(1)Explain the behavioral and cognitive approaches to learning. Which is most relevant to training? Explain your answer. 2. You are a trainer explaining expectancy theory to a group of managers so they can better understand and deal with employee motivation problems. One of the managers says, "I do not have time for this theory stuff. I want real-world training that helps me in my job." How would you respond to the trainee? What is your rationale for your response? 3. List the nine events of instruction as outlined by Gagné and Briggs and indicate how you would use them in a training situation. 4. Explain why different people need different training methods. 5. How does a work group exert control over the performance of a worker? Provide a rationale for why this "power" is a positive or negative thing. 6. How can training be designed to motivate learning and accommodate trainee differences?
(1)Explain the behavioral and cognitive approaches to learning. Which is most relevant to training? Explain your answer.
2. You are a trainer explaining expectancy theory to a group of managers so they can better understand and deal with employee motivation problems. One of the managers says, "I do not have time for this theory stuff. I want real-world training that helps me in my job." How would you respond to the trainee? What is your rationale for your response?
3. List the nine events of instruction as outlined by Gagné and Briggs and indicate how you would use them in a training situation.
4. Explain why different people need different training methods.
5. How does a work group exert control over the performance of a worker? Provide a rationale for why this "power" is a positive or negative thing. 6. How can training be designed to motivate learning and accommodate trainee differences?
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