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

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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
Issue Cognitive Approach Behavorist Approach
Learners role Active, self-directed, self-evaluating Passive, dependent
Instructors role Facilitator, coordinator, and presenter Director, monitor, and evaluator
Training content Problem or task oriented Subject oriented
Learner motivation More internally motivated More externally motivated
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Some Training Implications of Cognitive and
Behaviorist Learning Theory Part 2 of 2
Issue Cognitive Approach Behavorist Approach
Training climate Relaxed, mutually trustful and respectful, collaborative Formal, authority oriented, judgmental competitive
Instructional goals Collaboratively developed Developed by instructor
Instructional activities Interactive, group, project oriented, experiential Directive, individual subject oriented
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The Cognitive Processes Involved in Social
Learning
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Cognitive Processes

• Motivation needs, attention
• Attention selective perception
• Retention
• Symbolic coding meaningful, language
• Cognitive organization examples, apply to what
  already know
• Symbolic rehearsal - visualizing

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Gagne-Briggs Nine Events of Instruction Part 1
of 2
Instructional Event It gets the trainee to
1. Gaining attention Focus on trainer
2. Informing the trainee of Goal (objective) Begin focusing on the goal
3. Stimulating recall of prior knowledge (learning) Bring prior learning into working memory
4. Presenting the material Selectively perceive important parts of training
5. Providing learning guidance To consider how the training fits into her overall schema, and facilitate retrieval
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Gagne-Briggs Nine Events of Instruction Part 2
of 2
Instructional Event It gets the trainee to
6. Eliciting the performance Do it (practice)
7. Providing feedback Perform effectively by reinforcing correct responses and assisting when incorrect
8. Assessing performance Engage in a number of similar activities to determine how well she has mastered the learning
9. Enhancing retention and transfer Engage in more complex and varied examples of the concept(s) and assess the success
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Example of a Lesson in Problem Solving Part 1
of 5
Learning objective Given a drawing of a plot of land, the student will generate a plan for a sprinkler system that will cover at least 90 of the land, using the least amount of materials (PVC pipe and sprinkler heads).
Event Media Prescription
1. Gaining attention Live instruction and overhead projector Rapidly show pictures of sprinkler coverage of a plot of land that has highly successful (90) and one of unsuccessful (70) coverage, and one using too many sprinkler heads, inviting attention to their differences.
2. Inform the learner of the objective Same The problem Design the most efficient sprinkler system covering at least 90 of the ground using the least amount of pipe and sprinkler heads.
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Example of a Lesson in Problem Solving Part 2
of 5
Event Media Prescription
3. Stimulate recall of requisites Overhead projector Ask the learners recall applicable rules. Since the sprinkler heads they will use spray in circles and partial circles, rules to be recalled are the area of (1) a circle, (2) quarter and half circles, (3) rectangular, and (4) irregular shapes (intersection of circular arcs with straight sides).
4. Presenting the stimulus material Same Restate the problem in general terms, and then add specific details 1) rectangular lot 50 by 100 ft 2) radius of the sprinklers, 5 ft 3) water source in the center of the lot.
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Example of a Lesson in Problem Solving Part 3
of 5
Event Media Prescription
5. Providing learning and guidance And 6. Eliciting performance Overhead projector The student will need to design tentative sprinkler layouts, draw them out, and calculate the relative efficiency of each. Guidance may be given by informing the learner of options if rules are not being applied correctly. For example, Could you get more efficient coverage in the corner by using a quarter-circle sprinkler head? Or It looks like you have a lot of overlap are you allowing for a 10 non-coverage?.
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Example of a Lesson in Problem Solving Part 4
of 5
Event Media Prescription
7. Providing feedback Oral review by instructor Confirm good moves, when in a suitable direction. If the learner doesnt see a possible solution, suggestions may be made. For example, Why dont you draw four circles that barely touch, calculate the area, then draw a rectangle around the circles and calculate the area of coverage to see how much you have?
8. Assessing performance Teacher Present a different problem using the same type of sprinkler, with different lot shape and size. Check the efficiency of the students solution in terms of coverage and amount of materials used.
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Example of a Lesson in Problem Solving Part 5
of 5
Event Media Prescription
9. Enhancing retention and transfer Worksheet Present several different problems varying in shape of lot, position of the water source, and area a of sprinkler coverage. Assess the generalizability of student problem solving to these new situations
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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 the table on
  slide 43, but dont limit it to only these
  characteristics. What accounts for the
  differences and similarities in your group.

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Individual Factors and Resistance

• Cognitive Ability goal setting, KSA base
• Valences
• Anxiety
• Training Relevance, Value, Readiness to Learn
• Trainee Control and Involvement

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Table

• 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