BUS 481 TDS REVISION 1

BUS 481
TDS REVISION
1. Knowledge at the job level includes
A)
Technical
B)
Context
C)
Background
D)
All of the Above
2. The nature of development needs does not include
A)
Performance
B)
Identifying the knowledge
C)
Gap Identification
D)
Learning
3. Action Learning is a learning strategy that entails
A) A large group of people
B) Meeting together at irregular intervals to work on one or more issues through
C) Asking questions, investigation, experimentation and reflection,
D) Relies on external expertise.
4.
A)
B)
C)
D)
Skills include
Intellectual
Cognitive
Attitudes
Technical
5. Levels of Talent development needs do NOT include
A) Job and occupation level
B) Individual
C) Collective level
D) Organisational level
8. Common uses: of action learning do NOT include
A) Only University-based development programmes
B) Multi-agency partnerships for shared problem-solving and relationship building
C) Particularly applicable for professionals, practitioners and managers with a level of
discretion in their roles.
D) academic programmes, particularly postgraduate degrees
9.
A)
B)
C)
D)
Uses of coaching does not include
to help groups clarify options and practicalities of career choices
Team performance
Talent maximisation
Employee engagement.
10. Coaching uses does not include:
A) Remedial
B) Leadership development
C) Employee career coaching
D) Executive coaching
11. E-learning variations include
A)
Edutainment
B) Blended Learning
C) M-Learning
D) All of the above
12. Mentoring does not include
A) Focuses on more than long-term work performance.
B) Mentees open doors to contacts and opportunities.
C) Enable access to challenging work assignments.
D) Facilitate visibility across a large organisation or social network.
6. Action Learning includes assumptions that
A) Adults learn from taking action
B) Adults learn from reflecting on real issues that are of direct concern to them
C) Action learning is linked to social theories of learning and to communities
of practice.
D) All of the above
13. Which principle about mentors is incorrect:
A) Use their knowledge to counsel in the context of adversity.
B) Support growth in confidence.
C) Combines career and psychological functions.
D) Mentor-mentee matching is important for success.
7.
A)
B)
C)
D)
14. External resources for talent and development approaches do not include
A) Development centres
B) Corporate universities
C) Education partnerships
D) Assessment centres
Common learning interventions include
Action Learning and e-learning
Coaching and Mentoring
None of the above
All of the above
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BUS 481
TDS REVISION
15. Factors in designing strong talent and development solutions do not include
A) Learning Principles and methods
B) Deliverer Capability
C) Strategic Alignment
D) Operational Aligment
16. Factors in designing strong talent and development solutions do not include
A) Stakeholder expectations
B) Evaluation
C) Shareholder expectations
D) Learners
17. The Training 4-step model entails
A) Identify Needs -> Design plan -> Deliver activities -> Perform
B)
Identify Needs -> Design solution -> Deliver activities -> Emancipate
C) Identify Needs -> Design programme -> Deliver attitudes -> Evaluate
D) Identify Needs -> Design solution -> Deliver activities -> Evaluate
18. Horizontal alignment is
A) The purpose of L&TD intervention and expectations key stakeholders with other
HR and talent management interventions.
B) The purpose of L&TD intervention and expectations key shareholders with other
HR and talent management interventions.
C) Learning and talent development with overall business strategy
D) Learning and talent development with overall business vision statement
19. Vertical alignment is
A) The purpose of L&TD intervention and expectations key stakeholders with overall
business strategy.
B) The purpose of L&TD intervention and expectations key shareholders with other
HR and talent management interventions.
C) Learning and talent development with other HR and talent management
interventions.
D) Learning and talent development with overall business vision statement.
20. Organisation context factors do not include
A) Organisation culture welcome and encourage learning
B) Management practices support learning
C) Value of learning and talent development
D) Time implications
21. Organisation context factors do not include
A) Organisation culture welcome and encourage learning
B) Management practices support learning
C) Value of learning and talent development
D) Budget availabilty
22. Transfer and application of learning to work is not best achieved by
A) Experiential methods
B) Scenarios
C) Simulation activities
D) Assessment through theory
23. The results and outcomes flowing from the intervention are
A) Expressed in economic terms: return on investment (ROE)
B) Expressed in economic terms: return on shareholders (ROI)
C) The extent to which stakeholder expectations are met (ROE)
D) The extent to which investment expectations are met (ROI)
24.
A)
B)
C)
D)
Evaluation entails
Assessing the value of L&TD
Monitoring the value of L&TD
Assessing the performance of L&TD
Monitoring the performancce of L&TD
25.
A)
B)
C)
D)
Evaluation models include
Warr et al (1970) CIRO (Context, Inputs, Reactions, Outcomes)
Pawson and Tilley (1997) Realistic Evaluation: CMO (Context, Methods, Outcomes)
Kaplan and Norton (1996) Balanced Scorecard
Participatory Attitude Research
26.
A)
B)
C)
D)
Evaluation models not include
Warr et al (1970) CIRO (Context, Inputs, Reactions, Outlooks)
Pawson and Tilley (1997) Realistic Evaluation: CMO (Context, Methods, Outcomes)
Kaplan and Norton (1996) Balanced Scorecard
Participatory Action Research
27. Accessing and managing resources does not include
A) Internal and external stakeholders
B) Resources
C) Top line
D) Purpose of budgets
28. Internal stakeholders does not include
A) Different levels of managers
B) Shareholders
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BUS 481
TDS REVISION
C) Different kinds of owners
D) All employers
29. External stakeholders does not include
A) Governments
B) Trades unions
C) Peer groups
D) International/national/local populations
30. External stakeholders does not include
A) Competitors
B) Suppliers
C) Customers
D) Professional Standards
31. Ethical questions in organizations regarding hiring and firing of Employees – do no
include
A) Freedom of speech
B) Right to fair wages and Quality of working life
C) Information/confidentiality
D) None of the above
32.
A)
B)
C)
D)
Which is not an ethical question in organizations regarding Customers
Product quality
Pricing policies
Product safety
Promotion
33. Regarding CPD
A) The learner is in control
B) CPD ends with the learner’s dream
C) CPD is a holistic process and can address all aspects of life and the balance between
them.
D) Regularly looking forward to how we want to be,
34. CPD encompasses
A) Regularly reflecting on how we are
B) Regularly working from our past towards the present direction
C) The support and financial backing of your employee
D) Success even if employer is hostile
B) Government implementation of regulations
C) Government tax returns.
D) Stakeholders honesty in providing a return
36. Problem analysis does not include
A) Focus on observable and measurable indicators
B) Estimate importance
C) Examine the symptoms in more detail and seek to establish the reasons
D) Report to Employee
37. Job analysis includes
A) A full and exhaustive analysis of all aspects of a job and detailed specification of all
tasks and associated performance requirements
B) Together with KSA specifications for each task and activity.
C) All of the above
D) None of the above
38. Critical questions related to action learning entail
A) Time-consuming and facilitators do not need skills to facilitate challenge and learning
B) Needs senior organisation champion.
C) All of the above
D) None of the above
39. Problem analysis observes the following
A) Decide whether the causes are related to learning and development
B) Decide possible remuneration solutions
C) Produce estimates of costs and benefits of each possible solution
D) Assess whether a worthwhile solution is available and feasible in cost/benefit terms.
40. Job analysis does not include
A) Determine which tasks are critical to successful performance
B) Focus exclusively on particular and specific areas of the job which job-holders
themselves and/or their managers find problematic.
C) The analysis is broad and is likely not to involve job-holders themselves identifying
and specifying problems.
D) All of the Above
35. Ethical questions in organizations
A) Government compliance with legislation
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BUS 481
TDS REVISION
The Institute of Technology Tralee MBA (Master of Business Administration)
County Kerry, Ireland. Source: www.ITT.ie/mba.
This two year part-time programme is designed to develop the managerial
leadership of experienced managers, professionals, entrepreneurs and
executives. Following a five-day foundation workshop and a 360 degree
assessment activity, participants attend 12 workshops of two–three day duration
across 24 months plus a full week international study trip in Year Two. Their
learning is supported by action learning group meetings and independent study.
A range of teaching and learning approaches are employed, including:
• coaching (participants learn to coach a less experienced member of staff)
• mentoring (all participants have a mentor, generally a highly experienced
individual from outside their own organisation)
• lectures
• e-learning
• action learning
• work-based projects
• 360 degree appraisal
• video-conferencing
• interchange (similar to a short secondment, where participants spend a
week in an organisation other than their own)
• consultancy projects
• shadowing (participants shadow a manager of their choice for two days)
• master classes (exposure to highly experienced practitioners and
academics)
• international visit.
Aims
Strongly influenced by Mintzberg’s critique of MBAs (Mintzberg, 2002), the aim of
this Masters degree programme is to enhance participants’ practical capacity to
manage; to develop perspectives and skills for dealing with the realities of
organisations: analysis, judgement, ethics, people-handling, ability to act in
contexts of uncertainty, capability to deal with complex and unpredictable issues.
The underlying philosophy is that in a world of turbulence and increasing
complexity, managers need to have advanced frameworks for making sense of
their organisation environment to understand and deal with the scenarios they
encounter. They also need a level of self-awareness and confidence to act
competently in the face of challenges as well as insights into their own as well as
others’ moral and emotional perspectives.
The teaching and learning model places experience at the heart of the
programme, using live case scenarios as well as participants’ own issues as a
core source of learning. Through being challenged to look at familiar situations
from new perspectives, exposure to diverse organisation models and practices,
combined with emphasis on experimentation and action, the emphasis is on
developing participants’ practice as managers, enabling them to enhance their
practical as well as theoretical capability for senior management and to develop
transferable skills of learning from reflective practice.
Simultaneously the intention is that the MBA will deliver value to sponsoring
employers through the many practical assignments participants undertake, and
also in encouraging intra and entrepreneurial skills that can contribute to future
innovation.
Key features of the programme include:
A focus on developing leadership through:
• a 360 degree feedback tool to assess strengths in the current job role
and identify development priorities
• mentoring, coaching, shadowing and inter-change projects to develop
leadership practice
• action learning to foster peer learning fostering exchange of experiences,
challenge and diversity of perspectives.
Live organisational projects provide a realism that develops participants’ ability
to act in a context characterised by complexity, continuous change and
uncertainty.
An international assignment through a study visit to venues in countries such
as India, China and Silicon Valley because there is no substitute for experiential
learning about cross-cultural working.
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BUS 481
TDS REVISION
Interaction and exchange of experiences and diverse perspectives with
experienced peers from different organisations and a mixture of sectors, who
challenge and motivate each other.
A) Peer learning offers exchange, comparison and challenge from peers with
diverse backgrounds.
B) Diversity can be more powerful at stimulating innovative thinking than
single employer programmes
C) A university-partnership may be better placed to achieve organisationwide changes through working with a critical mass of employees
D) All of the Above
E) None of the Above
Staff whose role is to stimulate learning, facilitate, challenge and question as
well as provide specialised knowledge.
Sessions led by a range of international academic specialists.
Exposure to corporate leaders and senior practitioners from Ireland and
internationally.
Assessment
The programme leads to an MBA award through completion of assignments that
combines written reports, selective use of examinations, computer simulations,
presentations, consultancy assignments and reflective papers. Assessment
methods include both the traditional and the innovative, but the emphasis is on
practical assignments, based on live issues within the participants own or other
organisations.
QUESTIONS 1.
In what ways does this higher education programme manage to integrate learning through work? A) Teaching and learning methods put emphasis on experiential learning
and action learning
B) Reflective assignments are not used
C) Reflective assignments are used based on theory
D) Teaching and learning methods put emphasis on experiment learning
E) Teaching and learning methods put emphasis on active learning
3. From the perspective of a learning and talent development practitioner, what
questions would you ask about the combination of approaches employed in
this programme?
A) How will participants develop their practical abilities to lead and manage?
B) What is the rationale for the particular combination of approaches
employed?
C) Why might they be expected to achieve the intended results?
D) All of the above
E) None of the above
2. A core feature of this programme is peer learning through exchange of
experience between participants from different sectors and diverse
organisations. If an employer were considering whether to finance managers
on this programme or to enter into a university-partnership for tailor made
programmes, how would you advise the employer on the strengths and
weaknesses of this MBA approach compared to a university-partnership?
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