Social and Behavioral Sciences Commons^™

Ch 16 Kulik Trainingchapter 2019-05-23 Final.Pdf, Carol T. Kulik, Mara Olekalns, Ruchi Sinha

Mara Olekalns

Hormone And Adpokine Alterations Across Eleven Weeks Of Training In Division I Collegiate Throwers: An Exploratory Study, W. Guy Hornsby, Christian R. Carter, Guy Gregory Haff, Micheal R. Ramsey, Andy R. Dotterweich, N. Travis Triplett, Charles A. Stuart, Margaret E. Stone, Michael H. Stone

Andy R. Dotterweich

Conceptually, it is important to understand the underlying physiological mechanisms of any training program model. This understanding aids the coach/sport scientist in making better choices in manipulating variables in formulating the training model. These underlying mechanisms can be associated with training variable manipulation and fatigue management aspects as well as the overall health of the athlete. Hormone and cytokine concentrations can be linked to alterations resulting from the manipulation of training variables and to subsequent alterations in performance (Haff et al., 2008; Ishigaki et al., 2005; Jurimae et al., 2010; Stone et al., 2007). For example, alterations in the testosterone: …

Developing A Student Employee Leadership Program: The Importance Of Evaluating Effectiveness, Jacob K. Tingle, Christina Cooney, Seth E. Asbury, Sheldon Tate

Jacob K Tingle

Outstanding student employees are essential for campus recreation programs to achieve organizational goals. To that end, this study examined the effectiveness of a leadership development program in which three groups of campus recreation (rec sports) student employees participated at various levels in the following: oncampus training, an off-site retreat, a scavenger hunt, and biweekly meetings. Using a quasi-experimental design, data were collected in two phases from 51 students and measured the growth of each student’s leadership capabilities as reported using the Student Leadership Practices Inventory. Statistical analyses revealed that group membership did significantly affect growth in the student’s leadership capacity, …

Team Learning, Development, And Adaptation, Steve W. J. Kozlowski, Bradford S. Bell

Bradford S Bell

[Excerpt] Our purpose is to explore conceptually these themes centered on team learning, development, and adaptation. We note at the onset that this chapter is not a comprehensive review of the literature. Indeed, solid conceptual and empirical work on these themes are sparse relative to the vast amount of work on team effectiveness more generally, and therefore a thematic set of topics that are ripe for conceptual development and integration. We draw on an ongoing stream of theory development and research in these areas to integrate and sculpt a distinct perspective on team learning, development, and adaptation.

Toward A Theory Of Learner-Centered Training Design: An Integrative Framework Of Active Learning, Bradford S. Bell, Steve W. J. Kozlowski

Bradford S Bell

[Excerpt] The goal of this chapter, therefore, is to develop an integrative conceptual framework of active learning, and we do this by focusing on three primary issues. First, we define the active learning approach and contrast it to more traditional, passive instructional approaches. We argue that the active learning approach can be distinguished from not only more passive approaches to instruction but also other forms of experiential learning based on its use of formal training components to systematically influence trainees' cognitive, motivational, and emotion self-regulatory processes. Second, we examine how specific training components can be used to influence each of …

Developing Adaptability: A Theory For The Design Of Integrated-Embedded Training Systems, Steve W. J. Kozlowski, Rebecca J. Toney, Morell E. Mullins, Daniel A. Weissbein, Kenneth G. Brown, Bradford S. Bell

Bradford S Bell

[Excerpt] This convergence of forces – environmental, technological, and economic – is driving a reconceptualization of the nature of training systems. Training is shifting from an inefficient, time consuming, and expensive enterprise to one that can be delivered efficiently, as needed, and just-in-time. It is shifting from an off-site single episode to a systematic series of learning experiences that are integrated in the workplace and embedded in work technology. It is shifting from a primary emphasis on retention and reproduction to a broader emphasis that also includes the development of adaptive knowledge and skills (Kozlowski, 1998). Training will not be …

Active Learning: Effects Of Core Training Design Elements On Self-Regulatory Processes, Learning, And Adaptability, Bradford S. Bell, Steve W. J. Kozlowski

Bradford S Bell

This research describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches, their effects on learning and transfer, and the core training design elements (exploration, training frame, emotion-control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees’ metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state …

Adaptive Guidance: Enhancing Self-Regulation, Knowledge, And Performance In Technology-Based Training, Bradford S. Bell, Steve W. J. Kozlowski

Bradford S Bell

Considerable research has examined the effects of giving trainees control over their learning (Steinberg, 1977, 1989; Williams, 1993). The most consistent finding of this research has been that trainees do not make good instructional use of the control they are given. Yet, today’s technologically based training systems often provide individuals with significant control over their learning (Brown, 2001). This creates a dilemma that must be addressed if technology is going to be used to create more effective training systems. The current study extended past research that has examined the effects of providing trainees with some form of advisement or guidance …

Reactions To Skill Assessment: The Forgotten Factor In Explaining Motivation To Learn, Bradford S. Bell, J. Kevin Ford

Bradford S Bell

This study examined the effects of trainees’ reactions to skill assessment on their motivation to learn. A model was developed that suggests that two dimensions of trainees’ assessment reactions – distributive justice and utility – influence training motivation and overall training effectiveness. The model was tested using a sample of individuals (N = 113) enrolled in a truck driving training program. Results revealed that trainees’ who perceived higher levels of distributive justice and utility had higher motivation to learn. Training motivation was found to significantly predict several measures of training effectiveness. Trainees’ performance on the pre-training assessment and trait goal …

The Impact Of Task- And Team-Generic Teamwork Skills Training On Team Effectiveness, Aleksander P. J. Ellis, Bradford S. Bell, Robert E. Ployhart, John R. Hollenbeck, Daniel R. Ilgen

Bradford S Bell

This study examined the effects of training team members in three task- and teamgeneric teamwork skills: planning and task coordination, collaborative problem solving, and communication. We first examined the degree to which task- and team-generic teamwork skills training impacted team performance on a task unrelated to the content of the training program.We then examined whether the effects of task- and team-generic teamwork skills training on team performance were due to the transfer of skills directly related to planning and task coordination, collaborative problem solving, and communication. Results from 65 four-person project teams indicated that task- and team-generic teamwork skills training …