Page 22 - Demo

%u062c%u0645%u064a%u0639 %u0627%u0644%u062d%u0642%u0648%u0642 %u0645%u062d%u0641%u0648%u0638%u0629 %u0640 %u0627%u0625%u0644%u0639%u062a%u062f%u0627%u0621 %u0639%u0649%u0644 %u062d%u0642 %u0627%u0645%u0644%u0624%u0644%u0641 %u0628%u0627%u0644%u0646%u0633%u062e %u0623%u0648 %u0627%u0644%u0637%u0628%u0627%u0639%u0629 %u064a%u0639%u0631%u0636 %u0641%u0627%u0639%u0644%u0647 %u0644%u0644%u0645%u0633%u0627%u0626%u0644%u0629 %u0627%u0644%u0642%u0627%u0646%u0648%u0646%u064a%u062922Electronic Resources %u2013 Human Resources Development Year Four - 2021 | |22%u2022 Personality and attitudes%u2022 For example, Joseph Martocchio and Jane Webster found that an individual%u2019s level of cognitive playfulness (which is in part the spontaneity, imagination, and exploratory approach a person brings to task performance and learning) affects learning, mood, and satisfaction with training. They also found that individuals with low levels of cognitive playfulness are affected more by positive feedback than individuals with higher levels of cognitive playfulness.%u2022 Through the following link, you can access the 16 MBTI personality type and the associated learning styles: http://www.humanmetrics.com/personality/learning-stylesTraining Design Issues:%u2022 Conditions of practice:%u2022 Active practice: suggests that learners should be given an opportunity to repeatedly perform the task or use the knowledge being learned.%u2022 Massed versus spaced practice sessions: involve whether to conduct training in one session or divide it into segments separated by a period of time. %u2022 Whole versus part learning: concerns the size of the unit to be learned, that is, should trainees practice an entire task (or study certain material as a whole), or should the task or material be learned in separate parts or chunks? Gagn%u00e9 argued that procedural material (material organized into a series of steps) should be analyzed and divided into subunits, with the trainees mastering each subunit before performing the entire procedure.%u2022 Overlearning: is defined as practice beyond the point at which the material or task is mastered.%u2022 Knowledge of results (feedback): provides objective information regarding the adequacy of one%u2019s performance, and it can come from observers, the performer, or the task itself.%u2022 Task sequencing:suggests that tasks and knowledge can be learned more effectively if what is to be learned is divided into subtasks that are arranged and taught in an appropriate sequence. %u2022 Retention of what is learned:%u2022 Meaningfulness of material: is the extent to which it is rich in associations for the individual learner.