Improving managerial effectiveness through modeling-based training

Porras, Jerry I.; Anderson, Brad C.

doi:10.1016/0090-2616(81)90026-7

Cited by 56 publications

(31 citation statements)

References 3 publications

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“…5,19 A major component of Social Learning Theory focuses on changing behavior through a modeling process. 16 This is an extension of operant conditioning in that it assumes that behavior is a function of consequences. However, it also posits that individuals learn through both observation and direct experience.…”

Section: Designmentioning

confidence: 99%

“…Thus, Social Learning Theory combines both cognition and behavioral work by meshing rigorous conceptual knowledge with practice and observation. 16 The theory states that much of what people learn comes from watching and emulating the behavior of models such as parents, teachers, peers, television, and supervisors, among others. For example, a large distributor of medical supplies to physicians' offices utilizes social learning to train its sales representatives.…”

Section: Designmentioning

confidence: 99%

“…14 One approach that is effective in helping students to develop and improve their management skills is based on Social Learning Theory. [15][16][17][18] This approach is widely used in supervisory training programs, executive education programs, and corporate training universities in the United States. 5,19 A major component of Social Learning Theory focuses on changing behavior through a modeling process.…”

Section: Designmentioning

confidence: 99%

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A Management Skills Course for Pharmacy Students

Latif¹

2004

Am J Pharm Educ

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Objective. This paper describes the planning and implementation of a 3-credit pharmacy management skills course taught to third-year Doctor of Pharmacy students at Shenandoah University. The purpose of this course was to help pharmacy students to develop and improve their management skills. Design. The curriculum for the course was based on a 5-step social learning theory model that included self-awareness, skill learning, skill analysis, skill practice, and skill application. A diverse number of methods were used to assess the students' managerial skills, including administration of a standardized test at the beginning and end of the class. Students were assessed on learning and demonstration of the requisite managerial skills deemed to be critical to their future success as managers. Assessment. Based on both the instructor's assessment of student performance and on student feedback concerning the worthiness of the course, students appeared to develop new and improve existing management skills. Conclusions. A substantial body of research supports the correlation between managerial skills and both career and personal effectiveness. Based on instructor assessment and student feedback, the course appears to have succeeded in at least making students cognizant of the need for management skills and how they can develop and improve their skills.Keywords: management, curriculum, doctor of pharmacy INTRODUCTIONThe purpose of this paper is to describe the planning and implementation of a 3-credit pharmacy management skills course taught to third year Doctor of Pharmacy (PharmD) students at Shenandoah University. Management skills refer to general and specific behaviors that contribute to managerial effectiveness. [1][2][3][4][5] Professional Pharmacy Management is a 3-credit hour course taught to pharmacy students in their third professional year. The same instructor has taught the course since its inception in the fall of 1998. The first several years of the course where taught from an organizational behavior/human resource management perspective. Emphasis was placed on the functions of management and how they relate to pharmacy. Topics of discussion included managerial decision-making, motivating and rewarding employees, team building, performance appraisals, and basic leadership issues. While these topics are important, it is difficult to cover the topics in sufficient detail in approximately 42 contact hours (one semester). Rather, a whole semester could be spent on each topic. Thus, the instructor believed that pharmacy students were being taught about the many aspects of management, but were not exposed to and provided with sufficient guidance and practice time to develop their management skills. The basic question asked was, "How can this course increase the probability that students will develop into good managers?" After examining the management literature, it was believed that helping to develop students' management skills was the best answer to the above question. The rationale for this and the model used fo...

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Section: Designmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

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A Management Skills Course for Pharmacy Students

Latif¹

2004

Am J Pharm Educ

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“…One approach that has been shown to be effective in helping students to develop and improve their management skills is based on social learning theory (Bandura, 1977;Davis and Luthans, 1980;Porras and Anderson, 1981;Kolb, 1984). This approach is widely used in supervisory training programs, executive education programs, and corporate training universities in the United States (Cameron and Whetton, 1983;Whetton and Cameron, 2002).…”

Section: Planning the Coursementioning

confidence: 99%

Using Emotional Intelligence in the Planning and Implementation of a Management Skills Course

Latif¹

2004

Pharmacy Education

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This paper describes the planning and implementation of a management skills course for Doctor of Pharmacy students designed to foster their emotional intelligence. Emotional intelligence encompasses both personal and social competency (Goleman, 1998). Personal competence has to do with the ability to manage oneself, the ability to control one's emotions, and the ability to motivate oneself. These include such characteristics as self-confidence, knowing one's strengths and weaknesses, self-control of emotions, trustworthiness, initiative, commitment, optimism and accountability for one's own performance.A review of emotional intelligence and its relationship to performance is discussed; then, a description of the planning and implementation of the management skills course is discussed, along with a description on how students were assessed. In addition, student feedback about the course is included. Results indicate that students' emotional intelligence appeared to increase as a result of the management skills course.

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“…Numerous reports in the literature have shown that training groups given behavioral modeling have performed significantly better than training groups not given modeling. For example, modeling has been used effectively to produce lasting reduction of fear (Rachman, 1972), improve interpersonal skills (Latham & Saari, 1979), enhance assertiveness (Decker, 1980;Mann & Decker, 1984), and obtain greater organizational 0 productivity and reduce grievances, absenteeism, and turnover rates through improved supervisory interpersonal skills (Porras & Anderson, 1981 Aside from including learning points in the modeling procedure, Latham and Saari (1979) included a control group that received only the learning points and not the full behavior modeling training, and a second control group that received neither the learning points nor the training.…”

Section: The Behavior Modeling Approachmentioning

confidence: 99%