Effects of trainer expressiveness, organization, and trainee goal orientation on training outcomes.

The results indicated that participants had the highest recall after an expressive and organized lecture, and the findings for problem-solving performance were more complex.

Abstract

This laboratory experiment investigated the effects of trainer expressiveness, lecture organization, and trainee goal orientation on training outcomes. Participants (N = 135) listened to lectures that differed in organization and trainer expressiveness. Participants completed recall and problem-solving tests immediately and 2 days later. The results indicated that participants had the highest recall after an expressive and organized lecture. The findings for problem-solving performance were more complex. Participants with a high mastery orientation had their poorest problem-solving performance after listening to an organized and inexpressive lecture, whereas participants with a low mastery orientation did not respond to the effects of organization or expressiveness.