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Effective Training: Strategies, Systems and Practices, 3 rd Edition. Chapter Three P. Nick Blanchard and James W. Thacker. PERFORMANCE (P). MOTIVATION (M). KNOWLEDGE, SKILLS, AND ATTITUDES (KAS). ENVIRONMENT (E). P = M x KSA x E. Factors Determining Human Performance. - PowerPoint PPT Presentation
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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
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
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
Summary of Gagné’s Eight Learning Types – Part 1 of 4
Learning Type Description
1.Signal learning Learning a general response to a specific signal.
Pavlov’s classical conditioning falls into this category.
2.Stimulus–response (S–R)
Learning a single response to a stimulus situation. Basic forms of operant conditioning fall into this
category.
3.Shaping Chaining together of two or more S–R associations.
Originally termed chaining by Gagné, the text calls it shaping to avoid confusion.
Chapter 3 28
Summary of Gagné’s Eight Learning Types – Part 2 of 4
Learning Type Description
4. Verbal association A chain of two or more verbal associations.Basically the same as shaping, but the
application to language makes this a special case.
5. Multiple discrimination
Making different but appropriate responses to stimuli that differ to greater or lesser degrees.
Chapter 3 29
Summary of Gagné’s Eight Learning Types – Part 3 of 4
Learning Type Description
7. Principle learning Learning to chain two or more concepts by developing a formal, logical relation between the concepts (e.g., “if A then B” formulation).
6. Concept learning Typically called generalization learning. Learning to make a common response to a
group of stimuli having common characteristics or relationships but otherwise differing to greater or lesser degrees.
Chapter 3 30
Summary of Gagné’s Eight Learning Types – Part 4 of 4
Learning Type Description
8. Problem solving Learning to combine two or more previously learned principles to produce a novel (to the learner) capability reflecting a higher-order principle.
Chapter 3 31
Classical Conditioning Process
Conditioned Response (Salivation)
STEP 3 Conditional Stimulus (Buzzer alone)
Unconditioned Response (Salivation)
STEP 2 Conditional Stimulus paired with
Unconditioned Stimulus(Buzzer followed closely in time,
over many trials, by meat powder)
Unconditioned Response (Salivation)
STEP 1 Unconditional Stimulus (Meat Powder)
Chapter 3 32
Machinist’s Behavior Patterns before and after Modification
BreakWorkCleanLeave Work
WorkLunchWorkBreakBegin work
Machinist’s Initial Behavior
WorkCleanBreakWorkCleanLeave work
LunchCleanWorkBreakCleanBegin work
Machinist’s Modified Behavior
Chapter 3 33
Supervisor Behavior Patterns Recommended for Two Levels of Two Environmental Stimuli
Subordinate Need for Independence
Task Structure High Low
High
Low
Low initiating structure High participation
Low initiating structure Low participation
High initiating structure High participation
High initiating structure Low participation
Chapter 3 34
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 35
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 36
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 37
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 38
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) rectanguls, 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 39
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 40
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 41
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 42
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 don’t limit it to only these characteristics. What accounts for the differences and similarities in your group.
Chapter 3 43
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