Answer the following 9 questions in 100 words or less for each question.

 

CH 3

1.   As we discussed in Week One, training needs to be linked to business strategy. At the same time, that doesn't necessarily motivate learners. 

 

How can you develop training that motivates learning and incorporates the different learning styles of the trainees?

 

2.      Explain the behavioral and cognitive approaches to learning. Which is most relevant to training? Explain your answer.

3.      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.

 

CH 5

 

1.   Have a look at Case 1 at the beginning of the chapter - I have also copied it below.  What was wrong with the learning design? What would you do to fix it?

·        Mechanics from dealerships across the country attended a three day training session put on by the manufacturer. The cost of the training, including travel and lodging was split between the manufacturer and the dealerships. The focus of the training was on the electrical systems in three lines of automobiles. Given the number of trainees, it would have been too expensive to provide three automobiles for each mechanic to work on and it would be nearly impossible to find a facility large enough to do so. So the training was designed for the instructor to give instruction on the various systems and then to pose various problems that might occur. The trainees would then try to identify the symptoms that would result. For example, the problem might be given as "The car has a burned-out capacitor." The trainees would then try to identify the symptoms that would appear (e.g., High current surge demands on the vehicle's electrical systems can damage the electrical system, including the battery, alternator and voltage regulator.). The training covered a wide range of electrical problems and the mechanics rated the program highly as they left. When doing a follow-up evaluation, the training director was disappointed to learn that the dealerships reported that their mechanics showed no improvement in trouble shooting electrical problems.  [Chapter 5, The Real World of Training . . . What is Wrong Here? Case 1.]

Blanchard, N. (2013). Effective training: Systems, strategies, and practices (5th ed.). Upper Saddle River, NJ: Pearson

 

2.      What is a learning objective? List and explain its three components

 

3.      How does knowledge of classical and operant conditioning assist you in designing effective training?

CH 10

 

1.   Let's get started discussing this chapter. The area of cultural differences is interesting and very relevant in our diverse culture here, as well as overseas.

 

Have a look at the section of this chapter on Cross-Cultural Training. The text mentions research by Holfstede.  He identified five dimensions along which individuals from different cultures seem to differ: individualism/collectivism orientation, uncertainty orientation, goal orientation, power orientation, and time orientation. 

 

Which of these differences has the largest effect on employee behavior? Why?

 

2.      What is an orientation designed to do? What are the characteristics of an effective orientation?

 

3.      How are organizations dealing with diversity? Are the methods effective? Why or why not?