Answer to Question 1
A
Answer to Question 2
Adults prefer training sessions that will assist them in the successful completion of their daily
work tasks. Therefore, instruction should be designed relative to the needs of each participant. If
the need or relevance of the training topic is not evident to adult team members from the start,
they may soon become disenchanted with the training process. To meet this adult need, the
objectives of the training session should be stated and linked to job performance in the
introduction stage of the training program or module. For the most part, adults enter training with
a high degree of interest and motivation. Motivation can be improved and channeled by the chef
supervisor, who can provide clear instructional goals. Adults learn by doing; they want to get
involved. Adults relate their learning to what they already know. This presents a challenge for
the chef supervisor to incorporate participative activities into training such as hands-on work,
discussions, or projects. Variety of training topics and methods tends to stimulate and open all
five of the team members' senses.
The need for positive feedback is characteristic of all learners. Adults, especially, prefer to know
how their efforts measure up when compared with the objective of the training program.
Additionally, adult learners may have certain reservations when it comes to trainingamong
these are doubts about their ability to learn and a fear of failure.
External and cross-sectional view of an infarct caused by a myocardial infarction.
Chemistry of life: four key concepts
This patient presented with a case of facial palsy caused by an infection by the bacterial ...
Reaction 1: The Initial Dehydrogenation
The thymine dimer photolyase: Structures of FADH- and FADH+ and the likely reaction pathway
Marine pollution threatens resources and marine life