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CHAPTER FOUR: NEEDS ANALYSIS

MULTIPLE-CHOICE QUESTIONS

1. A triggering event

A) Is a comparison of a reactive and proactive TNA.

B) Occurs when actual organizational performance is greater thanexpected organizational performance.

) Occurs when actual organizational performance is less than

expected organizational performance.!) "suall# means some emplo#ees re$uire training.

Answer%

!ifficult#% &as#'age (ef% 1*

+. ,hen a TNA is conducted- itA) uarantees that the time and mone# spent on training is spent

wisel#.

B) !etermines the /enchmar0 for evaluation of training.

) 'rovides essential information in the implementation of thestrategic plan.

!) Both B .

Answer% !!ifficult#% 2oderate

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5. A training needs anal#sis is conducted when a

A) 6et/ac0 event occurs.B) Triggering event occurs.

) !ecision to provide sexual harassment training is made.!) !eficienc# is determined to /e a motivational deficienc#.

Answer% B

!ifficult#% &as#'age (ef% 11

7. ,hich of the following focuses on an anticipated performance pro/lem in the future8

A) The 'A9

B) A reactive TNA) A proactive TNA

!) ,or0 sampling

Answer%


:. ,hich of the following focuses on a current performance pro/lem8

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A) The 'A9

B) A reactive TNA

) A proactive TNA!) ,or0 sampling

Answer% B


<. To deal with a =6A deficienc#- an appropriate remed# suggested in thetext is

A) Training.

B) hanging the >o/.

) 'roviding proper feed/ac0.!) Both A B.

&) All of the a/ove.

Answer% !

!ifficult#% hallenging'age (ef% ?igure 731- p. 111

@. ,hen a performance gap is identified and there is shown to /e a lac0

of =6As

A) There is no need to determine if there are motivational issues present.

B) ou still might want to determine if there are an# /arriers to

performance.

) Training is the onl# option for dealing with the lac0 of =6As.!) A .

Answer% B

!ifficult#% 2oderate'age (ef% ?igure 731- p. 111

*. oo0ing at the internal environment of an organization anddetermining its fit with organizational goals and o/>ectives is

associated with which TNA component8

A) Operational Anal#sis

B) 'erformance !iscrepanc#) Organizational Anal#sis

!) 'erson Anal#sis

&) Organizational adderingAnswer%

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'age (ef% 117

4. CCCCC involves loo0ing at all the influences that could affect emplo#ee

performance in the organization and determining their fit within

organizational goals and o/>ectives.

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A) 'erformance anal#sis

B) Operational anal#sis

) oals anal#sis!) Organizational anal#sis

&) 'ersonnel anal#sis


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1. ,hen aDn) CCCCC anal#sis is conducted for strategic planning- it is a

ma>or underta0ing. The CCCCC and relevant strategies that have /een

identified in the strategic plan are an indication of where the firm

wishes to /e.A) OrganizationalE mission

B) OperationalE organizational

) 'erformanceE person anal#sis

!) OperationalE goalsAnswer% A

!ifficult#% 2oderate'age (ef% 11:

11. Organizational anal#sis should focus onA) 2ission and capital resources.

B) Fo/ anal#sis.

) Guman resources and organizational environment.

!) Both A .&) All of the a/ove.

Answer% !

!ifficult#% &as#'age (ef% 11:

1+. As discussed in the text- a/out what percentage of training re$uests did Nanc# ordon of Ameritech sa# turn out to /e solva/le without

training8

A) 1 percent

B) +: percent) *: percent

!) 44 percent

Answer% !ifficult#% &as#

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15. In the example provided in the text where the /an0 manager sent his

tellers to training on the products and services the /an0 provided- the

training resulted in a CCCCC percent increase in services sold to

customers.


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A)

B) +:

) :!) *

Answer% A

!ifficult#% 2oderate'age (ef% Training in Action 731- p. 11:

17. ,hen an O' is identified- aDn) CCCCCCCCCCCCC should /e conductedin con>unction with an organizational anal#sis in order to full#

understand the nature of the gap.

A) 6#stem anal#sis

B) Operational anal#sis) 'erformance evaluation

!) oal anal#sis

Answer% B


1:. In an organizational anal#sis- who do #ou as0 a/out >o/ design issues8

A) Top management

B) (elevant supervisors) Incum/ents

!) Both B

&) All of the a/ove


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1<. An outline of a t#pical >o/Hs duties and responsi/ilities is a

A) Fo/ description.

B) Fo/ specification.) 'erformance standard.

!) Tas0 outline.

&) None of the a/ove.

Answer% A!ifficult#% &as#

'age (ef% Ta/le 735- p. 114

1@. The selection process of incum/ents in operational anal#sis should /e

performed /#

A) A supervisor.B) The manager of the organization.

) A head hunter.

!) A >o/ anal#st.

Answer% !


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!ifficult#% &as#

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1*. The CCCCC approach to >o/ anal#sis immediatel# identifies the =6As

re$uired for the >o/.

A) Tas03orientedB) ,or0er3oriented

) Operational anal#sis

!) Fo/3dut#3tas0 Answer% B

!ifficult#% 2oderate

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14. The CCCCC approach identifies the various wor0 activities re$uired to

successfull# perform a >o/.

A) 'A9

B) tas03oriented) wor0er3oriented

!) Both A Answer% B

!ifficult#% &as#

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+. ,hich of the following statements regarding >o/ anal#sis is true8

A) In the tas03oriented approach- #ou first identif# the tas0s

/efore determining the =6As re$uired.B) =6As are made up of multiple competencies.

) The wor0er3oriented approach goes directl# to determining the

=6As- then determines the tas0s so it is more effective.!) The 'A9 is more effective than the tas03oriented approach.

&) ompetenc# modeling is a more scientific approach and >o/

anal#sis is not as relevant an#more.Answer% A


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+1. In the example provided in the text of anal#zing a >o/ when there are

no incum/ents- !r. ?ields

A) As0ed the manufacturer of the new e$uipment to learn if therewas similar e$uipment in operation elsewhere so he could

interview those incum/ents.

B) Interviewed engineers responsi/le for designing the newe$uipment.

) O/tained /lueprints for the new e$uipment.

!) Both A B.

&) All of the a/ove.

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Answer% &


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++. (ecall the example in the text where ?ord 2otor ompan# was

/uilding a new engine plant in ,indsor that was to focus on the teamapproachJ to /uilding the engines. ,hich of the following statements

is true regarding that example8

A) The ma>orit# of those hired were universit# educated and hadexperience in the team approach.

B) One of the goals of the training was to improve attitudes

toward the team approach.

) &valuation of the training indicated an improvement inemplo#eesH communication s0ills.

!) The promise of training related to self3fulfillment never

materialized.

Answer% B!ifficult#% &as#

'age (ef% Training in Action 73+- p. 1+<

+5. The approach to operational anal#sis which identifies 0e#

competencies of the >o/ is 0nown asA) Fo/ anal#sis.

B) ,or0er3oriented approach.

) Tas03oriented approach.

!) ompetenc# modeling.Answer% !


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+7. In CCCCCCCC competencies are defined as a cluster of related

0nowledge- s0ills- and attitudes that differentiate high performers fromaverage performers.J

A) North America

B) "nited =ingdom

) Australia!) Both A B

&) All of the a/ove

Answer% A!ifficult#% 2oderate

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+:. In CCCCCCCC competencies are defined as what someone needs to /e

doing to /e competent in their >o/.J

A) North America

B) "nited =ingdom

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) Australia

!) Both B

&) All of the a/oveAnswer% !


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+<. A competenc#3/ased approach focuses on

A) =nowledge and s0ills.B) Attitudes and personalit#.

) All characteristics that underlie successful performance.

!) 2otivational characteristics.


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+@. ,hich of the following statements is true regarding competencies8A) The# are much more specific and therefore more useful at

targeting a >o/.B) The# include onl# s0ills and attitudes.

) The# tie to corporate goals.

!) The# are onl# good for the short term.&) None of the a/ove is true.

Answer%


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+*. ,hen comparing competencies to =6As- competencies

A) Are more specific in nature.B) Gave a shorter term fit.

) Include 0nowledge- s0ills- and attitudes.

!) Are tied to corporate goals.&) Both !.

Answer% &

!ifficult#% &as#

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+4. One of the more common mista0es in developing competenc#

modeling isA) Not ma0ing the model tie in to the strategic goals.

B) Being too specific.

) 6impl# ma0ing a list of positive attri/utes.!) ?ocusing onl# on s0ills and 0nowledge.

Answer%

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5. A good G(I6 should provide information on

A) 'revious positions individuals have held.B) Training that individuals have received.

) 'erformance levels.

!) All of the a/ove.Answer% !


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51. 'erformance appraisals are almost alwa#s completed /#

A) 'eers and self.

B) 5<3degree feed/ac0.) 6upervisors.

!) ,or0 planning and review.



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5+. 6elf ratings

A) Tend to /e too /iased to /e used effectivel# in a personanal#sis.

B) Gave ver# high measurement error when compared to

supervisor ratings.

) an /e an effective part of the person anal#sis in a TNA.!) Are not generall# part of a 5<3degree performance review.

Answer%

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55. ?or testing of 0nowledge- the use of speed tests isA) ritical to effective testing.

B) Never of an# value.

) alculated for multiple3choice tests /# multipl#ing the num/er

of $uestions /# .@:- which will give #ou the length of time inminutes.

!) None of the a/ove is correct.


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57. ,hich of the following statements a/out multiple choice tests is NOT

true8

A) ou can give it to a large num/er of individuals at once.

B) It is easil# scored.

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) It is eas# to develop a relia/le and valid test of this t#pe.

!) All of the a/ove are true.

Answer% !ifficult#% 2oderate

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5:. "sing paired comparison method is one wa# to assessCCCCCCCCC

0nowledge.

A) 'roceduralB) ognitive

) !eclarative

!) 6trategic

Answer% A!ifficult#% hallenging

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5<. A method to assess learning of strategic 0nowledge is termedA) 'ro/ed 'rotocol Anal#sis.

B) evel 5 Anal#sis.) !eclarative Anal#sis.

!) 'aired omparison.

Answer% A!ifficult#% hallenging

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5@. According to the text- /ehavioral tests measureA) 6ituational reaction.

B) !evelopment.

) 60ills.!) earning capa/ilit#.



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5*. A speed test can appropriatel# /e used to measure the CCCCC of a s0ill.A) ompilation

B) Aggressiveness

) Automaticit#!) =nowledge

Answer%


54. ,hen there is a performance gap /ut no =6A deficienc#- what is the

possi/le cause8


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A) 2otivation

B) Barriers to performance

) Both A B!) It must /e a =6A deficienc#- as that is what a performance gap

is defined as.


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7. ,hen a =6A deficienc# is determined- what is the appropriate

response8

A) Training

B) Fo/ aid) 'ractice

!) An# of the a/ove- depending on the circumstances

Answer% !

!ifficult#% 2oderate'age (ef% 17

71. In response to a TNA- the decision is to change the >o/.J This means

A) There are too man# o/stacles in the s#stem the wa# the >o/ is

currentl# set up.B) ?eed/ac0 is not occurring in the present setup.

) There is a =6A deficienc# /ut training is not the most

effective solution.

!) (ewards are not tied to high performance.Answer%


'age (ef% 171

7+. The identification and development of emplo#ees who are perceived to

/e of high potential is calledA) 'romotion.

B) 6uccession planning.

) Giring.

!) ?unneling.&) 'et pic0ing.

Answer% B

!ifficult#% &as#'age (ef% 17+

75. According to the textHs authors- which approach to TNA is /etter8A) (eactive assessment

B) 'roactive assessment

) The authors donHt sa#

!) A com/ination of proactive and reactive strategies


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Answer% !


'age (ef% 17@

77. ,hich of the following statements regarding small /usiness and TNA

is true8A) The proactive approach will /e harder to implement in small

/usinesses.

B) 6mall /usiness owners have no access to resources to aid themin training their emplo#ees.

) The main pro/lem with the resources to aid small /usiness in

training is that /usinesses do not ta0e advantage of them.

!) 6mall /usiness cannot afford to do a comprehensive TNA.Answer%

!ifficult#% hallenging

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APPENDIX QUESTIONS

7:. A measure of the consistenc# of an outcome- which is often measuredusing a correlation coefficient- is called

A) K.

B) Lalidit#.) (elia/ilit#.

!) Both B .

Answer%

!ifficult#% &as#'age (ef% 1:*

7<. CCCCCCCCCC is the portion of the actual criterion that overlaps with the CCCCCCCCCC.

A) "ltimate criterionE criterion relevance

B) riterion relevanceE ultimate criterion) onsistenc#E relia/ilit#

!) "ltimate criterionE criterion deficienc#

&) riterion deficienc#E ultimate criterionAnswer% B

!ifficult#% 2oderate'age (ef% ?ig. 73<- p. 1:4

7@. ,hat is it called when individuals have some advantage that provides

them with a higher level of performance- irrespective of their own s0ill

level8A) Opportunit# /ias

B) riterion deficienc#


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:7. CCCCThe >o/3dut#3tas0 method of >o/ anal#sis is a wor0er3oriented

approach. D?E p. 1++)

::. CCCC6ome advantages of using competencies are that the# are moregeneral and tend to /e tied to corporate goals. DTE p. 1+@)

:<. CCCC6upervisor# ratings are the most effective method to use in a

person anal#sis. D?E p. 15+):@. CCCCC6elf3ratings are useful tools in determining the needs of an

emplo#ee. DTE p. 15+)

:*. CCCCThe onl# output from a TNA is training needs. D?E p. 17):4. CCCCA >o/ aid is one approach to dealing with a =6A deficienc#. DTE p.

171)

<. CCCCThe proactive approach to TNA focuses on a specific pro/lem. D?E

p. 17+)<1. CCCCIn smaller organizations it would /e easier to integrate a proactive

approach to TNA than in larger organizations. DTE p. 17@)

APPENDIX QUESTIONS

<+. CCCC The ultimate criterion is the measure #ou use in assessing

training effectiveness. D?E p. 1:4)

<5. CCCC Bias is caused /# random variation. D?E p. 1:4)<7. CCCC It is not possi/le to have a relia/le test that is not also valid D?E p.

1<1)

SHORT-ANSWER QUESTIONS

<:. !iscuss the proactive approach and the reactive approach to TNA.

The proac!"e approach #oc$%e% o& #$$re re%o$rce re'$!re(e&%)

There are *o *a+% o# p,a&&!& #or h!%:

Prepar!& e(p,o+ee% #or pro(o!o&/ra&%#er% o .!##ere& o0%)

Prepar!& e(p,o+ee% #or cha&e% !& he!r c$rre& o0%)

The reac!"e approach 0e!&% *!h a& e1!%!& .!%crepa&c+ !& o0

per#or(a&ce) O&ce a .!%crepa&c+ !% !.e&!#!e.2 ! ($% 0e

.eer(!&e. !# ! !% *orh #!1!&)

<<. ompare relia/ilit# and validit#.

Re,!a0!,!+ !% he co&%!%e&c+ o# a (ea%$re2 a&. "a,!.!+ !% he

.eree o *h!ch +o$ are (ea%$r!& *ha +o$ *a& o (ea%$re)

S$.e&% (a+ $%e F!$re 3)4 !& he e1 o e1p,a!& h!% re,a!o&%h!p)

<@. !efine criterion deficienc# and criterion contamination.


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Cr!er!o& .e#!c!e&c+ !% he par o# he $,!(ae cr!er!o& ha *e

(!%% *he& *e $%e he ac$a, cr!er!o&2 or he .eree o *h!ch *e

are &o (ea%$r!& !(pora& a%pec% o# per#or(a&ce) Cr!er!o&

co&a(!&a!o& !% (ea%$re. a%pec% &o re,ae. o he r$e (ea%$re

o# %$cce%%5 h!% !% he par o# he ac$a, cr!er!o& ha .oe% &o

o"er,ap *!h he $,!(ae cr!er!o&)

ESSAY QUESTION

<*. ist five sources of data for person anal#sis and their training need

implications.

Ta0,e 3)6 !& he e1 pro"!.e% a ,!% o# 78 %o$rce% o# .aa #or per%o&

a&a,+%!% a&. he ra!&!& &ee. !(p,!ca!o&% o# each %o$rce)


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