Adult Learning Principles Quiz

<p>Goals are broad statements, objectives are measurable and specific (D)</p> Signup and view all the answers

<p>Clarify content and performance expectations for trainees (B)</p> Signup and view all the answers

<p>Adults have distinct preferences and learn in various ways (D)</p> Signup and view all the answers

<p>Participants’ previous educational experiences (D)</p> Signup and view all the answers

<p>Active learners (B)</p> Signup and view all the answers

<p>It can be costly due to lost productivity. (D)</p> Signup and view all the answers

<p>When the demand for training is uncertain and involves expensive equipment. (D)</p> Signup and view all the answers

<p>85% for online and 25-50% for classroom. (D)</p> Signup and view all the answers

<p>It has a student-trainer ratio of 1 to 1. (B)</p> Signup and view all the answers

<p>Classroom training has higher start-up costs than OJT. (C)</p> Signup and view all the answers

<p>It necessitates access to computers. (C)</p> Signup and view all the answers

<p>Training a large number of individuals efficiently. (B)</p> Signup and view all the answers

<p>Online training. (D)</p> Signup and view all the answers

<p>It enhances students' retention of material. (B)</p> Signup and view all the answers

<p>They generate more ideas than a single instructor. (C)</p> Signup and view all the answers

<p>Analyzing problems and applying solutions. (C)</p> Signup and view all the answers

<p>Hearing, seeing, feeling, and smelling during activities. (B)</p> Signup and view all the answers

<p>Integrated ideas directly applicable to life. (D)</p> Signup and view all the answers

<p>The enthusiasm of participants in their roles. (C)</p> Signup and view all the answers

<p>Behavior change in the workplace due to training. (B)</p> Signup and view all the answers

<p>Collecting the best possible data on learning outcomes. (A)</p> Signup and view all the answers

<p>To assess overall effectiveness after training (A)</p> Signup and view all the answers

<p>Certifying employee licenses (B)</p> Signup and view all the answers

<p>Formative assessment (D)</p> Signup and view all the answers

<p>Input, throughputs, and outputs of a training program (B)</p> Signup and view all the answers

<p>Accuracy and functionality of training (D)</p> Signup and view all the answers

<p>Workplace improvements (D)</p> Signup and view all the answers

<p>Consistent assessments (D)</p> Signup and view all the answers

<p>Summative assessment (C)</p> Signup and view all the answers

<p>Minimizing team member interactions (B)</p> Signup and view all the answers

<p>Maturing (A)</p> Signup and view all the answers

<p>Storming (A)</p> Signup and view all the answers

<p>What tasks need to be accomplished (C)</p> Signup and view all the answers

<p>Let everyone speak (B)</p> Signup and view all the answers

<p>Planning and allocation of resources (C)</p> Signup and view all the answers

<p>Adolescence (C)</p> Signup and view all the answers

<p>Delayed performance assessments (C)</p> Signup and view all the answers

<p>Collaborating &amp; problem-solving approach (D)</p> Signup and view all the answers

<p>Conflicts involving procedures (B)</p> Signup and view all the answers

<p>Negotiating or bargaining (B)</p> Signup and view all the answers

<p>Confusion regarding job responsibilities (C)</p> Signup and view all the answers

<p>Greater mobility in job changes (B)</p> Signup and view all the answers

<p>Development of long-term valuable human assets (C)</p> Signup and view all the answers

<p>A strong sense of satisfaction (D)</p> Signup and view all the answers

<p>Better career progression (C)</p> Signup and view all the answers

Adult learners are motivated by personal needs, problem-solving, or personal satisfaction.

Training should be designed to respect and protect the self-esteem of adult learners.

Adults have different expectations about training than children or teenagers.

Training should be designed to address the different ways that adults learn and their preferences in learning styles.

A broad statement describing the overall scope of the training and are generally not measurable.

A specific statement describing what trainees should be able to do after training, the learning conditions under which they will be able to perform, and how learners will demonstrate competency.

Training objectives describe the trainee and their expected performance after training, not the instructor or the course content.

Training objectives guide instructors in what content to include, learning activities to design, and test items to use.

Choosing the right training method often comes down to balancing the cost of training against the benefits it offers.

On-the-job training (OJT) involves learning by doing, directly at the workplace, under the guidance of an experienced person.

Classroom training involves group instruction in a dedicated space, usually led by a teacher or trainer.

Online training takes place digitally, often using interactive modules, videos, and assessments.

OJT can be cost-effective when training involves expensive equipment or complex processes, as it avoids the need for specialized facilities or classroom setup.

Classroom training can be more cost-effective when training a large number of people because fixed costs can be spread across many participants.

Online training provides flexibility for learners to study at their own pace and time, which can be advantageous for busy schedules or different learning styles.

OJT provides tailored instruction that directly addresses specific job requirements and situations, making the learning immediately relevant.

Students actively writing in class helps them retain information better than just listening.

Small group discussions allow students to learn from each other and generate more ideas than a single instructor.

Higher-order thinking involves critical analysis, problem-solving, and applying learned information to new situations.

Meaningful learning connects information to real-world experiences and applications, increasing retention and motivation.

Role-playing allows students to practice skills in a safe environment and develop interpersonal skills.

Case studies present real-world scenarios for students to analyze and apply their knowledge.

Level 1: Reaction to the training (enjoyment, satisfaction).

Level 2: How much the trainees learned.

Measures the overall effectiveness of a training program after it has been completed.

Evaluates the effectiveness of training during its development, allowing for changes and improvements.

Examines the entire training system, from inputs like trainers and materials to outputs like employee performance changes.

Provides data on how well training meets employees' needs and expectations.

Measures whether trainees have gained the specific knowledge or skills targeted by the training.

Examines any shifts in employee attitudes as a result of the training.

Observes changes in employees' work behaviors after training.

Assesses the impact of training on productivity and goal achievement.

A trusted advisor or guide who assists another person in their professional growth and development.

The difference between what is expected of you and what you know or are able to do.

A mentor who is skilled and experienced in a particular area.

A collaborative and problem-solving approach to conflict resolution.

The period of time it takes for someone to learn and adapt to their new role and the organization's culture.

A common occurrence on teams where disagreements arise.

A mentoring program helps individuals develop critical career skills and gain valuable insights from experienced professionals.

Different approaches to conflict resolution, ranging from forcing to collaborating.

A team's shared purpose and direction, providing motivation and alignment.

The ways in which a team is structured and organized to accomplish tasks, usually emphasizing results.

The different stages that a team goes through as it matures and develops its dynamics.

How people communicate and interact within a team, focusing on the practical aspects of their work.

The initial stage of group development, where members are getting to know each other and the purpose of the team.

A stage of development marked by potential conflicts and challenges as team members assert their opinions and roles.

A stage where team members develop a sense of unity and establish norms for how they interact.

The final stage of group development, where the team operates efficiently and effectively towards its goals.