total quality management
DESCRIPTION
TQMTRANSCRIPT
Qu
ali
ty T
rain
ing
: Le
arn
ing
5 -
1
Qu
ali
ty T
rain
ing
: Le
arn
ing
Wh
at
Is L
ea
rnin
g?
Learning
Learning
is a
re
lati
vely
pe
rma
ne
nt
cha
ng
e in
hu
ma
n
4 -
2
pe
rma
ne
nt
cha
ng
e in
hu
ma
n
cap
ab
ilit
ies
tha
t is
not
a r
esu
lt
of
gro
wth
pro
cess
es.
Th
ese
ca
pa
bil
itie
s a
re r
ela
ted
to s
pe
cifi
c le
arn
ing
ou
tco
me
s.
Ke
y T
erm
s
Un
de
rsta
nd
ing
th
e d
iffe
ren
ce b
etw
ee
n o
bje
ctiv
es,
ou
tpu
ts,
an
d o
utc
om
es
take
s
tim
e b
ut
wh
en
gra
spe
d,
is a
po
we
rfu
l w
ay
to
cu
t th
rou
gh
to
wh
at'
s b
eh
ind
a
pa
rtic
ula
r re
qu
est
or
de
sire
. O
nce
yo
u c
an
bre
ak
it
do
wn
to
th
e o
utc
om
e,
it c
an
he
lp y
ou
to
co
me
up
wit
h o
the
r w
ays
to
ach
ieve
th
e s
am
e r
esu
lt a
nd
giv
e y
ou
mo
re f
lexi
bil
ity
in
so
lvin
g a
pa
rtic
ula
r p
rob
lem
.
•T
he
ob
ject
ive
is w
ha
t w
e a
re a
imin
gto
•
Th
eo
bje
ctiv
eis
wh
at
we
are
aim
ing
to
ach
ieve
.
•T
he
ou
tpu
tis
wh
at
we
act
ua
lly
de
live
r.
•T
he
ou
tco
me
is w
ha
t th
e b
usi
ne
ss g
ain
sfr
om
ou
r o
utp
ut
Exa
mp
le
Lea
rnin
g O
utc
om
es
•V
erb
al i
nfo
rma
tio
n
–In
clu
de
s n
am
es
or
lab
els
, fa
cts,
an
d b
od
ies
of
kn
ow
led
ge
–In
clu
de
s sp
eci
ali
zed
kn
ow
led
ge
em
plo
yee
s
4 -
5
–In
clu
de
s sp
eci
ali
zed
kn
ow
led
ge
em
plo
yee
s
ne
ed
in
th
eir
jo
bs
•In
tell
ect
ua
l sk
ills
–In
clu
de
co
nce
pts
an
d r
ule
s
–T
he
se a
re c
riti
cal
to s
olv
e p
rob
lem
s, s
erv
e
cust
om
ers
, a
nd
cre
ate
pro
du
cts
cust
om
ers
, a
nd
cre
ate
pro
du
cts
Lea
rnin
g O
utc
om
es
(co
nti
nu
ed
)
•M
oto
r sk
ills
–In
clu
de
co
ord
ina
tio
n o
f p
hys
ica
l m
ove
me
nts
4 -
9
•A
ttit
ud
es
–C
om
bin
ati
on
of
be
lie
fs a
nd
fe
eli
ng
th
at
pre
-d
isp
ose
a p
ers
on
to
be
ha
ve a
ce
rta
in w
ay
–Im
po
rta
nt
wo
rk-r
ela
ted
att
itu
de
s in
clu
de
jo
b
sati
sfa
ctio
n,
com
mit
me
nt
to t
he
org
an
iza
tio
n,
an
d
Imp
ort
an
t w
ork
-re
late
d a
ttit
ud
es
incl
ud
e j
ob
sa
tisf
act
ion
, co
mm
itm
en
t to
th
e o
rga
niz
ati
on
, a
nd
jo
b i
nvo
lve
me
nt
Th
ing
s to
co
nsi
de
r…
•C
og
nit
ive
str
ate
gie
s
–R
eg
ula
te t
he
pro
cess
of
lea
rnin
g
Lea
rnin
g T
he
ori
es
Re
info
rce
me
nt
Th
eo
ry
So
cia
l Le
arn
ing
Th
eo
ry
Go
al T
he
ori
es
4 -
16
Ne
ed
Th
eo
rie
s
Exp
ect
an
cy T
he
ory
Ad
ult
Le
arn
ing
Th
eo
ry
Info
rma
tio
n
Pro
cess
ing
Th
eo
ry
Re
info
rce
me
nt
Th
eo
ry
•E
mp
ha
size
s th
at
pe
op
le a
re m
oti
vate
d t
o
pe
rfo
rm o
r a
void
ce
rta
in b
eh
av
iors
be
cau
se o
f
pa
st o
utc
om
es
tha
t h
ave
re
sult
ed
fro
m t
ho
se
be
ha
vio
rs.
4 -
17
be
ha
vio
rs.
–P
osi
tive
re
info
rce
me
nt
–N
eg
ati
ve R
ein
forc
em
en
t
–E
xtin
ctio
n
–P
un
ish
me
nt
Re
info
rce
me
nt
Th
eo
ry (c
on
tin
ue
d)
•F
rom
a t
rain
ing
pe
rsp
ect
ive
, it
su
gg
est
s th
at
for
lea
rne
rs t
o a
cqu
ire
kn
ow
led
ge
, ch
an
ge
be
ha
vio
r, o
r m
od
ify
sk
ills
, th
e t
rain
er
ne
ed
s to
ide
nti
fyw
ha
t o
utc
om
es
the
le
arn
er
fin
ds
mo
st
4 -
19
ide
nti
fyw
ha
t o
utc
om
es
the
le
arn
er
fin
ds
mo
st
po
siti
ve a
nd
ne
ga
tive
.
•Tr
ain
ers
th
en
ne
ed
to
lin
k t
he
se o
utc
om
es
to
lea
rne
rs a
cqu
irin
g k
no
wle
dg
e,
skil
ls,
or
cha
ng
ing
be
ha
vio
rs.
So
cia
l Le
arn
ing
Th
eo
ry
•E
mp
ha
size
s th
at
pe
op
le le
arn
by
ob
serv
ing
oth
er
pe
rso
ns
(mo
de
ls)
wh
om
th
ey
be
lie
ve
are
cre
dib
le a
nd
kn
ow
led
ge
ab
le.
•R
eco
gn
ize
s th
at
be
ha
vio
r th
at
is r
ein
forc
ed
4 -
21
•R
eco
gn
ize
s th
at
be
ha
vio
r th
at
is r
ein
forc
ed
or
rew
ard
ed
te
nd
s to
be
re
pe
ate
d.
•T
he
mo
de
ls’
be
ha
vio
r o
r sk
ill t
ha
t is
rew
ard
ed
is a
do
pte
d b
y t
he
ob
serv
er.
So
cia
l Le
arn
ing
Th
eo
ry (c
on
tin
ue
d)
•Le
arn
ing
ne
w s
kil
ls o
r b
eh
av
ior
com
es
fro
m:
–d
ire
ctly
exp
eri
en
cin
g t
he
co
nse
qu
en
ces
of
usi
ng
be
ha
vio
r o
r sk
ills
, o
r
–th
e p
roce
ss o
f o
bse
rvin
g o
the
rs a
nd
se
ein
g
the
co
nse
qu
en
ces
of
the
ir b
eh
av
ior
4 -
22
the
pro
cess
of
ob
serv
ing
oth
ers
an
d s
ee
ing
th
e c
on
seq
ue
nce
s o
f th
eir
be
ha
vio
r
•Le
arn
ing
is a
lso
in
flu
en
ced
by
a p
ers
on
’s
self
-eff
ica
cy.
–S
elf
-eff
ica
cy is
a p
ers
on
’s j
ud
gm
en
t a
bo
ut
wh
eth
er
he
/sh
e c
an
su
cce
ssfu
lly
le
arn
k
no
wle
dg
e a
nd
sk
ills
.
ALB
ER
T B
AN
DU
RA
SO
CIA
L LE
AR
NIN
G T
HE
OR
Y
Bio
gra
ph
y
•H
e w
as
bo
rn o
n D
ece
mb
er
4,
19
25
in
Mu
nd
are
, A
lbe
rta
, C
ali
forn
ia.
•A
t th
e a
ge
of
24
, h
e r
ece
ive
d h
is B
A f
rom
th
e U
niv
ers
ity
of
Bri
tish
Co
lum
bia
in
19
49
.
•H
e e
arn
ed
his
MA
in
19
51
at
the
ag
e o
f 2
6 a
nd
his
PH
.D.
in
19
55
at
the
ag
e o
f 3
0 f
rom
th
e U
niv
ers
ity
of
Iow
a.
He
ea
rne
d h
is M
A in
19
51
at
the
ag
e o
f 2
6 a
nd
his
PH
.D.
in
19
55
at
the
ag
e o
f 3
0 f
rom
th
e U
niv
ers
ity
of
Iow
a.
•A
fte
r re
ceiv
ing
his
do
cto
rate
, h
e s
erv
ed
as
clin
ica
l in
tern
at
the
Wic
hit
a G
uid
an
ce C
en
ter
for
1 y
ea
r.
•H
e w
as
the
n a
pp
oin
ted
to
th
e D
ep
art
me
nt
of
Psy
cho
log
y a
t th
e S
tan
ford
Un
ive
rsit
y.
TH
E T
HE
OR
Y
•S
OC
IAL
LEA
RN
ING
TH
EO
RY
–-
imit
ati
ng
wh
at
a c
hil
d s
ee
s a
nd
he
ars
an
d
acq
uir
ing
th
e m
an
ne
r o
f sp
ea
kin
g a
nd
do
ing
sim
ila
r a
cqu
irin
g t
he
ma
nn
er
of
spe
ak
ing
an
d d
oin
g s
imil
ar
act
s o
bse
rve
d f
rom
th
e m
od
el.
–-
this
is
als
o k
no
wn
as
OB
SE
RV
AT
ION
AL
LEA
RN
ING
Th
e E
XP
ER
IME
NT
•B
OB
O D
OLL
EX
PE
RIM
EN
T
Ba
nd
ura
ga
the
red
4-6
ye
ars
old
nu
rse
ry c
hil
dre
n w
atc
h a
5-m
inu
te
tele
vis
ed
mo
vie
wh
ich
sh
ow
ed
an
ad
ult
, th
e m
od
el
for
imit
ati
ve l
ea
rnin
g,
exh
ibit
ing
4 t
yp
es
of
be
ha
vio
r to
wa
rds
an
ad
ult
siz
e p
last
ic B
ob
o d
oll
, e
ach
re
spo
nse
acc
om
pa
nie
d b
y d
isti
nct
ve
rba
liza
tio
n.
Th
e m
od
el
laid
th
e B
ob
o
do
ll o
n it
s si
de
, sa
t o
n it
an
d p
un
che
d it
on
th
e n
ose
wh
ile
re
ma
rkin
g,
“po
w r
igh
t in
th
e n
ose
,bo
om
,bo
om
.” t
he
mo
de
l k
icke
d t
he
do
ll a
bo
ut
the
d
oll
on
its
sid
e,
sat
on
it
an
d p
un
che
d it
on
th
e n
ose
wh
ile
re
ma
rkin
g,
“po
w r
igh
t in
th
e n
ose
,bo
om
,bo
om
.” t
he
mo
de
l k
icke
d t
he
do
ll a
bo
ut
the
ro
om
an
d t
he
se r
esp
on
ses
we
re i
nte
rru
pte
d w
ith
th
e c
om
me
nt,
“F
ly
aw
ay.
” F
ina
lly,
th
e m
od
el th
rew
ru
bb
er
ba
lls
at
the
Bo
bo
do
ll e
ach
str
oke
p
un
ctu
ate
d w
ith
a “
ba
ng
.”
Th
e e
xpe
rim
en
t
Wh
at
did
th
e e
xpe
rim
en
t re
vea
l?
•R
ein
forc
ing
co
nse
qu
en
ces
to t
he
mo
de
l si
gn
ific
an
tly
incr
ea
sed
th
e n
um
be
r o
f m
atc
hin
g r
esp
on
ses
tha
t th
e c
hil
dre
n s
po
nta
ne
ou
sly r
ep
rod
uce
d.
•B
oys
pe
rfo
rme
d m
ore
im
ita
tive
re
spo
nse
s th
an
gir
ls.
G
irls
we
re m
ore
in
flu
en
ced
by t
he
re
wa
rdin
g
Gir
ls w
ere
mo
re i
nfl
ue
nce
d b
y t
he
re
wa
rdin
g
con
seq
ue
nce
s to
th
e m
od
el.
•T
he
in
tro
du
ctio
n o
f p
osi
tive
in
cen
tive
s sh
ow
ed
an
e
qu
iva
len
t a
mo
un
t o
f le
arn
ing
fo
r th
e c
hil
dre
n i
n 3
g
rou
ps.
FO
UR
-ST
EP
MO
DE
L
•1
. A
tte
nti
on
or
Acq
uis
itio
n P
roce
sse
s
•2
. R
ete
nti
on
Pro
cess
es
•3
. B
eh
av
ior
Pro
du
ctio
n P
roce
sse
s
•4
. R
ein
forc
em
en
t a
nd
Mo
tiva
tio
na
l P
roce
sse
s•
4.
Re
info
rce
me
nt
an
d M
oti
vati
on
al
Pro
cess
es
Pro
cess
es
of
So
cia
l Le
arn
ing
Th
eo
ry
Ma
tch
Mo
de
led
Pe
rfo
rma
nce
Att
en
tio
nR
ete
nti
on
Mo
tor
Re
pro
du
ctio
n
Mo
tiva
tio
na
l
Pro
cess
es
4 -
34
•M
od
el
Sti
mu
li
•Tr
ain
ee
Ch
ara
cte
rist
ics
•C
od
ing
•O
rga
niz
ati
on
•R
eh
ea
rsa
l
•P
hys
ica
l
Ca
pa
bil
ity
•A
ccu
racy
•Fe
ed
ba
ck
• Re
info
rce
me
nt
TH
ING
S T
HA
T A
FF
EC
T I
MIT
AT
ION
•1
. N
atu
re o
f th
e m
od
el
•2
. L
ea
rnin
g m
ay
ha
pp
en
eve
n w
ith
ou
t
pra
ctic
ing
it.
•3
. N
o m
att
er
ho
w w
ell
we
le
arn
, it
wil
l n
ot
•3
. N
o m
att
er
ho
w w
ell
we
le
arn
, it
wil
l n
ot
ma
nif
est
if
the
re’s
no
so
cia
l a
pp
rova
l o
r
rein
forc
em
en
t.
ED
UC
AT
ION
AL
IMP
LIC
AT
ION
S
•S
tud
en
ts l
ea
rn b
y o
bse
rvin
g
•D
esc
rib
e t
he
co
nse
qu
en
ces
•A
lte
rna
tive
to
sh
ap
ing
•M
od
el
ap
pro
pri
ate
be
ha
vio
r
•E
xpo
sure
to
va
rie
ty o
f o
the
r m
od
els
•E
xpo
sure
to
va
rie
ty o
f o
the
r m
od
els
•D
eve
lop
se
nse
of
self
-eff
icie
ncy
•S
et
rea
list
ic e
xpe
cta
tio
n
•S
elf
re
gu
lati
on
pro
vid
es
eff
ect
ive
me
tho
d f
or
imp
rovin
g s
tud
en
t b
eh
avio
r.
So
me
Re
fle
ctio
ns
on
Le
arn
ing
Go
al T
he
ori
es
••G
oa
l se
ttin
g t
he
ory
Go
al
sett
ing
th
eo
rya
ssu
me
s b
eh
av
ior
resu
lts
fro
m a
pe
rso
n’s
co
nsc
iou
s g
oa
ls a
nd
in
ten
tio
ns.
•G
oa
ls in
flu
en
ce b
eh
av
ior
by
dir
ect
ing
en
erg
y a
nd
att
en
tio
n,
sust
ain
ing
eff
ort
ove
r ti
me
, a
nd
4 -
51
att
en
tio
n,
sust
ain
ing
eff
ort
ove
r ti
me
, a
nd
mo
tiva
tin
g t
he
pe
rso
n t
o d
eve
lop
str
ate
gie
s fo
r
go
al a
tta
inm
en
t.
•R
ese
arc
h s
ug
ge
sts
tha
t sp
eci
fic
cha
lle
ng
ing
go
als
ha
ve b
ee
n s
ho
wn
to
lea
d t
o h
igh
pe
rfo
rma
nce
on
ly i
f p
eo
ple
are
co
mm
itte
d t
o t
he
go
al.
Go
al T
he
ori
es
(co
nti
nu
ed
)
•G
oa
l se
ttin
g t
he
ory
is
use
d in
tra
inin
g
pro
gra
m d
esi
gn
.
•It
su
gg
est
s th
at
lea
rnin
g c
an
be
fa
cili
tate
d
by
pro
vid
ing
tra
ine
es
wit
h s
pe
cifi
c
4 -
52
by
pro
vid
ing
tra
ine
es
wit
h s
pe
cifi
c
cha
lle
ng
ing
go
als
an
d o
bje
ctiv
es.
•T
he
in
flu
en
ce o
f g
oa
l se
ttin
g t
he
ory
ca
n b
e
see
n in
th
e d
eve
lop
me
nt
of
tra
inin
g le
sso
n
pla
ns .
Ho
w it
Wo
rks!
Ne
ed
Th
eo
rie
s
•N
ee
d t
he
ori
es
he
lp e
xpla
in t
he
va
lue
th
at
a
pe
rso
n p
lace
s o
n c
ert
ain
ou
tco
me
s.
•N
ee
d t
he
ori
es
sug
ge
st t
ha
t to
mo
tiva
te
lea
rnin
g:
4 -
56
lea
rnin
g:
–tr
ain
ers
sh
ou
ld id
en
tify
tra
ine
es’
ne
ed
s, a
nd
–co
mm
un
ica
te h
ow
tra
inin
g p
rog
ram
co
nte
nt
rela
tes
to f
ulf
illi
ng
th
ese
ne
ed
s
•If
th
e b
asi
c n
ee
ds
of
tra
ine
es
are
no
t m
et,
th
ey
a
re u
nli
kely
to
be
mo
tiva
ted
to
le
arn
.
Exp
ect
an
cy T
he
ory
•E
xpe
cta
ncy
th
eo
ry s
ug
ge
sts
tha
t a
pe
rso
n’s
be
ha
vio
r is
ba
sed
on
th
ree
fa
cto
rs:
–E
xpe
cta
ncy
–In
stru
me
nta
lity
4 -
58
–In
stru
me
nta
lity
–V
ala
nce
Exp
ect
an
cy T
he
ory
(co
nti
nu
ed
)
•E
xpe
cta
ncy
th
eo
ry s
ug
ge
sts
tha
t le
arn
ing
is
mo
st lik
ely
to
occ
ur
wh
en
em
plo
yee
s b
eli
eve
:
–T
he
y c
an
le
arn
th
e c
on
ten
t o
f th
e p
rog
ram
4 -
60
–T
he
y c
an
le
arn
th
e c
on
ten
t o
f th
e p
rog
ram
(e
xpe
cta
ncy
)
–Le
arn
ing
is
lin
ked
to
ou
tco
me
s su
ch a
s b
ett
er
job
pe
rfo
rma
nce
, a
sa
lary
in
cre
ase
, o
r p
ee
r re
cog
nit
ion
(in
stru
me
nta
lity
)
–E
mp
loye
es
valu
e t
he
se o
utc
om
es
Exp
ect
an
cy T
he
ory
of
Mo
tiva
tio
n
XX
=E
ffo
rt
Expectancy
Expectancy
Instrumentality
Instrumentality
Valance
Valance
Eff
ort
P
erf
orm
an
ce
Ou
tco
me
Va
lue
of
Ou
tco
me
4 -
61
Eff
ort
Pe
rfo
rma
nce
Ou
tco
me
Do
es
Tra
ine
e H
ave
Ab
ilit
y t
o L
ea
rn?
Do
es
Tra
ine
e B
eli
eve
He
Ca
n L
ea
rn?
Do
es
Tra
ine
e B
eli
eve
Tra
inin
g O
utc
om
es
Pro
mis
ed
Wil
l B
e
De
live
red
?
Are
Ou
tco
me
s R
ela
ted
to T
rain
ing
Va
lue
d?
Ad
ult
Le
arn
ing
Th
eo
ry
•A
du
lt le
arn
ing
th
eo
ry w
as
de
velo
pe
d o
ut
of
a n
ee
d
for
a s
pe
cifi
c th
eo
ry o
f h
ow
ad
ult
s le
arn
.
•It
is
ba
sed
on
se
vera
l a
ssu
mp
tio
ns:
–A
du
lts
ha
ve t
he
ne
ed
to
kn
ow
wh
y t
he
y a
re l
ea
rnin
g
som
eth
ing
.
4 -
63
som
eth
ing
.
–A
du
lts
ha
ve a
ne
ed
to
be
se
lf-d
ire
cte
d.
–A
du
lts
bri
ng
mo
re w
ork
-re
late
d e
xpe
rie
nce
s in
to t
he
le
arn
ing
sit
ua
tio
n.
–A
du
lts
en
ter
into
a l
ea
rnin
g e
xpe
rie
nce
wit
h a
pro
ble
m-
cen
tere
d a
pp
roa
ch t
o le
arn
ing
.
–A
du
lts
are
mo
tiva
ted
to
le
arn
by
bo
th e
xtri
nsi
c a
nd
in
trin
sic
mo
tiva
tors
.
4 -
64
Imp
lica
tio
ns
of
Ad
ult
Le
arn
ing
Th
eo
ry:
Des
ign
Issu
eIm
plic
atio
ns
Sel
f –
con
cep
tM
utu
al p
lan
nin
g a
nd
co
llab
ora
tio
n in
inst
ruct
ion
Exp
erie
nce
Use
lear
ner
exp
erie
nce
as
bas
is f
or
exam
ple
s an
d
app
licat
ion
s
Rea
din
ess
Dev
elo
p in
stru
ctio
n b
ased
on
lear
ner
’s in
tere
sts
and
com
pet
enci
es
Tim
e p
ersp
ecti
veIm
med
iate
ap
plic
atio
n o
f co
nte
nt
Ori
enta
tio
n t
o
lear
nin
g
Pro
ble
m –
cen
tere
d in
stea
d o
f su
bje
ct –
cen
tere
d
Info
rma
tio
n P
roce
ssin
g T
he
ory
•T
he
se t
he
ori
es
giv
e m
ore
em
ph
asi
s to
th
e
inte
rna
l p
roce
sse
s th
at
occ
ur
wh
en
tra
inin
g
con
ten
t is
le
arn
ed
an
d r
eta
ine
d.
•T
his
in
form
ati
on
ca
n c
om
e f
rom
an
oth
er
pe
rso
n
4 -
69
•T
his
in
form
ati
on
ca
n c
om
e f
rom
an
oth
er
pe
rso
n
or
the
le
arn
er’
s o
wn
ob
serv
ati
on
of
the
re
sult
s
of
his
act
ion
.
•If
th
e e
valu
ati
on
of
the
re
spo
nse
is
po
siti
ve,
this
pro
vid
es
rein
forc
em
en
tth
at
the
be
ha
vio
r is
de
sira
ble
to
be
sto
red
in
lo
ng
-te
rm m
em
ory
fo
r
use
in
sim
ila
r si
tua
tio
ns.
Th
e L
ea
rnin
g P
roce
ss
•T
his
ma
teri
al
ask
s th
ree
qu
est
ion
s:
–W
ha
t a
re t
he
ph
ysic
al
an
d m
en
tal
pro
cess
es
invo
lve
d i
n l
ea
rnin
g?
–H
ow
do
es
lea
rnin
g o
ccu
r?
4 -
73
–H
ow
do
es
lea
rnin
g o
ccu
r?
–D
o t
rain
ee
s h
ave
dif
fere
nt
lea
rnin
g s
tyle
s?
An
alo
gy
Imp
lica
tio
ns
of
the
Le
arn
ing
Pro
cess
fo
r
Inst
ruct
ion
:
•E
mp
loye
es
ne
ed
to
kn
ow
wh
y t
he
y s
ho
uld
lea
rn.
•E
mp
loye
es
ne
ed
me
an
ing
ful
tra
inin
g c
on
ten
t.
•E
mp
loye
es
ne
ed
op
po
rtu
nit
ies
to p
ract
ice
.
4 -
75
•E
mp
loye
es
ne
ed
op
po
rtu
nit
ies
to p
ract
ice
.
•E
mp
loye
es
ne
ed
to
co
mm
it t
rain
ing
co
nte
nt
to
me
mo
ry.
Imp
lica
tio
ns
of
the
Le
arn
ing
Pro
cess
fo
r In
stru
ctio
n:
(co
nti
nu
ed
)
•E
mp
loye
es
ne
ed
fe
ed
ba
ck.
•E
mp
loye
es
lea
rn t
hro
ug
h:
–O
bse
rva
tio
n
–E
xpe
rie
nce
4 -
76
–E
xpe
rie
nce
–In
tera
ctin
g w
ith
oth
ers
•E
mp
loye
es
ne
ed
th
e t
rain
ing
pro
gra
m t
o b
e
pro
pe
rly
co
ord
ina
ted
an
d a
rra
ng
ed
.
Tra
inin
g O
bje
ctiv
es
•E
mp
loye
es
lea
rn b
est
wh
en
th
ey
un
de
rsta
nd
th
e o
bje
ctiv
e o
f th
e t
rain
ing
pro
gra
m.
•T
he
ob
ject
ive
ob
ject
ive
refe
rs t
o t
he
pu
rpo
se a
nd
e
xpe
cte
d o
utc
om
e o
f tr
ain
ing
act
ivit
ies.
•Tr
ain
ing
ob
ject
ive
s b
ase
d o
n t
he
tra
inin
g
4 -
77
•Tr
ain
ing
ob
ject
ive
s b
ase
d o
n t
he
tra
inin
g
ne
ed
s a
na
lysi
s h
elp
em
plo
yee
s u
nd
ers
tan
d
wh
y t
he
y n
ee
d t
he
tra
inin
g.
•O
bje
ctiv
es
are
use
ful
for
ide
nti
fyin
g t
he
ty
pe
s o
f tr
ain
ing
ou
tco
me
s th
at
sho
uld
be
me
asu
red
to
eva
lua
te a
tra
inin
g p
rog
ram
’s e
ffe
ctiv
en
ess
.
A t
rain
ing
ob
ject
ive
ha
s th
ree
co
mp
on
en
ts:
•A
sta
tem
en
t o
f w
ha
t th
e e
mp
loye
e is
exp
ect
ed
to d
o (
pe
rfo
rma
nce
or
ou
tco
me
).
•A
sta
tem
en
t o
f th
e q
ua
lity
or
leve
l o
f
pe
rfo
rma
nce
th
at
is a
cce
pta
ble
(cr
ite
rio
n).
4 -
78
pe
rfo
rma
nce
th
at
is a
cce
pta
ble
(cr
ite
rio
n).
•A
sta
tem
en
t o
f th
e c
on
dit
ion
s u
nd
er
wh
ich
th
e
tra
ine
e is
exp
ect
ed
to
pe
rfo
rm t
he
de
sire
d
ou
tco
me
(co
nd
itio
ns)
.
Tra
inin
g a
dm
inis
tra
tio
n in
volv
es:
•C
om
mu
nic
ati
ng
co
urs
es
an
d p
rog
ram
s to
e
mp
loye
es
•E
nro
llin
g e
mp
loye
es
in c
ou
rse
s a
nd
pro
gra
ms
•P
rep
ari
ng
an
d p
roce
ssin
g a
ny
pre
-tra
inin
g
ma
teri
als
su
ch a
s re
ad
ing
s o
r te
sts
4 -
79
•P
rep
ari
ng
an
d p
roce
ssin
g a
ny
pre
-tra
inin
g
ma
teri
als
su
ch a
s re
ad
ing
s o
r te
sts
•P
rep
ari
ng
ma
teri
als
th
at
wil
l b
e u
sed
in
in
stru
ctio
n
•A
rra
ng
ing
fo
r th
e t
rain
ing
fa
cili
ty a
nd
ro
om
•Te
stin
g e
qu
ipm
en
t th
at
wil
l b
e u
sed
in
in
stru
ctio
n
Tra
inin
g a
dm
inis
tra
tio
n in
volv
es:
(co
nti
nu
ed
)
•H
av
ing
ba
cku
p e
qu
ipm
en
t sh
ou
ld e
qu
ipm
en
t
fail
•P
rov
idin
g s
up
po
rt d
uri
ng
in
stru
ctio
n
•D
istr
ibu
tin
g e
valu
ati
on
ma
teri
als
4 -
80
•D
istr
ibu
tin
g e
valu
ati
on
ma
teri
als
•Fa
cili
tati
ng
co
mm
un
ica
tio
ns
be
twe
en
tra
ine
r
an
d t
rain
ee
s d
uri
ng
an
d a
fte
r tr
ain
ing
•R
eco
rdin
g c
ou
rse
co
mp
leti
on
in
th
e t
rain
ee
s’
reco
rds
or
pe
rso
nn
el
file
s
Ho
w T
rain
ers
Ca
n M
ake
th
e T
rain
ing
Sit
e a
nd
In
stru
ctio
n C
on
du
cive
to
Le
arn
ing
:
Cre
ati
ng
A L
ea
rnin
g
Se
ttin
gP
rep
ara
tio
n
Cla
ssro
om
4 -
81
Cla
ssro
om
Ma
na
ge
me
nt
En
ga
gin
g T
rain
ee
s
Ma
na
gin
g G
rou
p
Dy
na
mic
s
Pro
gra
m D
esi
gn
4 -
82
