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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.
Towler et al. (Mon,) studied this question.