Learning Theory

Since there are two groups of people, a different set of methods to train them will be explained and used. For teens, for example, role-playing will be used. On the other hand, bank workers (adults) will be taught using experimental learning. According to the study by Werner (2019), role-playing helps students grasp some theoretical lessons earlier learned in class. Such activities also help students learn more about leadership, negotiation skills, conflict management, and role and responsibility ownership. Kolb (2014) adds that role-playing also assists in strategic planning, persuasion, and team collaboration.

For Teens
1Group discussion identification on a certain task. This discussion will be hypothetical and will happen in the workplaces
2Students will be directed to role-play based on the three major roles, including the CEO, the company manager, and the leader. The role play intention will be to train them on the CEO, Chairman, and Company Manager’s role in an organization.
3The students (role-playing) will be required to report to the chairman
4.After role-playing for the first time, they will be required to repeat the exercise by exchanging their roles. Such will help in determining the students’ actions consistency.
5Each of the three (CEO, Chairman, and Leader) will derive different turnaround strategies. They will then present and peer-evaluate which is best as according to them
6After role-playing, the chairman will then select the best-role-played student

From the above role-play activities, the students will efficiently learn about the CEO, Chairman, and the leader’s roles and responsibilities. As Stronge et al. (2004) argue in their work, students learn best through a one-way approach where information comes from the experienced person (instructor). They also learn well through descending communication. Upon evaluating the role-playing activities, the students will learn various responsibilities the three key leaders have in an organization.

For Bank Employees
1Firstly, an elaborative and well-written case study will be identified
2In these case studies, the bank employees will be given different questions. The quizzes will be crafted in a  way that they will be both controversial and have a significant conflict of interest
3.The bank employee group will have no instructor. However, one employee in the group will be selected to lead the others into answering questions
4The employees will be made to answer the questions independently
5The employee that answers the most questions correctly will be awarded as the winner
6The winner will later explain the situation and the situation to teach others
7With the guidance of a certified trainer, answers will be given using the live classroom method. 
8The bank employees will be given a chance to select other case studies and apply the knowledge learned in handling them
9The participants will use the acquired knowledge to handle issues in their professional lives

Training employees will use the experimental learning method since the group is already experienced. As Kolb (2014) notes, experimental learning is an engaged earning process where the students learn by doing and reflecting on the experience. Experimental learning will also help the trainer understand the best scenario to use in the future that uses the least resources in the least amount of time. Unlike teens who learn from one-way communication, adults mostly learn from two-way communication, where they freely interact with their instructors (Tan et al., 2018). Adults are also self-driven and motivated.


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Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development. Upper Saddle River, New Jersey: Pearson Education LTD.

Mostafa, W., Maher, A. (2016). The Impact of Communication in Teaching: A Two-way Communication Approach.  International Multidisciplinary Journal of Tourism, 2 (1), 127-143.

Stronge, J. H., Tucker, P. D., & Hindman, J. L. (2004). Handbook for qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development. Alexandria, Va.: Association for Supervision and Curriculum Development.

Bottom of Form

Tan, F & Whipp, P & Gagné, M & Van Q. (2018). Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education. Doi: 10.1007/s11218-018-9473-7.

Werner, J. (2016). Human Resource Development: Talent Development. Boston, MA: Cengage Learning.