Even though it is not difficult to do so, a surprising number of training programs do not explicitly incorporate the principles of learning (goal setting, modelling, individual differences, and feedback) discussed in the chapter. To prove that incorporating them is not difficult, complete the following assignment for building a paper airplane. 

Assignment 

1. Form teams of four to six members. Identify someone on the team who knows how to make a paper airplane. That person will be the trainer.

2. Identify someone who will be the observer/recorder. That person will not participate in the training but will write down how many (and how effectively) principles of learning are used in the instruction: 

a. Goal setting 

b. Modelling 

c. Meaningfulness 

d. Individual differences

e. Whole-versus-part learning 

f. Mass-versus-distributed learning 

g. Active practice h. Feedback 

3. Give the trainer 10 to 15 minutes to train the group in making a paper airplane. The observer/recorder will keep notes of effective and ineffective training techniques (demonstrated learning principles).

4. Have someone from each team—not the trainer— volunteer to come before the class for a friendly competition. The instructor will give each team member two minutes to make a paper airplane. Then, just for fun, they can compete by seeing which one flies the farthest. (As always, no wagering, please.) 

5. To finish the exercise, the observer/recorder will lead a discussion of the learning principles that were demonstrated. If they were done in this setting, also discuss why they might not be done in other training settings.