PSY 3711 1st Edition Lecture 20Outline of Last Lecture I. What is trainingII. Learning and motivationIII. Importance of trainingIV. How should we trainOutline of Current LectureI. Kluger & DeNisi (1996II. Acceptance of feedbackIII. MentoringIV. CoachingCurrent LectureI. Kluger & DeNisi (1996)a. Influential meta analysis of the effects of feedback interventions on performanceb. Average feedback intervention improvement was d=0.41c. However, key moderation of effectsi. 1/3 of the time, feedback reduced performanceii. verbal praise worse than no feedback at alld. moderators of the structure of performance feedback interventions, which are recommendation for best-practice uses of feedbacki. provide specific, task focused feedback not a global evaluation (e.g. not just “good job”)ii. provide accurate informationiii. provide feedback in close proximity to performance episode (i.e. right afterward)  1-2 week timeframeiv. provide constructive feedbackII. Acceptance of feedbacka. Not only issues with the structure of feedback for it to be effective, but also need to consider acceptance of feedbackb. Presenting feedback that will be accepted (i.e. what will get people to listen)These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.i. From a perceived expert (e.g. expert chef providing feedback to juniorchef instead of an expert racecar driver)ii. From a reliable source (e.g. manipulation, the weatherman  perceived expert but not always right)iii. From an attractive source (e.g. person is better looking)iv. From a powerful source (e.g. manager/supervisor)III. Mentoringa. Expansion of an individuals capacity to function effectively in his or her present of future job and work organizationb. Mentoring and coaching are examples of employee developmental interventionsc. Training is more group focused but very relatedd. Purposei. Increase procedural knowledge 1. Learn a new skill2. Improve presentation styleii. Increase declarative knowledge1. Learn about workplace culture2. Learn about stress managementiii. Increase motivation (3 components of motivation  effort, direction, persistence) 1. Make a career plan2. Learn how to set specific goalse. Phasesi. Assessment (needs analysis)ii. Feedbackiii. Creation of a development plan1. Overall strategy2. Personal career goals3. Set development goals and activities  most effective when setting specific but difficult goals and when there is buy-in4. Participation in development plan activities5. Reevaluation and creation of a new planf. Why assessment takes placei. Employer assessment strategy 1. Annual review2. 360 feedbacka. by providing feedback directed at development goals, coaches can direct client’s attention to these goals which may otherwise fall to the wayside of other more urgent or proximal responsibilitiesb. compared a) feedback + workshop experimental group with both b) feedback only c) control of no feedback control group made no changes to their use of core tactics, whereas experimental group showed feedback works3. developmental assessment center4. self-assessmentii. onboarding programiii. high potentialsiv. low performersg. Types of feedbacki. 3 major types1. Perspective differences 2. Normative difference: self or others assessments compared with average scores for either your current job or your aspiration3. Ipsative difference: your relative strengths and weaknesses without reference to external norms/benchmarksii. Approaches1. Individual or group approaches2. Individual  mentoring, coaching3. Group  training programs; workshops, seminars, webinars; group mentoring or coachingh. Developmental networks feedback providersi. Portfolio of advisors, referred to as “developers” that take an active interest in a person’s life and provide career and psychosocial related assistanceii. Developers1. Provide support, counsel, protection2. Facilitate with entering and exiting organizations, job transitions, occupational transitionsiii. Workplace mentoring: intence dyadic relationship in which a more senior, experienced person, called a mentor, provides support and assistance to a more junior, less experienced colleague, referred to as a protégéiv. Formal or informal1. Formal programs are formally arranged by an organization with a defined structure2. Informal mentoring occur naturally and the structure of the relationship evolves according to mentor/mentee preferencesv. About 2/3s of executives report having had a mentorvi. About 1/3 of large US companies have formal mentoring programi. Functions of mentoring i. Career-enhancing: aid career advancement  protection, exposure, assignmentsii. Psychosocial: enhance sense of competence and identity  role modeling, acceptance, confirmationiii. Social: provide social support  friendshipj. Benefits of mentoringi. Mentees1. Learning interpersonal skills at work2. Learning about their organization3. Learning how to organize work projects4. Workplace motivationii. Mentors1. Satisfaction of helping others2. Recognition3. Development of a personal support networkk. Predictors of successful mentoring programi. 6 objectives have been found to predict success of formal mentoring programs1. specific objectives and an identified target population2. process to select and match mentors and protégés3. orientation program4. clarify to participants the intent of the program5. monitor and evaluate progress6. coordinate to provide support to participantsii. Dark side of mentoring1. Taxonomy of negative mentoring experiences2. Mentor/protégé mismatch3. Mentor distancing behavior4. Mentor manipulative behavior5. Lack of mentor expertise6. General dysfunctionality (e.g. romantic relationship)IV. Coachinga. Process of equipping people with the tools, knowledge, and opportunities they need to develop themselves and become more effectiveb. Intensive one-to-one change and developmentc. Involves cognitive and behavioral approaches to individual changed. Engagements are always formale. Creation of development plani. Challenge is getting all stakeholders to agree on the objectives of a development planii. Learning contract for employee1. Objectives, purpose, timeline2. Measures of success, milestone3. Confidentiality, guidelineiii. Business contract1. Objectives, purpose, timeline2. Cost3. standardsiv. Ideally learning objectives and business objectives substantially