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

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.

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

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  1. Effective Training: Strategies, Systems and Practices, 3rd Edition Chapter Three P. Nick Blanchard and James W. Thacker

  2. PERFORMANCE (P) MOTIVATION (M) KNOWLEDGE, SKILLS, AND ATTITUDES (KAS) ENVIRONMENT (E) P = M x KSA x E Factors Determining Human Performance 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. 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 takecare of themselves and their immediate families • The degree to which individuals believethey are masters of their own destiny Chapter 3

  6. 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 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 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 ------------------ Salivation Unconditioned 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 Negative after 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=PerformanceOutcomes • Valence = Importance of Outcomes Chapter 3

  24. EFFORT EXPECTANCY 2 CONSEQUENCES VALENCE EXPECTANCY 1 (1.0) (1.0) (.6) (.6) (1.0) (.5) (.9) (.3) 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 Chapter 3

  25. Some Training Implications of Cognitive and Behaviorist Learning Theory – Part 1 of 2 Chapter 3

  26. Some Training Implications of Cognitive and Behaviorist Learning Theory – Part 2 of 2 Chapter 3

  27. Summary of Gagné’s Eight Learning Types – Part 1 of 4 Chapter 3

  28. Summary of Gagné’s Eight Learning Types – Part 2 of 4 Chapter 3

  29. Summary of Gagné’s Eight Learning Types – Part 3 of 4 Chapter 3

  30. Summary of Gagné’s Eight Learning Types – Part 4 of 4 Chapter 3

  31. STEP 1 Unconditional Stimulus (Meat Powder) 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 3 Conditional Stimulus (Buzzer alone) Conditioned Response (Salivation) Classical Conditioning Process Chapter 3

  32. Machinist’s Initial Behavior Begin work Break Lunch Work Work Leave Work Clean Work Break Machinist’s Modified Behavior Begin work Work Lunch Clean Break Clean Leave work Work Break Work Clean Clean Machinist’s Behavior Patterns before and after Modification Chapter 3

  33. 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 Chapter 3

  34. EXTERNAL ENVIRONMENT Stimuli A T T E N T I O N Learner's Cognitive Processes MOTIVATION Stimuli RETENTION 1. Symbolic Coding 2. Cognitive Organization 3. Symbolic Rehearsal Stimuli Stimuli Behavioral Reproduction Consequences of Behavior The Cognitive Processes Involved in Social Learning Chapter 3

  35. Gagne-Briggs Nine Events of Instruction – Part 1 of 2 Chapter 3

  36. Gagne-Briggs Nine Events of Instruction – Part 2 of 2 Chapter 3

  37. Example of a Lesson in Problem Solving – Part 1 of 5 Chapter 3

  38. Example of a Lesson in Problem Solving – Part 2 of 5 Chapter 3

  39. Example of a Lesson in Problem Solving – Part 3 of 5 Chapter 3

  40. Example of a Lesson in Problem Solving – Part 4 of 5 Chapter 3

  41. Example of a Lesson in Problem Solving – Part 5 of 5 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 Chapter 3

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