SPCH 4322 Test Review #1 Test Date: September 22

COMS 4322 Test Review #1—Test Date: September 18 Multiple Choice; Scantron 882 series

Know this stuff: (plus read the book and download the chapter notes)

Chapter 1— What does it mean to say that communication is inescapable? What does it mean to say that training is a closed system? Key difference in training from education What are the four related processes to training? The key phrase associated with training for the business employee What the purchase approach to consulting is; what the doctor-patient approach is; and what the process approach refers to. The beginning step in the training process Know that Needs-Centered Training Model (page 17)—what it is and what the elements are on the wheel. The concerns with motivational speakers versus developing training skills How does training differ from development? What do we mean by the terms content and relationship in the communication message? What percent of “soft skills” comprise today’s organizations What do we mean by “soft skills?” Noise—what it is and which kind of easiest or hardest to control Chapter 2— The value of the three “Laws of Learning” to the trainer Know the three Laws of Learning and all the details of each one! What is the “plus-one” technique? And what do we most closely associate it with? What’s the difference between andragogy and pedagogy? The role of relevance to trainees in andragogy. When can a trainee’s experience be considered a negative in the training classroom? How does internal motivation differ from external motivation? How should a trainer address the adult trainees need for “problem-orientation” in the classroom? Gardner’s point regarding learning styles (page 35) What is modeling? Study the visual, aural and kinesthetic learning differences (page 37) Why the impulsive learning is more likely to be accommodated in business than is the reflective one? And what is the difference between the two? Kolb’s learning styles are important—know the four kinds and their general characteristics What is one of the concerns with using the training approach of matching? What is meant by style-flexing? And what is bridging? It’s not necessary to memorize all seven of Ed Scannell’s Seven Steps to Better Learning (handout), but be familiar with them. Chapter 3— In general, why does a trainer conduct a needs analysis before creating a training program? The three points Silberman makes about assessing training needs The definition of a task analysis What the essence of the cognitive domain represents Why a trainer focuses on the affective domain? It’s goal for employees. What is the purpose for focusing on psychomotor skills? Why trainers need to be concerned with the learning domains as they relate to a needs assessment? The most important task when writing survey questions as part of your needs assessment What Likert scale questions are; what they measure. The advantage(s) of using surveys for training needs assessments Why the 360 Questionnaires can provide more accurate pictures of strengths and skills of trainees? The general nature of the Avon case study; don’t worry about specific details within it. What is a focus group and why is it used for needs assessment? The advantages and disadvantages of using interviews in needs assessment. What are the “indirect ways” of doing a needs assessment? One of the main reasons why Assessment Tests are good methods to use for needs assessment. And what they are. What you might do as a trainer if you don’t have time for a thorough needs assessment What the task analysis step is; another way of considering it (p. 60) Chapter 4-- How is a training objective defined? What training objectives need to focus on (page 70) How does a training objective differ from a training goal? How do you decide which behaviors should be objectives for your training programs? Know those four criteria for writing objective---know them well or perish in misery!! What, if any, danger exists when using the word “know” in a training objective (page 73) How to make unrealistic objectives better (page 73) What are the general principles that help you organize training curriculum? Know the Tell, Show, Invite, Encourage/Correct steps very well! What should occur within each step. The key value or worth of the Show step. (page 78) Study the learning principle on page 83—“learning is more likely to occur when learners are actively involved in material directly related to them.” What is the “set induction” technique designed to do? When are the times in training when the “set induction” technique can and/or should be used? How often should a trainer move from activity to activity? In general, what is the key factor in maintaining trainee interest in any lesson? (page 85) What is meant by the phrase “varying the stimuli”? (page 85) What does it mean for the trainer to provide for a psychological conclusion for a training session?