Human Resource Development Chapter 3

7/27/2019 Human Resource Development Chapter 3

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Effective Training: Systems,Strategies, and Practices, 4thEdition

Chapter Three

Learning, Motivation, and PerformanceP. Nick Blanchard and James W. Thacker

3-1Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall


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Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 3-2

Factors Determining Human

Performance

P = M x KSA x E

ENVIRONMENT (E)

KNOWLEDGE,

SKILLS, AND

ATTITUDES (KSA)MOTIVATION (M)

PERFORMANCE (P)


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Classical Conditioning Process

STEP 1 Unconditioned Stimulus

(Meat powder)

Unconditional Response

(Salivation)

STEP 2 Conditioned Stimulus

paired with

Unconditioned Stimulus

(Buzzer followed closely in

time, over many trials, by

meat powder)

Unconditional Response

(Salivation)

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

DESIRABLE

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

(.5)

(.9)

(.3)

(.6)

(.6)

(1.0)

(1.0)

(1.0)

EXPECTANCY 1 EXPECTANCY 2 CONSEQUENCES VALENCE

EFFORT

Stay on thejob and meet

work load

requirements

Successfully

complete

seminar

Skills seen as

inadequate

Feelings of pride andaccomplishment

Recommended for

promotion

Skills seen as

complete

Fall behind at work;

feel overloaded,

depressed, etc.

1

7

10

7

1


7/18Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 3-7

Some Training Implications ofCognitive and Behaviorist Learning

Theory

Part 1 of 2

Issue Cogni t ive App roach Behavior is t 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



Some Training Implications ofCognitive and Behaviorist Learning

Theory

Part 2 of 2

Issue Cogni t ive App roach Behavior is t 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



The Cognitive Processes Involved in

Social Learning

Stimuli

Stimuli

Stimuli

Stimuli

RETENTION

1. Symbolic Coding

2. Cognitive Organization3. Symbolic Rehearsal

A

TT

E

N

T

I

ON

MOTIVATION

Behavioral

ReproductionConsequences of

Behavior

Learner's Cognitive Processes

EXTERNAL ENVIRONMENT



Gagn-Briggs Nine Events of

Instruction

Part 1 of 2Instru ct ional Event Event 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



Gagn-Briggs Nine Events of

Instruction

Part 2 of 2Instru ct ional 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



Example of a Lesson in Problem

Solving

Part 1 of 5Learning 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 Prescription1. 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.




Solving

Part 2 of 5Event 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, rulesto 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.




Solving


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 Itlooks 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.




Solving


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.




Solving

Part 5 of 5

Event Media Prescription

9. Enhancing

retentionand transfer

Worksheet Present several different problems varying in

shape of lot, position of the water source,and area of sprinkler coverage. Assess the

students ability to generalize problem

solving to these new situations.



Factors Affecting Motivation to

Learn and Transfer of Training

Self-Efficacy

Valence ofOutcomes

Anxiety

Climate forTransfer

Motivation toLearn

TrainingTrainingReactions

TransferTo the Job

JobPerformance

Supervisor and PeerSupport

Post-TrainingSelf-Efficacy

CognitiveAbility

SkillAcquisition

KnowledgeAcquisition


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Copyright 2010 Pearson Education, Inc.publishing as Prentice Hall

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Human Resource Development Chapter 3

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