Chapter 4 "Learning: Theories and Program Design"

1. What learning condition do you think is most necessary for learning to occur? Which is least critical? Why?

I think providing opportunities for trainees to practice and receive feedback is the most necessary condition for learning to occur. Trainees would be more familiar and comfortable doing their jobs if they have been going through practice programs. That gives the trainees the opportunity to encounter what they are going to go though and might face when performing their duties. in contrast, allowing trainees to learn through observation and experience is the least important because not everything can be skilled or taught by observation.

2. What value would it be to know that you were going to be training a class of persons between the ages of 20 and 35? Would it influence the approach you would take? How?

Training a class of persons between the ages of 20 and 35 will definitely make me take a different approach than if I were going to train persons between the ages of 40 and 60 or 10 and 16. Age matters but I wouldn't give it a major value because I would have to go though what they already know and what they don't know to define their weaknesses and needs. However training someone who is age is close to yours put you in a better understanding relationship and less challenge.

3. How do instructional objectives help learning to occur?

Instructional objectives help learning to occur by providing the proper training environment and letting the trainees to be familiar with what the employee is expected to do, what the quality or level of performance that is acceptable and what condition under which the trainee is expected to perform the desired outcome.

4. Can allowing trainees to make errors in training be useful? Explain.

Off course they can. By allowing trainees to make errors, they will get to learn how to fix them. Moreover, they would be more familiar with the job environment; therefore, if a problem occurs in the job, they won't panic and they would be ready to fix the error.

5. Detailed lesson plans have important information for trainers. List the different types of information found in a detailed lesson plan. Also, indicate the importance of each type of information for learning.

Detailed lesson plans have the sequence of activities that will be conducted in the training session and the identification of the administrative details. The lesson plan also has the following information:

· The course title
· Learning objective
· Topics to be covered
· Target audience
· Time of session
· Instructor activity
· Learner activity
· Any prerequisites.