„‚ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

model. This would prevent objections such as “That’s not the way it is in our
organization.” Using a training setting for modeling also enhances the attractiveness of
the model for learners, because they perceive the actors to be like themselves—in the
same learning environment and facing the same learning challenges.
If the video model makes use of professional actors or people experienced in using
the modeled behaviors, they should strive to act naturally (not perfectly); and the setting
should be as generic as possible.
Retention
Observers learn from a model, first of all, by performing the cognitive processes of
classifying, organizing, and coding. In the attention phase of learning, making the model
distinctive and using rigorous definitions of what is to be observed enhance cognitive
processes.
These processes also can be strengthened in the retention phase. One way to do this
is to use graphic or pictorial models to describe what is to be observed in the behavioral
model. If, for example, learners will be viewing a problem-solving situation, they will
retain more if the process to be viewed is both diagramed and described verbally.
Another useful method is to have learners develop their own graphic and verbal
descriptions of what will be modeled. Then learners can rehearse with one another what
will be modeled and check the accuracy of the cognitive preparation that they have
made.
Some of the most useful aids to retention are generic cognitive models on which a
variety of subsequent applications or related models can be built. For example, a generic
interpersonal problem-solving model can be used to describe the core skills and
processes involved in a whole series of specific supervisor-and-subordinate interactions,
such as establishing work objectives, counseling on performance, and coaching (Kinlaw,
1981, 1989). Each model of each subsequent interaction is related to the generic model,
resulting in better retention.
Retention also can be strengthened by modeling and practicing the constituent skills
of a complex process before modeling and practicing the whole process. In a training
program on coaching or interpersonal communication, for example, the BEM process is
enhanced if skills such as probing, reflecting, and summarizing are modeled and are
practiced individually before a complete interaction is modeled and practiced.
Post-modeling review of how observers have coded and organized what they have
viewed is another way to enhance the use of behavior modeling.
One mistake that trainers in BEM programs often make is using videotape models
to spark discussion about the content of the modeled interaction and encouraging
learners to identify what would improve the model. These discussions, if not carefully
controlled, can inhibit the retention process by creating indefiniteness about what is
being modeled and imprecision about what is being learned.
The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer ❚❘ 275