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chapter 7

Indicate whether the statement is true or false.

1. Mentoring is classified in the textbook as the most basic on-the-job training method.
  a. True
  b. False

2. Job instruction training incorporates many principles of behaviour modelling.

  a. True
  b. False

3. The most widely used on-the-job training method is the lecture method.
  a. True
  b. False

4. A successful mentoring program should have specific evaluation criteria against which the success of the program will
be measured.
  a. True
  b. False

5. Mentors play two major roles including career support and psychosocial support.
  a. True
  b. False

6. Performance aids may be used effectively when employees perform tasks that require remembering a series of steps.
This method is particularly useful when tasks are performed frequently.
  a. True
  b. False

7. Marie, an experienced co-worker, tells a trainee that “in a couple of hours you will have mastered this machine.” Marie
is attempting to lower the trainee’s self-efficacy.
  a. True
  b. False

8. As a best practice, job instruction training should NOT be integrated into other training methods including off-the-job
methods so as to reduce training complexity.
  a. True
  b. False

9. Apprenticeships are a training method involving tri-party agreements among labour, the government, and a training
organization. Fundamentally, this method aims at addressing specific organizations’ staffing needs.
  a. True
  b. False

10. In order for coaching to be effective a few critical elements are needed. Some of the most important are trust between
coach and trainee and a planned approach to the process.
  a. True
  b. False
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11. RBC’s Career Launch program described in the textbook uses primarily job enrichment and coaching to help break the
cycle of “no job, no experience” in Canadian youth.
  a. True
  b. False

12. On-the-job training has been described as the most misused method of training.
  a. True
  b. False

13. One of the most important advantages of the job rotation approach is that it eliminates the need to consider the
trainee’s existing skill set, hence speeding up the training process.
  a. True
  b. False

14. Job rotation programs appear to be linked with improvement in knowledge and skill acquisition; however, evidence
does not support any positive linkages between job rotation and career benefits.
  a. True
  b. False

15. Coaching and mentoring are synonymous, focusing on broad skill needs of trainees.
  a. True
  b. False

16. One of the critical steps in job instruction training is performance.

  a. True
  b. False

17. The mentoring relationship is enhanced if the mentee has a formal reporting relationship to the mentor.
  a. True
  b. False

18. 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

19. Given the low costs associated with on-the-job training methods, it is very popular with small and medium size
companies in Canada.
  a. True
  b. False

20. The choice of on-the-job, off-the-job, or blended training should be anchored on training needs and objectives.
  a. True
  b. False

Indicate the answer choice that best completes the statement or answers the question.
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21. Which training method couples components of on-the-job training with lectures, usually at local colleges or technical
universities?
  a. technical training
  b. instructional training
  c. apprenticeship
  d. job instruction

22. From a trainer’s perspective, what is the reasoning behind using performance aids on the job?
  a. all employees require tools to do their jobs
  b. trainees do not always perform consistently
  c. trainees develop shortcuts to keep up with the work
  d. memorization of tasks takes too much training time

23. Which training method shares characteristics similar to mentoring but with a more narrow focus?
  a. apprenticeship
  b. job instruction
  c. behaviour modelling
  d. coaching

24. Which off-the-job training method is similar to job instruction training because both techniques rely on observation,
rehearsal, reinforcement, and transfer?
  a. case incident
  b. simulation
  c. role play
  d. behaviour modelling

25. Which statement best captures the purpose driving apprenticeship programs in Canada?
  a. to help organizations recruit qualified employees
  b. to help trainers develop training programs to meet the staffing needs of specific companies
  c. to provide financial support via tax breaks for companies that promote industrial trades in Canada
  d. to address the collective training needs of specific occupations in broad industrial sectors

26. Evidence appears to suggest that on-the-job training methods are very popular with small and medium-sized
enterprises (SMEs). Which of the following variables likely support the wide usage of on-the-job training methods by
SMEs?
  a. they require little planning to be effective
  b. they are less expensive
  c. they are much more flexible and offer lower training transfer rates
  d. more experienced employees make the best instructors

27. Which of the following approaches to on-the-job training describes a pre-flight checklist used by a pilot to ensure all
pre-flight procedures have been properly executed?
  a. preparation checklist
  b. procedure sequence
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  c. performance aid
  d. Nellie checklist

28. According to the textbook, why are many employers reluctant to participate in apprenticeship programs?
  a. they already have in-house programs that mimic apprenticeships
  b. they simply do not see the benefits
  c. they do not have the required trainers needed to support the on-the-job portion of the
program
  d. their participation requires overcoming significant red tape

29. Which of the following occurs during the performance step in job instruction training?
  a. show that safety is especially important
  b. show why the job is important
  c. allow the trainee to complete all the steps
  d. break the job into tasks

30. When comparing off-the-job training to on-the-job training, which statement is true according to the textbook?
  a. off-the-job training is generally less effective than on-the-job training
  b. off-the-job training has less control over the learning environment than on-the-job training
  c. off-the-job training has a narrower variety of training methods than on-the-job training
  d. off-the-job training can be much more costly than on-the-job training

31. In which phase of job instruction training does the trainer support the trainees by using techniques that enhance the
trainees’ efficacy?
  a. needs analysis phase
  b. follow-up phase
  c. preparation phase
  d. performance phase

32. You are trying to determine whether job rotation is a good fit for your organization’s training needs. Which of the
following are likely reasons supporting the usage of job rotation?
  a. greater staff flexibility and cross-pollination of skill sets
  b. lower employee engagement and general increase in job satisfaction
  c. less expensive way of introducing job enlargement to employees
  d. decreased number of job specifications and job descriptions

33. What should a human resource department do at a strategic level when putting together a job rotation plan for its
employees?
  a. job rotations should be provided to employees in non-management roles only
  b. job rotations replace more traditional training and recruitment methods
  c. job rotations should replace all other on-the-job training methods
  d. job rotations should be integrated into the overall corporate human resource plan

34. Which of the following would NOT be considered an advantage of apprenticeship programs from the perspective of a
construction company?
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  a. a viable recruitment strategy, particularly in tight labour

markets
  b. a way to reduce labour costs
  c. positive impact on labour productivity
  d. enhancement to the company’s reputation

35. Which of the following scenarios is NOT a good match for the usage of performance aids?
  a. a pilot needs to remember many different pre-flight checks on her airplane
  b. employees need to do a fairly routine activity daily with little negative impact if done poorly
  c. a bank employee needs to be reminded to ask customers if they are interested in an account
upgrade
  d. employees need to diagnose a software problem that occurs sporadically

36. Which of the following are NOT considered on-the-job training methods?

  a. mentoring and coaching
  b. apprenticeship and job rotation
  c. performance aid and coaching
  d. simulation and lecture

37. What is the most significant input required when building interest for job instruction training in the preparation step?
  a. finding the appropriate rewards
  b. establishing common ground
  c. developing training enthusiasm
  d. preparing measurable objectives

38. Job instruction training has four steps: preparation, instruction, performance, and follow-up. In which step does the
trainer attempt to build the trainee’s belief that he/she will be successful?
  a. follow-up
  b. performance
  c. instruction
  d. preparation

39. In order to ensure compliance with money laundering legislation, a Canadian chartered bank develops software that
prompts tellers to complete specific paperwork when clients deposit $10,000 or more during a single transaction. Failure
of a bank to complete the required paperwork may lead to severe financial penalties for the bank. What term best
describes the on-the-job training method being used by this bank?
  a. electronic performance-support systems
  b. electronic aid-support systems
  c. digital enhanced-support systems
  d. performance-support platforms

40. Which component in the preparation step of instructional training attempts to answer for the trainee the question
“What is in it for me”?
  a. instruction
  b. showing personal advantage
  c. guaranteeing the learning
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  d. removing obstacles to change

41. Which of the following statements is congruent with evidence relating to the financial outcomes of participating in
apprenticeship programs in Canada?
  a. negative return on investment and short pay-back periods
  b. neutral return on investment and fairly short pay-back periods
  c. positive return on investment and short pay-back periods
  d. positive return on investment and long pay-back periods

42. Which of the following statements is NOT consistent with information provided in the textbook on mentoring
programs?
  a. mentoring programs should be formalized
  b. mentoring does not require much in a way of an investment by organizations
  c. mentoring programs are positively correlated with career progression and income levels of
mentees
  d. mentors need to play two major roles: career support and psychosocial support

43. From the perspective of an employee, what are some of the benefits associated with job rotation?
  a. greater responsibility and accountability
  b. indication that the company is careful with its training budget
  c. opportunities for greater remuneration and enhanced career
opportunities
  d. more work for the same level of pay

44. The supervisor allows the trainee to complete the entire job during job instruction training. What type of intervention
should the supervisor use to encourage successful job completion with appropriate behaviours by the trainee?
  a. reinforce correct behaviour
  b. determine the level of comprehension
  c. encourage questions
  d. tell why, as well as how

45. 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

46. Your company is considering using only on-the-job training methods moving forward. Before making a final decision,
senior management wants to review the pros and cons associated with this approach and asks you to put together a short
report addressing their query. Which of the following points is unlikely to be in your report?
  a. any on-the-job training method used requires planning and needs to be structured
  b. we need to be vigilant that undesirable work habits and attitudes are not passed on to new employees
  c. using our most experienced employees as subject matter experts ensures trainers will use best practices on how
to train, saving us lots of money in the process
  d. some employees feel penalized when they can’t earn as much money or meet their goals because of the time
they have to spend training others
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47. Sandy, a corporate safety officer, is an advocate of the job instruction training approach. When she shows trainees
how to work safely around a machine, allows opportunities for trainees to practise, and ensures everyone has an
opportunity to ask questions, which step of the job instruction method is Sandy in?
  a. preparation step
  b. instruction step
  c. follow-up step
  d. performance
step

48. What are the salient foci of the coaching training method?

  a. identify employees who may be ready for promotions and enhance employees’ skills, knowledge, and abilities
  b. prepare employees for promotions while mitigating current employees’ weaknesses
  c. mitigate employees’ weaknesses and identify potential opportunities
  d. improve employees’ strengths and potential

49. Judy, a manager at a local car manufacturing company, decides she wants to use more on-the-job training to improve
the quality of output. From the menu of training methods available, which method would NOT be an on-the-job option
available to Judy?
  a. offering a series of lectures on quality improvement provided by an internal quality expert
  b. coaching of junior employees by more experienced employees
  c. placing job aids in the factory floor to remind employees how to perform a task
  d. using job rotations to provide employees with a variety of skills needed in the factory

50. What was the motivation behind RBC starting its Career Launch program?
  a. to provide recent university graduates with work experience so they may develop workplace
skills
  b. RBC’s desire to be seen as one of Canada’s best employers
  c. to create an opportunity for RBC to recruit experienced bankers
  d. to leverage existing on-the-job training programs at RBC

51. Identify and describe some of the benefits associated with using on-the-job training methods.

Students may explore cost advantages (travel, accommodations, etc.) coupled with strengths associated with
transferability of skills.

52. Explain the three stages of the preparation phase of job instruction training that concern the trainee.

The three stages of the preparation phase of job instruction that concern the trainee are putting the trainee at ease,
guaranteeing the learning, and building interest and showing personal advantage. To put the trainee at ease the trainer
must help relax the trainee and set the tone for the training sessions. This could involve some “small talk” before jumping
into the training itself. Next, once the conversation turns to training, the trainer must add confidence and self-efficacy to
the trainee by letting them know that they will be successful in learning the task. Finally, the trainer must develop the
enthusiasm of the trainee by helping them see the value and advantage the training will provide for them.

53. Identify and briefly describe some of the problems associated with on-the-job training.
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Some of the problems associated with on-the-job training include a lack of structure and planning in putting the training
together; a lack of training in how to be a trainer for those assigned the task of delivering on-the-job training; the potential
for employees with bad habits or poor skills passing those problems along to new employees they are training; a fear on
the part of those delivering the training that the new employee might do a better job than them (or even take their job
away from them); and the possibility that those responsible for delivering the training will view it as a nuisance or
punishment in so much that it negatively impacts their productivity, workload, and perhaps even their pay. The biggest
potential problem with unstructured on-the-job training is that the results can be inconsistent, inefficient, and ineffective.

54. a) Describe at least three advantages of using performance aids as an on-the-job training method.

Performance aids are useful in training for tasks where memorization of sequences and tasks are required, as they can save
training time. They are also useful in situations where performance of the task is difficult, is executed infrequently, can be
done slowly, and when the consequences of poor performance are serious. The use of performance aids in the above
situations can result in new employees being effective on the job more quickly, and with less frustration.

55. a) Compare and contrast mentoring and coaching. b) If you were implementing a mentoring program in your
company, what best practices would you implement to improve the chances of developing successful learning outcomes
from your mentoring program?

a) Coaching and mentoring are both effective techniques for on-the-job training. Coaching involves a seasoned employee
working closely with another to develop insight, motivate, build skills, and provide support through feedback and
reinforcement. Coaching is useful for enhancing skills and improving performance in areas such as interpersonal skills,
leadership skills, cognitive skills, and self-management skills. Coaching emphasizes the planned use of opportunities in
the work environment to improve or to enhance employee strengths and potential. In this regard, it is similar to mentoring,
which is a method in which a senior member of an organization takes a personal interest in the career of a junior
employee. Where mentoring differs from coaching is in its focus—mentoring is directed toward providing career and
psychosocial support to the person being mentored (the protégé).
b) Students may answer this question by drawing on the key points in The Trainer’s Notebook 7.2, including business
objectives, selection criteria, mentee assessment, training, matching process (mentor and mentee), criteria for success,
rewards, timeline, and feedback.

56. Discuss how apprenticeships differ from other more traditional on-the-job training schemes.

The key difference is the partnership among three parties: labour, government (provincial and federal), and the employer.
Strategically, these programs are designed to address specific industry needs versus company-specific training needs.
Furthermore, the skills learned through apprenticeship training are transferable within an occupation across Canada, hence
allowing for labour mobility as demand and supply of skilled trades fluctuates between regions in Canada.
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chapter 7
Answer Key
1. False

2. True

3. False

4. True

5. True

6. False

7. False

8. False

9. False

10. True

11. False

12. True

13. False

14. False

15. False

16. True

17. False

18. False

19. True

20. True

21. c

22. d

23. d

24. d

25. d
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chapter 7
26. b

27. c

28. b

29. c

30. d

31. c

32. a

33. d

34. b

35. b

36. d

37. a

38. d

39. a

40. b

41. c

42. b

43. c

44. a

45. a

46. c

47. b

48. d

49. a

50. a

51. Students may explore cost advantages (travel, accommodations, etc.) coupled with strengths associated with
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chapter 7
transferability of skills.

52. The three stages of the preparation phase of job instruction that concern the trainee are putting the trainee at ease,
guaranteeing the learning, and building interest and showing personal advantage. To put the trainee at ease the trainer
must help relax the trainee and set the tone for the training sessions. This could involve some “small talk” before jumping
into the training itself. Next, once the conversation turns to training, the trainer must add confidence and self-efficacy to
the trainee by letting them know that they will be successful in learning the task. Finally, the trainer must develop the
enthusiasm of the trainee by helping them see the value and advantage the training will provide for them.

53. Some of the problems associated with on-the-job training include a lack of structure and planning in putting the
training together; a lack of training in how to be a trainer for those assigned the task of delivering on-the-job training; the
potential for employees with bad habits or poor skills passing those problems along to new employees they are training; a
fear on the part of those delivering the training that the new employee might do a better job than them (or even take their
job away from them); and the possibility that those responsible for delivering the training will view it as a nuisance or
punishment in so much that it negatively impacts their productivity, workload, and perhaps even their pay. The biggest
potential problem with unstructured on-the-job training is that the results can be inconsistent, inefficient, and ineffective.

54. Performance aids are useful in training for tasks where memorization of sequences and tasks are required, as they can
save training time. They are also useful in situations where performance of the task is difficult, is executed infrequently,
can be done slowly, and when the consequences of poor performance are serious. The use of performance aids in the
above situations can result in new employees being effective on the job more quickly, and with less frustration.

55. a) Coaching and mentoring are both effective techniques for on-the-job training. Coaching involves a seasoned
employee working closely with another to develop insight, motivate, build skills, and provide support through feedback
and reinforcement. Coaching is useful for enhancing skills and improving performance in areas such as interpersonal
skills, leadership skills, cognitive skills, and self-management skills. Coaching emphasizes the planned use of
opportunities in the work environment to improve or to enhance employee strengths and potential. In this regard, it is
similar to mentoring, which is a method in which a senior member of an organization takes a personal interest in the
career of a junior employee. Where mentoring differs from coaching is in its focus—mentoring is directed toward
providing career and psychosocial support to the person being mentored (the protégé).
b) Students may answer this question by drawing on the key points in The Trainer’s Notebook 7.2, including business
objectives, selection criteria, mentee assessment, training, matching process (mentor and mentee), criteria for success,
rewards, timeline, and feedback.

56. The key difference is the partnership among three parties: labour, government (provincial and federal), and the
employer. Strategically, these programs are designed to address specific industry needs versus company-specific training
needs. Furthermore, the skills learned through apprenticeship training are transferable within an occupation across
Canada, hence allowing for labour mobility as demand and supply of skilled trades fluctuates between regions in Canada.