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DIRECTIONS: In the following questions, you have two brief passages with 5 questions in each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives.
Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants’ managers on what behaviour they should be reinforcing back on the job. Other include a follow-up training day to review the progress of the participants. None of this is really going far enough.
The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants’ development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place - or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition.
So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained? Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them.
The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the followup. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill.      (SSC CGL 2nd Sit. 2012)
Q. Which of the following statements is false?
  • a)
    Some management trainers stress the need for followup and reinforcement on the job
  • b)
    Some suggest a follow-up training day to review the progress of the participants
  • c)
    Some go to the extent of briefing the participants’ managers on what behaviour they should be reinforcing back on the job
  • d)
    The real problem is that course promoters view development as something which does not take place during a course.
Correct answer is option 'D'. Can you explain this answer?
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DIRECTIONS: In the following questions, you have two brief passages wi...
False Statement:
The false statement in the passage is:

The real problem is that course promoters view development as something which does not take place during a course.
This statement is incorrect because the passage actually emphasizes that course promoters view development as something that primarily takes place in a classroom, which is a misconception. Development is an ongoing process that involves continual interaction, regular feedback, and adjustment, not just limited to the duration of a course.

Explanation:
- The passage highlights the issue of management courses failing to impact participants' on-the-job behavior due to the misconception that development primarily occurs in a classroom setting.
- It mentions that some management trainers stress the need for follow-up and reinforcement on the job, including briefing participants' managers on desired behaviors and organizing follow-up training days.
- The passage argues that development is an ongoing process that involves applying skills on the job, finding them effective, and reinforcing them through regular interaction and feedback.
- It points out that the problem with courses is that they are viewed as events, while development requires continuous efforts in a complex environment.
- The passage underscores the importance of recognizing development as a process rather than a one-off event and stresses the need for follow-up to ensure the transfer of learning to the workplace.
This explanation clarifies the false statement in the passage and highlights the key points regarding the limitations of management courses in fostering development in organizations.
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DIRECTIONS: In the following questions, you have two brief passages wi...
Look at the sentence : The real problem is that course promoters view development as something which primarily, takes place in a class room.
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DIRECTIONS: In the following questions, you have two brief passages with 5 questions in each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives.Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants’ managers on what behaviour they should be reinforcing back on the job. Other include a follow-up training day to review the progress of the participants. None of this is really going far enough.The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants’ development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place - or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition.So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained? Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them.The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the followup. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. (SSC CGL 2nd Sit. 2012)Q.What is the passage about?

Read the given passage and answer the questions that follow.Local law enforcement agencies from suburban Southern California to rural North Carolina have been using an obscure cellphone tracking tool, at times without search warrants, that gives them the power to follow people’s movements months back in time, according to public records and internal emails obtained by The Associated Press. Police have used “Fog Reveal” to search hundreds of billions of records from 250 million mobile devices, and harnessed the data to create location analyses known among law enforcement as “patterns of life,” according to thousands of pages of records about the company. Sold by Virginia-based Fog Data Science LLC, Fog Reveal has been used since at least 2018 in criminal investigations ranging from the murder of a nurse in Arkansas to tracing the movements of a potential participant in the Jan.6 insurrection at the Capitol. The tool is rarely, if ever, mentioned in court records, something that defense attorneys say makes it harder for them to properly defend their clients in cases in which the technology was used.The company was developed by two former high-ranking Department of Homeland Security officials under former President George W. Bush. It relies on advertising identification numbers, which Fog officials say are culled from popular cellphone apps such as Waze, Starbucks and hundreds of others that target ads based on a person’s movements and interests, according to police emails. That information is then sold to companies like Fog. “It’s sort of a mass surveillance program on a budget,” said Bennett Cyphers, a special adviser at the Electronic Frontier Foundation, a digital privacy rights advocacy group. This story, supported by the Pulitzer Center on Crisis Reporting, is part of an ongoing Associated Press series, “Tracked,” that investigates the power and consequences of decisions driven by algorithms on people’s everyday lives. The documents and emails were obtained by EFF through Freedom of Information Act requests. The group shared the files with The AP, which independently found that Fog sold its software in about 40 contracts to nearly two dozen agencies, according to GovSpend, a company that keeps tabs on government spending. The records and AP’s reporting provide the first public account of the extensive use of Fog Reveal by local police, according to analysts and legal experts who scrutinize such technologies. Federal oversight of companies like Fog is an evolving legal landscape. On Monday, the Federal Trade Commission(FTC) sued a data broker called Kochava that, like Fog, provides its clients with advertising IDs that authorities say can easily be used to find where a mobile device user lives, which violates rules the commission enforces. And there are bills before Congress now that, if passed, would regulate the industry.“Local law enforcement is at the front lines of trafficking and missing persons cases, yet these departments are often behind in technology adoption,” Matthew Broderick, a Fog managing partner, said in an email. “We fill a gap for underfunded and understaffed departments.” Because of the secrecy surrounding Fog, however, there are scant details about its use and most law enforcement agencies won’t discuss it, raising concerns among privacy advocates that it violates the Fourth Amendment to the U.S. Constitution, which protects against unreasonable search and seizure.Q. The main theme of the passage is

Read the given passage and answer the questions that follow.Local law enforcement agencies from suburban Southern California to rural North Carolina have been using an obscure cellphone tracking tool, at times without search warrants, that gives them the power to follow people’s movements months back in time, according to public records and internal emails obtained by The Associated Press. Police have used “Fog Reveal” to search hundreds of billions of records from 250 million mobile devices, and harnessed the data to create location analyses known among law enforcement as “patterns of life,” according to thousands of pages of records about the company. Sold by Virginia-based Fog Data Science LLC, Fog Reveal has been used since at least 2018 in criminal investigations ranging from the murder of a nurse in Arkansas to tracing the movements of a potential participant in the Jan.6 insurrection at the Capitol. The tool is rarely, if ever, mentioned in court records, something that defense attorneys say makes it harder for them to properly defend their clients in cases in which the technology was used.The company was developed by two former high-ranking Department of Homeland Security officials under former President George W. Bush. It relies on advertising identification numbers, which Fog officials say are culled from popular cellphone apps such as Waze, Starbucks and hundreds of others that target ads based on a person’s movements and interests, according to police emails. That information is then sold to companies like Fog. “It’s sort of a mass surveillance program on a budget,” said Bennett Cyphers, a special adviser at the Electronic Frontier Foundation, a digital privacy rights advocacy group. This story, supported by the Pulitzer Center on Crisis Reporting, is part of an ongoing Associated Press series, “Tracked,” that investigates the power and consequences of decisions driven by algorithms on people’s everyday lives. The documents and emails were obtained by EFF through Freedom of Information Act requests. The group shared the files with The AP, which independently found that Fog sold its software in about 40 contracts to nearly two dozen agencies, according to GovSpend, a company that keeps tabs on government spending. The records and AP’s reporting provide the first public account of the extensive use of Fog Reveal by local police, according to analysts and legal experts who scrutinize such technologies. Federal oversight of companies like Fog is an evolving legal landscape. On Monday, the Federal Trade Commission(FTC) sued a data broker called Kochava that, like Fog, provides its clients with advertising IDs that authorities say can easily be used to find where a mobile device user lives, which violates rules the commission enforces. And there are bills before Congress now that, if passed, would regulate the industry.“Local law enforcement is at the front lines of trafficking and missing persons cases, yet these departments are often behind in technology adoption,” Matthew Broderick, a Fog managing partner, said in an email. “We fill a gap for underfunded and understaffed departments.” Because of the secrecy surrounding Fog, however, there are scant details about its use and most law enforcement agencies won’t discuss it, raising concerns among privacy advocates that it violates the Fourth Amendment to the U.S. Constitution, which protects against unreasonable search and seizure.Q. The word ‘scrutinize’ (in paragraph 2) means

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DIRECTIONS: In the following questions, you have two brief passages with 5 questions in each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives.Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants’ managers on what behaviour they should be reinforcing back on the job. Other include a follow-up training day to review the progress of the participants. None of this is really going far enough.The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants’ development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place - or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition.So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained? Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them.The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the followup. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. (SSC CGL 2nd Sit. 2012)Q.Which of the following statements is false?a)Some management trainers stress the need for followup and reinforcement on the jobb)Some suggest a follow-up training day to review the progress of the participantsc)Some go to the extent of briefing the participants’ managers on what behaviour they should be reinforcing back on the jobd)The real problem is that course promoters view development as something which does not take place during a course.Correct answer is option 'D'. Can you explain this answer?
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DIRECTIONS: In the following questions, you have two brief passages with 5 questions in each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives.Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants’ managers on what behaviour they should be reinforcing back on the job. Other include a follow-up training day to review the progress of the participants. None of this is really going far enough.The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants’ development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place - or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition.So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained? Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them.The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the followup. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. (SSC CGL 2nd Sit. 2012)Q.Which of the following statements is false?a)Some management trainers stress the need for followup and reinforcement on the jobb)Some suggest a follow-up training day to review the progress of the participantsc)Some go to the extent of briefing the participants’ managers on what behaviour they should be reinforcing back on the jobd)The real problem is that course promoters view development as something which does not take place during a course.Correct answer is option 'D'. Can you explain this answer? for SSC CGL 2024 is part of SSC CGL preparation. The Question and answers have been prepared according to the SSC CGL exam syllabus. Information about DIRECTIONS: In the following questions, you have two brief passages with 5 questions in each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives.Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants’ managers on what behaviour they should be reinforcing back on the job. Other include a follow-up training day to review the progress of the participants. None of this is really going far enough.The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants’ development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place - or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition.So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained? Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them.The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the followup. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. (SSC CGL 2nd Sit. 2012)Q.Which of the following statements is false?a)Some management trainers stress the need for followup and reinforcement on the jobb)Some suggest a follow-up training day to review the progress of the participantsc)Some go to the extent of briefing the participants’ managers on what behaviour they should be reinforcing back on the jobd)The real problem is that course promoters view development as something which does not take place during a course.Correct answer is option 'D'. Can you explain this answer? covers all topics & solutions for SSC CGL 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for DIRECTIONS: In the following questions, you have two brief passages with 5 questions in each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives.Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants’ managers on what behaviour they should be reinforcing back on the job. Other include a follow-up training day to review the progress of the participants. None of this is really going far enough.The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants’ development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place - or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition.So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained? Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them.The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the followup. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. (SSC CGL 2nd Sit. 2012)Q.Which of the following statements is false?a)Some management trainers stress the need for followup and reinforcement on the jobb)Some suggest a follow-up training day to review the progress of the participantsc)Some go to the extent of briefing the participants’ managers on what behaviour they should be reinforcing back on the jobd)The real problem is that course promoters view development as something which does not take place during a course.Correct answer is option 'D'. Can you explain this answer?.
Solutions for DIRECTIONS: In the following questions, you have two brief passages with 5 questions in each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives.Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants’ managers on what behaviour they should be reinforcing back on the job. Other include a follow-up training day to review the progress of the participants. None of this is really going far enough.The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants’ development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place - or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition.So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained? Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them.The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the followup. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. (SSC CGL 2nd Sit. 2012)Q.Which of the following statements is false?a)Some management trainers stress the need for followup and reinforcement on the jobb)Some suggest a follow-up training day to review the progress of the participantsc)Some go to the extent of briefing the participants’ managers on what behaviour they should be reinforcing back on the jobd)The real problem is that course promoters view development as something which does not take place during a course.Correct answer is option 'D'. Can you explain this answer? in English & in Hindi are available as part of our courses for SSC CGL. Download more important topics, notes, lectures and mock test series for SSC CGL Exam by signing up for free.
Here you can find the meaning of DIRECTIONS: In the following questions, you have two brief passages with 5 questions in each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives.Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants’ managers on what behaviour they should be reinforcing back on the job. Other include a follow-up training day to review the progress of the participants. None of this is really going far enough.The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants’ development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place - or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition.So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained? Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them.The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the followup. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. (SSC CGL 2nd Sit. 2012)Q.Which of the following statements is false?a)Some management trainers stress the need for followup and reinforcement on the jobb)Some suggest a follow-up training day to review the progress of the participantsc)Some go to the extent of briefing the participants’ managers on what behaviour they should be reinforcing back on the jobd)The real problem is that course promoters view development as something which does not take place during a course.Correct answer is option 'D'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of DIRECTIONS: In the following questions, you have two brief passages with 5 questions in each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives.Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants’ managers on what behaviour they should be reinforcing back on the job. Other include a follow-up training day to review the progress of the participants. None of this is really going far enough.The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants’ development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place - or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition.So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained? Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them.The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the followup. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. (SSC CGL 2nd Sit. 2012)Q.Which of the following statements is false?a)Some management trainers stress the need for followup and reinforcement on the jobb)Some suggest a follow-up training day to review the progress of the participantsc)Some go to the extent of briefing the participants’ managers on what behaviour they should be reinforcing back on the jobd)The real problem is that course promoters view development as something which does not take place during a course.Correct answer is option 'D'. Can you explain this answer?, a detailed solution for DIRECTIONS: In the following questions, you have two brief passages with 5 questions in each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives.Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants’ managers on what behaviour they should be reinforcing back on the job. Other include a follow-up training day to review the progress of the participants. None of this is really going far enough.The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants’ development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place - or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition.So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained? Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them.The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the followup. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. (SSC CGL 2nd Sit. 2012)Q.Which of the following statements is false?a)Some management trainers stress the need for followup and reinforcement on the jobb)Some suggest a follow-up training day to review the progress of the participantsc)Some go to the extent of briefing the participants’ managers on what behaviour they should be reinforcing back on the jobd)The real problem is that course promoters view development as something which does not take place during a course.Correct answer is option 'D'. Can you explain this answer? has been provided alongside types of DIRECTIONS: In the following questions, you have two brief passages with 5 questions in each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives.Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants’ managers on what behaviour they should be reinforcing back on the job. Other include a follow-up training day to review the progress of the participants. None of this is really going far enough.The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants’ development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place - or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition.So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained? Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them.The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the followup. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. (SSC CGL 2nd Sit. 2012)Q.Which of the following statements is false?a)Some management trainers stress the need for followup and reinforcement on the jobb)Some suggest a follow-up training day to review the progress of the participantsc)Some go to the extent of briefing the participants’ managers on what behaviour they should be reinforcing back on the jobd)The real problem is that course promoters view development as something which does not take place during a course.Correct answer is option 'D'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice DIRECTIONS: In the following questions, you have two brief passages with 5 questions in each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives.Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants’ managers on what behaviour they should be reinforcing back on the job. Other include a follow-up training day to review the progress of the participants. None of this is really going far enough.The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants’ development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place - or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition.So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained? Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them.The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the followup. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. (SSC CGL 2nd Sit. 2012)Q.Which of the following statements is false?a)Some management trainers stress the need for followup and reinforcement on the jobb)Some suggest a follow-up training day to review the progress of the participantsc)Some go to the extent of briefing the participants’ managers on what behaviour they should be reinforcing back on the jobd)The real problem is that course promoters view development as something which does not take place during a course.Correct answer is option 'D'. Can you explain this answer? tests, examples and also practice SSC CGL tests.
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