Question 1

Why is the concept of informal learning receiving so much attention from managers?

Accepted Answer

Informal learning is receiving attention from managers because of the speed of change and demographic realities. Rapid technological advancements and an increasingly diverse workforce require continuous learning and adaptation, which can often be more effectively and efficiently achieved through informal learning methods.

Question 2

How is the concept of training motivation defined?

Accepted Answer

Training motivation refers to the direction, intensity, and persistence of learning-directed behavior, which includes learners' desire to engage in the training and their efforts to master the new skills and knowledge being taught. Option A relates to locus of control beliefs, option C relates to task identity, and option D relates to expectancy theory.

Question 3

You have been asked to do a short presentation to your class describing the differences between formal and informal learning. Which of the following points is NOT likely to be included in your presentation?

Accepted Answer

This point is not accurate as formal learning tends to have less flexibility when it comes to tailoring learning to individuals' needs, whereas informal learning can be more personalized to the learner's interests and preferences.

Question 4

You are a senior human resource manager with a Canadian organization. On your way back home from a business trip, you stumble across an article praising the effectiveness of informal learning. You decide your organization should facilitate a work environment that promotes informal learning. Which of the following is NOT likely to be an action you will take?

Accepted Answer

Providing work teams with less autonomy contradicts the idea of promoting informal learning. Informal learning happens when employees have the freedom to explore and experiment on their own, without the fear of making mistakes. Giving them less autonomy would hinder their ability to do this effectively. Options A, B, and D would all promote informal learning by fostering teamwork, communication, and social interaction within the organization.

Question 5

According to goal-setting theory, goals can be motivational if they have some specific characteristic. Which of the following would NOT be considered one of those characteristics?

Accepted Answer

According to goal-setting theory, goals that are proximal in design (i.e. near-term in nature) are more motivational than distal goals that are farther out in time. Therefore, C is not a characteristic that is considered motivational. A, B, and D are all characteristics that are considered motivational, as they provide structure, difficulty, and support to the goal-setting process.

Question 6

Training leads to declarative knowledge, the acquisition of skills and abilities, and the retention of both over time. According to the model of training effectiveness, what other factor does NOT impact a trainee's ability to learn and retain information and knowledge?

Accepted Answer

The model of training effectiveness suggests that a trainee's attitude toward his/her job, self-belief, and mental ability all play a role in their ability to learn and retain information. However, the model does not mention organizational effectiveness as a factor that impacts training effectiveness.

Question 7

Marie, a fourth-year human resource student, is able to comprehend and summarizeChapter 2 of the textbook to a very high standard. What is Marie demonstrating?

Accepted Answer

Marie is demonstrating cognitive ability, which refers to the capacity to perform tasks that require the use of mental processes, such as understanding, learning, and summarizing information.

Question 8

Which of the following is NOT considered to be part of core self-evaluations?

Accepted Answer

Conscientiousness is not considered to be part of core self-evaluations. It is a personality trait related to being organized, dependable, and responsible. The other three options, self-esteem, general self-efficacy, and locus of control, are all considered to be part of an individual's core self-evaluations.

Question 9

What training conclusions can be drawn for individuals with an internal locus of control?

Accepted Answer

Individuals with an internal locus of control believe that they have control over their lives and outcomes. As a result, they tend to have higher motivation to improve their skills and abilities through training. This is supported by research on the relationship between locus of control and training motivation. Option A is incorrect because individuals with an internal locus of control tend to have higher self-efficacy. Option C is incorrect because individuals with an external locus of control tend to have higher anxiety about training. Option D is incorrect because individuals with an internal locus of control tend to make a stronger link between effort and training outcomes.

Question 10

If a trainer wants to make sure that a training program is appropriate for trainees' learning styles and most of the trainees prefer concrete experience and reflective observation, what learning style should the trainer focus on?

Accepted Answer

According to Kolb's learning styles model, trainees who prefer concrete experience and reflective observation have a diverging learning style. They are best at viewing concrete situations from many different points of view and prefer to gather information and think about situations before coming to a conclusion. Therefore, the trainer should focus on a training program that caters to the diverging learning style.

Question 11

According to the textbook, what are the two most used methods for informal learning?

Accepted Answer

The answer of According to the textbook, what are the...

Question 12

If a trainer wants to ensure that she is following the 70-20-10 model, how much formal training should she be providing to employees?

Accepted Answer

The 70-20-10 model for learning and development suggests that individuals obtain 70% of their knowledge from job-related experiences, 20% from interactions with others, and 10% from formal educational events. Therefore, 10% of the training should be formal.

Question 13

Which of the following is a factor that differentiates formal and informal learning?

Accepted Answer

The factor that differentiates formal and informal learning is whether the learning is process-driven or not. Formal learning is structured and process-driven, while informal learning is more flexible and learner-driven. Culture, climate, and management style could all potentially impact the style of learning, but they are not factors that completely differentiate between formal and informal learning.

Question 14

Training motivation is synonymous with which of the following?

Accepted Answer

Training motivation refers to the motivation to learn and acquire new knowledge or skills. It is the drive that individuals have to engage in training programs as they recognize the potential benefits of upskilling and improving their performance. B and C are too specific as they refer to motivation towards training or performance respectively, whereas D is too vague as it could refer to any type of change (not necessarily related to training).

Question 15

If a trainer wants to use Fleming's model and make use of all four learning styles, then which of the following should be included in the training program?

Accepted Answer

Fleming's model includes four learning styles: visual, aural/auditory, read/write, and kinesthetic. Therefore, these should be included in the training program to make use of all four learning styles. Option A includes all four styles, but knowledge is not a learning style, and thus this option is incorrect. Options C and D are based on other learning style models and do not reflect Fleming's model.

Question 16

Which of the following statements is correct in relation to goal orientation?

Accepted Answer

Goal orientation has been found to have an impact on task performance as well as cognitive, affective, and motivational processes. Mastery goals focus on learning processes while performance goals focus on achieving a certain level of performance. Both types of goals can impact learning outcomes. Setting a challenging performance outcome goal can be beneficial for motivation and learning, as long as it is attainable and not too difficult.

Question 17

Where does workplace learning come from according to the 70-20-10 model?

Accepted Answer

According to the 70-20-10 model, workplace learning comes 70 percent from on-the-job experiences and assignments, 20 percent from relationships and interactions with others, and 10 percent from formal learning activities and events.

Question 18

John wants to be a member of Canada's Olympic hockey team in ten years. What kind of goal is John pursuing?

Accepted Answer

A distal goal is a long-term goal, typically set for several years in the future. John's goal of becoming a member of Canada's Olympic hockey team in ten years fits this definition.

Question 19

The textbook identifies several reasons that informal learning is becoming more prevalent in organizations when compared to formal learning. Which of the following is NOT a reason supported by the material in the textbook?

Accepted Answer

The textbook does not support the idea that informal learning consistently delivers consistent learning outcomes. In fact, it states that the outcomes of informal learning can be unpredictable and vary widely between individuals.

Question 20

Which of the following characteristics are congruent with the notion of informal learning?

Accepted Answer

Informal learning is often spontaneous, occurring immediately in response to a need or task, and is task-specific. It is not necessarily strategic or goal-oriented, long-term focused, structured, group-focused, or planned. It can be defined and explicit, but this is not a necessary characteristic of informal learning.

Quiz 2: Learning and Motivation