This Document Contains Chapters 1 to 2 Chapter One: Introduction to Training Objectives: 1. Define training. 2. Compare training with the processes of education, development, motivation, and consulting. 3. Describe three approaches to consulting. 4. Define and describe the communication process. 5. List skills that are frequently presented in communication, leadership, and management training seminars and workshops. 6. Identify and describe the nine steps involved in designing and presenting a training workshop. Chapter Outline: I) Training is the process of developing skills in order to more effectively perform a specific job or task. Communication, leadership, and management training involves teaching “people skills”. A skill is an ability to do something as opposed to knowing something. The goal of communication training is the performance of an observable and measurable skill that can be assessed in some way. Over $200 billion dollars is spent annually on organizational training. A) Training and Education. Education is the process of imparting knowledge or education. 1) Training emphasizes doing, and education emphasizes knowledge. (a) Training emphasizes knowledge that is not linked to a specific job or career. 2) Training emphasizes achieving a certain level of skill attainment, and education often evaluates mastery by comparing one student to another. 3) Training is more a closed system, and education operates as an open system. (a) In education there is less emphasis on finding the “right answer; the focus is finding the best answer. 4) Training emphasizes requirements to perform a specific job linked to a specific job duty, whereas education is often less linked to a specific job. (a) Training is the process of developing skills for a specific job or task. 5) Training emphasizes a comprehensive listing and description of the skills required to perform a specific behavior; education is less likely to provide a complete summary of all information on a specific subject. B) Training and Motivation. Motivation is an internal state of readiness to take action or achieve a goal. 1) Trainers seek individual and organizational change by teaching a skill. (a) Change happens because the listener has gained a repertoire of tools and behaviors that they did not have before. 2) Motivational speakers seek change by using emotions to encourage people to take action to achieve a worthwhile goal. (a) The assumption is that if emotions are heightened and attitudes are touched, change will follow. (i) Emotions are feelings of states that often results in behavior change (ii) Attitudes are learned predispositions to respond favorably or unfavorably toward something. (b) Motivational messages may not have staying power, therefore, listeners may still need strategies and skills to enact change. C) Training and Development. Organizational development is linked to both training and human resources. Development is any behavior, strategy, design, structuring, skill or skill set, strategic plan or motivational effort that is designed to produce growth or change over time. 1) Development encompasses education and training. 2) Combining training and development suggests training is designed to achieve a broader function than performing a specific skill. 3) The goal of the training is to facilitate the transformation of the organization—to bring about positive change not just for one person, but have a larger impact on the organization. D) Training and Consulting. Organizations may hire consultants to offer insight, advice, wisdom, research, or experience based intervention strategies to help solve the organization’s problems. Communication or management consultants provide advice about some aspect of the organization’s communication or leadership. There are three different approaches to consulting. 1) The Purchase approach is used when a member of the organization has diagnosed the problem and purchases a solution from the consultant. (a) There is little consultant involvement in diagnosing the problem. 2) The Doctor-Patient approach is used when the consultant diagnoses the problem and recommends a solution. (a) The manager or director may know that something is wrong but is unsure what the problem might be. (b) There is some consultant involvement in diagnosing the problem. 3) The Process approach uses a variety of assessment measures to determine the overall vitality of an organization and recommend strategies for improvement. The consultant spends time analyzing the organization and joining members of the organizational management team to identify problems and obstacles to organizational effectiveness. (a) There is considerable consultant involvement in diagnosing the problem. II) Understanding “Soft Skills”: Communication, Management, and Leadership. Soft Skills are skills that focus on managing people, information, and ideas. Communication and leadership skills are “soft skills” that are valued in the workplace. A) Defining Communication. Human communication is the process of making sense out of the world and sharing that sense with others by creating meaning by verbal and nonverbal messages. 1) It is inescapable. 2) It is irreversible. 3) It is complicated. 4) It emphasizes both content and relationships. 5) It is governed by rules. B) Model of Communication. Communication is described as a transactive process in which both sender and receiver of a message simultaneously express and respond to messages. 1) The sender is the originator of the message. 2) The receiver is the person who decodes or makes sense of the message. 3) The message is the written, spoken, and unspoken elements of communication to which we assign meaning. 4) The channel is the pathway through which messages are sent. 5) Noise is interfering messages that decreases the accuracy of the communication. 6) Feedback is response to the message. 7) Context is the physical and psychological communication environment. C) Communication, management, and leadership training is designed to teach people specific skills that will enhance the quality of messages and human relationships. 1) Helping people enhance the quality of communication is a positive, direct way of helping an organization become more effective. 2) Understanding communication as a transactive process helps learners understand and learn the skills taught in communication training. D) Understanding the Training Process. The Needs-Centered Training Model focuses on the trainee needs and drives every step of designing and delivering a training presentation. 1) Identify and understand the needs of the organization and the specific trainees. (a) Learn what the trainees need to know. (b) Analyze what the organization needs to achieve its mission. (c) Determine how training can help address those needs. 2) Analyze the training task. (a) Task analysis is a detailed, step-by-step description of precisely what the trainee should do and know in order to perform that desired skill. 3) Develop training objectives. (a) Develop precise behaviors you want the trainees to perform at the end of the training. 4) Organize training content. 5) Determine training methods. 6) Select training resources. 7) Complete training plans 8) Deliver training. 9) Assess training. (a) Competent trainers evaluate how effective their training was received. Chapter Summary: This chapter presents an overview that compares training to education and other methods of enhancing organizational effectiveness. Training may be part of the overall process of organizational development when the need is for employees to develop certain skills in order to more effectively perform a specific job or task. The needs centered model of communication training is described. Activities and Learning Exercises 1. Education versus training Ask students to think of past experiences when they were involved in situations that had training as a goal. Ask students how these experiences were different from their usual classroom experiences in college, 2. Why training is important Put students into small groups and ask them to respond to the following scenario: Using a current or imaginary work situation, recommend a topic for communication based training. Build an argument for why it is important and how it will benefit the company. 3. Ask students to complete the “Analyzing your Training Skill” worksheet. This will also provide instructors with an overview of the skills, knowledge, and current practices of their students. Analyzing Your Training Skill Rate your training skill using a 1 to 10 scale. 1 = low skill. 10 = high skill Test Questions: Multiple Choice Questions: 1. According to your text, one of the most important skills in today’s information driven marketplace is the ability to a. interpret financial documents. b. work with groups. c. communicate skilfully and lead others. d. hire effective people. Answer: c 2. Training can be described as a. knowing about a subject. b. being able to prepare a lesson and teach a subject. a. the process of developing understanding. b. the process of developing skills in order to more effectively perform a specific job or task Answer: d 3. Education can be described as the process of a. developing skills in order to more effectively perform a specific job or task. b. imparting knowledge or information. c. developing a comprehensive list of the skills required to perform a specific behavior. Answer: b 4. Training has been described as a closed system. This means that training is a. based on certain right and wrong ways of performing a skill. b. continuous. c. based on finding the best answer. Answer: a 5. All of the following statements are true about the differences between training and education except: a. training develops skills for a specific job and education focuses on imparting knowledge. b. training emphasized doing and education emphasized knowing. c. training is a closed system perspective and education is an open system perspective. d. training emphasizes knowing information not necessarily linked to a specific job and education emphasizes performance levels. Answer: d 6. How does training compare to development? a. Training is narrower in focus. b. Development is narrower in focus. c. Training is a broader more encompassing function. d. All of the above. Answer: a 7. The organizational consulting approach in which the consultant is the most involved in diagnosing the problem is the a. purchase approach. b. doctor-patient approach. c. process approach. d. None of the above. Answer: c 8. Mary was promoted to senior executive at an accounting firm. Within the first several months of working she notices that the employees are engaged in small conflicts about day to day activities. She realizes that this is affecting the organizational environment which leads to inefficient working patterns. She decides to hire Ted, an independent conflict management consultant, to train the employees on appropriate ways to handle conflict. Which approach is Mary using: a. process approach b. purchase approach c. doctor-patient approach d. progress approach Answer: b 9. The best explanation of the concept that communication is irreversible is: a. We spend up to 90% of our time involved in purposeful communication activities. b. Rules governing appropriate or acceptable communication are cast in stone. c. Communication is a complicated process. d. You can’t take communication back, even if you tell someone to forget your message. Answer: d 10. Communication is described as a transactive process in which a. the sender of a message responds to messages. b. the receiver of a message responds to messages. c. both sender and receiver simultaneously respond to messages. d. both sender and receiver simultaneously express and respond to messages. Answer: d 11. The idea that a trainer should be cautious in offering sweeping generalizations and step by step solutions to problems that have multiple variables is aware of the which communication characteristic? a. communication is governed by rules b. communication is irreversible c. communication inescapable d. communication is complicated. Answer: d 12. In the transactive process model of communication: a. both the sender and the receiver simultaneously express and respond to messages. b. the source decodes the message. c. the channel is the pathway through which messages are sent. d. only a and c are correct. e. all of the above are correct. Answer: d 13. Jorge is watching a webinar, on his office computer, on how to create a podcast for new trainers. Unfortunately, the speed of the internet is too slow for the pictures and voice to comprehend. Which element of the communication model is interfering with his ability to comprehend the message? a. channel b. noise c. feedback d. context Answer: a 14. What are typical kinds of communication, management, and leadership skills that are taught in training seminars? a. How to manage time and be more productive b. How to become less assertive c. How to deliver a sales presentation d. How to lead others by being collaborative e. How to manage conflict Answer: b 15. In the first step in the Needs-Centered training model the trainer must: a. analyze the needs of the organization. b. analyze the needs of the trainees. c. analyze the cost associated with creating the training module. d. only a and c. e. only a and b. Answer: e 16. The first step in the Needs-Centered Training Model is to a. analyze the training task b. analyze the organizational and trainee needs c. organize the training content d. select training resources Answer: b 17. A task analysis involves a. developing objectives for your training course. b. developing a detailed step-by-step description of what the trainee should be able to do and know in order to perform a desired skill. c. determining how you will teach a skill. d. a written description of how you will present your message. Answer: b 18. Adriana is developing a training module to enhance listening skills. She is trying to decide whether she should start the presentation using a video, a discussion prompt, or a PowerPoint slide to illustrate the concept. This reflects which step in the Needs-Centered training process? a. develop training objectives b. complete training plans c. select training resources d. organize training content e. analyze training task Answer: c 19. Deciding how to present your information is the step described as a. determining training methods. b. organizing training content. c. selecting training resources. d. developing training objectives. Answer: a 20. In which step of the Needs-Centered Training model do you develop a comprehensive written plan that describes how you will present your session? a. deliver training b. complete training plans c. select training resources d. organize training content Answer: b 21. When assessing the training process, all of the following questions should be answered except: a. Did the trainees learn the material? b. Did the trainees like it? c. Did the training make a difference in how they now communicate with others? d. Only a and c. e. All of above are questions that should be answered. Answer: e True-False Questions: 1. If a problem in the workplace involves people, the solution is often improved communication and leadership skills. Answer: True 2. The training process is essentially a communication process. Answer: True 3. A skill is the understanding of a specific concept. Answer: False 4. Training emphasizes knowing and education emphasizes doing. Answer: False 5. All training involves education but not all education involves training. Answer: True 6. In the communication model, the term sender must always refer to a person. Answer: False 7. Feedback is the verbal response to a message. Answer: False 8. If you are going to teach someone a skill, you need to know the steps involved in the skill itself. Answer: True 9. At the heart of designing training, you should primarily analyze the needs of the specific trainees. Answer: False 10. Effective trainers evaluate how effectively their training was received. Answer: True Short Essay Questions: 1. List and discuss the five ways that training differs from education. Answer: 1) Training emphasizes doing, and education emphasizes knowledge. Training emphasizes knowledge that is not linked to a specific job or career. 2) Training emphasizes achieving a certain level of skill attainment, and education often evaluates mastery by comparing one student to another. 3) Training is more a closed system, and education operates as an open system. In education there is less emphasis on finding the “right answer; the focus is finding the best answer. 4) Training emphasizes requirements to perform a specific job linked to a specific job duty, whereas education is often less linked to a specific job. Training is the process of developing skills for a specific job or task. 5) Training emphasizes a comprehensive listing and description of the skills required to perform a specific behavior; education is less likely to provide a complete summary of all information on a specific subject. 2. Discuss the ways that motivational speakers and trainers differ in their use of motivation. What goals do they have in common? Answer: Trainers seek individual and organizational change by teaching a skill. Change happens because the listener has gained a repertoire of tools and behaviors that they did not have before. Motivational speakers seek change by using emotions to encourage people to take action to achieve a worthwhile goal. The assumption is that if emotions are heightened and attitudes are touched, change will follow. Motivational messages may not have staying power, therefore, listeners may still need strategies and skills to enact change. 3. Discuss the three typical types of consulting approaches. Answer: 1) The Purchase approach is used when a member of the organization has diagnosed the problem and purchases a solution from the consultant. There is little consultant involvement in diagnosing the problem. 2) The Doctor-Patient approach is used when the consultant diagnoses the problem and recommends a solution. The manager or director may know that something is wrong but is unsure what the problem might be. There is some consultant involvement in diagnosing the problem. 3) The Process approach uses a variety of assessment measures to determine the overall vitality of an organization and recommend strategies for improvement. The consultant spends time analyzing the organization and joining members of the organizational management team to identify problems and obstacles to organizational effectiveness. There is considerable consultant involvement in diagnosing the problem. 4. List the characteristics of communication. Answer: 1) It is inescapable. 2) It is irreversible. 3) It is complicated. 4) It emphasizes both content and relationships. 5) It is governed by rules 5. Describe the components of the needs centered training model. Answer: 1) Identify and understand the needs of the organization and the specific trainees. Learn what the trainees need to know. Analyze what the organization needs to achieve its mission. Determine how training can help address those needs. 2) Analyze the training task. Task analysis is a detailed, step-by-step description of precisely what the trainee should do and know in order to perform that desired skill. 3) Develop training objectives. Develop precise behaviors you want the trainees to perform at the end of the training. 4) Organize training content. 5) Determine training methods. 6) Select training resources. 7) Complete training plans 8) Deliver training. 9) Assess training. Chapter Two: How Adults Learn Objectives: Objectives: 1. Define and explain learning. 2. List and explain the three general laws of learning. 3. Differentiate andragogy from pedagogy. 4. List and explain the five principles of andragogy. 5. Define learning style. 6. Differentiate visual, aural, and kinesthetic learners and explain how trainers can accommodate these types of learners. 7. Differentiate reflective and impulsive learners and explain how trainers can accommodate these types of learners. 8. Differentiate whole-part and part-whole learners and explain how trainers can accommodate these types of learners. 9. Differentiate divergers, assimilators, convergers, and accommodators and explain how trainers can accommodate these types of learners. 10. Differentiate the matching, bridging, and style-flexing approaches to training. Chapter Outline: I. General Laws of Learning. Learning is a change in individuals, due to the interaction of the individuals and their environment, which fills a need and makes them more capable of dealing adequately with their environment. After trainees have learned something, trainers should be able to recognize changes in the trainee’s behavior and attitudes. Change addresses the need or reason for training. New behavior or attitude allows trainees to more effectively manage their environment A. A law of learning is a statement that describes the condition that must be met in order for trainees to learn. B. The law of effect states that people learn best under pleasant and rewarding circumstances. 1. Create a pleasant physical environment. a. Classrooms that are well lighted, temperature controlled, and clean promote learning. b. Large table and chairs arranged in a horseshoe or circle invite interaction and allow trainees room to spread out. 2. Accommodate the trainees’ work schedule by allowing trainees to choose from a list of training times. 3. Schedule appropriate breaks to allow for a change of scenery and/or refreshments after about 90 minutes. C. The law of frequency suggests that the more often you practice a trained behavior, the more likely you will continue using the trained behavior. 1. Make sure trainees are practicing the correct skills. 2. Use “plus-one” mastery technique to learn a process one step at a time while adding a new step to the steps already mastered. 3. Have trainees train the trainer by switching roles. D. The law of association suggests that every new fact, idea, concept, or behavior is best learned if you can relate it to or with something you already know. 1. Use analogies 2. Compare and contrast with other familiar processes. II. Androgogy versus Pedagogy. Teaching and training adults is not the same as teaching and training children. A. Pedagogy is the science and art of teaching children. 1. Children learn for learning’s sake. 2. Children have limited life experience on which to build. 3. Children are motivated by external rewards or punishment. 4. Children are more dependent on others for what they “should” know. 5. Children are learning to learn and approach learning subject by subject. B. Andragogy is the science and art of teaching adults. Adult learners need to see the meaning and relationship of what they are learning to their lives and experience. Applying the five assumptions of andragogy. 1. Adults Need Relevant Training. A needs-assessment will identify what learners do not yet know or the important or necessary skills they can’t yet perform. Train employees for their “in baskets” - those action items that need immediate attention. 2. Adult bring experience to the classroom. Get information from trainees about how training can be immediately. Negative experience can be used in a positive way. a. Acknowledge their less than positive experiences and empathize with trainees. b. Suggest that training can be used to reduce the number of negative experiences. c. Ask trainees how new training content might address some negative experiences. d. Place the negative experiences in context. 3. Adult learners tend to be self or internally motivated. They are motivated by increased job satisfaction, self-esteem, sense of accomplishment, and quality of life issues. a. Take advantage of the internal motivation. Challenge your trainees and keep them focused on task. b. Set realistic expectations and provide constant support, praise, encouragement, and constructive feedback. 4. Adult learners are self-directed and know their learning deficiencies. a. Make training “needs based” or “learner centered”. b. Encourage self-directed learning to allow trainees to target their specific problems and control their own stop and start times. c. Make training timely by providing smaller chunks of “just in time” information when it is needed. d. Coach trainees through mistakes by providing a safe environment and address performance deficiencies using specific behavioral and descriptive terms. 5. Adult learners are task or problem centered. a. Group trainees by years of experience or types of problems experienced. b. Ask trainees to forward problems ahead of time so they can be addressed in training. c. Provide trainees with a bibliography or set of resources. d. Provide trainees with a series of training classes ranging from basic to more complex. III. Learning styles are the ways individuals perceive, organize, process and remember information. A. Perceptual learning differences (modalities) include auditory, visual, or kinesthetic learners. Learners may prefer learning in one, two, or all three modalities. Visual and mixed visual and auditory are the most common modalities with each accounting for 30% of the U.S. population. 25% of the population prefers using the auditory modality. 15% prefers the kinesthetic or tactile modality. 1. Visual learners learn by reading or viewing. a. Provide modeling, an opportunity for observation of appropriate behavior by others. b. Use of prepackaged materials, handouts, flip charts, chalkboard and electronic presentation software will be preferred. c. Set realistic expectations for trainees. d. Model real, true to life behavior. e. Praise models for their behavior: acknowledge and reward successful work. f. Use models that are similar to trainees. 2. Aural (or auditory) learners learn though hearing or speaking. a. They clarify their understanding by articulating what they learn. b. Use peer presentations, lectures, audiocassettes and sound tracks. 3. Kinesthetic learners learn by touching and doing. a. They are partial to action and prefer to be engaged in movement. b. Engage learners by using simulations, case studies, role playing, and demonstrations. B. Learning Time Difference. Learning styles can be approached by looking at learning time differences. 1. Reflective learners take time to process information and are concerned with accuracy and precision. a. Allow ample time for trainees to complete work. b. Set realistic learning objectives. 2. Impulsive learners quickly process information and complete tasks and are less concerned with accuracy and precision. a. Discourage impulsive learners by not rewarding quantity over quality. b. Limiting time may encourage quantity. C. Information Processing Differences. Learning styles can be approached by looking at information processing differences. 1. Whole-part learners prefer having the big picture before moving into the details of the concept or idea. a. These learners need a schema or way to organize big ideas before receiving detailed information. b. Training applications include showing the trainees what the product will look like when completed before breaking it down into its various parts. c. Use demonstrations or other visual representations. 2. Part-whole learners prefer learning the small parts or details before learning the big picture. a. Show the trainees the various parts that make up the whole product. b. Use demonstrations of other visual representations. D. The Kolb Learning Style Inventory can be used as a diagnostic instrument to identify a learning style preference. 1. Divergers prefer observing a situation rather than taking action. a. They are innovative, imaginative, and concerned with personal relevance. b. They need to know how new information relates to prior experiences before learning new information. c. Make use of buzz groups, brainstorming, and mentor/mentee relationships. 2. Assimilators learn by listening to experts and prefer sequentially ordering information into logical forms. a. Make use of lectures, presentations by experts, and assigning individual research projects. 3. Convergers learn by analyzing problems and doing the work themselves. a. They prefer to find solutions by thinking logically through problems. b. Introduce new problem-solving processes, demonstrate these processes, and use “problem based” training methods such as case studies, simulations, and role plays. 4. Accomodators learn by “hands on” field experience and by trial and error. a. Conduct experiments b. Place trainees in the field or in an internship program. c. Organize internship programs. E. Recommendations for the Training Practitioner. Applying the learning styles information to develop and present training programs. 1. Don’t assume everyone learns like you do. 2. Don’t always train in the way you were trained. 3. Use a variety of training techniques and methods to tap into all learning styles. a. Matching involves using the trainees’ preferred learning style. b. Bridging includes accommodating individual trainee’s learning styles when they are having difficulty. c. Style-flexing accommodates and challenges trainees by learning in ways that are different from their preferred learning styles. Chapter Summary: This chapter helps students understand the three general laws of learning that are relevant to the training practitioner, explains and compares the concepts of pedagogy and andragogy, explains different learning styles, and offers suggestions on how to apply this information to a training session. Activities and Learning Exercises: 1. Teaching the laws of learning: Place students in small groups top discuss the following concepts: a. Law of effect b. Law of frequency c. Law of association Assign one law to each group and ask them to come up with a method of explaining and demonstrating the concept to the larger group. 2. Learning styles The goal of this exercise is to have students consider the differences in learning styles and how these styles may affect the learning outcomes and attention of their trainees. First, review the four learning style modalities and ask each student to identify his or her own primary learning style preference. Students can be placed in small groups or can work alone to consider the following questions: 1. Discuss the advantages and disadvantages of each learning style preference. For example, a kinesthetic learner may have difficulty concentrating when asked to sit and read as they would prefer to be actively involved. 1. Select a simple topic for a training exercise. (This can be something as simple as making a paper airplane.) 3. Ask each group to come up with a teaching method that will address each different learning style. For example, how would they design training on this topic for an auditory learner? 1. Ask each group to share the results of their discussion with the entire group. 3. Information processing The goal of this activity is to ask students to demonstrate understanding and adaptation to each learning style by designing different approaches to training on a specified topic. Select a topic that is relevant to the class or university. This may be “How to register online for classes” or “How to buy your textbooks online.” Ask each group to design a short presentation (3-5 minutes) that would appeal to whole- part learners and part-whole learners. After each presentation, ask the audience how well it was adapted to each type of learner and why it was successful. The entire group can brainstorm how it might be improved. Test Questions: Multiple Choice Questions: 1. A law of learning states that a. people learn best under pleasant and rewarding circumstances. b. the more you practice a training behavior, the more likely you will continue using the desired behavior accurately. c. you should take a break in training at least every 20 minutes. d. certain conditions must be met in order for trainees to learn. Answer: d 2. Using analogies is an effective method for training based on the law of a. effect. b. association. c. frequency. d. learning Answer: b 3. When designing your training programs in accordance with the law of effect: a. use “plus-one” mastery b. accommodate trainees work schedule c. schedule appropriate breaks d. all of the above e. only b and c Answer: e 4. The law of association recommends that your training programs: a. compare and contrast with other familiar processes b. use the trainees to train the trainer c. use analogies d. all of the above e. only a and c Answer: e 5. Sandy is creating a training program to help sales associates deal with angry customers. She has decided to have the associates take turns training the trainer and each other. Which law of learning is Sandy initiating? a. law of association b. law of frequency c. law of effect d. law of redundancy Answer: b 6. Which of the following is accurate when comparing andragogy to pedagogy? a. Andragogy is described as task or problem oriented learning while pedagogy is described as subject centered learning. b. Andragogy is described as building on the learner’s experience rather than using the learners experience as a rich resource. c. Pedagogy makes use of internal incentives while andragogy make us of external rewards. d. Pedagogy is increasingly self-directed while andragogy depends on others for what he or she should know. Answer: a 7. All of the following are true about the learning differences between children and adults except: a. Children are internally motivated and adults are externally motivated. b. Children have limited life experiences and adults bring many life experiences to the classroom. c. Children learn for learning’s sake and adults need to know “why” they’re learning something. d. Children approach learning subject-by-subject and adults are problem-centered. e. all of the above are true. Answer: a 8. While conducting a training session on conflict management, the trainer is challenged by a trainee who had a negative experience when trying to handle a similar situation. What strategy does your text suggest might be helpful? a. Ignore the trainee. b. Ask him or her to explain and expand on their experience. c. Acknowledge that negative experiences are inevitable and using the skills offered in training may reduce the negative experiences. d. Ask the trainee to demonstrate the problem and brainstorm for solutions. Answer: c 9. Charlie has been hired to conduct a training seminar for returning employees of a pharmaceutical company. He has not been given any instructions about the specific topic just to refresh these employees basic knowledge of salesmanship. He decides that the first step in deciding the training topic is to conduct a needs assessment to find out what skills they need. Which principle of adult learning best reflects Charlie’s approach to training? a. Adults are internally motivated. b. Adult learning is problem-oriented. c. Adults need relevant training. d. Adults bring experience to the classroom. e. none of the above. Answer: c 10. An effective method of training visual learners is a. peer presentations b. simulations c. case studies d. modeling Answer: d 11. All of the following are suggestions for motivating visual learners suing modeling except: a. use models that are similar to trainees. b. Praise models for their behavior. c. Model “artificial” behavior. d. Set realistic expectations for trainees. e. all of the above are true. Answer: c 12. Learners that tend to work carefully and with a higher degree of precision are described as a. impulsive learners. b. aural learners. c. whole-part learners. d. reflective learners. Answer: d 13. Showing trainees the final product and breaking down the product into various parts is an effective method for training a. whole-part learners b. part-whole learners c. divergers d. convergers Answer: a 14. Mike is a reflective learner. Which training application would work best to fit Mike’s learning needs? a. Allow ample time to complete work. b. Allow a limited time to complete work. c. Set learning objectives a little higher that realistically possible. d. None of the above training applications would fit Mike’s learning needs. Answer: a 15. Buzz groups, brainstorming sessions, and mentor-mentee relationships are useful when working with a. accommodators. b. convergers. c. assimilators. d. divergers. Answer: d 16. Rachel prefers learning on the job rather than a formal training classroom. She enjoys internships where she can learn pertinent skills while still being supervised. What exhibits what type of learning style? a. diverger b. assimilator c. converger d. accommodator Answer: d 17. Carla is a careful, sequential thinker who likes to rely on expert opinions. When in training, she organizes her notes and data and puts it into a concise, logical form. She would be categorized as a/an a. accommodator. b. converger. c. assimilator. d. diverger. Answer: c 18. Roberto approaches the training experience as a problem solver. He likes analyzing problems and testing theories over finding solutions. How does your text suggest you might work best with Roberto? a. Present traditional lectures. b. Introduce new problem solving processes. c. Conduct experiments. d. Use buzz groups Answer: b 19. When developing and presenting training programs, the textbook suggests: a. train in the manner you were trained b. don’t assume everyone learns as you do c. use a variet of training techniques to tap into all learning styles d. all of the above e. only b and c Answer: e 20. Which of the following approaches to training seek to accommodate trainee learning styles on when they have difficulty learning? a. Matching b. bridging c. style-flexing d. all of the above Answer: b True-False Questions 1. The law of effect states that trainees learn when they practice a skill or behavior. Answer: False 2. The plus-one technique is when you learn a process by teaching it to one other person. Answer: False 3. Grouping your trainees by their years of experience is a helpful method for training. Answer: True 4. The most prevalent learning style of the U.S. population is auditory. Answer: False 5. Bridging is when a trainer instructs trainees in a manner that both accommodates and challenges their learning styles. Answer: False 6. Children approach learning subject-by-subject where adults approach learning problem by problem. Answer: True 7. One of the general rules of training is that it is always better to get a message into someone than to get a message out of someone. Answer: False 8. Helping learners develop a schema is a particularly useful for part-whole learners. Answer: False 9. Conducting experiments is a successful training method for convergent learners. Answer: False 10. In bridging, trainees’ learning styles are accommodated only when they are having difficulty. Answer: True Short Essay Questions: 1. List and explain the three general laws of learning. Answer: The law of effect states that people learn best under pleasant and rewarding circumstances. Create a pleasant physical environment. Accommodate the trainees’ work schedule by allowing trainees to choose from a list of training times. Schedule appropriate breaks to allow for a change of scenery and/or refreshments after about 90 minutes. The law of frequency suggests that the more often you practice a trained behavior, the more likely you will continue using the trained behavior. Make sure trainees are practicing the correct skills. Use “plus-one” mastery technique to learn a process one step at a time while adding a new step to the steps already mastered. Have trainees train the trainer by switching roles. The law of association suggests that every new fact, idea, concept, or behavior is best learned if you can relate it to or with something you already know. Use analogies and compare and contrast with other familiar processes. 2. List and explain the five principles of andragogy. Answer: 1. Adults Need Relevant Training. A needs assessment will identify what learners do not yet know or the important or necessary skills they can’t yet perform. Train employees for their “in baskets” - those action items that need immediate attention. 2. Adult bring experience to the classroom. Get information from trainees about how training can be immediately. Negative experience can be used in a positive way. 3. Adult learners tend to be self or internally motivated. They are motivated by increased job satisfaction, self-esteem, sense of accomplishment, and quality of life issues. 4. Adult learners are self-directed and know their learning deficiencies. 5. Adult learners are task or problem centered. 3. Identify the learning law that is best exemplified by asking the trainees to train the trainer. What are the two benefits the text discusses for using this method? Answer: Law of frequency. Trainees believe they know how to do a skill until they are asked to teach others. They then realize what they don’t know. Asking trainees to train others not only emphasizes frequency but also enhances their depth of understanding of the particular concept or skill. 4. Explain the concept of training for your trainee’s “in basket”. Answer: It is important for trainers to realize that trainees have experience and knowledge. It is not necessary to go every piece of information to have an effective training. Most employee have an in basket that they can process in minutes but some items remain challenging for them to process. Trainers need to meet the needs of the trainees by developing a needs assessment and then build the training program around the skills they are lacking. 5. Briefly describe a training program that would accommodate learners whose primary learning style was visual. Answer: Use of prepackaged materials, handouts, flip charts, chalkboard and electronic presentation software. Set realistic expectations for trainees. Model real, true to life behavior. Praise models for their behavior: acknowledge and reward successful work. Use models that are similar to trainees. Test Bank for Training and Development: Communicating for Success Steven A. Beebe, Timothy P. Mottet, K. David Roach 9780205924226, 9790205006129
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