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[Music]
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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
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environment now let's analyze that
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sentence for a second so if we talk
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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
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playing outside uh you're not
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necessarily training training means that
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there is
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systematic acquisition of skills so for
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instance if you go to the gym or if you
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do any kind of sports if you play a
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musical instrument um um anything that
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you do there if you if you have some
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kind of of practice it's systematic yeah
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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
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attitudes um so there are different
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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
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hoping to do is that it will result in
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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
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one setting
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in order for you or hoping that you will
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apply this successfully in another
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setting yeah which is then a game or or
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coner or whatever okay so U so the basic
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Foundation of training is that you hope
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that people learn and I'll get back to
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you on that one in a
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second and second is actually now um so
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learning is the relatively permanent
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change in Behavior yes so you learn
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something learning means that you change
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your behavior in a more or less
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permanent way yes so the moment that
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you've learned a
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language um on the age of let's say uh
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15 when you're in high school you learn
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a language assuming that for the rest of
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your life this learning that you did
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when you were 15 can be applied later on
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in your life okay so you learned
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something for a relatively permanent
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change in
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Behavior or knowledge in this case um so
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human um capabilities produced by
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experience and practices so so if you
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learn something so you acquire something
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hoping that it will uh stick for for a
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longer period of time then then we call
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it learning now there are different ways
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of learning you can learn on a cognitive
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level which is basically what you do
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most when you're in University so you
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learn Concepts you learn things that
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with your uh with your mind so you're
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you're filling your brain with knowledge
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which is something different than
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learning skills yeah so if you're doing
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a musical instrument or if you you're
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doing sports you're basically learning a
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lot of skills and effective outcomes is
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that for instance that you learn or
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feelings or or dealing with certain
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emotions yes so it's an effective
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outcome of of learning you learn uh to
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feel something yeah okay so if you have
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a learning process there are different
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categories of things that actually uh
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are outcome variables which is cognitive
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skill-based and effective outcomes which
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are possible after a learning process
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now if we move to slide number four what
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you see is what what performance is
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performance are actions or behaviors
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relevant to organizations organizational
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goals and they can be measured in terms
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of each individual
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proficiency
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now um first of all we have to be a
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little bit careful with the word
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performance and this might be a little
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bit confusing for you but what what is
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meant here is the things that are
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observable that people actually do so
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performance and what you hope is that if
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if somebody has learned something is
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that they will start to do something and
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that they will perform
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better so better performance is the
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thing that you would like to achieve
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okay um performance are things that you
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can observe yeah for instance I'm
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learning to play the piano I'm not so
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good at it I'm somebody is teaching me
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how to do that and afterwards you can
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observe me doing that better the same
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for sports I'm not so good in sports I
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have a learning experience and I get
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better in it yeah or I'm a very
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stressful person I get a training and
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how to deal with my emotion and then the
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effective outcomes is that I will be
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less stressed so so performance is the
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things that we can observe and we assume
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learning takes place from observing
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performance yeah so you do something and
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you see that the outcome is different
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and it gives you a feedback loop in
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order for you to learn yeah so you you
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teach people a trick for instance uh you
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have you you have difficulties in in
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stopping to uh stop smoking to mention
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something for the new year that a lot of
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people want to do they want to stop
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smoking or they have any other things or
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um uh uh aspirations for the new year
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and then they do this they see that the
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outcome is positive and that motivates
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you in order to learn again yeah so
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learning so knowing what the outcome is
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of what you do is a learning experience
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yeah so this feedback loop helps you to
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learn now now comes the I think most
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important sentence of this whole chapter
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training increases the probability of
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learning and learning increases the
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probability of better job
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performance yeah so if you
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systematically train something if you
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have a systematical program in order to
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to acquire knowledge there is a chance
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that it will happen and the moment that
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you have acquired this knowledge there's
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a chance that you will get better in
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your job not a chance but a higher
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chance
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so I am a teacher I'm a professor I
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teach here in front of you I need to be
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trained in what I do and in my case due
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to Corona I had to start all over again
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with becoming an online professor
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yeah so somebody I need to be I need to
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be trained so I need to have
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systematical systematic acquisition of
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of knowledge which might help me to
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learn how to do it which might lead to
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the fact that I'm teaching better than
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before this whole exercise that's what
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you hope so it increases the chance but
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it's not necessarily said that it's
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actually going to happen so it's
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possible that you train somebody who
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doesn't learn anything and it's possible
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that somebody who' learned something is
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not necessarily going to show it while
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doing his or her job however the moment
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that you start training it increases the
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chance of learning and learning
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increases the chance of job performance
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that's the core of what we're talking
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about this
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week now if somebody is going to be
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trained you need to ask yourself who
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needs the training yes so you need to
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have uh needs analysis yeah so it what
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is uh uh what is important is that you
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know what needs to be changed uh needs
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to be trained now there is a three-step
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process here which you can find in slide
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number six which is uh there's an
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organizational
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analysis so let's take this Corona
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situation as an
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example as a university all of a sudden
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we had to shift all our processes
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everything needed to be changed
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everything everything everything upside
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down and saying okay if we're going to
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teach our students everything needs to
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be done differently and so on an
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organizational level you need to ask
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yourself the question what kind of
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skills do we need we need to broadcast
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our our uh our lectures yeah we need to
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um uh we need to do the the working
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groups fora Zoom we need to do the exam
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through proctoring this is a huge
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operation in never been done in the
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history of our
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University um I I leave it up to you if
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it's going well yes or no but but I can
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tell you this is on on an organizational
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level this is the biggest turnaround
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that we've had in uh since the uh since
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our existence so on an organizational
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level you need to ask yourself okay what
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do we
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need yeah what are the skills that our
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people need then you need to analyze the
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different tasks yeah so you need so for
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instance your professor what kind of
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task does he or she have you and then on
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the third level you need to know whether
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or not not what the level is of the
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individuals working for you so for
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instance me as a person so there are
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certain there's a task analysis what I
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need to do and there is an analysis
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needed of how far I am in this
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process the further away these two
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things are so the further away the task
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analysis of what the online Professor is
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and what my skills are the further the
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difference between the two the more
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training is required
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okay so required so this training needs
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and is required to develop systematic
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understanding of where training is
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needed so where in the organization do
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we need to
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train what needs to be trained the tasks
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and ultimately who needs to be trained
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which is in this case me as a person
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good slide number
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seven so on organizational level you
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exam you examine organizational goals
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available resources
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uh organizational so available resources
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for instance if you say um we're going
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to do everything
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online and which means you know I'm I'm
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talking to you through a camera who's
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going to take care of the camera who's
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going to you know that somebody needs to
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buy that camera and those are resources
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so you need to have enough money to do
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this actually I bought it myself because
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uh I I wanted to save time and I wanted
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to have good quality but the alternative
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is that I would re uh record this
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through my phone or my laptop also fine
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but what I'm trying to say is that if on
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an organizational level you're taking
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decisions you also need to have the
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resources yeah and to make a little side
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step here um uh if you go to countries
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or universities that have less financial
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means you have less possibilities or
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less resources to give online lectures
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and I also lecture in other country
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including in in Georgia and Ukraine I'm
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a gas professor and at those
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universities there are there are less
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means available less resources to shift
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from a offline University to an online
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university okay so you need to have
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available resources and you need to have
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an environment um determine where
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training should be directed so so you
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need to have a sort of a vision where
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you want to go
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okay um now on a task level so if you if
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you say okay what needs to be done on a
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task level let's take me as an example
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you need to examine what employees must
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do to perform their job properly you
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know what is a proper online lecture and
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the thing is that that we all were
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looking at each other and say well to be
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honest I don't know you know what is
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good that is different um so it can
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consist of developing task statements or
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developing homogeneous task clusters or
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identifying um um um uh ksio which is uh
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knowledge skills and and and other
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capabilities so which are required for a
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job yeah so you also you could you could
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assess competencies but long story short
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you're trying to see okay organization
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wise this is what we need to do we have
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professors we have uh we have assistants
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we have PhD students okay what is it
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what they need to do and then we make an
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analysis okay finally uh on a personal
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level you can identify what kind of
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capacities every person has yeah so
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again a person needs to have a certain
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uh skill we're going to assess we're
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doing assessment center to see how good
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these people are and then we're going to
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take a couple of decisions in terms of
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training I can tell you normally these
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press take a lot of time and you you you
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think about that and and and again you
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know Corona came out of the sky um and
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all of a sudden we needed to change so
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this whole process was done in a record
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short period of time um I leave it up to
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you if that's if the outcome is good but
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I can tell you that switching an
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organization so quick is is not normal
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anyway let's look at the learning
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process in training on slide number 10
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um now training you need to look at uh
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if you want to know whether or not
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somebody acquires the right Knowledge
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from the training you need to look at
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his or her
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characteristics yeah so for instance
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goal orientation are you uh um are you
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really focusing on on getting it done
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now let's take me as an example if I
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would for instance be a professor and
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say look I've always talked to Big
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classrooms that's my job and now
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standing here in my study room talking
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to a camera I'm not really motivated in
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order to to get this done the chances of
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me learning something from a training
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are are rather
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limited um and I can tell you I've been
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at trainings where some people are just
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sitting and say yeah but I don't need
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this you know I'm you're you're asking
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me to to learn something new but why why
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should I um so you need to have a
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Mastery orientation so are you concerned
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with the increased competence do do you
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mind not getting these um uh these kinds
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of um of extra
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knowledge okay experience level I have
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to say that uh by coincidence I was
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working on a project with online uh
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teach already before Corona and that
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gives you a little bit of a head start
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if you for instance already have
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experience in something yeah that makes
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it easier yeah if you for instance play
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field hockey then learning how to play
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basketball is easier because you you've
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got already experience in how to deal
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with a
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ball yeah um same with the musical
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instrument I play the piano for me
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learning to play the guitar is much
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easier than somebody who's training for
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the first time okay so you need to have
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motivation and you need to have
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readiness you know are you are you ready
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to uh to do this good so not
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everybody gets the same or acquires the
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same Knowledge from a from a not has the
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same learning process in the same
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training yeah so you have 10 people in a
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classroom and you stick them there for
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uh let's say 10 hours of training and
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they come out of the training but it
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doesn't necessarily mean that all will
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have the same knowledge
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afterwards okay um we're going to have a
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look at slide number 11 and let's zoom
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into this slide what you see here is the
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following it's the
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um the characteristics of affecting
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learning and transfer of outcome now
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transfer of outcome basically means
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you've learn something in training but
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is that learning actually going to
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deliver on
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something uh while being back back at
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your job because in the beginning we'
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said that there's something uh that you
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learn something in situation A hoping
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that you will apply it in in situation B
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now first of all we need to look at the
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training design characteristics which is
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on the leftand side so it's the what is
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the objectives uh of U of the of the
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course of the training course so you're
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you're training something what is it
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what you want to achieve is that clear
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okay um and then there is the
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characteristic so there the
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characteristics of the training you know
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how are you going to perform that then
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secondly the other red thing is the
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training characteristics
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so do you have people in your classroom
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who are ready and who are motivated now
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if you combine those two things what you
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will get is learning outcomes so people
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learn things during the training yeah so
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a good training and a and a um person
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which is really um ready and really
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motivated in order to learn something if
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both things are there what will happen
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they will learn something they will
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learn cognitive things like um knowledge
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they will learn skills for instance play
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the piano and they will um learn
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effective things for instance how to
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deal with stress good so a good training
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and a good trainee will make sure that
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you learn something now on the left hand
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side of the other equation so let's say
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the light blue uh quadrant um or light
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blue box if you like you see learning
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outcomes so we have an employee here who
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comes back at their job and they have
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learned
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something okay now the question is of
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course if this person that comes to the
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job whether or not this will lead to
00:17:39
transfer of training which means
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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
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or not that actually materializes in
00:17:53
other words if it actually was showed is
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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
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new Behavior
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increases okay let me give you a
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practical example
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now let's assume we have an employee you
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are a very stressed person yeah so we
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have a person who has difficulties in
00:18:33
dealing with stress now you have a
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training designed by Lisa lot so our
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guest lecture from uh from uh week
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number seven so uh you have a guest
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lecture from these a lot and in that
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lecture she teaches you how to deal with
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stress she teaches you that you should
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have uh uh recovery moments that you
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should have breaks that you stop being
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your own enemies stop being angry with
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yourself putting the bar too high she
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teaches you um that you should take a
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break every uh half an hour that you
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should exercise more that you should
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have moderate training not go to the gym
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and and and go crazy but have moderate
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exercise that's what she trains you in
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the upper hand left corner that's the
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training design you as a person you are
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very much open to learn this because
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you're always already a little bit fed
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up with your uh with your your own
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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
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go into this training with an open mind
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you're ready for it and you're motivated
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guess what you went to lisel lot's
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training she walks with you through the
00:19:42
park because that's what she um teaches
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you or where she teaches uh her students
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and what guess what you've learned
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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
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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
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something comes to you somebody says for
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instance you need to do this and you for
00:20:12
the first time in your life you say no
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so you've made a step in your
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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
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with your friends or with your home or
00:20:27
with your parents Etc now that depends
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if you're actually going to show this
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Behavior so this is the knowhow and the
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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]
