training on the job. Supervisors provided sufficient
support had robustly correlated with the employees’ ability to transfer what they learned on the
job (Blume, 2010).The ability of good supervisors is to encourage employees to attend training
and reinforce the use of new learning involved in their own development in the workplace for
such development activity, this support significantly enhances their motivation (Blanchard &
Thacker , 2010). For example, if the trainee is motivated to learn and receives full support from
their supervisor, then this support in turn encourages the employee to learn as much as possible.
Peer support can also have a positive effect on transfer of training. Blanchard and

Thacker (2010) indicate that the encouragement and assistance that trainees receive from their
co-workers. Support originating from peers has been found to exert a significant influence on
employees’ ability to apply training in the workplace. With the right climate, learning must be
considered an integral aspect of the organization’s ongoing operation, becoming part of the
employees’ and managers’ responsibilities (Blanchard & Thacker , 2010). Lim and Morris (2006)
concluded that organizational climate in term of co-workers encouragement to apply training and
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provision of feedbacks positively influenced employees’ ability to apply training on the job
immediately and three months after training. Although supervisory support was found
significantly related to transfer, employees reported having a better transfer ability when they
perceived their peers encouraged them to use new learning and discussed the ways to apply
training on the job. Moreover, more experienced peers can serve as mentors, willing to answer
questions and provide advice, guidance, and support to remedy the difficulties trainees may
encounter in applying the new skills to the work situation (Blanchard & Thacker , 2010). For
example, if the trainee is the only one who is receiving training in the department then probably
the experienced peers might put pressure on trainee to forget the training and work. This
situation also hampers in transfer of training. However, this situation can be avoided by
involving the entire department in training.
To sum up, supervisory and peer support have strong relationships with transfer of
training and provide sound guidance to the practitioners on how to enhance transfer of training.

References
Blanchard, N.P., & Thacker, J. (2010). Effective training, systems, strategies and practices
(Custom 4th ed.). Upper Saddle River, NJ: Prentice Hall.
Blume B. D., Ford, J. K., Baldwin, T. T., Huang, J. L. (2010), Transfer of training: A metaanalytic review. Journal of Management, 36( 4), 1065-1105

Lim, D. H., Morris, L. M. (2006), Influence of trainee characteristics, instructional satisfaction,
and organizational climate on perceived learning and training transfer. Human Resource

Development Quarterly,17(1), 85-115.

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Question 12
What is a “sit in” and what are the conditions necessary for it to be effective?
According to Blanchard and Thacker (2010), trainer support can come from a sit in. A “sit
in” is a process to assist in transfer of training that involves the trainer observing job behaviors
and providing feedback. The trainer sits in and observes the trainee in a situation where she is
required to use the trained behavior. In other words, in a sit in, the trainer just follows the
participant around for a while noting how the participant is using the skills, after that presents the
trainer’s opinions. Blanchard and Thacker (2010) also indicate that there are some necessary
conditions for the sit-in to be effective listed below:
1. Voluntary on the part of the trainee
2. Confidential between the trainer and trainee
3. Only for developmental purposes, not administrative
During the sit-in, the trainer should be a good listener and observer; he or she must not
interrupt the conservation between the trainee and other coworkers and give feedback only after
the session is over. After the sit-in, the trainer shows the trainee how to achieve the objectives,
observe the trainee's performance, and then provide comments. Finally, the trainer can assess
how well the investment already made in training.
References
Blanchard, N.P., & Thacker, J. (2010). Effective training, systems, strategies and practices
(Custom 4th ed.). Upper Saddle River, NJ: Prentice Hall.

30 points

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Coaching is a process of providing one-on-one guidance and instruction to improve the
work performance of the person being coached in a specific area. It differs from other
OJT methods in that the trainee already has been working at the job for some time.
Usually, coaching is directed at employees with performance deficiencies, but it can also
serve as a motivational tool for those performing adequately. Typically the supervisor
acts as the coach. Like the OJT trainer, the coach must be skilled both in how to perform
the task(s) and how to train others to do them. The amount of time supervisors devote
to coaching activities steadily increased during the 1990s and will likely represent more
than 50 percent of supervisors' time by the new millennium.
The coaching process, viewed from the coach's perspective, generally follows the outline
below. Note the similarities between JIT and this process.
1. Understand the trainee's job, the KSAs and resources required to meet performance
expectations, and the trainee's current level of performance.
2. Meet with the trainee and mutually agree on the performance objectives to be achieved.
3. Mutually arrive at a plan/schedule for achieving the performance objectives.
4. At the work site, show the trainee how to achieve the objectives, observe the trainee's
performance, then provide feedback.
5. Repeat step 4 until performance improves.

MENTORING.
pararing is a form of coaching in which an ongoing relationship is developed between a
senior and junior employee. This technique focuses on providing the junior employee
with political guidance and a clear understanding of how the organization goes about its
business. Mentoring is more concerned with improving the employee's fit within the
organization than improving technical aspects of performance, thus differentiating it
from coaching. Generally, though not always, mentors are only provided for
management-level employees.
SEE ALSO: Case Method of Analysis ; Continuing Education and Lifelong Learning
Trends ; Employee Screening and Selection ; Management and Executive

Development ; Mentoring
P. Nick Blanchard
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