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

Chapter 32 Factors Determining Human Performance P = M x KSA x E ENVIRONMENT (E) KNOWLEDGE, SKILLS, AND ATTITUDES (KAS) MOTIVATION (M) PERFORMANCE (P)

Chapter 33 Universal Need Based Theories of Motivation Maslow Hierarchy of Needs Physiological, security, social, achievement, self actualization ERG Existence, relatedness, growth

Chapter 34 Cultural Based Need Theories of Motivation McClelland Achievement, affiliation, power Hofstede Collectivism/individualism, masculinity/femininity, power distance, uncertainty avoidance

Chapter 35 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 indefiniteness of 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 36 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 37 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. 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 38 ______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% A2 = 80% A, 20%B3 = 60% A, 40%B 4 = 40% A, 60%B5 = 20% A, 80%B6 = 100% B

Chapter 39 _____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 310 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 311 CULTURAL VALUES Variable United States Taiwan Collectivism Femininity Masculinity Power Distance Uncertainty Avoidance

Chapter 312 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 313 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 314 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 315 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 316 Classical Conditioning Food  Salivation Unconditioned Stimulus Unconditioned Response Bell Neutral Stimulus Food (UCS)  Salivation Bell  Salivation Conditioned Stimulus Conditioned Response

Chapter 317 Aversive Conditioning Loud Noise  Aversive Reaction (UCS) (UCR) Mouse (NS) Loud Noise (UCS)  Aversive Reaction Mouse (CS)  Aversive Reaction (CR)

Chapter 318 Operant Conditioning Skinner Organism active/goal directed Stimulus  Response  Reinforcement |_____+_____| Thorndike – “Law of Effect”

Chapter 319 Reinforcement and Punishment Positive Negative Reinforcer Reinforcer Present Positive Punishment after behavior Reinforcement Withdraw Punishment Negative after behavior Reinforcement

Chapter 320 Schedules of Reinforcement Continuous – every time behavior occurs Partial Fixed – ratio and interval Variable – ratio and interval

Chapter 321 Punishment Side Effects Temporary suppression No knowledge of correct behavior Generalized to inappropriate situations Punisher associated with punishment Tendency to be inconsistent

Chapter 322 Reducing Side Effects Make undesired behavior clear Make desired behavior clear Provide reinforcers for desired behavior

Chapter 323 Expectancy Model abilities/training Effort  Performance  Outcomes role perceptions Expectancy = Effort  Performance Instrumentality=Performance  Outcomes Valence = Importance of Outcomes

Chapter 324 Illustration of Expectancy Theory (.5) (.9) (.3) (.6) (1.0) EXPECTANCY 1 EXPECTANCY 2CONSEQUENCESVALENCE EFFORT Stay on the job and meet work load requirements Successfully Complete seminar Skills Seen as inadequate Feel pride and accomplishment Recommended for promotion Skills seen as complete Fall behind at work; feel overloaded, depressed, etc

Chapter 325 Some Training Implications of Cognitive and Behaviorist Learning Theory – Part 1 of 2 IssueCognitive ApproachBehavorist Approach Learner’s roleActive, self-directed, self-evaluating Passive, dependent Instructor’s role Facilitator, coordinator, and presenter Director, monitor, and evaluator Training content Problem or task orientedSubject oriented Learner motivation More internally motivatedMore externally motivated

Chapter 326 Some Training Implications of Cognitive and Behaviorist Learning Theory – Part 2 of 2 IssueCognitive ApproachBehavorist Approach Training climateRelaxed, mutually trustful and respectful, collaborative Formal, authority oriented, judgmental competitive Instructional goalsCollaboratively developedDeveloped by instructor Instructional activities Interactive, group, project oriented, experiential Directive, individual subject oriented

Chapter 327 Summary of Gagné’s Eight Learning Types – Part 1 of 4 Learning Type Description 1.Signal learningLearning 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.ShapingChaining together of two or more S–R associations. Originally termed chaining by Gagné, the text calls it shaping to avoid confusion.

Chapter 328 Summary of Gagné’s Eight Learning Types – Part 2 of 4 Learning Type Description 4. Verbal associationA 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 329 Summary of Gagné’s Eight Learning Types – Part 3 of 4 Learning Type Description 7. Principle learningLearning to chain two or more concepts by developing a formal, logical relation between the concepts (e.g., “if A then B” formulation). 6. Concept learningTypically 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 330 Summary of Gagné’s Eight Learning Types – Part 4 of 4 Learning Type Description 8. Problem solvingLearning to combine two or more previously learned principles to produce a novel (to the learner) capability reflecting a higher-order principle.

Chapter 331 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 332 Machinist’s Behavior Patterns before and after Modification BreakWorkClean Leave Work Work Lunch Work Break Begin work Machinist’s Initial Behavior Work Clean BreakWork Clean Leave work Lunch Clean Work BreakClean Begin work Machinist’s Modified Behavior

Chapter 333 Supervisor Behavior Patterns Recommended for Two Levels of Two Environmental Stimuli Subordinate Need for Independence Task StructureHighLow High Low Low initiating structure High participation Low initiating structure Low participation High initiating structure High participation High initiating structure Low participation

Chapter 334 The Cognitive Processes Involved in Social Learning Stimuli RETENTION 1. Symbolic Coding 2. Cognitive Organization 3. Symbolic Rehearsal ATTENTIONATTENTION MOTIVATION Behavioral Reproduction Consequences of Behavior Learner's Cognitive Processes EXTERNAL ENVIRONMENT

Chapter 335 Gagne-Briggs Nine Events of Instruction – Part 1 of 2 Instructional Event It gets the trainee to: 1. Gaining attentionFocus 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 materialSelectively perceive important parts of training 5. Providing learning guidanceTo consider how the training fits into her overall schema, and facilitate retrieval

Chapter 336 Gagne-Briggs Nine Events of Instruction – Part 2 of 2 Instructional EventIt gets the trainee to: 6. Eliciting the performanceDo it (practice) 7. Providing feedbackPerform effectively by reinforcing correct responses and assisting when incorrect 8. Assessing performanceEngage in a number of similar activities to determine how well she has mastered the learning 9. Enhancing retention and transferEngage in more complex and varied examples of the concept(s) and assess the success

Chapter 337 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). EventMediaPrescription 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 SameThe problem: Design the most efficient sprinkler system covering at least 90% of the ground using the least amount of pipe and sprinkler heads.

Chapter 338 Example of a Lesson in Problem Solving – Part 2 of 5 EventMediaPrescription 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 SameRestate 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 339 Example of a Lesson in Problem Solving – Part 3 of 5 EventMediaPrescription 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 340 Example of a Lesson in Problem Solving – Part 4 of 5 EventMediaPrescription 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 TeacherPresent 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 341 Example of a Lesson in Problem Solving – Part 5 of 5 EventMediaPrescription 9. Enhancing retention and transfer WorksheetPresent 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 342 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 343 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