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

Chapter Three

P. Nick Blanchard and James W. Thacker

Chapter 3 2

Factors Determining Human Performance

P = M x KSA x E

ENVIRONMENT (E) KNOWLEDGE, SKILLS, AND

ATTITUDES (KAS) MOTIVATION (M)

PERFORMANCE (P)

Chapter 3 3

Universal Need Based Theories of Motivation Maslow Hierarchy of Needs

Physiological, security, social, achievement, self actualization

ERG Existence, relatedness, growth

Chapter 3 4

Cultural Based Need Theories of Motivation McClelland

Achievement, affiliation, power Hofstede

Collectivism/individualism, masculinity/femininity, power distance, uncertainty avoidance

Chapter 3 5

Hofstede’s Framework 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 take

care of themselves and their immediate families • The degree to which individuals believe

they are masters of their own destiny

3.5

Chapter 3 6

Hofstede’s Framework (cont.)

• Tendency of group members to focus on the common welfare and feel loyalty toward one another

Masculinity/Femininity • Degree to which acquisition of money

and material things is valued versus quality of life

3.6

Chapter 3 7

INDIVIDUALISM-COLLECTIVISM 

Please 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.

Chapter 3 8

______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, 20%B 3 = 60% A, 40%B

4 = 40% A, 60%B 5 = 20% A, 80%B 6 = 100% B

Chapter 3 9

_____10. Man is a social animal; he cannot flourish and grow without identifying himself with some group. 

_____11. Some of life’s 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 one’s individual desires. 

Chapter 3 10

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

Chapter 3 11

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

Chapter 3 12

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

Chapter 3 13

MASCULINITY/FEMININITY HIGH – Japan, Austria, Venezuela,

Italy, Mexico, United States (15/53)

MODERATE – Canada, Malaysia, Pakistan, Brazil, Singapore, Israel

LOW – Denmark, Netherlands, Norway, Sweden

Chapter 3 14

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

Chapter 3 15

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

Chapter 3 16

Classical Conditioning Food ------------------ SalivationUnconditioned Stimulus Unconditioned

Response

Bell Neutral Stimulus Food (UCS)-------------- Salivation

Bell ------------------- Salivation Conditioned Stimulus Conditioned

Response

Chapter 3 17

Aversive Conditioning Loud Noise ---------------- Aversive

Reaction (UCS) (UCR)

Mouse (NS) Loud Noise (UCS) --------- Aversive

Reaction

Mouse (CS) ----------- Aversive Reaction (CR)

Chapter 3 18

Operant Conditioning Skinner Organism active/goal directed

Stimulus Response Reinforcement |_____+_____|

Thorndike – “Law of Effect”

Chapter 3 19

Reinforcement and Punishment Positive Negative  Reinforcer Reinforcer

Present Positive Punishment

after behavior Reinforcement Withdraw Punishment Negativeafter behavior Reinforcement

Chapter 3 20

Schedules of Reinforcement Continuous – every time behavior

occurs Partial

Fixed – ratio and interval Variable – ratio and interval

Chapter 3 21

Punishment Side Effects

Temporary suppression No knowledge of correct behavior Generalized to inappropriate

situations Punisher associated with punishment Tendency to be inconsistent

Chapter 3 22

Reducing Side Effects Make undesired behavior clear Make desired behavior clear Provide reinforcers for desired

behavior

Chapter 3 23

Expectancy Model abilities/training Effort Performance Outcomes

role perceptions

Expectancy = Effort Performance Instrumentality=PerformanceOutcomes Valence = Importance of Outcomes

Chapter 3 24

Illustration of Expectancy Theory

(.5)

(.9)

(.3)

(.6)

(.6)

(1.0)

(1.0)

(1.0)

EXPECTANCY 1 EXPECTANCY 2 CONSEQUENCES VALENCE

EFFORT 

Stay on the job and meet work load requirements    SuccessfullyComplete seminar

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 

Chapter 3 25

Some Training Implications of Cognitive and Behaviorist Learning Theory – Part 1 of 2

Issue Cognitive Approach Behavorist Approach

Learner’s role Active, self-directed, self-evaluating

Passive, dependent

Instructor’s 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

Chapter 3 26

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

Chapter 3 27

The Cognitive Processes Involved in Social Learning

Stimuli

Stimuli

Stimuli

Stimuli

RETENTION1. Symbolic Coding2. Cognitive Organization3. Symbolic Rehearsal

ATTENTI ON

MOTIVATION

Behavioral

ReproductionConsequences of

Behavior

Learner's Cognitive Processes

EXTERNAL ENVIRONMENT

Chapter 3 28

Cognitive Processes Motivation – needs, attention Attention – selective perception Retention

Symbolic coding – meaningful, language

Cognitive organization – examples, apply to what already know

Symbolic rehearsal - visualizing

Chapter 3 29

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

Chapter 3 30

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

Chapter 3 31

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.

Chapter 3 32

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.

Chapter 3 33

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?”.

Chapter 3 34

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 doesn’t see a possible solution, suggestions may be made. For example, “Why don’t 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 student’s solution in terms of coverage and amount of materials used.

Chapter 3 35

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

Chapter 3 36

Individual Factors and Resistance Cognitive Ability – goal setting,

KSA base Valences Anxiety Training Relevance, Value and

Readiness Training Control and Involvement

Chapter 3 37

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 38, but don’t limit it to only these characteristics. What accounts for the differences and similarities in your group.

Chapter 3 38

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