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A Comparison of a Coachbased Management Development Method to InstructorLed Classroom Training in th

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Title: A Comparison of a Coachbased Management Development Method to InstructorLed Classroom Training in th


1
Research and Practice Stream The Second
Australian Conference on Evidence-Based Coaching
A Comparison of a Coach-based Management
Development Method to Instructor-Led Classroom
Training in the Development of Management Soft
Skills Linda Pfeifer, Ed.D., CPT Informatica
Corporation October 2005 Australia
2
Special Thanks
  • Informatica Corporation
  • Research Participants
  • Silicon Graphics (SGI)
  • The Pacific Stock Exchange

3
Challenges in Corporate Training Delivery
  • Traditional Workshop Delivery
  • Newstrom (1985) found that Human Resources
    Department (HRD) professionals felt only 40 of
    training program content was transferred to the
    job immediately after training, with only 25 of
    new skills still applied 6 months later.
  • Another study found that only 10 of training
    expenditures resulted in behavior change in the
    workplace (Hoffman, 1983).

4
Challenges in Corporate Training Delivery
  • E-Learning Delivery
  • e-Learning has sometimes suffered from a lack of
    employee motivation and discipline needed to
    complete online courses (Zielinski, 2000).
  • 60 of employees who registered for online
    training at Motorola never started their training
    (Croft-Baker, 2001).
  • 75 to 80 of people who begin an e-Learning
    course do not complete it (Zielinksi, 2000).

5
A Self-Directed Motivation System (SDMS)
  • Five Characteristics of a Self-Directed
    Motivation System (SDMS)
  • Lesson content grounded in instructional design.
  • Learning is self-directed.
  • Telecoach facilitates learning progress with
    intrinsic motivation theory.
  • Spaced (vs. massed) implementation of lessons by
    1 week or more.
  • Mastery certification and knowledge management /
    organizational learning at completion.
  • Intrinsic motivation is defined as an
    individuals desire to perform a task in the
    absence of an external reward (Pinder, 1976).

6
Purpose of Research Study
  • To compare workshop delivery to telecoach-based
    SDMS to determine
  • Does the SDMS method yield higher knowledge and
    skill acquisition?
  • Does the SDMS delivery method yield higher
    transfer of training?
  • 3. Does the SDMS delivery method yield higher
    levels of intrinsic
  • motivation in managers towards their
    training content?

7
Research Population
  • 32 managers total (16 per group) from Silicon
    Graphics (SGI) and
  • the Pacific Stock Exchange
  • Represented multiple levels of management (VPs,
    Supervisors,
  • Directors, Sr. Managers) from various
    departments (HR, RD,
  • Operations, Quality, Marketing,
    Administration, Finance)
  • Volunteered for study received support from
    their direct
  • management knew they were participating in a
    research project but
  • did not know the nature or purpose of the
    research

8
Research Design
  • Training Topic 3 Performance Management Skills
  • Write a measurable performance objective for an
    employee.
  • Apply a positive reinforcement technique
    learned in this training.
  • Create a motivation plan for an employee.
  • Two-group pretest-posttest randomized block
    design with intrinsic motivation as the blocking
    variable.
  • Instruments Used
  • Intrinsic Motivation Survey (randomized block
    design pre/post)
  • Knowledge (Content) Test (pre/post)
  • Skill Acquisition Survey (pre/post)
  • Content Consistency Checklist (used by 3rd
    party evaluator to evaluate consistency of
  • content delivery in both treatments)
  • 5. Transfer Questionnaire ( to guide researcher
    when collecting transfer data)
  • 6. Evaluation Form Skill Transfer (used by 3rd
    party evaluator to evaluate degree of transfer)

9
Research Procedures Timeline
10
Foxon (1993) Stages of Transfer
11
Two Major Findings
  • Transfer of skill 3, the most complex skill
    (Create a motivation plan), was statistically
    significant favoring the telecoach-based SDMS
    delivery method.
  • Intrinsic motivation of managers towards training
    content was statistically significant favoring
    the telecoach-based SDMS delivery method.

Note SDMS also received the greatest frequency
of high skill transfer ratings of 4s (SDMS 22
Workshop 21) and 5s (SDMS 7 Workshop 0), given
a 5 pt. scale.
12
Implications for Management Development in
Corporate Training Departments
  • In the development of management soft skills,
    telecoach-based SDMS delivery may be superior to
    instructor-led workshop delivery for
  • Increasing skill transfer after training.
  • Increasing intrinsic motivation in busy
    managers
  • regarding training content.
  • Increasing organizational learning and
    knowledge
  • management of skills and training content.
  • Cost effectiveness (SDMS has no logistics
    costs).

13
References
  • Carnevale, Anthony P. (1988). Today and tomorrow
    (management training). American Society for
    Training and Development, 42(12),18-29.
  • Croft-Baker, Nancy. (2001). Eight companies keep
    e-learning from e-scaping. A report from the New
    Corporate University Review. Retrieved June 5,
    2003 from http//www.traininguniversity.com/tu_pi2
    001ma_4.php
  • Foxon, Marguerite. (1993). A process approach to
    the transfer of training. Australian Journal of
    Educational Technology, 9(2), 130-143.
  • Hoffman, Frank O. (1983). Is management
    development doing the job? Training and
    Development Journal, 37, 34-39.
  • Newstrom, J. W. (1985). Leveraging management
    development through the management of transfer.
    Journal of Management Development, 5 (5), 33-44
  • Stewart, Kathy Stewart, Doug. (1998).
    Communication and Training Responsibilities Under
    OSHA Making Choices. Retrieved June 15, 2003
    from http//www.saturnnet.com/stewartent/webdoc1.h
    tm
  • Pinder, Craig C. (1976). Additivity versus
    nonadditivity of intrinsic and extrinsic
    incentives Implications for work motivation,
    performance, and attitudes. Journal of Applied
    Psychology. 61(6), 693-700.
  • Zielinski, Dave. (2000). The Lie of Online
    Learning. Training, 37(2), 38-40.
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