Reflection Paper 3 Amanda Gilliland

Chapter 9, Question 5
Describe a Learning situation in which you expect to find learners with low self-efficacy. First how would you
determine that they in fact have low self-efficacy? What behaviors and attitudes would you expect these learners to
exhibit? Then generate an instructional plan that would help learners become more efficacious.

When I train program directors it is common that based on vicarious experiences, as well
as enactive mastery experiences, they may have had negative information or outcomes and are
unwilling to believe they are capable of mastering the basic skills to manage their prospective
students using software that can be complicated to understand. In order to determine the efficacy
in the many skills expected to be achieved that my trainee has, I will cover a series of interview
questions one on one with them. It is important to determine the value they place on the tools I
train them on as well as the processes admissions follows.
Many program representatives have a negative view about admissions process as well as
the tools we use because they dont understand how to use them. In my interview process I
typically find that they are very vocal about negative impressions based on their lack of
knowledge with the product we use. Another attitude I often come across is based off vicarious
information passed among program directors. Many of the negative opinions I hear are similar
to, Dr. So and So in the Psychology program told me that this was a pain to learn and a terrible
process to follow. Many other program directors agree this is a terrible system.
Knowing the insecurities they hold is the key to how I approach my training. I ask them
to show me how they have attempted to use the system. As they walk through I give them
suggestions on how to improve their techniques or reorganize their steps in order to master the
skill of using the program. Once they are able to walk through a scenario that I give them they
have improved efficacy through enactive mastery experience.
Typically their complaints are rooted in a misuse of the program or a misstep in the
process. Sometimes they arent using it the program at all. I walk them through the system, show
them the steps to follow, and then encourage them with verbal persuasion and tell them that once
they begin practicing the process regularly it will be more comfortable and make sense. I tell
them stories of other programs that have improved their prospect numbers and grown their
program by using the tools in the program and by following the system that I trained them to use.
I try to be encouraging and suggest that they reach out to those people that are knowledgeable
about the program and would be a good resource for them to contact.
After training, I would continue to follow up with the trainee to see how they are doing
with the program and if they have questions to ask after getting more experience with the
program. I would continue to encourage them in using the tools and using others feedback to
help them grow.