Human Capital Management Study Guide
Questions
Course Introduction
Human Capital Management explores the strategies and practices essential for effectively acquiring, developing, motivating, and retaining talent within organizations. The course covers key topics such as workforce planning, talent acquisition, training and development, performance management, compensation, and employee engagement. Students will examine the relationship between human capital and organizational success, analyze contemporary challenges in managing a diverse workforce, and evaluate the use of technology and analytics in decision-making. By integrating both theoretical frameworks and practical applications, this course prepares students to contribute to building high-performing and adaptive organizations in a dynamic business environment.
Recommended Textbook
Managing Performance through Training and Developmen 8th Edition by Alan
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M Saks
Chapter 1: The Training and Development Process
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Sample Questions
Q1) According to research presented in the textbook, a negative relationship exists between per-employee expenditures on training and development and employee productivity levels.
A)True
B)False
Answer: False
Q2) According to data provided in the textbook, which province in Canada has a law that requires employers to invest in training and development?
A) Alberta
B) Quebec
C) Ontario
D) Manitoba
Answer: B
Q3) When it comes to productivity among the G7 countries, how does Canada rank?
A) as the second most productive country
B) as the least productive country
C) as the third least productive country
D) as the second least productive country
Answer: D
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Page 3
Chapter 2: Learning and Motivation
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Sample Questions
Q1) Skinner and the behaviourist school of psychology believe that learning is a result of reward and punishment contingencies that follow a response to a stimulus.
A)True
B)False
Answer: True
Q2) Social cognitive theory involves three key components: observation, self-efficacy, and feedback.
A)True
B)False
Answer: False
Q3) Workplace learning refers to the process of acquiring job-related knowledge and skills through formal training programs and informal social interactions among employees.
A)True
B)False
Answer: True
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Page 4
Chapter 3: The Needs Analysis Process
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Sample Questions
Q1) If a trainer has discovered that there are no consequences for desirable behaviours and employees are sometimes punished for good performance, then what should the trainer focus on for improving performance?
A) training
B) feedback
C) goal setting
D) contingency management
Answer: D
Q2) You have been hired to manage a call centre for a local organization. You notice a pattern of activity that is of concern to you: Customers wait on line before being served for an average of 15 minutes. This is an issue as it impacts the quality of service and is costing you potential sales. Apply in detail the needs analysis process introduced in the textbook.
Answer: Students should apply the four-step process introduced in the textbook (Concern, Importance, Consult Stakeholders, and Data Collection) to this vignette. Each of these steps should be detailed enough so as to capture the germane topics under each step. For example, Data Collection must address three areas: Organization, Task, and Person Analysis.
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Chapter 4: Training Design
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Sample Questions
Q1) A training objective is a statement of what trainees are expected to be able to do after a training program.
A)True
B)False
Q2) In Canada, organizations allocate 59 percent of direct learning and development expenditures to external sources.
A)True
B)False
Q3) Internally developed training programs have many advantages over packaged programs including security and confidentiality.
A)True
B)False
Q4) What key component for a final written training objective would be related to the statement "Joe will be able write a short two-page story without making grammatical or spelling errors"?
A) criterion
B) performance
C) evaluation
D) condition
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Chapter 5: Off The Job Training Methods
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Sample Questions
Q1) Instructor-led classroom training continues to be the most popular method of providing training in both Canada and the United States.
A)True
B)False
Q2) A trainer wants to inject an element of experiential learning into his lectures. At the same time, he does not want to spend a lot of time preparing a detailed case requiring significant preparation time by the trainees prior to the lecture. What instructional method should this trainer consider to supplement his lectures?
A) action learning
B) games
C) case study
D) case incident
Q3) Which of the following training methods incorporates more adult learning principles than are used in other training methods?
A) simulations
B) action learning
C) case studies
D) role plays
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Chapter 6: On The Job Training Methods
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Sample Questions
Q1) Discuss how apprenticeships differ from other more traditional on-the-job training schemes.
Q2) Tradespeople in Canada represent one in five employed Canadians.
A)True
B)False
Q3) Which of the following is NOT supported by mentoring research?
A) Mentored individuals had more promotions.
B) Mentored individuals had higher compensation.
C) Mentored individuals had higher job satisfaction.
D) Mentored individuals had higher organizational commitment.
Q4) The choice of on-the-job, off-the-job, or blended training should be anchored on training needs and objectives.
A)True
B)False
Q5) Identify and briefly describe some of the problems associated with on-the-job training.
Q6) Mentoring is primarily used as a stand-alone method of on-the-job training.
A)True
B)False
Q7) What is coaching and what are the four core elements of coaching?
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Chapter 7: Technology-Based Training Methods
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Q1) One of the key benefits of computer-based training is the system's ability to record participation and trainee results, which may allow a company to limit its liability should it have to prove employees in fact completed specific training activities.
A)True
B)False
Q2) Based on information provided in the textbook, studies that compared computer-based training to classroom instruction found that, on average, computer-based training was 12 percent more effective than classroom for teaching procedural knowledge.
A)True
B)False
Q3) What is learner control and what effect does it have on learning? What can be done to make learner control more effective for learning?
Q4) Why would a company use synchronous training given that it is much less flexible (from the trainee's perspective) versus asynchronous training?
Q5) From the perspective of proper instructional design principles, discuss factors that need to be considered when designing technology-based training programs.
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Chapter 8: Training Delivery
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Q1) Halfway through her lecture, Jay begins to experience problems with her PowerPoint presentation. What solution should Jay use to deal with this challenge?
A) visit the facility beforehand to ensure her PPT presentation is compatible
B) enlist assistance from trainees who may know how to solve the issue
C) arrive at least one hour early to set up and handle problems
D) report the issue to facilities and wait for the problem to be resolved
Q2) Which of Robert Gagné's nine events of instruction takes into consideration task sequencing?
A) Provide guidance for learning.
B) Stimulate recall of prior knowledge.
C) Present the material to be learned.
D) Describe the objectives.
Q3) In a training session, John begins to respond to the trainer's question. Before he has an opportunity to finish, Marie interrupts and begins to respond to the question. Which type of "problem participant" is Marie?
A) the arguer
B) the voice of experience
C) the rigid one
D) the non-listener
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Page 10
Chapter 9: Transfer of Training
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Q1) The key benefit of the Learning Transfer System Inventory is that it recognizes the importance of a systematic approach to transfer of training. Which of the following statements is NOT aligned with the principles or conclusions of this diagnostic tool/model?
A) barriers to transfer vary from company to company; therefore, interventions to improve transfer need to be unique to each company
B) once the transfer resistance points are identified, the model offers implementable solutions to mitigate the resistance points
C) it identifies various variables both specific to a training program and general that may impact transfer
D) the diagnostic nature of the tool/model works well in pinpointing areas for intervention using 16 variables
Q2) a) Using an example, describe how improvements in behaviour and performance may impact organizational performance through vertical transfer of training.?b) Is it possible to have horizontal transfer yet organizational effectiveness does not improve? Explain.
Q3) Describe things that management can do before, during, and after training to improve the transfer of training.
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11
Chapter 10: Training Evaluation
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Sample Questions
Q1) Which two types of "reaction measures" have received the most attention in the literature?
A) descriptive and causal
B) perceived and anticipated
C) declarative and procedural
D) affective and utility
Q2) One of the primary advantages of the Decision-Based Evaluation model over the Kirkpatrick model is that it allows different variables to be measured depending on the target of the evaluation process.
A)True
B)False
Q3) Explain the terms declarative learning and procedural learning, describe how each one can be assessed, and state which one is most important to training transfer.
Q4) The COMA model and the Decision-Based Evaluation model are the most widely used training evaluation methods.
A)True
B)False
Q5) Compare and contrast the concepts of perceived support and anticipated support.
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Chapter 11: Training Costs and Benefits
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Sample Questions
Q1) To calculate the impact training has on the bottom line, trainers or program designers must be able to calculate the costs and benefits of training programs.
A)True
B)False
Q2) How would you describe MW Canada's Technical Skills Certificate Program in terms of program design?
A) apprenticeship
B) on-the-job
C) blended
D) off-the-job
Q3) Direct costs are costs that are linked directly to a particular department.
A)True
B)False
Q4) How is the utility of a training program defined?
A) Utility = [(C)(N)(dt)(SDy)] - (N)(T)
B) Utility = [(T)(N)(dt)(SDy)] - (N)(C)
C) Utility = [(T)(N)(SDy)] - (N)(C)
D) Utility = [(T)(N)(C)] - (N)(SDy)
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Chapter 12: Training Programs
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Sample Questions
Q1) The notion of training rigour is associated with what type of training?
A) diversity training
B) team training
C) ethics training
D) cross-cultural training
Q2) Which type of training content is most popular among Canadian organizations?
A) professional skills training
B) information technology skills training
C) basic skills training
D) management and supervisory skills
Q3) Company ABC Ltd. embarked on a training program focused on providing employees with the required skills to continuously look for ways to improve work processes in its factory floor. ABC Ltd. is most likely incorporating TQP in its work processes.
A)True
B)False
Q4) Low literary levels have a detrimental impact on Canadian companies' ability to compete in a global environment.
A)True
B)False
Page 14
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Chapter 13: Management and Leadership Development
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Sample Questions
Q1) As a factory floor manager, Parandeep has been asked to innovate and come up with a better way to manufacture the company's products, a concept that excites Parandeep. Unfortunately, he is aware this particular company does not tolerate errors or failures. What work-related stressor is Parandeep likely to experience working for this company?
A) role conflict
B) role ambiguity
C) role overload
D) role compromise
Q2) According to Henry Mintzberg, the fundamental roles managers play in organizations are interpersonal, informational, and transactional based.
A)True
B)False
Q3) Most management training programs are focused on the development of "people skills."
A)True
B)False
Q4) Is management development effective? Discuss the research evidence to support your answer.
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Chapter 14: The Evolution and Future of Training and Development
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Q1) Variables such as demographics, industry-centric learning, changes in the nature of work, and social media are the driving forces behind the concept of Learning 2.0.
A)True
B)False
Q2) Technology and web-based instruction is especially well suited for fostering interactive learning environments.
A)True
B)False
Q3) Which of the following conclusions about a multilevel systems model of organization learning is supported by the content in the textbook?
A) Learning is a dynamic process that involves three levels that are interconnected.
B) Values and norms play no role in this process.
C) Learning and sharing processes in organizations are not material to creating organizational learning.
D) Levels of learning are influenced by financial resources in organizations.
Q4) Discuss the multilevel systems model of organizational learning and its implications for training and development.
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