Effective Training: Systems, Strategies and Practices,4th Edition

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Effective Training Systems, Strategies and
Practices,4th Edition

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

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Factors Determining Human Performance
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Classical Conditioning Process

• STEP 1 Unconditioned Stimulus
• (Meat powder)

• Unconditional Response
• (Salivation)

Unconditional Response (Salivation)
STEP 2 Conditioned Stimulus paired with
Unconditioned Stimulus (Buzzer followed closely
in time, over many trails, by meat powder)
Conditional Response (Salivation)
STEP 3 Conditioned Stimulus (Buzzer alone)
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Behaviorist Model of Learning 
 
 
Stimulus Response Consequence
   
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Types of Consequences That May Follow Behavior
DESIREABLE CONSEQUENCES UNDESIRABLE CONSEQUENCES
TRAINEE RECEIVES Behavior Positively Reinforced Behavior Punished
TRAINEE LOSES Behavior Punished (Extinction) Behavior Negatively Reinforced
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Illustration of Expectancy Theory
Skills Seen as inadequate   Feelings of 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 Behaviorist 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 Behaviorist 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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Gagne-Briggs Nine Events of Instruction Part 1
of 2
Instructional Event Events Causes Trainee
1. Gaining attention To focus on trainer
2. Informing the trainee of Goal (objective) To begin to focus on the goal
3. Stimulating recall of prior knowledge (learning) To retrieve prior learning to working memory
4. Presenting the material To selectively perceive important parts of training
5. Providing learning guidance To consider how the new material training fits into trainees overall schema, and clarifies where it belongs for ease of retrieval
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Gagne-Briggs Nine Events of Instruction Part 2
of 2
Instructional Event Events Causes Trainee
6. Eliciting the performance To do it
7. Providing feedback To perform effectively by reinforcing correct responses and assisting when incorrect
8. Assessing performance To attempt a number of similar problems to determine if the trainee has the concept
9. Enhancing retention and transfer To do more complex and varied examples of the concept 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 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 to be solved is to design the most efficient sprinkler system for a plot of groundone that covers 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 Have 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 area, 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 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 various options if it appears 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? ask the learner what rule he is following for placing the sprinkler.
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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 students ability to generalize problem solving to these new situations
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Factors Affecting Motivation to Learn and
Transfer of Training
Cognitive Ability
Knowledge Acquisition
Skill Acquisition
Self- Efficacy
Motivation to Learn
Training
Training Reactions
Transfer To the Job
Job Performance
Valence of Outcomes
Anxiety
Post-Training Self-Efficacy
Climate for Transfer
Supervisor and Peer Support