Impact Of Training And Development On Employee Performance Commerce Essay

Impact Of Training And Development On Employee Performance Commerce Essay The Impact of Training and Development on Employee Performance based on Customer Satisfaction (A Case Study on Union Bank PLC Nigeria) BACKGROUND OF THE STUDY Training in business organizations differs from one organization and industry to another. Organizations and their HR functions are changing everyday so training functions will have to run differently as organizations expect more evidence that they are contributing to organizational success (Sims 1998). According to Reynolds et al (2004:1) cited in Beardwell and Claydon (2007) training is defined as a set of activities which react to present needs and is focused on the instructor and contrast with learning as a process that focuses on developing individual and organizational potential and building capabilities for the future. Training is also the use of systematic and planned instruction activities to promote learning. It involves the use of formal processes to impart knowledge and help people to acquire the skills necessary for them to perform their jobs satisfactorily (Bass and Vaughan 1966) cited in Armstrong (1966). Training is becoming continuously vital throughout ones career because of technological advancements, overseas expansion and increased diversity (Maurer 2001). In addition, employees are expected to take responsibility for continually updating their skills (Garofano and Salas 2005; Warr and Birdi 1998). Training should be treated with extreme importance because the management of people determines organizational success. Employee performance will improve when managers and employees realize the value of training at work and take steps to implement such training in their organizations (Zaccarelli 1992). Training can also be useful to resolve problems when employees want to learn and when the job knowledge is lacking and inadequate. When these factors are not present, the other management solutions are more appropriate. If the staff members of an organization are not properly trained it will ultimately affect the organization and exceptional performance will not be achieved. For example- a bank that does not train a customer service officer efficiently will not know how to treat customers and the bank would lose the customer to other competitors. Therefore, organizations should invest in training and development because a trained staff will promote efficiency and save both the managers and employees time. STATEMENT OF THE PROBLEM All scientific research is brought on by a received problem which is why I have set out to research on this topic- The Impact of Training and Development on Employee Performance based on Customer Satisfaction (A Case Study on Union Bank PLC Nigeria).The Nigerian banking Industry still faces many big challenges today in the proper training of employees. Training is supposed to be done on a regular basis because of emerging technologies (new banking software), new customer service skills and general awareness about the banking industry such as fraud. Fraud in any form is a veritable threat to the well being of an organization and its implications on the general economy cannot be treated lightly. Therefore this dissertation will look into proper training and development of employees in delivering customer service and how their performance impacts the Nigerian Banking industry. AIM OF THE RESEARCH The aim of this research study is to investigate empirically the importance of training and development of workers in an organization. The study will look at the various activities in the industry that contribute to the development of employees and from there seek to analyze the impact of these activities on how they ensure customer satisfaction, their performance and the organization as a whole. OBJECTIVES OF THE RESEARCH The objective of this study is to examine the impact of training and development on employee performance in the delivery of customer satisfaction with particular reference to Union Bank PLC Nigeria. The objectives are: To explore the relationship that exists between training and development and the performance of employees To determine how training and development increases job knowledge and skills of employees To determine whether training and development will improve the delivery of customer service To determine the positive influence of organizational training and development on improved customer service relationship LITERATURE REVIEW The world in which organizations, managers and human resource professionals operate today would be unrecognizable to their peers 35 years ago (Beardwell and Claydon 2007). Training activities remains a very large part of human resource development practices (Nordhaug 1989). The pace of innovation, development of technology, the turbulence of economic conditions and the professionalization of management and human resource management are just some areas where the escalating and seemingly impossible demands (Kanter, 1989) that face organization have had an enduring impact on the context in which they function today. In other words, the way organization develops people has changed over time. Approaches to learning have shifted as the practice and purpose of training and developing people have grown in importance, broaden in scope and become more sophisticated in method. (Reid, Barrington and Brown, 2004: 9 cited in Beardwell and Claydon 2007). According to Rock (2008), Training is one of the most important investments that you can make in your bank because it is an ongoing process and Staffs will be more knowledgeable and engaged in their jobs. Customers will appreciate these qualities, which would mean more business for banks. He is of the opinion that creating an environment of learning at our banks can make a difference, particularly when it comes to motivating and retaining staff. Latest studies have shown that organizations greatly invest in Human Resource Development interventions so as to keep their employees updated and skilled in order to attain job performance, job satisfaction and job involvement. These skills can be conveyed by providing the necessary technical/non-technical training (Rowold, 2008). According to Emelo (2010), training and development can be useful in an organization, mostly banks. He is of the opinion that training and development would help to provide a chance and broad platform for the development of human resources technical and behavioral skills in an organization. Also, he says it would help in increasing the productivity of the employees that helps the  organization  further to achieve its long-term goal. RESEARCH METHODOLOGY This section covers the research approach and the data collection that would be adopted by this work to attain its objectives. Several research methods could have been implemented to carry out this research, but the best suited and most appropriate method aimed at getting the best possible outcomes will be used. A primary qualitative research method which is questionnaire will be used in order to get the most relevant data to support correct analysis and outcomes. His research method will help can help gather information first hand from the respondents. Denzin and Lincoln (2005:3) cited in Merriam (2009) explained that qualitative research is a situated activity that locates the observer in the world. In order words, qualitative research is done in a natural setting which allows subjects answer questions the researcher asks. I have employed a case study approach to carry out this research. DATA COLLECTION METHOD A questionnaire will be employed to carry out this case study because I would have the flexibility to ask different respondents different questions while staying within the focus of my research aim. According to Kumar (2005), a questionnaire is a written list of questions whereby respondents record their answers. The answers gotten from the respondents will enable me to understand how certain practices within the organization are employed Questionnaires could be used to acquire data from a large portion of a group. DATA COLLECTION The research and questionnaire will be conducted in Union Bank PLC which is an old generation bank in Nigeria that just started embracing the use of technology. The study reviews the experience of the organizations training and development of the new technologies and being able to satisfy customers more effectively. The sampling strategy that would be used for this research will be the simple random sampling. Agner (2008) describes simple random sampling as the kind of sampling in which every possible sample of size which means every combination of  items from the number in the population is equally likely to be part of the sample.   The sampling frame will focus on the employees who have worked in the bank for over two years and people that have been customers for that long as well. The questionnaires will be closed ended questions focusing on factors within the literature in context. DATA ANALYSIS METHOD The research would make use of a parametric test and will be carefully conducted so as to avoid misinterpretation. The T-test would be used in the analysis of the data because it would help me compare the means of two groups which are the employees and customers. T-test assess whether the means of two groups are statistically different from each other. The research method employed in this exercise is the scientific method as it identifies and defines the problem. RELIABILITY AND VALIDITY Reliability of an instrument refers to the degree to which an instrument consistently measures what it intends to measure. Therefore, a data is reliable if it gives the same result when administered by a different researcher at any given time so if the response of the respondents are consistent, the data is considered reliable. On the other hand, validity means the extent to which an account accurately represents the social phenomena to which it refers (Hammersley 1990: 57 cited in Siverman 2005). This means the degree to which a measuring instrument measures what it is designed to measure. Validity is important because of its role in determining the importance of training and development in the Nigerian banking industry and the questionnaire to be used in this research work has been structured with questions which are relevant to achieve the aims of this research. POTENTIAL RISK The potential is not often reached as returns from questionnaires are usually low which is why a surplus of questionnaires will be used and hopefully enough would be retrieved which would still enable me to run the SPSS. However return rates can be considerably improved if the questionnaire is delivered and responded to on time. LIMITATIONS OF THE RESEARCH The limitations of this study would be majorly resources in the forms of money and time, seeing as there shall be cost incurred in the process of the research. While the time constraint comes into play as the research takes place during 2009-2010 which happens to be my one year degree masters program, hence the workload would be combined with the project. ETHICAL CONSIDERATIONS On the issue of ethics, the participants who will be taking part in the questionnaire will not feel uncomfortable in any way and the information gotten will be treated with confidentiality and anonymity. Cooper and Schindler (2008:34) cited in Saunders, Lewis and Thornhill (2009) define ethics as the norms or standards of behaviour that guide moral choices about our behaviour and our relationships with others. In order words, ethics helps us make moral choices about ourselves and the people around us. Information from banks are very critical, so the major issue would be to be able to protect all the information acquired from questionnaires and use it only for the dissertation. TIME TABLE ACTIVITY MAY  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  JUNE  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   JUL  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AUG SEPT WEEK 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 Introduction   * Literature review   * Research methodology   * Presentation and findings   * Questionnaires survey   * Discussion of Themes Analyze data   * Recommendation and conclusion *   Print and Bind * Submission * Saunders et al (2009)

Managing The Human Resources Essay

INTRODUCTION: This assignment is based on a case study titled ‘Hot Work at the Aluminium Smelter in Lynmouth’, and it examines the current HRM principles being used within the organisation. The HR values that are being investigated are HRM or people management values, team effectiveness and the effect of motivation, communication and the culture in the organisation, and leadership qualities. The overall aim of this assignment is to provide appropriate business solutions that help in improving the effectiveness of the organisation, from the perspective of a HR consultant. HRM & PEOPLE MANAGEMENT VALUES: Armstrong (2000) argues that personnel practioners are often confused when asked about the difference between HRM and personnel management. According to Storey (1995) HRM is said to be fundamentally unitarist. This makes the management at Lynmouth more HR than personnel, as although the union’s membership levels were low and their influence was weak, they were recognised by management in respect of white-collar staff. Also teamworking was introduced with the cooperation of the plant’s trade union, and they were asked to recommend the number of posts required for the new line that was to open in 2000. This shows that the management did consider the unions before reaching a decision. The climate of employee relations could be characterized as suspicious and mistrustful, indicating to a model of personnel management (Sisson 1994). In HRM, rules, procedures and contracts are an obstruction to effective performances and there is an emphasis on strategy and devolved responsibility to line management (Storey 1996). At Lynemouth, there were rules and guidelines set for the team leaders and employee’s worked according to shifts, and pay was not performance related. Read more:  Personnel vs Human Resources Although these values point towards personnel management (Sisson 1994), Lynemouth also inculcates HRM values. Despite each plant having specialist staff that kept the plant within its operating limits, team leaders worked as line managers (Storey 1996) and were responsible for the coordination and scheduling of work. Also there are few job categories and teamwork is preferred to division of labour (Storey 1995). There is a great deal of task flexibility (Sisson 1994) in the teams, and in 2000 they were given greater autonomy. Boxall & Purcell (2003) states that HRM can be interpreted as having a ‘soft’ developmental humanist approach or a ‘hard’ situational contingent approach. The soft version emphasizes a people-centred approach to HRM, whereas the hard version emphasizes a resource-based approach (Thornhill & Saunders 1998). Although the organisation appears to be soft with the implementation of teams, they can be viewed as being hard economically, as the organisation aims were resource focused, there appeared to be low trust between employees, and there was also functional flexibility within the teams (Kane et al. 1999). Responsibility for hiring new staff, and for assessing applications for internal transfers, were devolved to shop-floor workers, thus making them more flexible. A hard approach is often seen as an essential part of cost-minimization strategy (Kane et al. 1999), which appears to be the situation at Lynemouth. TEAM EFFECTIVENSS & THE EFFECT OF MOTIVATION: A team is a work group or a unit with a common purpose through which members develop mutual relationships for the achievement of goals/tasks (Harris & Harris 1996). Vyakarnam et al (1999) states that a number of studies have confirmed that successful ventures are often established by teams rather than a single person, and the core competence of a successful team is to build and manage relationships around a common vision. The management team at Lynemouth haven’t clearly described the team goals or each individual’s specific task. It is essential that the first step in creating a team is to define the goal or goals that create the direction for the new group (Twomey & Kleiner 1996; Arroba 1996). Harris & Harris (1996) explain that teams are successful and effective when they overcome difficulties, achieved through interdependence. Teams also promote a sense of confidence and direction among the team members and helps becoming more flexible in nature (Arroba 1996). Among shop-floor workers at Lynemouth with regard to satisfaction and commitment, there was a greater sense of autonomy and participation. With regard to work organisation, there was an increase in multi-skilling, and there were clear examples of improved flexibility. For example, team members would work a crane as required, rather than waiting for a dedicated crane driver. The major difference between successful teamwork and unsuccessful teamwork is largely based upon team members sharing common goals and working together to achieve them (Tarricone & Luca 2002). They also state that ineffective communication, lack of resources and lack of trust are the key attributes that hinder the effectiveness of a team. At Lynemouth, the workers were clear that the divide between manager and worker was as sharp as ever and that the enforcement of discipline was not part of the team’s duties. There appeared to be low trust between them, and also communication with regard to specific tasks seems to be lacking. It is also advisable to establish a sense of urgency so that the teams don’t get complacent (Twomey & Kleiner 1996). Ritchie & Martin (2001) states that money and tangible rewards, the physical conditions and the structure are the three key factors motivating people in a working environment. Although teamwork was favourable from a shop-floor point of view, middle managers and technical staff had reservations about teamwork, feeling undervalued and lacking determination. Macaulay & Cook (2001) states that rewards and recognition processes help to focus attention on priorities, thus motivating individuals. Group leaders felt that the work they were being given was not sufficiently demanding, and technical staff felt that that their job territory was under threat. There seems to be a need for rules and guidelines in the work place, for direction and certainty (Ritchie & Martin 2001). Thompson (2004) concludes that people could be motivated further and made more effective if they were given appropriate encouragement and attention. COMMUNICATION & CULTURE: According to Connolly (1996) communication is a critical issue and everyone wants better communication within their team, between teams and across their organization. Employee communication should play a strategic role in an organization to work effectively (Barrett 2002). In the early 1990’s there was a wide perception at Lynemouth that communication was poor, and the climate of employee relations could be characterized as suspicious and mistrustful. Barrett (2002) also emphasizes that without effective employee communication, change is impossible, and in 1997 with Lynemoth’s future in doubt, the management realized the importance of communication and set about to win employee consent by reforming the communication system. With regard to this, teamwork was introduced with the cooperation of the plant’s trade unions, which encouraged further development in employee relations. However, with the success of teamwork, white-collar staff felt undervalued. Peng & Litteljohn (2001) asserts that structural arrangements may facilitate communication on the one hand, and create barriers for communication on the other. Group leaders felt that their status and authority were being eroded, and technical staff felt that their job territory was under threat, and changes were made without consulting the people involved, and there was a feeling that the appraisal system was not adequate, as the management did not seem to listen. Connolly (1996) states that to enhance communication, both the employer and the employee should realize the importance of effective communication. The author concludes by saying that perhaps the most effective ways of improving communication are also the simplest – taking the time to really notice the employees, listening to how they speak and more importantly to what they say. The management could create a system where employees are rewarded for their good work, as Storey (1995) states that the way in which employees are rewarded is central to the regulation of employment relationship. Handy (1986) states that every organization is different, and each organization has a different culture – sets of values and norms and beliefs. In 1990, many workers had been with the plant since it opened, and labour turnover was low. Majority of the workers were male, with few women being employed in clerical posts. There is a close and sometimes unclear relationship between organisational culture and it’s climate (Wallace, J et al. 1999). Although the climate of employee relations could be characterised as suspicious and mistrustful at Lynemouth, work organisation was considered to be fairly conventional. Handy (1986) argues that if organizations are to survive and meaningful jobs are to be created for all those who want to work, then both organizations and individuals will have to change the way they perceive jobs and careers. He also states that fewer, better-motivated people could create much more added value than large groups of unthinking, demotivated individuals. Lynemouth, with the introduction of teamworking could be seen as incorporating these values. However, the management at Lynemouth should create meaningful jobs for all employees. The structure of Lynemouth’s employees could be characterized under senior managers, middle managers and workers. Handy (1986) argues that organizations are not owned by anyone, but are a community of people who could be called citizens of the community rather than employees. Ogbor (2001) asserts that organisational culture should discourage dysfunctional work behaviours, and commit members of the organization to do things for and with one another that are in the best interests of the organization. LEADERSHIP QUALITIES: The American general, Dwight Eisenhower, once said that the essence of leadership is to make people do what you want them to with as much will, determination and enthusiasm as if they had decided for themselves (Popper & Zakkai 1994). Cacioppe (1997) suggests that recent reviews of the research and theories on leadership have consolidated the key areas of leadership into personality, transactional and transformational forms of leadership. He also states that honesty, inspiration, competent, fair-mindedness and supportiveness are the characteristics that people most admire in leaders, where as Tait (1996) suggests that vision, interpersonal skills, character and drive are the four attributes considered to be necessary personality traits for business leadership. Transactional leadership is based on the interplay between the leader’s guidance or direction and socio-emotional support, and the readiness or developmental level that followers exhibit on a particular task, function, or objective (Avery and Ryan 2002). The third major approach is the Transformational leadership which communicates a vision that inspires and motivates people to achieve something extraordinary (Cacioppe 1997). Transactional leadership remains highly popular among practitioners and it could be applied at Lynemouth. It appeals to managers because of its intuitive simplicity, ease of use, and perceived relevance to managerial roles (Avery and Ryan 2002). In 2000, with the end of direct supervision, management appointed team leaders from existing team members, following a formal application procedure. Team leaders were made responsible for team briefing and the coordination and scheduling of work, and they did receive an additional weekly allowance of à ¯Ã‚ ¿Ã‚ ½100. The management at Lynemouth could also try to incorporate the transformational leadership values by providing every individual and team with a vision and also motivating them, thus improving leadership effectiveness at the team levels (Cacioppe 1996). Silverthorne (2000) believes that the readiness and willingness of subordinates to perform tasks are the important aspects that contribute to a leader’s effectiveness. CONCLUSION: This assignment investigated the current HRM principles being used within the organisation. A few key points in improving the effectiveness of an organisation are effective teams, effective communication between the teams and good leadership skills. Lynemouth could improve the effectiveness of their organisation by motivating each individual, improving the communication between the employers and the management, and also by providing individual, team and organisational goals for the leaders to follow. REFERENCE: Armstrong, M 2000, ‘The name has changed but has the game remained the same?’, Journal of Employee Relations, vol. 22, no. 6, pp. 576-593. Arroba, T 1996, ‘Why are common objectives so uncommon in top management teams?’, Journal of Team Performance Management, vol. 2, no. 1, pp 17-21. Avery, G.C & Ryan, J 2002, ‘Applying situational leadership in Australia’, The Journal of Management Development, vol. 21, no. 4, pp 242-262. Barrett, D.J 2002, ‘Change communication: using strategic employee communication to facilitate major change’, Corporate Communications: An International Journal, vol. 7, no. 4, pp 219-234. Boxall, P & Purcell, J 2003, Strategy and Human Resource Management, Palgrave, New York. Cacioppe, R 1997, ‘Leadership moment by moment!’, Leadership and Organization Development Journal, vol. 18, no. 7, pp 335-345. Connolly, C 1996, ‘Communication: getting to the heart of the matter’, Journal of Management Development Review, vol. 9, no. 7, pp 37-40. Handy, C.B 1976, Understanding Organisations, Penguin Group, London. Harris, P.R & Harris, K.G 1996, ‘Managing effectively through teams’, Journal of Team Performance Management, vol. 2, no. 3, pp 23-36. Kane, B et al. 1999, ‘Barriers to effective HRM’, International Journal of Manpower, vol. 20, no. 8, pp 494-516. Macaulay, S & Cook, S 2001, ‘Rewarding Service Success’, Journal of Team Performance Management, vol. 5, no. 1, pp 4-8. Ogbor, J.O 2001, ‘Critical theory and the hegemony of corporate culture’, Journal of Organizational Change Management, vol. 14, no. 6, pp 590-638. Peng, W & Litteljohn, D 2001, ‘Organisational communication and strategy implementation – a primary inquiry’, International Journal of Contemporary Hospitality Management, vol. 13, no. 7, pp 360-363. Popper, M & Zakkai, E 1994, ‘Transactional, Charismatic and Transformational Leadership: Conditions Conducive to their Predominance’, Leadership and Organization Development Journal, vol. 15, no. 6, pp 3-7. Silverthorne, C 2000, ‘Situational leadership theory in Taiwan: a different culture perspective’, Leadership and Organization Development Journal, vol. 21, no. 2, pp 68-74. Sisson, K 1994, Personnel Management – A comprehensive guide to Theory and Practice in Britain, 2nd edn, Blackwell, Oxford. Storey, J 1995, Human Resource Management – A critical text, Thomson, London. Storey, J 1995, ‘Is HRM catching on?’, International Journal of Manpower, vol. 16, no. 4, pp 3-10. Storey, J 1996, Blackwell cases in Human Resource and Change Management, Blackwell, Oxford. Tait, R 1996, ‘The attributes of leadership’, Leadership and Organization Development Journal, vol 17, no. 1, pp27-31. Tarricone, P & Luca, J 2002, ‘Employees, teamwork and social interdependence – a formula for successful business?’, Journal of Team Performance Management, vol. 8, no. 3, pp 54-59. Thompson, J. L 2004, ‘Innovation through people’, Journal of Management Decision, vol. 42, no. 9, pp 1082-1094. Thornhill, A & Saunders, M.N.K 1998, ‘What if line managers don’t realize they’re responsible for HR?’, Personnel Review Journal, vol. 12, no. 6, pp 460-476. Twomey, K & Kleiner, B.H 1996, ‘Teamwork: The essence of the successful organisation’, vol. 2, no. 1, pp 6-8. Vyakarnam, S et al. 1999, ‘Exploring the formation of entrepreneurial teams: the key to rapid growth business?’, Journal of Small Business and Enterprise Development, vol. 6, no. 2, pp 153-165. Wallace, J 1999, ‘The relationship between organisational culture, organisational climate and managerial values’, International Journal of Public Sector Management, vol. 12, no. 7, pp 548-564.

Behavioral and Cognitive Learning

In behavioral theory, learning involves changes or modifications in our behavior which had in turn been influenced, strengthened or weakened by the environment or other external influences. The introduction of reinforcers greatly impacts behavior. Cognitive theory, on the other hand, posits that individuals are actively involved in the learning process. Rather than external influences, learning depends on already existing prior knowledge.Following this logic, this means that each student after a straight lecture will leave the room carrying with him different sets of new knowledge. A major difference between the two theories is that proponents of behaviorists suggest that learning is involuntary while cognitive learning contends that people are in control of their own learning. For believers of the behavioral theory, the approach to training would be the regular use of contiguity and reinforcers.Contiguity is based on association of experiences that occur in sequence. This is much li ke Pavlov’s dog which salivates in the presence of food. When food was preceded by the ringing of a bell, the dog soon salivates at the ring of the bell. Introduction of reinforcers is another method employed by the behaviorists. This involves a reward-and-punishment scheme on ending or strengthening behavior. Hence, if you do well as a participant, you would probably receive a positive reinforcement so as to further strengthen such behavior.For trainers who employ the cognitive learning theories, they will most likely provide lessons organized in a way that would take into consideration a student’s experience and stage of development such that prerequisite trainings may have to be recommended to be taken first before moving on into an advanced stage. General skills will be taught first, reasons and motivations for tasks will usually be provided and group work promoted. Reference Michigan State University. (2005). Teach online. Retrieved January 15, 2008, from http://t eachvu. vu. msu. edu/public/designers/what_is_learning/index. php? page_num=5. Behavioral And Cognitive Learning In behavioral theory, learning involves changes or modifications in our behavior which had in turn been influenced, strengthened or weakened by the environment or other external influences. The introduction of reinforcers greatly impacts behavior. Cognitive theory, on the other hand, posits that individuals are actively involved in the learning process. Rather than external influences, learning depends on already existing prior knowledge.Following this logic, this means that each student after a straight lecture will leave the room carrying with him different sets of new knowledge. A major difference between the two theories is that proponents of behaviorists suggest that learning is involuntary while cognitive learning contends that people are in control of their own learning. For believers of the behavioral theory, the approach to training would be the regular use of contiguity and reinforcers.Contiguity is based on association of experiences that occur in sequence. This is much li ke Pavlov’s dog which salivates in the presence of food. When food was preceded by the ringing of a bell, the dog soon salivates at the ring of the bell. Introduction of reinforcers is another method employed by the behaviorists. This involves a reward-and-punishment scheme on ending or strengthening behavior. Hence, if you do well as a participant, you would probably receive a positive reinforcement so as to further strengthen such behavior.For trainers who employ the cognitive learning theories, they will most likely provide lessons organized in a way that would take into consideration a student’s experience and stage of development such that prerequisite trainings may have to be recommended to be taken first before moving on into an advanced stage. General skills will be taught first, reasons and motivations for tasks will usually be provided and group work promoted. Reference Michigan State University. (2005). Teach online. Retrieved January 15, 2008, from http://t eachvu. vu. msu. edu/public/design

The Influence Of Afrocentric Facial, Criminal Sentencing,...

The Influence of Afrocentric Facial Features in Criminal Sentencing by Irene V. Blair, Charles M. Judd, and Kristine M. Chapleau. Irene V. Blair is an associate professor in the Department of Psychology and Neuroscience at the University of Colorado-Boulder (UCB), an affiliate researcher with the Kaiser Permanente Institute for Health Research and also the Associate Editor for the Journal of Experimental Social Psychology. Her research mainly focuses on stereotyping, prejudice and discrimination. Her research mainly drills down about the underlying subtle or implicit processes of previously mentioned topics. Her current research topics are regarding issues in health care and how social biases plays a role in it. Charles M. Judd has acquired his Ph.D. from the Columbia University in 1976, he is with the Department of Psychology and Neuroscience at the UCB. His research is in fields of social cognition and attitudes, and attitude structure. Few of the researches are associated with fun ction and measurement, intergroup relations and stereotypes. Moreover, Judd seems to have an eclectic attitude towards research as he also has research work in fields like linear structural models and experimental design and analysis apart from those associated with behavior, attitude and stereotypes. Kristine M. Chapleau was an Undergraduate from the UCB, currently she is a Fellow with the Indiana University School of Medicine where she provides psychotherapy to adults who are going throughShow MoreRelatedDr. Blair s Theory Of Psychology And Neuroscience At The University Of Colorado Boulder Essay1528 Words   |  7 PagesIrene V. Blair, the first author of the article being studied is an associate professor in the Department of Psychology and Neuroscience at the University of Colorado-Boulder (UCB). She is an affiliate researcher with the Kaiser Permanente Institute for Health Research and also the Associate Editor for the Journal of Experimental Social Psychology. Her research m ainly focuses on stereotyping, prejudice, and discrimination. Blair’s research drills down about the underlying subtle or implicit processes