McqMate
These multiple-choice questions (MCQs) are designed to enhance your knowledge and understanding in the following areas: Master of Business Administration (MBA) .
Chapters
| 251. |
Technique, involving trainees to act on role of specific person in real situation is |
| A. | behavior modeling |
| B. | role playing |
| C. | in-house development center |
| D. | both A and B |
| Answer» A. behavior modeling | |
| 252. |
A technique, in which trainees are shown films on management techniques, is called |
| A. | behavior modeling |
| B. | role playing |
| C. | in-house development center |
| D. | Both A and B |
| Answer» A. behavior modeling | |
| 253. |
In an organisation initiating career planning, the career path model would essentially form the basis for |
| A. | Placement |
| B. | Transfer |
| C. | Rotation |
| D. | All of the above |
| Answer» A. Placement | |
| 254. |
Which traditional theorist believed that behavior involves purpose, goals, and expectations? |
| A. | Tolman |
| B. | Hull |
| C. | Thorndike |
| D. | Skinner |
| Answer» C. Thorndike | |
| 255. |
Spence's anticipatory goal concept is comparable to Tolman's |
| A. | cathexis. |
| B. | cognitive map. |
| C. | equivalence belief principle. |
| D. | law of effect. |
| Answer» B. cognitive map. | |
| 256. |
Which traditional learning theorist believed that the use of hypothetical constructs does not contribute to our understanding of behavior? |
| A. | Hull |
| B. | Skinner |
| C. | Tolman |
| D. | Rotter |
| Answer» D. Rotter | |
| 257. |
Guthrie rejected Thorndike's |
| A. | law of exercise. |
| B. | law of readiness. |
| C. | law of equivalence. |
| D. | law of effect. |
| Answer» B. law of readiness. | |
| 258. |
According to Tolman, reward is not required for learning but is required for |
| A. | extinction. |
| B. | performance. |
| C. | memory. |
| D. | direction. |
| Answer» C. memory. | |
| 259. |
In a career development, offering and discussing variety of paths for career development, included |
| A. | individual role |
| B. | manager role |
| C. | employer role |
| D. | line manager |
| Answer» C. employer role | |
| 260. |
In career development, providing assistance programs for academic learning is an art of |
| A. | individual role |
| B. | manager role |
| C. | employer role |
| D. | line manager |
| Answer» B. manager role | |
| 261. |
In career development focus, individual goal setting is the part of |
| A. | training and development |
| B. | performance appraisal |
| C. | recruitment and placement |
| D. | human resource planning |
| Answer» A. training and development | |
| 262. |
In career development, seeking out career resources is included in |
| A. | individual role |
| B. | manager role |
| C. | employer role |
| D. | line manager |
| Answer» A. individual role | |
| 263. |
According to the systematic training cycle which of the following is not defined as a stage in it.: |
| A. | Evaluation |
| B. | Assessing training needs |
| C. | Planning the training |
| D. | Job instruction on a one-to-one basis |
| Answer» D. Job instruction on a one-to-one basis | |
| 264. |
Which of the following is least relevant for Learning in any Training exercise? |
| A. | Costly Equipment |
| B. | Design & Implementation of Training |
| C. | Motivation of trainees |
| D. | Climate of Organization |
| Answer» A. Costly Equipment | |
| 265. |
Which of the following is not true about training? |
| A. | Training is independent activity and not related to Organizational Strategy. |
| B. | Training is coherent whole with each program building on the learning from previous program |
| C. | Training is developed and implemented in partnership with line managers. |
| D. | Approach Training as a process and not just a program. |
| Answer» A. Training is independent activity and not related to Organizational Strategy. | |
| 266. |
What is a learning organization? |
| A. | An organization which facilitates the learning of all its members and continuously transform itself. |
| B. | An organization in which the managers are encouraged to develop |
| C. | An organization which facilitates the learning of all its members in order to preserve the status quo |
| D. | An organization which does a lot of training on an ad hoc basis |
| Answer» A. An organization which facilitates the learning of all its members and continuously transform itself. | |
| 267. |
Planned and associated with specific outcomes refers to learning that is: |
| A. | That is imposed from above |
| B. | Structured learning |
| C. | Is theoretical in nature |
| D. | Is text book learning |
| Answer» B. Structured learning | |
| 268. |
What is explicit knowledge? |
| A. | Involves factual knowledge about a task without having learned conditions of applicability |
| B. | Learners go from knowing what into knowing how and when to apply knowledge |
| C. | Learn skills irrespective of having knowledge or not |
| D. | Knowing Procedure of assigned work |
| Answer» B. Learners go from knowing what into knowing how and when to apply knowledge | |
| 269. |
Which of the following is general increasing of knowledge for the purpose of using it in future life? |
| A. | Training |
| B. | Development |
| C. | Education |
| D. | Mentoring |
| Answer» C. Education | |
| 270. |
The stage in which the learning curve stops growing and stagnated: |
| A. | Learning stage |
| B. | Discouraging stage |
| C. | Over learning period |
| D. | Learning plateau stage |
| Answer» D. Learning plateau stage | |
| 271. |
It results when a person gives meaning to its feeling through senses: |
| A. | Effect |
| B. | Readiness |
| C. | Sensitivity |
| D. | Perception |
| Answer» D. Perception | |
| 272. |
This domain is concerned with a learner’s emotions |
| A. | Affective domain |
| B. | Cognitive domain |
| C. | Psychomotor domain |
| D. | Conceptualization domain |
| Answer» A. Affective domain | |
| 273. |
Learning Process consists of: |
| A. | Cognitive process |
| B. | Emotional process |
| C. | Both a and b |
| D. | None of the above |
| Answer» C. Both a and b | |
| 274. |
Learning directed by identifying one’s own learning objectives and motivation refers to: |
| A. | Other directed learning |
| B. | Self-directed learning |
| C. | Structured learning |
| D. | Unstructured learning |
| Answer» B. Self-directed learning | |
| 275. |
Which of the following is not external environmental factor that influences the learning process? |
| A. | Training strategies, methods and techniques |
| B. | Trainer/training team |
| C. | General learning environment in the program |
| D. | Desire for personal growth and development |
| Answer» C. General learning environment in the program | |
| 276. |
Learning to prepare the individual related to specific future job is called: |
| A. | Training |
| B. | Counseling |
| C. | Development |
| D. | Education |
| Answer» A. Training | |
| 277. |
Training needs analysis can take place at organizational, task, and person levels. Organizational training needs generally occur when: |
| A. | There is some kind of barrier hindering the achievement of organisational aims and objectives which is best removed by training. |
| B. | Information technology systems need upgrading. |
| C. | Other competing organisations are conducting extensive training programmes. |
| D. | Government provides additional funding. |
| Answer» A. There is some kind of barrier hindering the achievement of organisational aims and objectives which is best removed by training. | |
| 278. |
Which of these is the benefit of needs assessment? |
| A. | Assessment makes training department more accountable |
| B. | Higher training costs |
| C. | Loss of business |
| D. | Increased overtime working4 |
| Answer» A. Assessment makes training department more accountable | |
| 279. |
The next step to Training Needs Analysis is: |
| A. | Determines who should receive training first |
| B. | Enables managers to work out the cost of training |
| C. | Identifies the training objectives |
| D. | Provides a profile of an individual’s training need. |
| Answer» C. Identifies the training objectives | |
| 280. |
What is explicit purpose of assigning KSA to positions? |
| A. | Create a foundation for bonus structures. |
| B. | Designate the set of competencies required by a position. |
| C. | Be able to transfer skill information to the employee's resume. |
| D. | Assist in structuring employment contracts. |
| Answer» B. Designate the set of competencies required by a position. | |
| 281. |
Which of the following is not helpful of preparing Instructional design? |
| A. | Development of training objectives |
| B. | Creation of a plan of instruction that detail how and in what sequence training content should be delivered |
| C. | The incorporation of learning principles into the design of training program to maximize chances of learning |
| D. | Copy other organizations’ design. |
| Answer» D. Copy other organizations’ design. | |
| 282. |
Which of the following is not part of well written training objectives’ characteristics? |
| A. | A training objective includes capability or desired terminal behavior |
| B. | Specify the conditions under which the behavior will be performed or demonstrated during training |
| C. | Criterion of acceptable performance |
| D. | They should be absolute |
| Answer» D. They should be absolute | |
| 283. |
_________ seeks to examine the goals of the organisation and the trends that are likely to affect these goals. |
| A. | Organisational Support |
| B. | Organisational analysis |
| C. | Person analysis |
| D. | Key skill abilities analysis |
| Answer» B. Organisational analysis | |
| 284. |
Which of the following should not be included in a training objective? |
| A. | The location of where the behaviour should be exhibited |
| B. | The conditions under which the behaviour is to be exhibited |
| C. | The criterion behaviour |
| D. | The standard of performance of the behavior |
| Answer» A. The location of where the behaviour should be exhibited | |
| 285. |
Declarative knowledge refers to: |
| A. | The ability to explain how to perform a task |
| B. | Knowing what is required in order to perform a task |
| C. | Factual or explicit knowledge |
| D. | Knowing how to do something |
| Answer» C. Factual or explicit knowledge | |
| 286. |
In assessing training needs, an examination of production efficiency, labor costs, turnover, and accidents would be part of which training needs analysis? |
| A. | Individual |
| B. | Task |
| C. | organizational |
| D. | All of the above |
| Answer» D. All of the above | |
| 287. |
The analysis to Identify specific skills needed for specific job is called |
| A. | Individual Analysis |
| B. | Organizational Analysis |
| C. | task analysis |
| D. | All of the above |
| Answer» C. task analysis | |
| 288. |
Which of the following factors did not identify as Important in the transfer of learning to the workplace? |
| A. | Financial support (resources, funds for training) |
| B. | Work environment (support and opportunities to use) |
| C. | Trainee characteristics (ability, personality and motivation) |
| D. | Training design (use of principles of learning, appropriate content) |
| Answer» A. Financial support (resources, funds for training) | |
| 289. |
Uniqueness refers to: |
| A. | The employee potential to improve company effectiveness and efficiency. |
| B. | The extent to which training and learning is centralized in an organization. |
| C. | The extent to which employees are rare and specialized and not highly available in the labor market. |
| D. | The picture of the future an organization wants to achieve. |
| Answer» C. The extent to which employees are rare and specialized and not highly available in the labor market. | |
| 290. |
Critical and Highly Skilled Job-based employees are characterized by: |
| A. | High value and high uniqueness. |
| B. | High value and low uniqueness. |
| C. | Low value and low uniqueness. |
| D. | low value and high uniqueness |
| Answer» A. High value and high uniqueness. | |
| 291. |
Which of the following positions is characterized by low value and low uniqueness? |
| A. | Lab technician |
| B. | Scientist |
| C. | Secretarial staff |
| D. | Legal adviser |
| Answer» C. Secretarial staff | |
| 292. |
The unique characteristics of a learning organization is that: |
| A. | the members teach outsiders |
| B. | it has the capacity to gather new information and use it for improvement |
| C. | it focuses on selecting new employees who love learning and are highly skilled |
| D. | employees are rewarded for submitting creative suggestions |
| Answer» B. it has the capacity to gather new information and use it for improvement | |
| 293. |
The career-related consequence of the delayering of organisations most likely option is: |
| A. | A higher proportion of job moves being demotion |
| B. | Promotion being a bigger step when it happens |
| C. | Lateral moves becoming scarcer |
| D. | All of the above |
| Answer» B. Promotion being a bigger step when it happens | |
| 294. |
An area of the self-concept that is so central that a person will not give it up even if forced to make a difficult choice' is a definition of: |
| A. | The subjective career |
| B. | Career anchor |
| C. | Career development |
| D. | Matching theories of career choice |
| Answer» B. Career anchor | |
| 295. |
Generally, in big companies who is responsible for an employee’s career development: |
| A. | The employee’s manager. |
| B. | The company. |
| C. | The employee. |
| D. | The HRM department |
| Answer» D. The HRM department | |
| 296. |
The purpose of career development is: |
| A. | focus on both the organization and the individual. |
| B. | focus on the individual |
| C. | focus on the organization |
| D. | focus on management development |
| Answer» A. focus on both the organization and the individual. | |
| 297. |
Initially, companies viewed career development as a program to meet organizational need. Now, it is also looked upon as a way to meet employees’ needs. This shift in perspective is due to: |
| A. | The pressures of downsizing. |
| B. | the pressures of technological change |
| C. | employee demands for more career advancement opportunities |
| D. | The need for some businesses to meet affirmative action goals. |
| Answer» C. employee demands for more career advancement opportunities | |
| 298. |
In recent years, the career development field has changed very rapidly as |
| A. | job hopping has become less prevalent. |
| B. | downsizing among companies becomes more popular |
| C. | technological change requires that employees keep pace with new ways to perform their jobs. |
| D. | (c) and (b) |
| Answer» D. (c) and (b) | |
| 299. |
Career development differs from training in that: |
| A. | Career development has a short-term focus. Training has a long-term focus. |
| B. | Career development is initiated by employees and training is initiated by the organization. |
| C. | Career development has a wider focus and broader scope than training. |
| D. | career development is more beneficial to the organization and training is more beneficial to the individual employee. |
| Answer» C. Career development has a wider focus and broader scope than training. | |
| 300. |
Career development is: |
| A. | usually involves a one-time event or opportunity to enhance long-term skills’ |
| B. | is a formal, organized, ongoing effort to develop people’s skills |
| C. | Is usually a highly selective process which guarantees success through that’s electivity? |
| D. | Focuses on individual over organizational needs. |
| Answer» B. is a formal, organized, ongoing effort to develop people’s skills | |
Done Studing? Take A Test.
Great job completing your study session! Now it's time to put your knowledge to the test. Challenge yourself, see how much you've learned, and identify areas for improvement. Don’t worry, this is all part of the journey to mastery. Ready for the next step? Take a quiz to solidify what you've just studied.