Human Resource Management
Mock Exam
Course Introduction
Human Resource Management is a comprehensive course that introduces the foundational concepts, principles, and practices of effectively managing people within an organization. The course explores key topics such as the recruitment and selection process, employee training and development, performance appraisal, compensation and benefits, labor relations, and workplace diversity. Students will develop an understanding of how strategic human resource planning aligns with overall organizational goals, and gain practical skills for addressing real-world HR challenges. Emphasis is placed on legal and ethical considerations, as well as the role of HR in fostering a positive organizational culture and supporting employee well-being and productivity.
Recommended Textbook
Managing Performance through Training and Developmen 8th Edition by Alan M Saks
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Page 2
Chapter 1: The Training and Development Process
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Sample Questions
Q1) You have been asked to debate the notion of high-performance work systems focusing on measurable results organizations should expect to receive from adopting such a philosophy. Which of the following points would most likely be central to your debate?
A) an increase in employee turnover, higher sales, and higher productivity
B) superior productivity and improved non-financial performance
C) improved financial performance and superior productivity
D) lower turnover, higher labour costs, and superior financial performance
Answer: C
Q2) Which Canadian agency's report concluded that continuous learning and the transfer of knowledge are key factors in fostering creativity and promoting organizational excellence?
A) Toronto Transit Commission
B) Conference Board of Canada
C) Alberta Government
D) Royal Canadian Mounted Police
Answer: B
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Page 3
Chapter 2: Learning and Motivation
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Sample Questions
Q1) How is the concept of training motivation defined?
A) trainees' beliefs about how their behaviour is controlled
B) the direction, intensity, and persistence of learning-directed behaviour
C) the motivation that stems from a direct relationship between a worker and the task
D) the relationship between worker, task, and valence
Answer: B
Q2) Drawing on Gagné's classification scheme, Kurt Kraiger and colleagues developed a multidimensional classification scheme of learning outcomes. What outcomes would Kraiger and colleagues include under their "affective outcomes" scheme?
A) knowledge organization and declarative knowledge outcomes
B) attitudinal and motivational outcomes
C) technical or motor skills and compilation outcomes
D) cognitive and declarative outcomes
Answer: B
Q3) When a behaviour has been learned it can be thought of as a skill.
A)True
B)False
Answer: True
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4
Chapter 3: The Needs Analysis Process
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Sample Questions
Q1) Contingency management has its basis in social cognitive theory.
A)True
B)False
Answer: False
Q2) What is one drawback of a task analysis process?
A) It ignores mental processes required to complete a task.
B) It focuses only on target jobs as opposed to all jobs within the organization.
C) It develops bias from subjective rating scales and the use of estimates.
D) It assumes tasks are performed by teams, not individuals.
Answer: A
Q3) Self-assessment is best used when there is no time or resources to conduct a needs analysis.
A)True
B)False
Answer: False
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Chapter 4: Training Design
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Q1) What has research concluded about active learning?
A) it is effective for developing adaptive expertise
B) it is effective for learning rigid policies and procedures
C) it provides the trainer with much more control over trainees' learning processes
D) it gives trainees much less control over their learning experience
Q2) Bloom's taxonomy of learning objectives includes six main categories (Remember, Understand, Apply, Analyze, Synthesize, and Create).
A)True
B)False
Q3) A well-written training objective should contain some kind of observable action with a measurable criterion indicating to the trainee and trainer the conditions of performance.
A)True
B)False
Q4) What is error-management training and is it more effective than error-avoidant training? When is it more or less likely to be more effective?
Q5) Describe the differences between massed and distributed practice, and explain the benefits of each.
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Chapter 5: Off The Job Training Methods
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Sample Questions
Q1) If a trainer is concerned about an aptitude-treatment interaction, what exactly is she concerned about?
A) that the aptitude of trainees might prevent them from learning B) that the instructional method might not be effective for all trainees
C) that trainees might require a treatment to increase their aptitude before the training D) that trainees will resist the training if they don't like the instructional method
Q2) John is trying to determine which off-the-job training methods he will be using for a new group of managers. He wants to make a list identifying variables he should consider before deciding on training methods. What are the factors that he should determine before choosing training methods?
Q3) You are a training specialist responsible for training bartenders for a nightclub chain. You have decided to incorporate the notion of fidelity into your training plan. In a training context, describe and contrast physical and psychological fidelity. How would you incorporate these elements of fidelity into your training program?
Q4) Identify and briefly explain the four general principles of learning that the behaviour modelling training is based upon.
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Page 7
Chapter 6: On The Job Training Methods
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Q1) Evidence provided in the textbook indicates that apprenticeship programs tend to attract greater representation from specific sectors of the labour market, particularly First Nations, women, and members of visible minorities.
A)True
B)False
Q2) Explain the three stages of the preparation phase of job instruction training that concern the trainee.
Q3) What are the critical deliverables of the Standards Red Seal Program in Canada?
A) consistency of training and promoting skilled labour mobility across Canada
B) consistency of training and promoting skill development in white-collar occupations
C) consistency of training and delivering cost-recovery programs across Canada
D) consistency of training and ensuring the specific needs of companies are met
Q4) What proportion of the workforce do tradespeople represent in Canada?
A) one in three
B) one in four
C) one in five
D) one in six
Q5) 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) According to the textbook, an electronic performance support system has several advantages over classroom training including better transfer of training rate.
A)True
B)False
Q2) An electronic performance support system is simply a digital variation of a traditional performance aid.
A)True
B)False
Q3) A community of practice is a social system in which individuals interact to share and develop knowledge.
A)True
B)False
Q4) Computer-based training offers organizations and trainees several advantages. Which of the following is NOT viewed as an advantage of computer-based training?
A) it is standardized and consistent
B) it reduces training costs when there are large number of trainees
C) it links training to job performance
D) its effectiveness of training design
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Chapter 8: Training Delivery
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Q1) A trainability test is a test that fundamentally measures the trainees' readiness level at the conclusion of a training program.
A)True
B)False
Q2) A trainer claims a training program will provide an organization with an ROI of 500 percent in order to secure a training contract. In fact, the training program provides, in a best-case scenario, an ROI of only 5 percent. This fact is known to the trainer prior to training. What ethical guideline has this trainer violated?
A) voluntary consent
B) values
C) competency
D) cost-effectiveness
Q3) One ethical issue of particular concern is excluding some employees from attending training programs, which may result in workplace discrimination and human rights complaints.
A)True
B)False
Q4) Define an event of instruction and briefly discuss Gagne's nine events of instruction.
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Chapter 9: Transfer of Training
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Q1) After completing a training program many of the trainees are having trouble applying what they learned in training on the job. They have contacted the trainer for assistance. What should the trainer do to help them?
A) relapse prevention
B) self-coaching
C) booster session
D) upward feedback
Q2) Drawing on the work of Elwood Holton and colleagues, define the transfer system and discuss its implications for dealing with transfer of training problems in organizations..
Q3) Anderson just finished a new safety training program offered at his company's head office. A few months after returning to work, he notices that he is not applying safety measures as he should. Which of the following internal variables is most likely causing this lack of training transfer?
A) the company simply does not support safety procedures
B) the wrong training methods were used
C) a poor instructor and poor program design
D) peer pressure and lack of management support
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Chapter 10: Training Evaluation
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Q1) Carlos, an instructor at a local university, wants to measure the effectiveness of his training sessions in terms of payoffs for his employer. Which of the following evaluation methods would you recommend to Carlos?
A) transfer of training climate evaluation method
B) Kirkpatrick's evaluation scheme, level 1
C) summative evaluation method
D) formative evaluation method
Q2) Affective reaction measures the level of perceived usefulness of a training program.
A)True
B)False
Q3) Training evaluation is undertaken for a variety of reasons. Some of the most salient include identifying the costs and benefits of a particular training initiative and determining if expected training outcomes materialized.
A)True
B)False
Q4) Compare and contrast the concepts of perceived support and anticipated support.
Q5) Identify and briefly describe the four categories of the COMA training evaluation model.
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Chapter 11: Training Costs and Benefits
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Sample Questions
Q1) As explained in theChapter-opening vignette, MW Canada introduced the Technical Skills Certificate Program (TSCP) to its workforce in an effort to accomplish which of the following?
A) adapt to increasingly competitive markets
B) reduce top line results
C) reduce overall training costs
D) align its training programs to Canadian national standards
Q2) If a training program is expected to reduce the amount of scrap in the production of a product, then a cost-effectiveness evaluation would indicate how much the training program costs and the impact on the bottom line caused by the reduction in scrap as a result of training.
A)True
B)False
Q3) What is another way to express an ROI of 1.0?
A) 10 percent
B) 100 percent
C) 1.0 percent
D) 1,000 percent
Q4) Define the term "return on investment" and explain how ROI on training is calculated.
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Chapter 12: Training Programs
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Q1) Computer software training is described in the textbook as unstructured, unplanned, and an informal means of delivering information on the usage of computer software.
A)True
B)False
Q2) A good framework that may provide an opportunity for a company to significantly reduce or even eliminate sexual harassment at work should include the following: 1) have a sexual harassment policy, 2) have a procedure in place for reporting sexual harassment, and 3) provide sexual harassment education coupled with ensuring everyone is familiar with the policy and filling process.
A)True
B)False
Q3) Team training focuses on two general types of skills/abilities. Which of the following combinations of skills or abilities are often associated with team training?
A) task-work skills and diversity training
B) task-work skills and teamwork skills
C) teamwork skills and computer skills
D) computer skills and technical skills
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14
Chapter 13: Management and Leadership Development
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Q1) Most models of management skill development share four basic principles. Which principle involves helping managers become self-aware of their own strengths and weaknesses relative to the skill in question?
A) skill application
B) skill practice
C) skills assessment
D) skill acquisition
Q2) What leadership style focuses on the needs of employees?
A) transactional
B) transformational
C) servant
D) authentic
Q3) What conclusions does the research on wilderness training seem to indicate?
A) some level of incongruence between what is actually learned and what should have been learned by trainees
B) a very positive relationship to on-the-job performance improvements
C) it works across a broad set of learning outcomes
D) a positive relationship to a limited set of outcomes, particularly for short programs
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Chapter 14: The Evolution and Future of Training and Development
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Q1) The Institute for Performance and Learning has a set of competencies organized into six categories.
A)True
B)False
Q2) What was the catalyst behind TELUS changing its corporate learning philosophy?
A) realization of the significant role technology plays in learning
B) the result of a strategic corporate-level review of their processes
C) realization that internal programs were simply too expensive
D) realization that learning is not an event but rather an ongoing multifaceted process
Q3) What is technology and web-based instruction especially well suited for when it comes to training and development?
A) self-directed learning
B) fostering interactive learning environments
C) blended learning
D) instructor-led learning
Q4) What is a learning environment? Describe the materials and activities that can be found in a learning environment.
Q5) Discuss the key factors that make training and development programs effective.
Page 16
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