Lecture 4

00:34:40
https://www.youtube.com/watch?v=WJXr7ZEAdWA

الملخص

TLDRThe video discusses the concept and importance of training in improving performance through systematic skill acquisition. It highlights that training is distinct from general skill acquisition, emphasizing the importance of systematic practice. It defines learning as a relatively permanent change in behavior due to experience and practice, and it necessitates a needs analysis to identify skills for organizational, task, and personal levels. Key performance outcomes in training can be cognitive, skill-based, or affective. The significance of observing performance in understanding learning is also discussed, where feedback loops are created by observing behavior and outcomes. It introduces reinforcement theory where desired behavior is encouraged through positive reinforcement and social learning theory by Bandura, which asserts learning occurs through observation and imitation. The training process is outlined with steps, including evaluating existing performance, identifying gaps, and systematically acquiring new skills, leading to improved job performance. The video also addresses factors influencing training effectiveness, such as motivation, mastery orientation, and readiness, and discusses strategies to facilitate learning and behavior change, including cognitive and social learning principles.

الوجبات الجاهزة

  • 📚 Training is a systematic process of skill acquisition for improved performance in new environments.
  • 🧠 Learning results in relatively permanent behavioral changes from experience.
  • ⚙️ Performance involves observable, goal-relevant actions and behaviors in organizations.
  • 🔄 Feedback loops help in learning by observing and adapting from performance outcomes.
  • 📈 Training boosts the probability of learning, enhancing job performance chances.
  • 🎯 Needs analysis identifies specific training requirements at organizational, task, and individual levels.
  • 💡 Reinforcement theory encourages desired behaviors through rewards.
  • 👁️ Social learning theory highlights learning through observation and imitation.
  • 🙏 Self-efficacy is crucial for successful learning and task execution.
  • 📊 Effective training involves clear objectives and motivated trainees for optimal outcomes.

الجدول الزمني

  • 00:00:00 - 00:05:00

    Training is the systematic acquisition of skills, concepts, or attitudes to improve performance in another environment. It is not just acquiring skills like playing a game but systematic learning to enhance performance in different settings. Learning results in a relatively permanent change in behavior or knowledge, like learning a language, with outcomes being cognitive, skill-based, or affective transformation.

  • 00:05:00 - 00:10:00

    Training leads to performance improvement, which is observable actions relevant to organizational goals. Better performance is the observable result of learning efforts, like improved musical or sports skills following training. Learning involves seeing a positive outcome from efforts, motivating further learning, and using feedback loops to continue improving.

  • 00:10:00 - 00:15:00

    Training increases the likelihood of learning, which in turn raises the chances of better job performance. Training requires identifying who needs it through a needs analysis process, which includes organizational, task, and personal analysis. This helps determine what training is necessary at different levels, especially under circumstances like the shift to online learning due to COVID-19.

  • 00:15:00 - 00:20:00

    Organizational needs define available resources and environments for directing training. Task-level analysis examines necessary employee skills for proper job performance, and personal-level analysis evaluates individual capabilities. Training assessments occur to determine the required skills, with examples including the shift to online methods during the pandemic.

  • 00:20:00 - 00:25:00

    Realizing someone's acquisition of training involves considering individual characteristics like motivation and experience. Training effectiveness depends on design characteristics and trainee readiness, leading to learning outcomes. These outcomes, including knowledge or skills, must transfer back to their job through supportive environments to ensure they exhibit new behaviors.

  • 00:25:00 - 00:34:40

    Various learning theories like reinforcement and social learning illustrate behavior adaptation through observing, imitating, and modeling. In organizations, employees often mirror leadership behavior regardless of formal ethical guidelines, highlighting learning by observing others' actions. Effective training should consider both social and cognitive learning processes to improve self-efficacy and goal setting.

اعرض المزيد

الخريطة الذهنية

فيديو أسئلة وأجوبة

  • What is the main focus of training?

    Training focuses on the systematic acquisition of skills, concepts, or attitudes to improve performance in another environment.

  • How does learning differ from training?

    Learning is a relatively permanent change in behavior or knowledge due to experience and practice, whereas training is the systematic acquisition process aiming to facilitate learning.

  • What are effective outcomes in learning?

    Effective outcomes refer to learning related to feelings, emotions, or affective responses, such as dealing with stress.

  • What are performance and its significance in training?

    Performance refers to observable actions or behaviors relevant to organizational goals, and improving performance is the primary objective of training.

  • What is the feedback loop in the learning process?

    The feedback loop involves observing performance outcomes to learn and adapt behaviors through reinforcement.

  • How does training influence job performance?

    Training increases the probability of learning, which in turn enhances the likelihood of improved job performance.

  • What is required before conducting training?

    A needs analysis involving organizational, task, and personal levels is necessary to identify what needs training and who requires it.

  • What is the role of reinforcement theory in learning?

    Reinforcement theory emphasizes that desired behaviors are reinforced through rewards, encouraging repetition of those behaviors.

  • What is social learning theory?

    Social learning theory, proposed by Bandura, suggests that people learn by observing and imitating others, often through modeling and feedback.

  • What is the significance of self-efficacy in learning?

    Self-efficacy refers to the belief in one's capability to execute specific tasks, which is crucial for motivation and achieving goals.

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الترجمات
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التمرير التلقائي:
  • 00:00:01
    [Music]
  • 00:00:03
    when we talk about training we talk
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    about the systematic acquisition of
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    skills Concepts or attitudes resulting
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    in improved performance in another
  • 00:00:16
    environment now let's analyze that
  • 00:00:19
    sentence for a second so if we talk
  • 00:00:20
    about training we talk about first of
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    all not about the acquisition of skills
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    so if you're if you're child and you're
  • 00:00:28
    playing outside uh you're not
  • 00:00:30
    necessarily training training means that
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    there is
  • 00:00:34
    systematic acquisition of skills so for
  • 00:00:36
    instance if you go to the gym or if you
  • 00:00:37
    do any kind of sports if you play a
  • 00:00:40
    musical instrument um um anything that
  • 00:00:43
    you do there if you if you have some
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    kind of of practice it's systematic yeah
  • 00:00:48
    so that's a very important word
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    systematic so you have an systematic
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    acquisition of skills or concepts or
  • 00:00:56
    attitudes um so there are different
  • 00:00:58
    things that you can uh that you can uh
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    uh acquire um so it's also knowledge and
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    it's also skills how to play the piano
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    is something different than than uh then
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    learning Concepts Etc okay um but it's
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    important or it's it's what you're
  • 00:01:14
    hoping to do is that it will result in
  • 00:01:17
    improved performance and there we go in
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    another environment so you train if
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    you're for instance if you're playing
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    hockey or football or your or whatever
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    you're you're training or rehearsing in
  • 00:01:28
    one setting
  • 00:01:30
    in order for you or hoping that you will
  • 00:01:32
    apply this successfully in another
  • 00:01:35
    setting yeah which is then a game or or
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    coner or whatever okay so U so the basic
  • 00:01:41
    Foundation of training is that you hope
  • 00:01:43
    that people learn and I'll get back to
  • 00:01:45
    you on that one in a
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    second and second is actually now um so
  • 00:01:51
    learning is the relatively permanent
  • 00:01:53
    change in Behavior yes so you learn
  • 00:01:56
    something learning means that you change
  • 00:01:58
    your behavior in a more or less
  • 00:02:01
    permanent way yes so the moment that
  • 00:02:03
    you've learned a
  • 00:02:05
    language um on the age of let's say uh
  • 00:02:09
    15 when you're in high school you learn
  • 00:02:11
    a language assuming that for the rest of
  • 00:02:14
    your life this learning that you did
  • 00:02:16
    when you were 15 can be applied later on
  • 00:02:18
    in your life okay so you learned
  • 00:02:21
    something for a relatively permanent
  • 00:02:23
    change in
  • 00:02:24
    Behavior or knowledge in this case um so
  • 00:02:29
    human um capabilities produced by
  • 00:02:32
    experience and practices so so if you
  • 00:02:34
    learn something so you acquire something
  • 00:02:37
    hoping that it will uh stick for for a
  • 00:02:39
    longer period of time then then we call
  • 00:02:41
    it learning now there are different ways
  • 00:02:45
    of learning you can learn on a cognitive
  • 00:02:47
    level which is basically what you do
  • 00:02:49
    most when you're in University so you
  • 00:02:51
    learn Concepts you learn things that
  • 00:02:55
    with your uh with your mind so you're
  • 00:02:57
    you're filling your brain with knowledge
  • 00:03:01
    which is something different than
  • 00:03:02
    learning skills yeah so if you're doing
  • 00:03:04
    a musical instrument or if you you're
  • 00:03:06
    doing sports you're basically learning a
  • 00:03:08
    lot of skills and effective outcomes is
  • 00:03:10
    that for instance that you learn or
  • 00:03:12
    feelings or or dealing with certain
  • 00:03:15
    emotions yes so it's an effective
  • 00:03:18
    outcome of of learning you learn uh to
  • 00:03:21
    feel something yeah okay so if you have
  • 00:03:26
    a learning process there are different
  • 00:03:27
    categories of things that actually uh
  • 00:03:29
    are outcome variables which is cognitive
  • 00:03:32
    skill-based and effective outcomes which
  • 00:03:34
    are possible after a learning process
  • 00:03:37
    now if we move to slide number four what
  • 00:03:40
    you see is what what performance is
  • 00:03:43
    performance are actions or behaviors
  • 00:03:46
    relevant to organizations organizational
  • 00:03:49
    goals and they can be measured in terms
  • 00:03:51
    of each individual
  • 00:03:54
    proficiency
  • 00:03:56
    now um first of all we have to be a
  • 00:03:58
    little bit careful with the word
  • 00:04:00
    performance and this might be a little
  • 00:04:01
    bit confusing for you but what what is
  • 00:04:03
    meant here is the things that are
  • 00:04:05
    observable that people actually do so
  • 00:04:08
    performance and what you hope is that if
  • 00:04:11
    if somebody has learned something is
  • 00:04:12
    that they will start to do something and
  • 00:04:14
    that they will perform
  • 00:04:16
    better so better performance is the
  • 00:04:19
    thing that you would like to achieve
  • 00:04:21
    okay um performance are things that you
  • 00:04:24
    can observe yeah for instance I'm
  • 00:04:26
    learning to play the piano I'm not so
  • 00:04:28
    good at it I'm somebody is teaching me
  • 00:04:31
    how to do that and afterwards you can
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    observe me doing that better the same
  • 00:04:35
    for sports I'm not so good in sports I
  • 00:04:38
    have a learning experience and I get
  • 00:04:39
    better in it yeah or I'm a very
  • 00:04:42
    stressful person I get a training and
  • 00:04:45
    how to deal with my emotion and then the
  • 00:04:47
    effective outcomes is that I will be
  • 00:04:48
    less stressed so so performance is the
  • 00:04:51
    things that we can observe and we assume
  • 00:04:53
    learning takes place from observing
  • 00:04:56
    performance yeah so you do something and
  • 00:04:59
    you see that the outcome is different
  • 00:05:01
    and it gives you a feedback loop in
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    order for you to learn yeah so you you
  • 00:05:05
    teach people a trick for instance uh you
  • 00:05:08
    have you you have difficulties in in
  • 00:05:10
    stopping to uh stop smoking to mention
  • 00:05:13
    something for the new year that a lot of
  • 00:05:15
    people want to do they want to stop
  • 00:05:16
    smoking or they have any other things or
  • 00:05:19
    um uh uh aspirations for the new year
  • 00:05:22
    and then they do this they see that the
  • 00:05:24
    outcome is positive and that motivates
  • 00:05:26
    you in order to learn again yeah so
  • 00:05:28
    learning so knowing what the outcome is
  • 00:05:30
    of what you do is a learning experience
  • 00:05:33
    yeah so this feedback loop helps you to
  • 00:05:35
    learn now now comes the I think most
  • 00:05:38
    important sentence of this whole chapter
  • 00:05:42
    training increases the probability of
  • 00:05:45
    learning and learning increases the
  • 00:05:49
    probability of better job
  • 00:05:52
    performance yeah so if you
  • 00:05:55
    systematically train something if you
  • 00:05:57
    have a systematical program in order to
  • 00:05:59
    to acquire knowledge there is a chance
  • 00:06:02
    that it will happen and the moment that
  • 00:06:05
    you have acquired this knowledge there's
  • 00:06:07
    a chance that you will get better in
  • 00:06:09
    your job not a chance but a higher
  • 00:06:12
    chance
  • 00:06:14
    so I am a teacher I'm a professor I
  • 00:06:17
    teach here in front of you I need to be
  • 00:06:19
    trained in what I do and in my case due
  • 00:06:24
    to Corona I had to start all over again
  • 00:06:27
    with becoming an online professor
  • 00:06:30
    yeah so somebody I need to be I need to
  • 00:06:32
    be trained so I need to have
  • 00:06:34
    systematical systematic acquisition of
  • 00:06:38
    of knowledge which might help me to
  • 00:06:40
    learn how to do it which might lead to
  • 00:06:43
    the fact that I'm teaching better than
  • 00:06:45
    before this whole exercise that's what
  • 00:06:48
    you hope so it increases the chance but
  • 00:06:50
    it's not necessarily said that it's
  • 00:06:53
    actually going to happen so it's
  • 00:06:54
    possible that you train somebody who
  • 00:06:56
    doesn't learn anything and it's possible
  • 00:06:58
    that somebody who' learned something is
  • 00:07:00
    not necessarily going to show it while
  • 00:07:02
    doing his or her job however the moment
  • 00:07:04
    that you start training it increases the
  • 00:07:06
    chance of learning and learning
  • 00:07:08
    increases the chance of job performance
  • 00:07:11
    that's the core of what we're talking
  • 00:07:13
    about this
  • 00:07:15
    week now if somebody is going to be
  • 00:07:19
    trained you need to ask yourself who
  • 00:07:22
    needs the training yes so you need to
  • 00:07:24
    have uh needs analysis yeah so it what
  • 00:07:27
    is uh uh what is important is that you
  • 00:07:30
    know what needs to be changed uh needs
  • 00:07:33
    to be trained now there is a three-step
  • 00:07:36
    process here which you can find in slide
  • 00:07:38
    number six which is uh there's an
  • 00:07:40
    organizational
  • 00:07:41
    analysis so let's take this Corona
  • 00:07:45
    situation as an
  • 00:07:46
    example as a university all of a sudden
  • 00:07:50
    we had to shift all our processes
  • 00:07:52
    everything needed to be changed
  • 00:07:54
    everything everything everything upside
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    down and saying okay if we're going to
  • 00:07:58
    teach our students everything needs to
  • 00:08:00
    be done differently and so on an
  • 00:08:02
    organizational level you need to ask
  • 00:08:04
    yourself the question what kind of
  • 00:08:05
    skills do we need we need to broadcast
  • 00:08:08
    our our uh our lectures yeah we need to
  • 00:08:13
    um uh we need to do the the working
  • 00:08:15
    groups fora Zoom we need to do the exam
  • 00:08:18
    through proctoring this is a huge
  • 00:08:21
    operation in never been done in the
  • 00:08:24
    history of our
  • 00:08:25
    University um I I leave it up to you if
  • 00:08:27
    it's going well yes or no but but I can
  • 00:08:29
    tell you this is on on an organizational
  • 00:08:32
    level this is the biggest turnaround
  • 00:08:34
    that we've had in uh since the uh since
  • 00:08:38
    our existence so on an organizational
  • 00:08:40
    level you need to ask yourself okay what
  • 00:08:42
    do we
  • 00:08:43
    need yeah what are the skills that our
  • 00:08:45
    people need then you need to analyze the
  • 00:08:48
    different tasks yeah so you need so for
  • 00:08:51
    instance your professor what kind of
  • 00:08:53
    task does he or she have you and then on
  • 00:08:57
    the third level you need to know whether
  • 00:08:59
    or not not what the level is of the
  • 00:09:01
    individuals working for you so for
  • 00:09:03
    instance me as a person so there are
  • 00:09:05
    certain there's a task analysis what I
  • 00:09:07
    need to do and there is an analysis
  • 00:09:10
    needed of how far I am in this
  • 00:09:13
    process the further away these two
  • 00:09:16
    things are so the further away the task
  • 00:09:18
    analysis of what the online Professor is
  • 00:09:21
    and what my skills are the further the
  • 00:09:24
    difference between the two the more
  • 00:09:26
    training is required
  • 00:09:29
    okay so required so this training needs
  • 00:09:33
    and is required to develop systematic
  • 00:09:35
    understanding of where training is
  • 00:09:37
    needed so where in the organization do
  • 00:09:39
    we need to
  • 00:09:40
    train what needs to be trained the tasks
  • 00:09:43
    and ultimately who needs to be trained
  • 00:09:46
    which is in this case me as a person
  • 00:09:49
    good slide number
  • 00:09:51
    seven so on organizational level you
  • 00:09:54
    exam you examine organizational goals
  • 00:09:57
    available resources
  • 00:09:59
    uh organizational so available resources
  • 00:10:02
    for instance if you say um we're going
  • 00:10:05
    to do everything
  • 00:10:07
    online and which means you know I'm I'm
  • 00:10:10
    talking to you through a camera who's
  • 00:10:12
    going to take care of the camera who's
  • 00:10:14
    going to you know that somebody needs to
  • 00:10:16
    buy that camera and those are resources
  • 00:10:19
    so you need to have enough money to do
  • 00:10:21
    this actually I bought it myself because
  • 00:10:24
    uh I I wanted to save time and I wanted
  • 00:10:26
    to have good quality but the alternative
  • 00:10:30
    is that I would re uh record this
  • 00:10:32
    through my phone or my laptop also fine
  • 00:10:34
    but what I'm trying to say is that if on
  • 00:10:36
    an organizational level you're taking
  • 00:10:38
    decisions you also need to have the
  • 00:10:40
    resources yeah and to make a little side
  • 00:10:43
    step here um uh if you go to countries
  • 00:10:46
    or universities that have less financial
  • 00:10:49
    means you have less possibilities or
  • 00:10:52
    less resources to give online lectures
  • 00:10:55
    and I also lecture in other country
  • 00:10:57
    including in in Georgia and Ukraine I'm
  • 00:10:59
    a gas professor and at those
  • 00:11:01
    universities there are there are less
  • 00:11:03
    means available less resources to shift
  • 00:11:06
    from a offline University to an online
  • 00:11:09
    university okay so you need to have
  • 00:11:11
    available resources and you need to have
  • 00:11:13
    an environment um determine where
  • 00:11:15
    training should be directed so so you
  • 00:11:17
    need to have a sort of a vision where
  • 00:11:19
    you want to go
  • 00:11:22
    okay um now on a task level so if you if
  • 00:11:27
    you say okay what needs to be done on a
  • 00:11:29
    task level let's take me as an example
  • 00:11:31
    you need to examine what employees must
  • 00:11:33
    do to perform their job properly you
  • 00:11:36
    know what is a proper online lecture and
  • 00:11:39
    the thing is that that we all were
  • 00:11:40
    looking at each other and say well to be
  • 00:11:42
    honest I don't know you know what is
  • 00:11:44
    good that is different um so it can
  • 00:11:47
    consist of developing task statements or
  • 00:11:50
    developing homogeneous task clusters or
  • 00:11:53
    identifying um um um uh ksio which is uh
  • 00:11:58
    knowledge skills and and and other
  • 00:12:00
    capabilities so which are required for a
  • 00:12:03
    job yeah so you also you could you could
  • 00:12:06
    assess competencies but long story short
  • 00:12:08
    you're trying to see okay organization
  • 00:12:11
    wise this is what we need to do we have
  • 00:12:14
    professors we have uh we have assistants
  • 00:12:16
    we have PhD students okay what is it
  • 00:12:18
    what they need to do and then we make an
  • 00:12:20
    analysis okay finally uh on a personal
  • 00:12:23
    level you can identify what kind of
  • 00:12:26
    capacities every person has yeah so
  • 00:12:30
    again a person needs to have a certain
  • 00:12:32
    uh skill we're going to assess we're
  • 00:12:35
    doing assessment center to see how good
  • 00:12:37
    these people are and then we're going to
  • 00:12:40
    take a couple of decisions in terms of
  • 00:12:41
    training I can tell you normally these
  • 00:12:43
    press take a lot of time and you you you
  • 00:12:46
    think about that and and and again you
  • 00:12:48
    know Corona came out of the sky um and
  • 00:12:51
    all of a sudden we needed to change so
  • 00:12:53
    this whole process was done in a record
  • 00:12:56
    short period of time um I leave it up to
  • 00:12:59
    you if that's if the outcome is good but
  • 00:13:01
    I can tell you that switching an
  • 00:13:03
    organization so quick is is not normal
  • 00:13:07
    anyway let's look at the learning
  • 00:13:09
    process in training on slide number 10
  • 00:13:12
    um now training you need to look at uh
  • 00:13:17
    if you want to know whether or not
  • 00:13:18
    somebody acquires the right Knowledge
  • 00:13:21
    from the training you need to look at
  • 00:13:22
    his or her
  • 00:13:25
    characteristics yeah so for instance
  • 00:13:26
    goal orientation are you uh um are you
  • 00:13:30
    really focusing on on getting it done
  • 00:13:34
    now let's take me as an example if I
  • 00:13:36
    would for instance be a professor and
  • 00:13:37
    say look I've always talked to Big
  • 00:13:41
    classrooms that's my job and now
  • 00:13:43
    standing here in my study room talking
  • 00:13:45
    to a camera I'm not really motivated in
  • 00:13:48
    order to to get this done the chances of
  • 00:13:50
    me learning something from a training
  • 00:13:52
    are are rather
  • 00:13:54
    limited um and I can tell you I've been
  • 00:13:57
    at trainings where some people are just
  • 00:13:58
    sitting and say yeah but I don't need
  • 00:14:00
    this you know I'm you're you're asking
  • 00:14:03
    me to to learn something new but why why
  • 00:14:06
    should I um so you need to have a
  • 00:14:09
    Mastery orientation so are you concerned
  • 00:14:12
    with the increased competence do do you
  • 00:14:15
    mind not getting these um uh these kinds
  • 00:14:19
    of um of extra
  • 00:14:21
    knowledge okay experience level I have
  • 00:14:24
    to say that uh by coincidence I was
  • 00:14:26
    working on a project with online uh
  • 00:14:28
    teach already before Corona and that
  • 00:14:31
    gives you a little bit of a head start
  • 00:14:33
    if you for instance already have
  • 00:14:35
    experience in something yeah that makes
  • 00:14:37
    it easier yeah if you for instance play
  • 00:14:40
    field hockey then learning how to play
  • 00:14:42
    basketball is easier because you you've
  • 00:14:44
    got already experience in how to deal
  • 00:14:46
    with a
  • 00:14:47
    ball yeah um same with the musical
  • 00:14:50
    instrument I play the piano for me
  • 00:14:51
    learning to play the guitar is much
  • 00:14:53
    easier than somebody who's training for
  • 00:14:55
    the first time okay so you need to have
  • 00:14:57
    motivation and you need to have
  • 00:14:58
    readiness you know are you are you ready
  • 00:15:00
    to uh to do this good so not
  • 00:15:04
    everybody gets the same or acquires the
  • 00:15:08
    same Knowledge from a from a not has the
  • 00:15:11
    same learning process in the same
  • 00:15:13
    training yeah so you have 10 people in a
  • 00:15:15
    classroom and you stick them there for
  • 00:15:18
    uh let's say 10 hours of training and
  • 00:15:19
    they come out of the training but it
  • 00:15:21
    doesn't necessarily mean that all will
  • 00:15:23
    have the same knowledge
  • 00:15:25
    afterwards okay um we're going to have a
  • 00:15:28
    look at slide number 11 and let's zoom
  • 00:15:31
    into this slide what you see here is the
  • 00:15:35
    following it's the
  • 00:15:37
    um the characteristics of affecting
  • 00:15:40
    learning and transfer of outcome now
  • 00:15:42
    transfer of outcome basically means
  • 00:15:44
    you've learn something in training but
  • 00:15:47
    is that learning actually going to
  • 00:15:49
    deliver on
  • 00:15:50
    something uh while being back back at
  • 00:15:53
    your job because in the beginning we'
  • 00:15:54
    said that there's something uh that you
  • 00:15:56
    learn something in situation A hoping
  • 00:15:59
    that you will apply it in in situation B
  • 00:16:02
    now first of all we need to look at the
  • 00:16:04
    training design characteristics which is
  • 00:16:06
    on the leftand side so it's the what is
  • 00:16:08
    the objectives uh of U of the of the
  • 00:16:11
    course of the training course so you're
  • 00:16:13
    you're training something what is it
  • 00:16:15
    what you want to achieve is that clear
  • 00:16:17
    okay um and then there is the
  • 00:16:20
    characteristic so there the
  • 00:16:21
    characteristics of the training you know
  • 00:16:23
    how are you going to perform that then
  • 00:16:25
    secondly the other red thing is the
  • 00:16:27
    training characteristics
  • 00:16:29
    so do you have people in your classroom
  • 00:16:31
    who are ready and who are motivated now
  • 00:16:34
    if you combine those two things what you
  • 00:16:37
    will get is learning outcomes so people
  • 00:16:40
    learn things during the training yeah so
  • 00:16:43
    a good training and a and a um person
  • 00:16:48
    which is really um ready and really
  • 00:16:51
    motivated in order to learn something if
  • 00:16:53
    both things are there what will happen
  • 00:16:55
    they will learn something they will
  • 00:16:57
    learn cognitive things like um knowledge
  • 00:17:00
    they will learn skills for instance play
  • 00:17:02
    the piano and they will um learn
  • 00:17:05
    effective things for instance how to
  • 00:17:06
    deal with stress good so a good training
  • 00:17:10
    and a good trainee will make sure that
  • 00:17:13
    you learn something now on the left hand
  • 00:17:16
    side of the other equation so let's say
  • 00:17:18
    the light blue uh quadrant um or light
  • 00:17:22
    blue box if you like you see learning
  • 00:17:24
    outcomes so we have an employee here who
  • 00:17:26
    comes back at their job and they have
  • 00:17:28
    learned
  • 00:17:30
    something okay now the question is of
  • 00:17:33
    course if this person that comes to the
  • 00:17:35
    job whether or not this will lead to
  • 00:17:39
    transfer of training which means
  • 00:17:42
    transfer um means that they're actually
  • 00:17:44
    going to show new behavior and going to
  • 00:17:46
    be more successful going to show what
  • 00:17:49
    they've learned in the training whether
  • 00:17:51
    or not that actually materializes in
  • 00:17:53
    other words if it actually was showed is
  • 00:17:55
    depending on moderating factors for for
  • 00:17:58
    instance does this person get
  • 00:18:01
    support if you get support if you have a
  • 00:18:05
    climate where people actually open for
  • 00:18:06
    what you do and if you have the
  • 00:18:08
    opportunity to show what you actually
  • 00:18:10
    can do then the chances of you showing
  • 00:18:15
    new Behavior
  • 00:18:18
    increases okay let me give you a
  • 00:18:20
    practical example
  • 00:18:23
    now let's assume we have an employee you
  • 00:18:27
    are a very stressed person yeah so we
  • 00:18:30
    have a person who has difficulties in
  • 00:18:33
    dealing with stress now you have a
  • 00:18:36
    training designed by Lisa lot so our
  • 00:18:39
    guest lecture from uh from uh week
  • 00:18:41
    number seven so uh you have a guest
  • 00:18:44
    lecture from these a lot and in that
  • 00:18:47
    lecture she teaches you how to deal with
  • 00:18:50
    stress she teaches you that you should
  • 00:18:52
    have uh uh recovery moments that you
  • 00:18:55
    should have breaks that you stop being
  • 00:18:57
    your own enemies stop being angry with
  • 00:18:59
    yourself putting the bar too high she
  • 00:19:02
    teaches you um that you should take a
  • 00:19:04
    break every uh half an hour that you
  • 00:19:08
    should exercise more that you should
  • 00:19:09
    have moderate training not go to the gym
  • 00:19:11
    and and and go crazy but have moderate
  • 00:19:15
    exercise that's what she trains you in
  • 00:19:16
    the upper hand left corner that's the
  • 00:19:18
    training design you as a person you are
  • 00:19:22
    very much open to learn this because
  • 00:19:24
    you're always already a little bit fed
  • 00:19:26
    up with your uh with your your own
  • 00:19:29
    behavior you think that you're
  • 00:19:30
    completely stressed you think that you
  • 00:19:32
    are unhappy with yourself so you really
  • 00:19:34
    go into this training with an open mind
  • 00:19:36
    you're ready for it and you're motivated
  • 00:19:38
    guess what you went to lisel lot's
  • 00:19:40
    training she walks with you through the
  • 00:19:42
    park because that's what she um teaches
  • 00:19:46
    you or where she teaches uh her students
  • 00:19:49
    and what guess what you've learned
  • 00:19:52
    things yeah cognitively you've learned
  • 00:19:55
    that you need breaks you have skills in
  • 00:19:58
    order to say no and you have effective
  • 00:20:01
    outcomes in dealing with your stress you
  • 00:20:03
    notice that your stress that you know
  • 00:20:05
    how to to deal with stress in the future
  • 00:20:08
    something comes to you somebody says for
  • 00:20:10
    instance you need to do this and you for
  • 00:20:12
    the first time in your life you say no
  • 00:20:16
    so you've made a step in your
  • 00:20:18
    development however question now is do
  • 00:20:22
    you show this Behavior actually at your
  • 00:20:24
    job or in your case at your study or
  • 00:20:26
    with your friends or with your home or
  • 00:20:27
    with your parents Etc now that depends
  • 00:20:31
    if you're actually going to show this
  • 00:20:32
    Behavior so this is the knowhow and the
  • 00:20:36
    show how yeah so you know how to do it
  • 00:20:39
    but actually are you going to show it
  • 00:20:41
    well that depends on whether or not the
  • 00:20:43
    people around you support you that they
  • 00:20:47
    that they accept the fact that you have
  • 00:20:49
    difficulties in dealing with stress and
  • 00:20:51
    that sometimes you're going to say no
  • 00:20:52
    and that you're not the same person as
  • 00:20:53
    before the training so that there is a
  • 00:20:55
    climate that says hey you know it's okay
  • 00:20:57
    that you that you are who you are and
  • 00:20:59
    did you get the opportunity to show your
  • 00:21:01
    new Behavior if that happens the chance
  • 00:21:03
    increases that we get a show how in
  • 00:21:06
    other words that we not only measure in
  • 00:21:08
    a questionnaire did you learn something
  • 00:21:11
    from leisel lot's training but that we
  • 00:21:13
    ask your friends and family or that we
  • 00:21:15
    observe you and that we see that your
  • 00:21:17
    behavior has changed let's look at slide
  • 00:21:19
    number 12 there are different ways of
  • 00:21:21
    learning and this is um I know that I'm
  • 00:21:24
    not talking about things that that we
  • 00:21:26
    talked about in the past or in other
  • 00:21:27
    courses in the psychology curriculum um
  • 00:21:31
    so the reinforcement Theory uh Skinner
  • 00:21:35
    uh uh basically says or or um
  • 00:21:38
    conditioning and and if you look at this
  • 00:21:41
    particular picture if you see the cats
  • 00:21:43
    over here um uh what you see is that
  • 00:21:46
    they have been they have been they get
  • 00:21:48
    reinforced in their behavior yeah and
  • 00:21:51
    and I won't go into much of details
  • 00:21:53
    because I assume that you know this
  • 00:21:54
    already but what happens here on the
  • 00:21:56
    movie the kittens or the cats they they
  • 00:22:00
    they've learned something through
  • 00:22:01
    reinforcement they notice that if they
  • 00:22:03
    touch the Bell they get something to eat
  • 00:22:05
    so that they they make a connection
  • 00:22:07
    between the stimulus and the response
  • 00:22:09
    again not going into detail um not not
  • 00:22:13
    saying that you shouldn't know it I'm
  • 00:22:14
    just saying is that that this you
  • 00:22:16
    probably heard so many times already in
  • 00:22:18
    other courses that I will make uh a
  • 00:22:20
    shortcut here um but positive
  • 00:22:22
    reinforcement basically means that that
  • 00:22:25
    uh uh the desired Behavior follows the
  • 00:22:28
    reward reward and that's why you're
  • 00:22:29
    going to do the things that that are
  • 00:22:31
    being asked from you to do okay so um um
  • 00:22:36
    so this can happen also in um in
  • 00:22:40
    organizations when you do something well
  • 00:22:42
    you not only get extra money but you
  • 00:22:44
    also get praise hey well done good for
  • 00:22:46
    you um so there's there's reinforcement
  • 00:22:49
    which is is
  • 00:22:50
    positive okay this is one way of
  • 00:22:52
    learning another way of learning is the
  • 00:22:55
    social learning theory from from bandura
  • 00:22:58
    which also I know you've heard before um
  • 00:23:02
    but what you see here is uh uh you see
  • 00:23:05
    that somebody is learning something
  • 00:23:08
    through um uh through modeling in our
  • 00:23:11
    experiment preschool children observed
  • 00:23:14
    an adult model beat up and inflated Boba
  • 00:23:17
    doll in novel ways she pummeled with a
  • 00:23:21
    mallet flung it in the
  • 00:23:24
    air kicked it
  • 00:23:26
    repeatedly and threw down and beat it
  • 00:23:30
    and these novel Acts were embellished
  • 00:23:32
    with hostile
  • 00:23:36
    remarks the children were then left in
  • 00:23:38
    the playroom that had a variety of
  • 00:23:44
    toys now the children who had observed
  • 00:23:47
    the aggressive modeling adopted much of
  • 00:23:53
    it they even invented new ways for
  • 00:23:56
    attacking the doll
  • 00:24:00
    well I deliberately wanted to make a s
  • 00:24:02
    side step here um uh by showing you this
  • 00:24:05
    movie which is not from organizational
  • 00:24:06
    psychology but from uh uh from
  • 00:24:10
    developmental psychology um but but the
  • 00:24:13
    idea in this also to to remind you that
  • 00:24:15
    in this course that that the principles
  • 00:24:17
    of psychology can be can be applied to
  • 00:24:20
    different parts of of our daily lives so
  • 00:24:22
    what we see with children we also see
  • 00:24:24
    with organizations that people learn by
  • 00:24:27
    observing
  • 00:24:28
    what you just saw in the movie was a
  • 00:24:29
    child molesting a doll is that that if
  • 00:24:32
    you learn that something is normal you
  • 00:24:34
    you start to copy that behavior and I
  • 00:24:36
    can tell you I worked in in in
  • 00:24:38
    organizations uh I worked for instance
  • 00:24:40
    in in in a bank where we had a lot of
  • 00:24:43
    rules regarding ethics yeah so you're
  • 00:24:46
    not supposed to do this you're not
  • 00:24:47
    supposed to do that you know and we got
  • 00:24:49
    courses on how to be an ethical Banker
  • 00:24:53
    um however what people did is that they
  • 00:24:55
    copied the behavior of the people in the
  • 00:24:58
    top of of the organization and I
  • 00:25:00
    remember very well that I was once at an
  • 00:25:02
    event where there was a um uh where
  • 00:25:05
    there was one of the leading persons
  • 00:25:07
    from that bank uh who had four children
  • 00:25:10
    and who went to um in this in this event
  • 00:25:14
    they had like four that they had
  • 00:25:15
    different uh codes so codes with the
  • 00:25:18
    logo on it beautiful codes I think they
  • 00:25:20
    were like € 150 each and there was
  • 00:25:23
    somebody from the top of the
  • 00:25:24
    organization getting out four codes for
  • 00:25:27
    the for her children it was a herb um
  • 00:25:30
    and she took four codes with her um
  • 00:25:33
    which we call in normal English we call
  • 00:25:35
    that stealing you know you're you're
  • 00:25:36
    you're just taking taking stuff with you
  • 00:25:39
    from your organization without any
  • 00:25:41
    permission um and you just take it home
  • 00:25:43
    for your kids say hey yeah you got a
  • 00:25:44
    code now you can take people to or you
  • 00:25:48
    can force them to do ethics uh courses
  • 00:25:52
    but people copy the behavior of the
  • 00:25:53
    people in the in the in the top of the
  • 00:25:56
    organization so if you see people doing
  • 00:25:58
    that kind of stuff so instead of what
  • 00:26:00
    you then see is that instead of
  • 00:26:02
    signaling signaling this or voicing it
  • 00:26:04
    and say Hey you know excuse me but uh
  • 00:26:07
    why are you taking this with you without
  • 00:26:09
    any permission what happens that most
  • 00:26:11
    people think like oh if she can do it I
  • 00:26:12
    could can do the same thing either
  • 00:26:15
    consciously or subconsciously okay so if
  • 00:26:18
    you look at bandura's theory of of
  • 00:26:20
    social learning how do people learn they
  • 00:26:22
    actually observe uh other people's
  • 00:26:25
    behavior and they copy it they rehearse
  • 00:26:27
    uh before for using uh roleplaying you
  • 00:26:30
    so they rehearse uh their behavior they
  • 00:26:33
    receive feedback on their rehearsal and
  • 00:26:34
    they try the behavioral um the behavior
  • 00:26:37
    on the job yeah so modeling of behavior
  • 00:26:41
    and that happens a lot um much more
  • 00:26:43
    informal than you think in the um Family
  • 00:26:47
    Constitution where where you grew up you
  • 00:26:50
    probably noticed that some curse words
  • 00:26:54
    were
  • 00:26:56
    accepted some of the curse words were
  • 00:27:00
    not accepted but they were used and
  • 00:27:03
    there were Words which were really
  • 00:27:06
    unaccepted and I I know for a fact that
  • 00:27:09
    that in every family this is the case
  • 00:27:11
    that we know what we can say which is
  • 00:27:13
    okay which okay which is like ah you
  • 00:27:16
    cannot say it but when your mom and dad
  • 00:27:17
    or whoever was there is really angry
  • 00:27:20
    they're going to use that word so you
  • 00:27:21
    know that if things are really bad those
  • 00:27:23
    are the words you're going to use and
  • 00:27:24
    there's a red line like uh-uh this this
  • 00:27:27
    is not accepted
  • 00:27:28
    and these are the things that that that
  • 00:27:30
    children model and the same happens in
  • 00:27:33
    vocabulary of people in in jobs they
  • 00:27:35
    they they imitate the um the behavior of
  • 00:27:39
    the people uh around them okay then um
  • 00:27:44
    on slide number 14 we have a cognitive
  • 00:27:47
    learning and social theory so there's a
  • 00:27:49
    more broad
  • 00:27:50
    approach which basically says is that
  • 00:27:53
    it's an interplay with with cognitive
  • 00:27:55
    learning and social learning so you see
  • 00:27:58
    things which is social learning you copy
  • 00:27:59
    that but also cognitive so that you
  • 00:28:01
    really understand the words that come to
  • 00:28:03
    you which basically also leads to to
  • 00:28:07
    self-efficacy and you remember from
  • 00:28:09
    previous courses that or previous
  • 00:28:11
    lectures selfefficacy is not the same a
  • 00:28:15
    self-confidence yeah self-efficacy is
  • 00:28:17
    much more specific and that's why we
  • 00:28:19
    like that as psychologist uh and which
  • 00:28:21
    is one of the tips that I give you if
  • 00:28:23
    you ever want to become a coach or if
  • 00:28:24
    you become a therapist always look for
  • 00:28:27
    self-efficacy and never for for um um um
  • 00:28:32
    any other form of
  • 00:28:35
    self-confidence because it's very
  • 00:28:37
    generic yeah people say I'm very
  • 00:28:39
    insecure you always have to say about
  • 00:28:42
    what yeah I am insecure about something
  • 00:28:45
    you also cannot be in love or angry you
  • 00:28:48
    can only be in love with somebody or
  • 00:28:51
    angry with something or some somebody it
  • 00:28:53
    has a direction and by finding the
  • 00:28:56
    direction of the missing Behavior or the
  • 00:28:59
    things that is possible you can actually
  • 00:29:00
    work on it people say yeah I'm I don't
  • 00:29:02
    have a lot of self-confidence yeah then
  • 00:29:04
    what can you do you know there's there's
  • 00:29:06
    nothing you can do but if you say I lack
  • 00:29:08
    the self-confidence to give presentation
  • 00:29:10
    you're basically saying I don't have
  • 00:29:12
    self-efficacy to present in front of a
  • 00:29:14
    group yeah and then you can actually
  • 00:29:17
    start learning and say okay you you want
  • 00:29:18
    to learn to present for a group let's
  • 00:29:20
    let's let's see how that is possible
  • 00:29:23
    yeah
  • 00:29:24
    so try in in as a coach or as a as a
  • 00:29:28
    uh as a um therapist try to avoid the
  • 00:29:31
    word self-confidence and look more for
  • 00:29:33
    self-efficacy because then we can
  • 00:29:35
    actually talk about something good what
  • 00:29:38
    also is very important for a more
  • 00:29:40
    cognitive learning is a goal yeah goals
  • 00:29:43
    have a very um have a very motivating
  • 00:29:45
    effect in itself and what you then can
  • 00:29:47
    do is give
  • 00:29:49
    feedback okay for instance you come to
  • 00:29:51
    me you say Okay I want to learn how to
  • 00:29:53
    give presentations I don't have a lot of
  • 00:29:54
    self-confidence you say uhuh stop you
  • 00:29:57
    don't have enough
  • 00:29:59
    self-efficacy because you think you
  • 00:30:01
    cannot give a training but what is it
  • 00:30:03
    that you cannot do you don't know how to
  • 00:30:04
    make a
  • 00:30:05
    PowerPoint is it that you don't know how
  • 00:30:08
    your computer works so that you're
  • 00:30:09
    standing in front of a group like you
  • 00:30:11
    know making a fool of yourself because
  • 00:30:14
    the the technology doesn't work um do
  • 00:30:17
    you content wise do not know what to say
  • 00:30:21
    or is it the fact that if you're
  • 00:30:22
    standing in front of a group you just
  • 00:30:24
    you you feel uncomfortable but about
  • 00:30:26
    what about the way that you're clothed
  • 00:30:27
    okay and then by by making it smaller
  • 00:30:30
    you can actually learn so by getting
  • 00:30:32
    feedback on very specific things you can
  • 00:30:34
    learn which is a cognitive and a social
  • 00:30:37
    way of learning good let's look at the
  • 00:30:40
    principles of learning on slide 15 um
  • 00:30:44
    you have active
  • 00:30:45
    practice so people who are actively
  • 00:30:47
    participating in training and uh another
  • 00:30:51
    principle so then then you're actually
  • 00:30:54
    noticing that you are learning but you
  • 00:30:56
    also have aom it yeah which basically
  • 00:30:59
    occurs when a task can be performed with
  • 00:31:02
    limited
  • 00:31:03
    attention yeah I don't know if you've
  • 00:31:05
    ever had that you're on a bike in
  • 00:31:08
    Amsterdam you're on a bike and you are
  • 00:31:10
    somewhere and you have no clue how you
  • 00:31:12
    came there it means that that you've
  • 00:31:14
    over you've learned something to do
  • 00:31:16
    automatically in the meantime you're
  • 00:31:18
    listening to music you are thinking
  • 00:31:20
    about Stuff Etc so your mind but so
  • 00:31:22
    there's an automatic process of doing
  • 00:31:24
    those things yeah so um that's some of
  • 00:31:27
    the things that you can look at or
  • 00:31:28
    distinguish when you're learning okay um
  • 00:31:32
    another word that is important is
  • 00:31:36
    Fidelity yeah um now if you are learning
  • 00:31:39
    something in situation
  • 00:31:42
    A and you have to show that in situation
  • 00:31:46
    B the question is is how big is the
  • 00:31:49
    difference between situation A and B
  • 00:31:51
    let's have a look for instance shortly
  • 00:31:53
    at at the following uh movie what you
  • 00:31:56
    see here is there is
  • 00:31:58
    a um the the physical Fidelity is the
  • 00:32:02
    the physical difference between what you
  • 00:32:05
    have to do in real life when you are
  • 00:32:07
    performing uh this
  • 00:32:09
    act uh when you're trying to help
  • 00:32:12
    somebody who just had a cardiac arrest
  • 00:32:15
    uh so you're you're you're pumping the
  • 00:32:17
    heart um in a certain physical situation
  • 00:32:21
    which has to really resemble physically
  • 00:32:24
    the body of some a real life body
  • 00:32:28
    so you're pumping the heart of a doll
  • 00:32:30
    and uh uh if you ever have to do that in
  • 00:32:33
    real life it needs to resemble it needs
  • 00:32:35
    to to resemble real life and you call it
  • 00:32:37
    physical Fidelity yeah is the extent to
  • 00:32:40
    which training task mirrors physical
  • 00:32:42
    features or task performed uh on a
  • 00:32:47
    job which is something else than
  • 00:32:50
    psychological Fidelity because if you
  • 00:32:52
    are pumping the heart of a doll and
  • 00:32:55
    pumping the heart of a real person it's
  • 00:32:57
    physic physically more or less the same
  • 00:32:59
    thing psychologically there's kind of a
  • 00:33:01
    difference yeah beside the fact that it
  • 00:33:04
    might be a bit uncomfortable to touch
  • 00:33:07
    somebody and especially pumping air into
  • 00:33:09
    somebody's mouth um there so there's a
  • 00:33:12
    physical difference between a doll and
  • 00:33:14
    and and a real person but but the
  • 00:33:15
    feeling of the heart is uh is is more or
  • 00:33:19
    less the same but the psychological
  • 00:33:22
    Fidelity is of course difficult to
  • 00:33:23
    simulate because you're you're pumping
  • 00:33:25
    the heart of a doll but the doll is a
  • 00:33:27
    doll and a real human being is the
  • 00:33:29
    moment that you're pumping the heart the
  • 00:33:32
    person is dead and and basically what
  • 00:33:34
    you're trying to do is bring somebody
  • 00:33:36
    back from Death back to life which in
  • 00:33:39
    your mind is of course a little bit
  • 00:33:41
    different than pumping the heart of a
  • 00:33:43
    doll so the pH the psychological
  • 00:33:45
    Fidelity here um so the difference is
  • 00:33:48
    kind of big so it's the extent to which
  • 00:33:50
    the training task helps the training to
  • 00:33:52
    develop um knowledge skills and other
  • 00:33:55
    capacities necessary to performed the
  • 00:33:58
    job yeah and um uh when I was working
  • 00:34:01
    for a bank we did a training on what
  • 00:34:03
    happens if somebody robs the bank and I
  • 00:34:05
    can tell you that um it is possible to
  • 00:34:10
    psychologically if somebody starts to
  • 00:34:11
    shout at you and is there with a gun and
  • 00:34:13
    puts it on your head and and and there's
  • 00:34:16
    complete chaos and everything goes so
  • 00:34:18
    quick um that even if you're prepared
  • 00:34:20
    for such a training that people needed
  • 00:34:23
    to debrief and to calm down after the
  • 00:34:25
    training because the psychological
  • 00:34:27
    fidelity is is is in that case much
  • 00:34:30
    higher than you might think so you so
  • 00:34:32
    you you realize how um how difficult
  • 00:34:35
    that is
  • 00:34:36
    [Music]
الوسوم
  • training
  • learning
  • performance
  • reinforcement theory
  • social learning
  • cognitive skills
  • systematic practice
  • feedback loops
  • self-efficacy
  • needs analysis