Individual Assignment

Training and Development ”HRM 304”

Student Name: Mariam Hossam Mohamed

ID: 20213580

Answer the following Questions:

Question 1:
 Describe how trainers can create a learning orientation among trainees in
contrast to a performance orientation. (Be sure to define learning orientation and
performance orientation in your answer to demonstrate your understanding of
these concepts.)

Learning orientation emphasizes the acquisition of knowledge, skills, and

understanding, while also valuing effort, improvement, and the learning process
itself. Trainers may encourage this mindset by fostering curiosity, emphasizing the
importance of failures as learning opportunities, offering constructive feedback, and
establishing a welcoming learning atmosphere in which trainees feel comfortable
experimenting and asking questions.

In contrast, performance orientation priorities attaining specified results, goals, or

standards, sometimes with an emphasis on establishing expertise and exceeding
others. To contrast this with a learning orientation, trainers can emphasize the
importance of continuous learning and growth in addition to goal achievement,
encourage trainees to focus on their own progress rather than comparisons with
others, and provide opportunities for reflection and self-assessment to promote a
deeper understanding of the material. Overall, trainers should strive to combine
performance objectives with a focus on the learning process to establish a
comprehensive and successful training environment.
Question2:
 Describe the three components of expectancy theory and how they can be
enhanced in a training context.
1. Expectancy: This refers to the belief that exerting effort will lead to successful
performance. In a training context, trainers can enhance expectancy by
Clearly communicating expectations regarding the relationship between
effort and performance. This involves explaining how acquiring new skills or
knowledge through training efforts can improve performance.
Offering training sessions that are engaging, relevant, and tailored to the
trainees' needs, increasing their confidence in their ability to perform well.

2. instrumentality: refers to the belief that successful performance will lead to

desired outcomes or rewards. To enhance instrumentality in a training context,
trainers can:
Provide opportunities for trainees to see real-world applications of their training,
demonstrating how their improved performance can lead to desirable outcomes.
Ensure that there is consistency between performance expectations and the rewards
or outcomes that trainees can expect to receive.

3. Valence value or importance that individuals place on the outcomes or rewards

associated with successful performance. Trainers can enhance valence in a
training context by:
Understanding the diverse motivations and preferences of trainees and tailoring
training programs to align with their individual goals and interests.
Creating a positive and supportive training environment where trainees feel
valued and appreciated for their efforts, increasing the perceived value of the
outcomes associated with successful performance.

 By addressing these three components of expectancy theory in a training context,

trainers can
effectively enhance trainees' motivation and engagement, leading to improved
learning outcomes and performance.