„‚ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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IMPROVING THE USE OF BEHAVIOR MODELING
IN COMMUNICATION AND COACHING-SKILLS
TRAINING
Dennis C. Kinlaw
Behavior modeling (BEM) is a widely accepted technique in the field of human resource
development, especially in training. Behavior modeling can be defined as “a learning
methodology that enables
learners to develop specific skills and the confidence to use those skills by viewing
a model who uses a specific set of steps in a defined situation, enacting the behaviors
demonstrated by the model, then receiving feedback on their effectiveness” (Robinson,
1982, p. 181). The general value of BEM programs is well established (Robinson, 1982;
Zenger, 1980). It has become the method of choice in many interpersonalcommunication
programs, such as Coaching-Skills training and other programs that
focus on skill acquisition and the practical application of learning.
Researchers and theorists have debated the strengths and weaknesses of BEM
programs (Dobbs, 1983; Parry & Reich, 1984). Some problems result from the use of
simplistic models that lead to participant boredom (Zenger, 1984). However, other
behavior-modeling programs are less effective than they might be because they make
only partial application of the theory from which they are derived, that is, the sociallearning
theory of Albert Bandura (1971). If the principles of this theory were to be
applied more carefully, the training results of behavior modeling could be enhanced.
OVERVIEW OF THEORY
Social-learning theory (SLT) is a cognitive and behavioral theory of learning. One
distinctive characteristic of SLT is that it differentiates the process of acquisition from
the process of performance. Social-learning theory researchers emphasize that people
typically acquire the ability to perform a certain skill by observing some model. Models
may be behavioral, pictorial, or verbal. The process of acquisition, or learning from a
model, is a cognitive one and takes place by means of mental coding and organization.
Acquisition takes place before learners actually demonstrate the ability to perform the
skill. People often “learn” a skill and rehearse its performance in their minds before
actually having the opportunity to perform it.
Originally published in The 1990 Annual: Developing Human Resources by J. William Pfeiffer (Ed.), San Diego, CA: Pfeiffer &
Company. Adapted from Trainer’s Guide To Coaching for Commitment by Dennis C. Kinlaw, 1989, San Diego, CA: Pfeiffer & Company.
Used with permission. Coaching for Commitment: Managerial Strategies for Obtaining Superior Performance and Trainer’s Guide To
Coaching for Commitment are available from Pfeiffer & Company.
The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer ❚❘ 271