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Individual Differences and Training Design

Individual Differences and Training Design. Verena Hutschenreuter 01/30/03 Personnel Selection and Development. Introduction. What are the two main categories of constructs in which people may differ in and which may lead to different performance? cognitive ability motivation

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Individual Differences and Training Design

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  1. Individual Differences and Training Design Verena Hutschenreuter 01/30/03 Personnel Selection and Development

  2. Introduction • What are the two main categories of constructs in which people may differ in and which may lead to different performance? • cognitive ability • motivation • What implications does this have for training design? • Should we make different trainings for different people? • Or should we try and change people (their motivation, their attitude) in some way? Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  3. Outline • Introduction the two main types of constructs in which people may differ in and which may lead to different performance • a closer look to the possible effects of individual differences • a closer look to the main constructs and their antecedents (A) cognitive ability • What main effects do show up? • What interactions do show up? • What implications does this have for training design? (B) motivation, • An integrative theory of training motivation (Colquitt et al., 2000) • A closer look to self-efficacy (Gist et al., 1991) Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  4. Outline • Introduction the two main types of constructs in which people may differ in and which may lead to different performance • a closer look to the possible effects of individual differences • a closer look to the main constructs and their antecedents (A) cognitive ability • What main effects do show up? • What interactions do show up? • What implications does this have for training design? (B) motivation, • An integrative theory of training motivation (Colquitt et al., 2000) • A closer look to self-efficacy (Gist et al., 1991) Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  5. training design performance / training outcome learning, transfer interaction indirect effect? main effect direct effect? individual differences cognitive ability & motivation A closer look to the possible effects of individual differences Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  6. Unified Model of Performance (Kanfer & Ackerman, 1989) • “Any subjects performance may be represented as a joint function of the subject’s relative attentional capacity (i.e. cognitive ability) and the proportion of the subject’s total capacity actually devoted to the task (motivation).” Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  7. Outline • Introduction the two main types of constructs in which people may differ in and which may lead to different performance • a closer look to the possible effects of individual differences • a closer look to the main constructs and their antecedents (A) cognitive ability • What main effects do show up? • What interactions do show up? • What implications does this have for training design? (B) motivation, • An integrative theory of training motivation (Colquitt et al., 2000) • A closer look to self-efficacy (Gist et al., 1991) Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  8. no ATI disordinal ATI Treatment A Payoff Payoff Treatment A Treatment B Treatment B Low High Aptitude Low High Aptitude Cognitive Ability and Performance aptitude-treatment interaction (ATI) (1) Give  Treatment B  Give Treatment A  Give all Treatment A (CRONBACH, 1957, 1967) Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  9. Cognitive Ability and Performance main effect • e.g. pilot training: pilots with  cognitive ability scores flew  hours to complete training and achieved a  class rank (see Duke & Ree, 1996) Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  10. Cognitive Ability and Performance aptitude-treatment interaction (ATI) (2) • Edgerton (1958), Cronbach & Snow (1969): “degree of training structure” - “primary mental ability” interaction method 1: memorize material, reproduce it on examinations  rote learning method 2: material was explained, students stimulated to ask questions  “why” method • high-score students were more likely to perform well on the rote treatment Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  11. Cognitive Ability and Performance aptitude-treatment interaction (ATI) (3) • Review of Snow & Lohman (1984) “degree of training structure” - “general academic ability” interaction • low ability students benefit much more from high-structure/low-complexity programs • high ability students benefit much more from low structure/high-complexity programs. Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  12. Cognitive Ability and Performance aptitude-treatment interaction (ATI) (4) • Fleishman & Mumford (1989) “training length” - “cognitive ability” interaction • experienced and task-related high-ability trainees benefit  from shorter training programs • less experienced and lower-ability trainees benefit  from longer training programs Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  13. Cognitive Ability and Performance aptitude-treatment interaction (ATI) (4) • How to explain the findings of Snow & Lohman (1984) and Fleishman & Mumford (1989)? • less experienced, lower-ability trainees are in an earlier stage of learning (declarative stage), which involves a high concentration on gaining knowledge Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  14. Cognitive Ability and Performance implications • analysts should measure the existing ability level of their trainees before beginning training • training design should try to match alternative modes of instruction to the different characteristics of the individual, so that each person uses the most appropriate learning procedure Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  15. Outline • Introduction the two main types of constructs in which people may differ in and which may lead to different performance • a closer look to the possible effects of individual differences • a closer look to the main constructs and their antecedents (A) cognitive ability • What main effects do show up? • What interactions do show up? • What implications does this have for training design? (B) motivation, • An integrative theory of training motivation (Colquitt et al., 2000) • A closer look to self-efficacy (Gist et al., 1991) Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  16. Motivation Motivation(Goldstein et al. 2002) • ... involves psychological processes that cause arousal, persistence, and direction of behavior. • Arousal and persistence focus on the amount of time and effort an individual invests. • Direction refers to the behaviors in which the investment of time and effort are made. Training Motivation (Kanfer, 1991, Colquitt et al., 2000) • ... the direction, intensity and persistence of learning-directed behavior in training contexts Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  17. Motivation and Performance An integrative theory of training motivation (1) • Colquitt, LePine & Noe (2000) • meta-analysis • summarizes literature on training motivation, its antecedents and its relationship with training outcomes • included variables should be: both relevant to training effectiveness (motivation & learning theories) and frequently examined Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  18. Motivation and Performance An integrative theory of training motivation (2) • Colquitt, LePine & Noe (2000) • variables were arranged in 2 competing theoretical structures: completely mediated vs. partial mediated model • completely mediated model: variables more distal from performance (individual and situational characteristics) exert influences through more proximal variables • partial mediated model: influences of individual characteristics and attitudes on performance are completely mediated by motivation, influences of situational variables on performance are both direct and indirect Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  19. Motivation and Performance An integrative theory of training motivation (3) • Colquitt, LePine & Noe (2000) Path analyis results with motivation to learn as DV • regression of motivation to learn on its 3 most proximal antecedents (self-efficacy, valence, job involvement) • 46 % of variance were explained • more distal variables (personality, age, climate) were included into the regression analysis • additional 27 % of variance were explained • the partial mediated model explains 73 % of the variance in motivation to learn Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  20. Motivation and Performance An integrative theory of training motivation (4) • Colquitt, LePine & Noe (2000) Path analyis results with learning outcome as DV • motivation to learn explains variance in learning over and above cognitive ability: there is much more than “g” • the completely mediated model suggests that the effects of more distal variables on learning are completely mediated by motivation to learn • not the case: distal variables explain incremental variance in all four outcomes (particularly posttraining self-efficancy & reactions) Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  21. Motivation and Performance An integrative theory of training motivation (5) • Colquitt, LePine & Noe (2000) Path analyis results with transfer as DV • completely mediated model: set of four learning outcomes explains 53 % of the variance in transfer • distal variables explained an incremental 28 % of the variance in transer (all together 81 %) • the partially mediated model received support Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  22. Motivation and Performance An integrative theory of training motivation (6) • Colquitt, LePine & Noe (2000) implications (A) • individual and situational characteristics may be critical factors before training (by relating to training motivation), during training (by relating to learning levels) and after training (by relating to transfer and job performance) • individual differences besides cognitive ability are a critical concern in needs assessment Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  23. Motivation and Performance An integrative theory of training motivation (7) • Colquitt, LePine & Noe (2000) implications (B) • trainers can benefit from techniques that increase trainee self-efficacy and emphasize job and career benefits from training (given the effects of self-efficacy, valence, job involvement) • a “g-centric” approach to trainability is insufficient (given the effects of motivational variables over and above cognitive ability) Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  24. Motivation and Performance Motivation to learn and therefore the learning-process and the training outcome • ... can be influenced by many variables that describe individual differences • demographic variables (age, education, work experience) • personality factors (locus of control, goal orientation, self-efficacy and again “g”) • work related attitudes (job involvement, career planning, organizational commitment) (Goldstein et al. (2002), 116) Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  25. Motivation and Performance- self-efficacy - Gist, Stevens & Bavetta (1991) Procedure • basic training in negotiation skills, behavioral measures of negotiation performance • post training interventions (goal-setting vs. self-management) • after 6 weeks: behavioral measures of negotiation performance Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  26. Motivation and Performance- self-efficacy - Gist, Stevens & Bavetta (1991) Definitions self-efficacy • a belief in one‘s capability to mobilize the cognitive resources, motivation , and courses of action needed to meet task demands (Wood & Bandura, 1989) • may result from personal experience with similar tasks, the development of performance strategies or verbal persuasion • represents a dynamic (e.g. changeable) and comprehensive judgement which reflects a variety of personal and task related performance determinants Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  27. Motivation and Performance- self-efficacy - Gist, Stevens & Bavetta (1991) Definitions goal-setting training • motivational technique for improving task performance • encourages to set specific goals to use and retain new skills Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  28. Motivation and Performance- self-efficacy - Gist, Stevens & Bavetta (1991) Definitions self-management training • includes: identifying problem situations, generating strategies for coping with problem situations, setting goals pertaining to these situations monitoring progress toward goal attainment self-administering rewards and punishments contingent on goal attainment Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  29. Motivation and Performance- self-efficacy - Gist, Stevens & Bavetta (1991) main-effect • self-efficacy contributes positively to both initial and delayed performance • people with high self-efficacy show a better performance Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  30. Motivation and Performance- self-efficacy - Gist, Stevens & Bavetta (1991) “self-efficacy” - “post-training method” interaction • certain kinds of motivation interventions (e.g. goal setting) interfere with learning at some points of the learning curve • self regulation requires cognitive resources, which are needed during initial acquisition (compare to Kanfer & Ackerman, 1989) • goal-setting training accentuated performance differences between high and low self-efficacy trainees • self-management training attenuated the self-efficacy performance relationship Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  31. Motivation and Performance- self-efficacy - Salary (in thousands) Post-Training Method Figure 1: Interaction between self-efficacy and post-training condition Course: Personnel Selection and Development Theme: Individual Differences and Training Design

  32. Motivation and Performance- self-efficacy - Gist, Stevens & Bavetta (1991) implications • when training costs are restricted the self-management approach can improve skill maintenance over high and low self-efficacy trainees • hybrid design in one post-training intervention • encourage high self-efficacy trainees to concentrate on establishing/achieving difficult goals • encourage low self-efficacy trainees to pay much attention to self-management techniques Course: Personnel Selection and Development Theme: Individual Differences and Training Design

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