- Ian Mondrow
- United States
- I am a M.A. in industrial/organizational psychology. Most of my experience has been in human resources and change management. My passion lies in employee assessment, organizational development and employee opinions. Website: www.IanMondrow.com LinkedIn Profile: http://linkd.in/drBYoC
Thursday, July 19, 2012
As many of you may have already noticed, I have not posted a new entry in some time. I have started a new position and have been focusing all of my efforts on my projects. Therefore, I am taking a temporary break from my blog to focus on my current position. I plan to return in the near future. Thank you for all of your support.
Friday, April 13, 2012
By Karin Soweid, SIOP Blogger
Recently, on a flight to Boston, I found myself immersed in thought about the psychological preferences that are categorized and defined by the Myers Briggs Type Indicator. I suppose this is what one does with their ‘off time’ when they are immersed in a doctoral program in industrial-organizational psychology. In parallel with the hum of the engines, I quietly reflected, acknowledging how many times I have taken this assessment tool over the past eight years and my subsequently varying four-letter outcomes during vastly different life experiences in that timeframe. I couldn’t help but remark and marvel at how these considerable transitions in preference underscore a woman in her doctoral journey.
Wednesday, February 29, 2012
A Comparison of Face-to-Face and Distance Coaching Practices: Coaches’ Perceptions of the Role of the Working Alliance in Problem Resolution
When examining the results, it was found the clients working with their coach face-to-face or at a distance had similar levels of problem severity, t = -.37, p > .05. A repeated-measures MANOVA was conducted to determine the difference between working alliance and the method used by the coach (face-to-face vs. distance). No significance was found and no follow-up analyses were completed. When examining the severity of a client’s condition and the working alliance, a regression showed that the face-to-face condition did not have an impact. However, when working in the distance condition, results were significant between working alliance and client severity, R2 =.11, F = 9.65, p < .01. A MANOVA was conducted to determine if the coaches’ experiencse differed whether they provided services via distance or face-to-face, but no significance was found.
Overall, the study demonstrates that face-to-face and distance coaching are similar in regards to effectiveness. Specifically, working relationships between a client and a coach are not impacted by the distance. However, the change in severity was higher in the distance relationship, which may be a result of a stronger working alliance.
While the study produces some interesting findings, there are some important limitations to consider. One big constraint is the fact that there was a low ceiling in scores in the working alliance and problem resolution measurement, making data difficult to analyze. Furthermore, since the study used a convenience sample, there was an overall low response rate. It is also suggested that recruiting participants online may have been a factor because these participants may have already been technologically savvy.
If an organization decides to implement this approach, the structure of a program is the key to success. Organizations should not rely on mentors alone to create the coaching program for growing talent. Instead, human resources can create a structure developmental program by using scheduled telephone calls with the coach, weekly online journaling (to be reviewed by coach), and online group discussions for all employees. Effectiveness of a leadership program relies on providing individuals with a well-rounded a background and therefore introducing a variety of events can enhance the learning experience, whether it be local of through technology.
This also introduces cost-saving methods for organizations. Many smaller organizations have not been able to afford executive coaches due to the costs of travel expenses. However, today’s technology offers organizations the same coaching quality through a long-distance relationship. Human resources departments can rest assured that there will be resources available to them even if they are not located in a primary city without the need to pay for the travel of the cost.
Much like many other aspects of human resources, technology introduces cost saving methods to assist the organization with its continuous growth. Thanks to technology, affordable and competitive programs can be implemented by organizations without fear of going bankrupt.
Source: Berry, R.M., Ashby, J.S., Gnilka, P.B., Matheny, K.B. (2011). A comparison of face-to-face and distance coaching practices: coaches' perceptions of the role of working alliance in problem resolution.. Consulting Psychcology Journal: Practice and Research, 63 (4), 243-253.
Friday, February 3, 2012
Summary by Ian B. Mondrow, PHR
The evolution of e-learning technology has revolutionized employee development for corporations due to its convenience, electronic record keeping and learning management. The benefits to e-learning include reduced delivery cycle time, more convenience for learners and consistency within training among locations. E-learning also opens the opportunity for learner control, or the degree to which a learner is given control over the course features including pace, content and structure of courses. This allows the learner to modify the learning experience to their liking. It may also assist in comprehension of learning content because a learner is able to review unclear information or provide additional details on areas of interest.
In this quasi-experimental study, 237 undergraduate students at a large public university in the Eastern United States were recruited as participants. Participants were put into one of two groups: training with interactive features (no learner control) or training with or without interactive offered at the learner’s choice (learner control). Participants in the group with learner control were asked if they would like to complete the course with interactive controls. 8 individuals in the learner control group opted out of using learner controls and therefore were not included in analysis. In the sample offered learner control, users could chose the number and order of videos to view, utilization of a video progress bar, interactive transcripts, access to an interactive outline and pop-up windows to highlight key learning points.
Reactions to control-based features offered were evaluated using 10 items developed by the researchers to measure affective-based reactions and utility-based reactions on a 5-point scale. Affective-based reactions were used to measure the emotional responses from participants (i.e. if they liked it, annoyed by it, etc.) while utility-based actions are based on their perceived ease of use (i.e. difficult, easy, etc.). In addition, four items were used to measure learner satisfaction on a five-point scale. Finally, learning was measured using a multiple choice knowledge assessment with 12 questions.
Participants completed the study during a regular class period of their management class and completed the course with 20-35 people in the room at the same time. Results showed that were was no correlation between control condition and satisfaction as the statistical analysis was not significant. However, a statistically significant correlation was found between learner control and trainee reactions (r = .13, p < .05), suggesting that learner controls created an experience that had more positive reactions. An independent samples t-test confirmed the difference between the two learning conditions, t (225) = -2.00, p <.05), with the no control condition (m = 3.58) and control condition (m = 3.74). It was also found learner satisfaction was positively related to course reactions (r = .42, p < .01). Training satisfaction was then examined to determine if it positively affected learning satisfaction. Findings were significant using a hierarchical regression on training program satisfaction and learner GPA (β = .14, ΔR2=.02, p <.05).
The study introduces a variety of findings. First off, it shows that overall satisfaction is not enhanced by control but participants are more likely to prefer an e-learning program with learner control, even if makes the training more complex. As a result of the findings, learners are likely to be more satisfied with a learning course that provides control, thus increasing the overall perception of learning. However, several limitations are present in this study. First off, the sample used is composed of college students, who are generally accustom to web-based technology. In addition, they are not working professionals so their preferences for learning may be different. Furthermore, the study only included students from one university, and therefore cannot be applied to the population.
IMPLICATONS FOR HR PROFESSIONALS
The study introduces some fascinating findings that are applicable to both training and instructional design professionals. It shows that learners like to feel as though they are control of the online training. To increase the overall reactions, it is suggested to provide learners with a variety of options within e-learning modules. This can include the option to obtain additional information, controlling the speed of the presentation, and providing different learning options (i.e. audio transcripts, outlines, etc.), and the order of information.
These findings show how important it is for organizations to utilize instructional designers. Instead of just creating a basic slideshow, instructional designers can create innovative online courses that grant learners more control of the content. Instructional designers are knowledgeable about the tools offered in software, such as Adobe Captivate or Articulate, and can design intricate learning.
One easy way to achieve learner control is develop e-learning that is not sequential. Therefore, learners can cover different sections of the training as long as they complete it all. This allows learners to first learn about the content that appeals to them most. Online training should not feel like participants are watching a slideshow that only allows them to move forward. Give learners the option to replay, review and pause. This can be easily achieved by providing a table of contents on the side of the training. This allows for easier navigation for the learner.
If learners are offered online courses that provide them more control, it may be suggested that learners feel more empowered in their learning; thus, resulting in more positive reactions towards training offered and increasing their satisfaction of the overall learning experience. This is crucial for learning organizations that emphasize employee development and want their employees to continue to utilize learning resources.
Source: Fisher, S.L., Wasserman, M.E., Orvis K.A. (2010). Trainee reactions to learner control: an important link in the e-learning equation. International Journal of Training and Development, 14 (3), 198-208.