Effective Training: Strategies, Systems and Practices, 3rd Edition

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Effective Training Strategies, Systems and
Practices, 3rd Edition

• Chapter Three
• P. Nick Blanchard and James W. Thacker

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Factors Determining Human Performance
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Universal Need Based Theories of Motivation

• Maslow Hierarchy of Needs
• Physiological, security, social, achievement,
  self actualization
• ERG
• Existence, relatedness, growth

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Cultural Based Need Theories of Motivation

• McClelland
• Achievement, affiliation, power
• Hofstede
• Collectivism/individualism, masculinity/femininity
  , power distance, uncertainty avoidance

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Hofstedes Framework
3.5

• Power Distance
• Degree to which influence/control are unequally
  distributed among individuals within a particular
  culture
• Uncertainty Avoidance
• Degree to which members of a society attempt to
  avoid ambiguity, risk, and indefinitenessof
  future
• Individualism / Collectivism
• Extent to which society expects people to
  takecare of themselves and their immediate
  families
• The degree to which individuals believethey are
  masters of their own destiny

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Hofstedes Framework (cont.)
3.6

• Tendency of group members to focus on the common
  welfare and feel loyalty toward one another
• Masculinity/Femininity
• Degree to which acquisition of moneyand material
  things is valued versus
• quality of life
• Confucian dynamism
• Stability of society is based on unequal
  relationships
• Family is the prototype of all organizations
• People should treat others as they would like to
  be treated

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INDIVIDUALISM-COLLECTIVISM   Pl
ease indicate you level of agreement or
disagreement with each of the following
statements using the following scale  
Strongly Disagree Neither
Disagree nor Agree Strongly Agree  
1 2 3
4 5
6   _____ 1. I would rather struggle through a
personal problem by myself than discuss it with
my friends.   _____ 2. I do my
own things without minding about my
colleagues/co-workers, when I am
among them.   ______3. I like to live close to
my close friends.   ______4. I would pay
absolutely no attention to my close friends
views when deciding what kind of
work to do.
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______5. We ought to develop the character of
independence among students, so that they do
not rely upon other students help in
their schoolwork.   ______6. It is a personal
matter whether I worship money or not.
Therefore, it is not necessary
for my friends to give my counsel.   ______7.
There is everything to gain and nothing to lose
for classmates to group themselves
together for study and discussion.   ______8.
Classmates assistance is indispensable to
getting a good grade at school.   ______9. If
you work, and you have to choose between (A)
getting along very well with your
co-workers, and (B) being very competent and
efficient in doing the job, what
combination of the two aspects would you like
best? (Use the scale below to
make your response for this question.)  
1 100 A 2 80 A, 20B 3 60
A, 40B 4 40 A, 60B 5 20 A, 80B 6
100 B
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_____10. Man is a social animal he cannot
flourish and grow without identifying himself
with some group.   _____11. Some
of lifes greatest satisfactions are found in
working cooperatively with others.   _____12.
Individuals do not really fulfill their human
potentials unless they involve themselves
deeply in some group.   _____13. It is
often more gratifying to work for the
accomplishment of a goal held by a group to
which one belongs than to work for the attainment
of a purely personal goal.   _____14. In life an
individual should for the most part go it alone
assuring oneself of privacy,
having time to oneself, attempting to resist
being influenced by others.   _____15. It is
just as important to work toward group goals and
adhere to the established rules
of the group as it is to gratify ones individual
desires.  
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COLLECTIVISM SCORING

• ITEMS 1, 2, 4, 5, 6, 9, AND 14 ARE REVERSED
  SCORED
• 6 1
• 5 2
• 4 3
• 3 4
• 2 5
• 1 6

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CULTURAL VALUES

• Variable United States Taiwan
• Collectivism 57.72 66.78
• Femininity 4.47 4.77
• Masculinity 4.95 4.65
• Power Distance 2.19 1.98
• Uncertainty
• Avoidance 3.18 3.56

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INDIVIDUALISM/COLLECTIVISM

• HIGH United States (1/53), Australia, Great
  Britain, New Zealand, Denmark, Sweden, France
• MODERATE Japan, Iran, Brazil, Arab Countries,
  Greece
• LOW Columbia, Venezuela, Panama, Guatamala

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MASCULINITY/FEMININITY

• HIGH Japan, Austria, Venezuela, Italy, Mexico,
  United States (15/53)
• MODERATE Canada, Malaysia, Pakistan, Brazil,
  Singapore, Israel
• LOW Denmark, Netherlands, Norway, Sweden

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POWER DISTANCE

• HIGH Malaysia, Mexico, Venezuela, Arab
  Countries, India, Singapore
• MODERATE Thailand, Portugal, Greece, South
  Korea, Taiwan, Spain, Japan
• LOW United States (38/53), Finland, Norway,
  Sweden, New Zealand, Denmark

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UNCERTAINTY AVOIDANCE

• HIGH Greece, Portugal, Belgium, Japan, Peru,
  France
• MODERATE Taiwan, Arab Countries, Thailand,
  Iran, Finland
• LOW United States (43/53), India, Great
  Britain, Sweden

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Classical Conditioning

• Food ------------------? Salivation
• Unconditioned Stimulus
  Unconditioned Response
• Bell
• Neutral Stimulus
• Food (UCS)--------------? Salivation
• Bell -------------------? Salivation
• Conditioned Stimulus
  Conditioned Response

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Aversive Conditioning

• Loud Noise ----------------? Aversive Reaction
• (UCS)
  (UCR)
• Mouse (NS)
• Loud Noise (UCS) ---------? Aversive Reaction
• Mouse (CS) -----------? Aversive Reaction (CR)

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Operant Conditioning

• Skinner
• Organism active/goal directed
• Stimulus ? Response ? Reinforcement
• __________
• Thorndike Law of Effect
  

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Reinforcement and Punishment

• Positive
  Negative
•   Reinforcer
  Reinforcer
• Present Positive
  Punishment
• after behavior Reinforcement
•  
• Withdraw Punishment Negative
• after behavior
  Reinforcement

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Schedules of Reinforcement

• Continuous every time behavior occurs
• Partial
• Fixed ratio and interval
• Variable ratio and interval

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Punishment

• Side Effects
• Temporary suppression
• No knowledge of correct behavior
• Generalized to inappropriate situations
• Punisher associated with punishment
• Tendency to be inconsistent

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Reducing Side Effects

• Make undesired behavior clear
• Make desired behavior clear
• Provide reinforcers for desired behavior

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Expectancy Model

• abilities/training
• Effort ? Performance ? Outcomes
• role perceptions
• Expectancy Effort ? Performance
• InstrumentalityPerformance?Outcomes
• Valence Importance of Outcomes

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Illustration of Expectancy Theory
Skills Seen as inadequate   Feel pride and
accomplishment   Recommended for
promotion   Skills seen as complete   Fall
behind at work feel overloaded, depressed,
etc.  
1      7   10     7   1  
Stay on the job and meet work load
requirements         Successfully Complete
seminar
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Some Training Implications of Cognitive and
Behaviorist Learning Theory Part 1 of 2
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Some Training Implications of Cognitive and
Behaviorist Learning Theory Part 2 of 2
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Summary of Gagnés Eight Learning Types Part 1
of 4
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Summary of Gagnés Eight Learning Types Part 2
of 4
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Summary of Gagnés Eight Learning Types Part 3
of 4
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Summary of Gagnés Eight Learning Types Part 4
of 4
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Classical Conditioning Process
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Machinists Behavior Patterns before and after
Modification
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Supervisor Behavior Patterns Recommended for Two
Levels of Two Environmental Stimuli
Low initiating structure High participation
Low initiating structure Low participation
High initiating structure High participation
High initiating structure Low participation
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The Cognitive Processes Involved in Social
Learning
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Gagne-Briggs Nine Events of Instruction Part 1
of 2
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Gagne-Briggs Nine Events of Instruction Part 2
of 2
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Example of a Lesson in Problem Solving Part 1
of 5
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Example of a Lesson in Problem Solving Part 2
of 5
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Example of a Lesson in Problem Solving Part 3
of 5
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Example of a Lesson in Problem Solving Part 4
of 5
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Example of a Lesson in Problem Solving Part 5
of 5
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Exercise

• In discussion groups of 4 6, identify
  differences among you that would impact the kind
  of training you would prefer. Use Table 3-7 on
  p. 108, but dont limit it to only these
  characteristics. What accounts for the
  differences and similarities in your group.

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Table 3-7

• Instrumentality, desire for immediate
  applicability of material
• Skepticism, need for logic, evidence, and
  examples
• Resistance to change, fear of unknown or personal
  consequences of change related to feelings of
  self-efficacy and locus of control
• Attention span, amount of time before
  attentiveness is substantially diminished
• Expectation level, quality/quantity requirements
  of training
• Dominant needs, intrinsic and extrinsic
  motivators
• Absorption level, pace expected and can absorb
  the material
• Topical interest, personal interest in the
  material