Surname: 1 This week, you must choose and submit a culture you will research for your Signature Assignment. Upload a 2-paragraph Word document in which you: · Identify and briefly describe the culture you will research · Explain your goals in researching this culture See rubric for specific grading criteria. Name: Term Paper Topic Submission · Grid View · List View Meets Expectations Approaches Expectations Does Not Meet Expectations Topic Identified Points Range:16 (40.00%) - 20 (50.00%) A topic is clearly identified. Points Range:12 (30.00%) - 15.8 (39.50%) A topic is identified but may be poorly worded or described. Points Range:0 (0.00%) - 11.8 (29.50%) A topic is not clearly identified or missing. Purpose Identified Points Range:12.8 (32.00%) - 16 (40.00%) The writer's purpose is clearly stated and explained in detail. Contemporary relevance is clearly explained, and intended goals are thoroughly explored. Points Range:9.6 (24.00%) - 12.64 (31.60%) The writer's purpose is stated and explained but may be lacking detail or cohesiveness. Contemporary relevance is generally explained, and intended goals are somewhat explored. Points Range:0 (0.00%) - 9.44 (23.60%) The writer's purpose is not stated or explained or is unclear. Contemporary relevance is not explained or not apparent, and intended goals are not explored. Mechanics and APA Style Points Range:3.2 (8.00%) - 4 (10.00%) The assignment is free from errors in formatting, citation, and references. No grammatical, spelling, or punctuation errors. Points Range:2.4 (6.00%) - 3.16 (7.90%) The assignment has a few grammatical, spelling, or punctuation errors. Points Range:0 (0.00%) - 2.36 (5.90%) Mechanical errors significantly interfere with the readability of the paper. The rubric total value of 0.00 has been overridden with a value of 0.00 out of 40. Exit Unit Lesson In Unit I, we briefly touched on several training delivery methods. In this unit, we take a more in-depth look at the various training delivery methods available. In today’s technological age, there are many ways that training can be delivered. With a plethora of training delivery options to choose from, it can be difficult to UNIT IV STUDY GUIDE Training Delivery Methods MHR 6551, Training and Development 2 UNIT x STUDY GUIDE Title decide what the best option is to deliver training. As mentioned in past units, matching the learner’s style with the delivery method is paramount. There are two primary approaches we are exploring to help you narrow down this decision. The two approaches are cognitive and behavioral approaches. Cognitive Approach In the cognitive approach, learning is stimulated through the impact made on cognitive processes such as thinking, analyzing, retaining, and recalling information. The cognitive approach to training has a strong emphasis on the understanding of concepts and information. The retention of the material and its understanding are increased by perceiving the connections between the co.

1. Surname: 1
This week, you must choose and submit a culture you will
research for your Signature Assignment.
Upload a 2-paragraph Word document in which you:
· Identify and briefly describe the culture you will research
· Explain your goals in researching this culture
See rubric for specific grading criteria.
Name: Term Paper Topic Submission
· Grid View
· List View
Meets Expectations
Approaches Expectations
Does Not Meet Expectations
Topic Identified
Points Range:16 (40.00%) - 20 (50.00%)
A topic is clearly identified.
Points Range:12 (30.00%) - 15.8 (39.50%)
A topic is identified but may be poorly worded or described.
Points Range:0 (0.00%) - 11.8 (29.50%)
A topic is not clearly identified or missing.
Purpose Identified
Points Range:12.8 (32.00%) - 16 (40.00%)
The writer's purpose is clearly stated and explained in detail.
Contemporary relevance is clearly explained, and intended goals
are thoroughly explored.
Points Range:9.6 (24.00%) - 12.64 (31.60%)
The writer's purpose is stated and explained but may be lacking
detail or cohesiveness. Contemporary relevance is generally

2. explained, and intended goals are somewhat explored.
Points Range:0 (0.00%) - 9.44 (23.60%)
The writer's purpose is not stated or explained or is unclear.
Contemporary relevance is not explained or not apparent, and
intended goals are not explored.
Mechanics and APA Style
Points Range:3.2 (8.00%) - 4 (10.00%)
The assignment is free from errors in formatting, citation, and
references. No grammatical, spelling, or punctuation errors.
Points Range:2.4 (6.00%) - 3.16 (7.90%)
The assignment has a few grammatical, spelling, or punctuation
errors.
Points Range:0 (0.00%) - 2.36 (5.90%)
Mechanical errors significantly interfere with the readability of
the paper.
The rubric total value of 0.00 has been overridden with a value
of 0.00 out of 40.
Exit
Unit Lesson In Unit I, we briefly touched on several training
delivery methods. In this unit, we take a more in-depth look at
the various training delivery methods available. In today’s
technological age, there are many ways that training can be
delivered. With a plethora of training delivery options to choose
from, it can be difficult to UNIT IV STUDY GUIDE Training
Delivery Methods MHR 6551, Training and Development 2
UNIT x STUDY GUIDE Title decide what the best option is to
deliver training. As mentioned in past units, matching the
learner’s style with the delivery method is paramount. There are
two primary approaches we are exploring to help you narrow
down this decision. The two approaches are cognitive and
behavioral approaches. Cognitive Approach In the cognitive
approach, learning is stimulated through the impact made on
cognitive processes such as thinking, analyzing, retaining, and
recalling information. The cognitive approach to training has a

3. strong emphasis on the understanding of concepts and
information. The retention of the material and its understanding
are increased by perceiving the connections between the
concepts being learned, breaking down the connections, and
reconstructing them. There are two critical processes in the
cognitive approach to learning, as shown in Figure 1. With the
cognitive approach, the learners control their own learning path.
The trainer and the method used to deliver the training facilitate
the process of learning. Hence, the self-paced learning is
typically a viable option in the cognitive approach. However, if
the learner is not motivated to learn, then the trainer must view
the design and delivery of the training to ensure that the adult
learning concepts are incorporated as suggested in Unit II. In
the cognitive approach, the learner is active in the process of
learning, which is often self-directed and self-evaluative. The
trainer will act as the facilitator, presenter, and coordinator who
will guide the learners into discovery, solutions, and different
perspectives of information. Delivery methods for the cognitive
approach include the methods detailed below. Classroom lecture
method: The classroom lecture method is a traditional cognitive
delivery approach. In this method, a general understanding of a
topic is introduced. There are many formats that this method
can follow to allow for a formal or interactive experience. In
the formal approach, learners listen as a trainer gives a lecture
on a topic. Questions are typically asked toward the end of the
lecture, and learners are assessed by activities given by the
trainer and are also evaluated by the trainer. On the other hand,
in an interactive format, the learner and trainer are both
engaged in learning the material. There is a dynamic,
continuous dialogue between the learner and the trainer. Given
what we know about adult learning, it is wise to ensure that this
training format be engaging and interactive. Discussions: In the
discussion delivery method, a two-way dialogue is taking place
between the trainer and the learner. Typically, a short 15- to 20-
minute lecture is given about a particular topic, and then the
learners are asked to discuss the topic and the lecture. The

4. trainer supports the discussion by reinforcing the material,
expanding upon the information presented, and allowing the
learners to ask questions. The trainer looks for Accommodation:
• This is where the learners change their cognitive map or view
of the world to align with their experience in it. Assimilation: •
Views that are presented that contradict already established
ways of thinking are reshaped to accommodate the newly
presented knowledge. Figure 1: Critical processes in the
cognitive approach to learning MHR 6551, Training and
Development 3 UNIT x STUDY GUIDE Title both verbal and
nonverbal feedback to assess desired learning. If learning has
not occurred, then more time may need to be spent on a
particular topic. E-Learning: If you recall from Unit I, this is
the delivery of training that is typically done through electronic
media such as virtual classrooms, mobile devices, or web-based
learning via a computer. When this method of training delivery
is used, instructors are often positioned to moderate
discussions, provide feedback, and suggest supplemental
resources and activities. We will explore two e-learning
delivery approaches: Webinars: As mentioned earlier,
technological advances have opened up the number of ways that
training can be delivered. Web conferencing is a method in
which live meetings or presentations can be given over the
Internet from one central location. Webinars are a specific type
of web conferencing tool where the delivery of training occurs
in real time and typically involves a facilitator from one
location who communicates electronically (i.e., computer,
telephone, satellite, or through some other technical mean) with
audience members who may reside in different locations. This
training delivery method is quite popular due to its flexibility
and cost savings. Social media: Social media is another e-
learning approach that has gained much momentum in recent
times. Although new, some experts believe that social media
could be useful in all phases of training and development and
could fundamentally shift the way training is being delivered
today (Leonard, 2015). Some of the uses of social media in

5. training are listed below. o The use of social intranet platforms
to announce scheduled training events is now commonplace. A
brief message describes content, and then a link can lead to
further explanation or a video of the training. o Social intranet
platforms, such as Yammer or Chatter, can be used to conduct
getting-to-knowyou exercises. Participants show up at training
events already familiar with each other’s interests and
backgrounds. o Another option is delivering lectures and videos
and posting them to video-sharing sites on the organization’s
intranet. o Social media can allow participants to share
perspectives and experiences. o Support can also be provided
for ongoing learning through internal discussion boards where
learners can collaborate and exchange experiences and ideas. o
Social media can be used to support post-training collaborative
assignments and action plans. o Intranet or Internet can
facilitate opportunities for employees to interact with
specialists in their field. o Social media can also be used to
support alumni networks. Behavioral Approach The behavioral
approach is a delivery method with an emphasis on real-world
situations that are simulated to mirror the events, processes, and
circumstances of a given concept. As mentioned earlier, the
adult learner learns well through experience, whether that be
lived or simulated. Learning happens through behaviors
practiced and exhibited over time. There are several delivery
methods in the behavioral approach, which are detailed below.
Case studies: Participants would apply a new skill/knowledge to
a hypothetical case or situation. Case studies can simulate
historical situations where decision-making is needed. These
situations can be real or imagined and encourage learners to
display the behavior of properly making decisions. Role plays:
Participants act out and assume roles to practice appropriate
behavior or resolve conflicts for various situations. There are
two types of role-playing scenarios, which are listed below.
Figure 2: E-learning has greatly expanded options for trainers
(Thodonal, 2017) MHR 6551, Training and Development 4
UNIT x STUDY GUIDE Title o Structured role play: In this

6. type of role playing, there is a great deal of information
provided about the situation. Often, there are scripts involved
that provide dialogue among the characters. This type of role
playing will encourage learners to display traits needed for the
given role-playing scenario. o Unstructured role play: In this
type of role playing, the scenario is loosely constructed and free
flowing. This type of role playing provides insight to the
learners on how their behavior impacts others. Simulations:
Participants perform a given role within a scenario designed to
resemble a real-life challenge. This method allows the learners
to apply what they have learned. As the trainer allows the
leaners to practice the skill, the learners begin to develop
proficiency in that given skill. In-basket technique: The in-
basket technique is a specified role-playing scenario designed to
exhibit decision-making skills and attitudes. For example, the
learners are given information about their role. This can be a
current or future job. Also, general information about the
situation is given. The learners are then given a packet of
materials, such as complaints, messages, memos, and reports,
which constitute the in-basket. The learners are then asked to
respond to the materials within a few hours. When all of the
appropriate responses have been given, the trainer will ask the
learners to discuss the process they took to make the decisions
that they did. The trainer will offer feedback in order to
reinforce behaviors that the learners did well and to provide
alternatives for the actions that were not done well. Behavior
modeling: In this method, an expert will model the behaviors
that need to be learned. The learners will then practice the
behaviors in a structured role play. The trainer will then
reinforce the behavior and give feedback on areas that need
improvement. This method is different from role play in that it
gives the learners an example of what the behavior looks like
prior to practicing the behavior. Coaching: The coaching
delivery method is where one-on-one instruction and guidance
is given to learners to help improve their performance in a given
area. Typically, this method is used to aid in performance

7. deficiencies, but it can also act as a motivational tool for those
whom are performing well. There are many delivery approaches
that can help a trainer deliver the content that needs to be
learned. One core focus is to ensure that the delivery style is
one that is palatable for all learners. The knowledge for this
comes through the understanding of the various adult learning
concepts and then tailoring your delivery approach to those
concepts. Ref