Learning Skills: Baseline Assessment

LEARNER INFORMATION

Select your name.

  • Ang, Quinn Rom
  • Calasara-Sealquil, Ella
  • De Jesus, Kamille
  • Fitzgerald, Blaine
  • Rudas, Mark

Select your manager's name.

  • Alameda, Melissa
  • Byrd, Kevin
  • Toner, Lori

MODULE 1: Learning Theories and Domains

This learning domain involves KNOWLEDGE and development of INTELLECTUAL SKILLS.

  • Affective Domain
  • Cognitive Domain
  • Psychomotor Domain
  • Social Domain

Rank the levels of the AFFECTIVE DOMAIN by assigning values from lowest (1) to highest (5).

  • Receiving
  • Responding
  • Valuing
  • Organizing
  • Internalizes Values

Rank the levels of the COGNITIVE DOMAIN by assigning values from lowest (1) to highest (6).

  • Remembering
  • Understanding
  • Applying
  • Analyzing
  • Evaluating
  • Creating

This level of the cognitive domain equips learners with the ability to COMPREHEND MEANING and RESTATE problems / concepts using one's own words.

  • Applying
  • Remembering
  • Creating
  • Evaluating
  • Analyzing
  • Understanding

This level of the cognitive domain enables learners with the ability to USE ACQUIRED INFORMATION IN NEW SITUATIONS in life or at work.

  • Applying
  • Remembering
  • Creating
  • Evaluating
  • Analyzing
  • Understanding

Which of the following actions target HIGHER ORDER thinking skills?

  • Compose
  • Choose
  • Define
  • State

This theory of learning posits that LEARNING TAKES PLACE THROUGH PROCESSING AND UNDERSTANDING of information such as by examining current issues and their significance and impact to daily life

  • Behaviorsim
  • Cognitivism
  • Constructivism
  • Social Learning

Cynthia believes that memorizing the names of the EFX planning pages would target higher order thinking skills and help new hires confirm venues, complete contracts, negotiate pricing and prioritize tasks within client SLAs.

  • Cynthia is RIGHT.
  • Cynthia is MISTAKEN.

As a manager, you want your SMEs to be able to create processes. Which of the following objectives should you strive to achieve when training your team members?

  • Design a process and escalation flow using basic flow chart symbols.
  • Discuss the maximum cost per person for breakfast, lunch and dinner programs.
  • Explain the importance of establishing a standard operating procedure.
  • State the potential issues that may arise out of not having a standard process.

Which of the following learning objectives targets the ANALYZING stage of the cognitive domain?

  • State whether CPP includes tax and gratuity.
  • Separate the F&B, AV and unmet minimum charges on the receipt.
  • Use the venue worksheet to calculate the CPP for an a la carte menu.
  • Identify the steps involved in sending out food and beverage contracts.

MODULE 2: Evaluating Training Effectiveness

This level of Kirkpatrick's Model of Training Evaluation measures the degree to which learners found a course FAVORABLE, ENGAGING or RELEVANT to their roles.

This level of Kirkpatrick's Model of Training Evaluation measures the degree to which TARGETED OUTCOMES OCCUR following   training and the ATTAINMENT OF GOALS THROUGH BUSINESS IMPACT.

This level of Kirkpatrick's Model of Training Evaluation measures the degree to which participants APPLY WHAT THEY LEARNED during training when they are back on the job

This level of Kirkpatrick's Model of Training Evaluation measures the degree to which participants ACQUIRE INTENDED KNOWLEDGE AND SKILLS.

Review the statements below. Indicate whether they are true or false.

  • Generally speaking, an assessment with more items is regarded as more reliable as a few incorrect answers on a relatively short test would have a great effect on the outcome.
  • Assessments should reflect the language used in the training room. The goal of assessments is to measure learning, not to determine whether a student understands obscure words or gets tricky questions.

Which of the following test questions measure KNOWLEDGE?

  • Are admin fees included in the CPP?
  • How are parent-child programs different from speaker programs?
  • List two important things to remember when completing F&B agreements.
  • Do you agree that planners should flip the meeting to SUC before sending the contract to meet SLAs?

These are informal tests used to GAUGE STUDENT LEARNING AFTER EACH LESSON. These assessments help teachers assess comprehension and which gaps need to be reviewed to ensure long-term learning goals are met.

  • Diagnostic Testing
  • Formative Assessments
  • Summative Assessments
  • Benchmark Assessments

Which of the following tools measure student REACTION or SATISFACTION?

  • Short Quizzes
  • Long Quizzes
  • Class Participation
  • End of Course Survey
  • Student Questions
  • Conversion / Sales Close Rate
  • Average Handling Time
  • Customer Commendations

Which of the following statements about multiple choice questions are TRUE? Select all that apply.

  • They are quick and easy to construct.
  • They produce highly reliable test scores.
  • They are versatile and useful in measuring all levels of cognitive ability.
  • They provide and objective measurement of student achievement or ability.
  • They place a high degree of dependence on the student's reading ability and instructor's writing ability.

When is it appropriate to use essays or other subjective-type assessments?

  • When highly reliable test scores must be obtained as efficiently as possible
  • When you wish to encourage and reward the development of student skill in writing
  • When you are more interested in exploring the student's attitudes than in measuring his/her achievement
  • When impartiality of evaluation, absolute fairness, and freedom from possible test scoring influences (e.g., fatigue, lack of anonymity) are essential

MODULE 3: Increasing Learner Engagement

Match the INSTRUCTIONAL APPROACHES with their proper definition.

  • Direct Instruction
    A one way approach where instructors actively share knowledge while students passively receive information.
  • Indirect Instruction
    This is a student-centered and inquiry-based approach where students take a more active role in learning
  • Interactive Instruction
    This approach relies heavily on discussion and sharing of ideas among students
  • Experiential Learning
    This is an inductive, learner and activity oriented approach that favors the learning process over content and structure.
  • Independent Study
    This is a student-centered approach that promotes the development of individual student initiative, self-reliance, and self-improvement.

Which of the following are active learning methods? Select all that apply.

  • Audio / Visual
  • Group Discussion
  • Practice by Doing
  • Demonstrations

Which of the following learning methods yield the highest levels of retention?

  • Lectures
  • Practice by doing
  • Teaching others
  • Group discussions

Which of the following learning activities promote LOW STUDENT INVOLVEMENT?

  • Debate
  • Case Study
  • Computer-Based Tutorial
  • Reflective Practice (e.g. blogs, journals)

Which of the following methods fall under the DIRECT INSTRUCTION category?

  • Lectures
  • Expert Talks
  • Brainstorming
  • Circle of Knowledge
  • Model Building
  • Field Trips

Which of the following methods fall under the EXPERIENTIAL LEARNING category?

  • Lectures
  • Expert Talks
  • Brainstorming
  • Circle of Knowledge
  • Model Building
  • Field Trips

In your ecological sustainability course, you notice that your students are only motivated by achieving excellent scores to get honors. You sense that they are missing the true value of the course to the community. What is the class' engagement level?

  • Retreatism
  • Rebellion
  • Ritual Compliance
  • Strategic Compliance
  • Genuine Engagement

What is the CONSEQUENCE OF STRATEGIC COMPLIANCE?

  • The student will learn at low and superficial levels.
  • The student will persist in the face of difficulty and will learn at high and profound levels.
  • Student will abandon work if extrinsic goals are not realized and will not retain what is learned.
  • Student develops poor work sometimes negative attitudes towards formal education and intellectual tasks.

Which strategies can you incorporate in order to gain GENUINE ENGAGEMENT?

  • Associate task with things that have meaning and value to the student.
  • Use intimidation and make exams extremely difficult to keep students motivated.
  • Increase repetition and rote learning to build fundamental knowledge and increase retention.
  • Experiment with various learning methods. Identify and use more of the methods that students respond well to.
  • Use a combination of active and passive learning methods to challenge students intellectually without getting too technical.

Which of the following statements about adult learning is/are NOT true?

  • Adults are goal-oriented.
  • Adults are autonomous and self-directed.
  • Adults need learning to be relevant and practical.
  • Adults are problem-oriented and want to apply what they’ve learned.
  • Adults bring knowledge and experience to each learning activity.

MODULE 4:

Match the ADDIE stages with the corresponding definition.

  • Analyze
    In this phase, the instructional problem is clarified, the instructional goals and objectives are established, and the learning environment and learner’s existing knowledge and skills are identified.
  • Design
    This phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection.
  • Develop
    This is where the we create and assemble the content assets that were created in the previous phase. Programmers work to develop and/or integrate technologies. Testers perform debugging procedures.
  • Implement
    In this phase, a procedure for training the facilitators and the learners is developed. The facilitators’ training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures.
  • Evaluate
    This phase consists of two parts: formative and summative assessments.The first phase is present in each stage of the process while the latter consists of tests designed for providing opportunities for feedback from the users.

In which ADDIE stage would you create storyboards and prototypes?

  • Analyze
  • Design
  • Develop
  • Implement
  • Evaluate

Based on the training design matrix, what approach is best suited for low-impact (minimal), high-frequency training?

  • Operations-led Training
  • Instructor-led Training
  • Job Aids / Knowledge-Base (KMS) Deployment
  • Self-Paced eLearning (CBT)

Based on the training design matrix, what approach is best suited for high-impact, high-frequency training?

  • Operations-led Training
  • Instructor-led Training
  • Job Aids / Knowledge-Base (KMS) Deployment
  • Self-Paced eLearning (CBT)

What are the main considerations (factors), when conducting root cause analysis using the Performance Analysis Questionnaire (PAQ)?

  • Frequency
  • Severity
  • Impact
  • Skill
  • Knowledge
  • Motivation

You are evaluating Martin's eligibility for regularization. Despite repeated training and coaching interventions, his performance was consistently underwhelming due to poor skill and motivation. What is the most likely root cause of this gap?

  • Training
  • Coaching
  • Selection
  • Environmental

Monica has been a planner for nine months. She used to have excellent scores but her productivity and quality have decreased. The process has remained the same and none of her teammates have had issues. What could be the root cause of this gap?

  • Training
  • Coaching
  • Selection
  • Environmental

Jill joined the team three weeks ago. She carries out her tasks accurately but is struggling with meeting SLAs. How would you identify the most suitable intervention for Jill?

  • Review her quality evaluations and identify the critical and non-critical errors.
  • Interview her counterparts and quality specialist to gain a better understanding of her opportunities.
  • Conduct performance observations by sitting next to Jill and comparing her system with more experienced planners.
  • Both a and b

Three planners in the team are confused about when to book AV, as well as how to handle issues with AV (e.g. AV not ordered, AV not working). What would be your development plan for the planners?

  • Reach out to the recruitment team as this seems to be a recruitment / selection issue. Planners should be hired based on superior skills and knowledge.
  • Recommend re-training the planners since this appears to be a knowledge and/or skill issue. Depending on the managers bandwidth, recommend doing ops-led or instructor-led training.
  • The manager should coach these planners. Since they completed (passed) training, this is no longer a knowledge issue and must be addressed through coaching. Setting proper task roles and expectations should address this issue fairly easily.
  • All of the above

Which of the following strategies lead to improved training delivery? Select all that apply.

  • Create compelling presentations
  • Aim for multiple learning domains and learning levels
  • Target rote learning and lower level thinking skills to build understanding and retention
  • Conduct needs analysis before recommending training
  • Always measure training results