Define human resource development and its scope

Reference no: EM131189291

DIPLOMA Assignment
Human Resources Development

DIPLOMA IN HUMAN RESOURCES MANAGEMENT

Instructions to candidates:

1. This assignment consists of Three sections: A, B and C.

2. Answer all the questions in this question paper.

3. Begin each answer to a new question on a new page.

4. Write in grammatical English.

SECTION A:Multiple-choice questions.

1. Training is most effective in resolving _________.
A. Skill gaps
B. Attitudinal problems
C. Poor motivation
D. Attendance issues

2. ____ is a term which describes long-term training, and combines both onthe- job, and in-class training
A. Mentorship
B. Computer based training
C. Vestibule training
D. Apprenticeship

3. Which item is not an example of an indirect training cost?
A. Overtime
B. Increased scrap
C . Room and food charges
D. Low productivity

4. The phrase "transfer of training" refers to ________.
A. Moving training schedules around to accommodate production concerns

B. Freely sharing written training material with colleagues

C. Acquiring and evaluating skills during a training course

D. Implementing and maintaining new knowledge and skills back in the workplace

5. Labour Market adjustment services refer to the stakeholder interests of __________.
A. Supply side training such as anticipated shortages for particular trades
B. Skill mismatches
C. Those who have difficulty entering or reentering the workforce
D. Those who have suffered a job loss

6. The evolution of training activities has moved towards ______________.
A. Specific on the job requirements using technology as the learning coach
B. Time and motion studies
C. Needs driven by productivity and efficiency concerns
D. Identifying opportunities to build intellectual capital

7. The diagnostic process of needs assessment often starts with __________.
A. Job analysis
B. A gap analysis
C. A concern
D. An organizational audit

8. A potential advantage of centralizing the training function is ___________.
A. Control and economies of scale
B. Customization and ownership
C. Local budget control
D. Standardisation of content

9. Interpretive analysis ____________.
A. Focuses on the processes used to achieve organizational goals
B. Uses talk (accounts, stories, and metaphors) as the primary data collection method
C. Is a method of job analysis
D. Focuses on analysis of individuals

10. Large scale training initiatives such as sexual harassment or health and safety training, are likely the result of needs analysis at __.
A. The job analysis level
B. The organizational analysis level
C. The personnel analysis level
D. The personal analysis level

11. When structuring training objectives, the trainer should ___________.
A. Give trainees a clear understanding of what to expect
B. Isolate all learning objectives in a single learning domain
C. Encourage trainees to evaluate whether they can omit certain course objectives
D. Develop them during training

12. Training works best when _____________.
A. The task is easy and perfection is not required
B. Correct performance is critical
C. The task is infrequently performed
D. The trainees are of the same age

13. Which of the following matching pairs is correct?
A. Affective - heart; cognitive - head
B. Cognitive - heart; affective - head
C. Psychomotor - hand; affective - head
D. Psychomotor - head; affective - hear

14. The cognitive domain hierarchy of learning starts with ___________.
A. Knowledge
B. Receiving
C. Perception
D. Motivation

15. This learning objective "Develop a lesson plan or outline" is, at the highest level, primarily under the ___domain and the _____level.
A. Cognitive - synthesis
B. Psychomotor - guided response
C. Cognitive - comprehension
D. Cognitive- psychomotor

16. The interaction style that refers to learners expecting the trainer to be primarily responsible for the learning that occurs is ______.
A. Collaboration
B. Dependence
C. Independence
D. Interdependence

17. Examples of areas of quantifiable change for a level four results evaluation are:
A. Work climate and attitudes
B. Turnover and productivity
C. Feelings and decision-making skills
D. Attitudes and feelings

18. Evaluation of training programmes to determine how the process and outcomes can be improved is _______________.
A. Summative evaluation
B. Formative evaluation
C. Net cost analysis
D. Training assessment

19. Evaluation of training programs should happen ______________.
A. Only at the end
B. By predetermining the evaluation criteria at the planning stage
C. For high cost programs only
D. For long term programs only.

20. The motivational component of self-efficacy is _____________.
A. When a person believes they can manipulate their environment and control their fate
B. When a person believes they can learn the knowledge and skills and do the job
C. The ability to use fine motor skills
D. When a person blames other people for their own failures

SECTION B: Short answer questions.
Question 1
Define Human Resource Development, its scope and illustrate how important it is to the organisation.

Question 2
Explain what is meant by the terms‘career'and‘career development'?

Question 3
Distinguish between job description and job specifications.

SECTION C - Essay type questions.
Answer all the questions from this section.
Question 1
Analyse various manpower forecasting techniques you are familiar with.

Question 2
Critically analyse the advantages of job evaluation.

Question 3
Discuss the process of training evaluation, highlighting why such evaluation is both relevant and useful to you as the HR Manager responsible for training and development.

Examine the factors, which affect effective training programme design.

Reference no: EM131189291

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