ed 353 377 ce 062 765 author campbell, clifton p.; simpson ... · self-fulfilling prophecy: the...
TRANSCRIPT
ED 353 377 CE 062 765
AUTHOR Campbell, Clifton P.; Simpson, Charles R.
TITLE The Self-Fulfilling Prophecy: Implications for the
Training/Learning Process.
PUB DATE 92
NOTE 63p.
PUB TYPE Guides Classroom Use Teaching Guides (For
Teacher) (052)
EDRS PRICE MF01/PC03 Plus Postage.
DESCRIPTORS Postsecondary Education; *Self Fulfilling Prophecies;*Staff Development; *Student Motivation; *TeacherExpectations of Students; *Teacher Influence;Teaching Methods; *Training; Transparencies;Workshops
IDENTIFIERS *Pygmalion
ABSTRACTThis packet contains 27 transparency masters and a
script for instructor presentation of a 1-hour workshop on the
Pygmalion effect in training. It is aimed at trainers as well asclassroom teachers. The focus of the guide is on howtrainers'. /teachers' behavior toward students influences the outcomeof training, with high expectations lete.ing to high performance and
vice versa. Materials include an outline of instruction (which
functions as a suggested script of presenter comments), suggestions
for instructor activities, and 13 references. Some of thetransparency topics are the Pygmalion mythology, modern behavioral
science, social and psychological processes, ways to enhance studentperformance, statements that erode student confidence, and using
mental imagery. (KC)
*****************************************h*****************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
****************************f******************************************
The Self-Fulfilling Prophecy:
Implications for the Training/Learning Process
by
Clifton P. Campbelland
Charles R. Simpson
U S DEPARTMENT OF EDUCATION
On, e of EduCatOnalResearch and Improvement
ED CATIONAL RESOURCES INFORMATIONCENTER IERIC4
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Department of Technological and Adult Education
The University of Tennessee1992
2
TO
PIC
: Thi
.Sel
f-Fu
lfill
ing
Prop
hecy
or
Pygm
alio
n E
ffec
tT
ER
MIN
AL
OB
JEC
TIV
E:
Aft
er th
e co
mpl
etio
n of
this
cla
ss, t
hest
uden
t/tra
inee
will
be
able
to id
entif
y, d
escr
ibe,
and
impl
emen
t the
fra
mew
ork
of th
e Py
gmal
ion
effe
ct:
The
sel
f-fu
lfill
ing
prop
hecy
.
PRE
SEN
TA
TIO
N T
IME
:1
hour
INST
RU
CT
ION
AL
MA
TE
RIA
LS:
Tra
nspa
renc
ies:
#1M
YT
HO
LO
GY
#2D
EFI
NIT
ION
OF
TH
E...
#3G
EO
RG
E B
ER
NA
RD
SH
AW
...#4
MO
DE
RN
BE
HA
VIO
RA
L S
CIE
NC
E...
#5O
VE
R 3
00 S
TU
DIE
S...
#6PY
GM
AL
ION
IN
TH
E A
RM
Y#7
PYG
MA
LIO
N I
N T
RA
ININ
G#8
TH
E F
IND
ING
S O
F T
HE
SE...
#9C
ON
SCIO
USL
Y O
R N
OT
...#1
0K
EY
PR
INC
IPL
ES
OF
...
#11
PYG
MA
LIO
N I
N T
HE
CL
ASS
RO
OM
#12
SOC
IAL
AN
D P
SYC
HO
LO
GIC
AL
PR
OC
ESS
ES
...#1
3H
OW
TR
AIN
ER
S C
OM
MU
NIC
AT
E...
#14
HO
W T
RA
INE
RS
EX
HIB
IT...
#15
FAC
TO
RS
TH
AT
PR
OD
UC
E...
(se
t an
...)
#16
FAC
TO
RS
TH
AT
PR
OD
UC
E...
(en
cour
age
...)
#17
WA
YS
TO
EN
HA
NC
E...
(gi
ve s
peci
al ..
.)#1
8W
AY
S T
O E
NH
AN
CE
... (
take
the
idea
s ...
)#1
9W
AY
S T
O E
NH
AN
CE
... (
supp
ort t
he a
ctio
ns ..
.)#2
0W
AY
S T
O E
NH
AN
CE
... (
adm
itit
whe
n ...
)
1
#21
STA
TE
ME
NT
S T
HA
T E
RO
DE
...(t
here
are
two
.)#2
2ST
AT
EM
EN
TS
TH
AT
ER
OD
E...
(rea
d m
y lip
s ...
)#2
3SE
LF-
CO
NC
EPT
#24
KE
YS
FOR
AN
...
#25
TO
OL
S FO
R B
UIL
DIN
G...
#26
USE
ME
NT
AL
IM
AG
ER
Y...
#27
RE
ME
MB
ER
Vid
eo ta
pe:
Ow
ens,
J (
Prod
ucer
). (
1975
). P
rodt
ctiv
ity a
nd th
e se
lf-
fulf
illin
g pr
ophe
cy: T
he p
ygm
alio
n ef
fect
[V
ideo
tape
].C
RM
McG
raw
-Hill
Film
s.
RE
FER
EN
CE
S:
Aro
nson
, E.,
& C
arls
mith
, J.M
. (19
62).
Per
form
ance
exp
ecta
ncy
as a
dete
rmin
ant o
f ac
tual
per
form
ance
. Jou
rnal
of
Abn
orm
al a
nd S
ocia
lPs
ycho
logy
, 65(
3), 1
78-1
82.
Coa
tes,
B. (
1972
). W
hite
adu
lt be
havi
or to
war
d bl
ack
and
whi
te c
hild
ren.
Chi
ld D
evel
opm
ent,
43(1
), 1
43-1
54.
Coo
per,
H.M
. (19
79).
Pyg
mal
ion
grow
s up
: A m
odel
for
teac
her
expe
ctat
ion
com
mun
icat
ion
and
perf
orm
ance
infl
uenc
e. R
evie
w o
fE
duca
tiona
l Res
earc
h, 4
9(3)
, 389
-410
.
Ela
shof
f, J
.D.,
& S
now
, R.E
. (19
71).
Pyg
mal
ion
Rec
onsi
dere
d. B
elm
ont,
Cal
ifor
nia:
Wad
swor
th P
ublis
hing
Com
pany
.
Fiel
d, R
.H.G
. (19
89).
The
sel
f-fu
lfill
ing
prop
hecy
lead
er: A
chie
ving
the
met
harm
e ef
fect
. Jou
rnal
of
Man
agem
ent S
tudi
es, 2
6(2)
, 151
-175
.
Juss
im, L
. (19
89).
Tea
cher
exp
ecta
tions
: Sel
f-fu
lfill
ing
prop
heci
es,
perc
eptu
al b
iase
s, a
nd a
ccur
acy.
Jou
rnal
of
Pers
onal
ity a
nd S
ocia
lPs
ycho
logy
', 57
(3),
469
-480
.
2
D
Kin
g, A
.S. (
1971
). S
elf-
fulf
illin
g pr
ophe
cies
in tr
aini
ng th
e ha
rd-c
ore:
Supe
rvis
ors'
exp
ecta
tions
and
the
unde
rpri
vile
ged
wor
kers
' per
form
ance
.So
cial
Sci
ence
Qua
rter
ly, 5
2(1)
, 369
-377
.
Mer
ton,
R. (
1948
). T
he s
elf-
fulf
illin
g pr
ophe
cy. A
ntio
ch R
evie
w, 8
(2),
193-
210.
Rei
ssm
an, F
. (19
62).
The
cul
tura
lly d
epri
ved
child
. New
Yor
k: H
arpe
r &
Row
.
Ros
enth
al, R
. (19
76).
Exp
erim
ente
r ef
fect
s in
beh
avio
ral r
esea
rch
(2nd
ed.)
. New
Yor
k: I
rvin
gton
.
Ros
enth
al, R
., &
Jac
obso
n, L
. (19
68).
Pyg
mal
ion
in th
e cl
assr
oom
:T
each
er e
xpec
tatio
ns a
nd p
upils
' int
elle
ctua
l dev
elop
men
t. N
ew Y
ork:
Hol
t, R
ineh
art,
& W
inst
on.
Schm
uck,
R.A
., &
Sch
muc
k, P
.A. (
1979
). G
roup
pro
cess
es in
the
clas
sroo
m(3
rd e
d.).
Dub
uque
, IA
: Bro
wn.
(E
RIC
Doc
umen
t Rep
rodu
ctio
n Se
rvic
eN
o. E
D 1
37 1
66)
Zan
na, M
.P.,
Sher
af, P
.L.,
& C
oope
r, J
. (19
75).
Pyg
mal
ion
and
Gal
atea
:T
he in
tera
ctiv
e ef
fect
of
teac
her
and
stt d
ent e
xpec
tanc
ies.
Jou
rnal
of
Exp
erim
enta
l Soc
ial P
sych
olog
y, 1
1(3)
, 279
-287
.
3
7
OU
TL
INE
OF
INST
RU
CT
ION
INST
RU
CT
OR
AC
TIV
ITY
STU
DE
NT
AC
TIV
ITY
NO
TE
S
I. I
NT
RO
DU
CT
ION
A.
Thi
s pr
esen
tatio
n is
abo
ut th
e se
lf-f
ulfi
lling
pro
phec
y an
d its
Enc
oura
ge c
lass
room
dis
cuss
ion
and
impl
icat
ions
for
the
trai
ning
/lear
ning
pro
cess
.It
cov
ers
way
spa
rtic
ipat
ion
thro
ugho
ut p
rese
ntat
ion.
to (
a) c
onve
y co
nfid
ence
that
trai
nees
can
and
will
lear
n, (
b)(H
ave
stud
ents
/trai
nees
par
ticip
ate
inen
cour
age
thei
r ef
fort
s an
d pr
ogre
ss, a
nd (
c) s
uppo
rt tr
aine
edi
scus
sion
topi
cs a
nd s
ubto
pics
with
exce
llenc
e an
d ac
hiev
emen
t by
impr
ovin
g th
eir
self
-con
cept
.te
ache
r/tr
aine
r.)
II. P
RE
SEN
TA
TIO
N
A.
Wha
t is
the
Pygm
alio
n ef
fect
: The
sel
f-fu
lfill
ing
prop
hecy
?1.
Myt
h:Sh
ow tr
ansp
aren
cyPy
gmal
ion
can
be tr
aced
bac
k to
Gre
ek M
ytho
logy
. The
myt
h in
volv
es a
scu
lpto
r, P
ygm
alio
n, th
e ki
ng o
f C
ypru
s.#1
- M
YT
HO
LO
GY
Pygm
alio
n ca
rved
a s
tatu
e of
a w
oman
nam
ed it
Gal
atea
and
trea
ted
it as
if it
wer
e al
ive.
Pyg
mal
ion
love
d" th
est
atue
; he
dres
sed
it in
clo
thes
and
dra
ped
it w
ith je
wel
s.T
he g
odde
ss A
phro
dite
piti
ed P
ygm
alio
n an
d br
ough
tth
e st
atue
to li
fe. O
nce
aliv
e, G
alat
ea, t
he li
ving
for
m o
fth
e st
atue
, and
Pyg
mal
ion
wer
e m
arri
ed a
nd h
ad a
chi
ldna
med
Met
harm
e.
94
2.D
efin
ition
:Sh
ow tr
ansp
aren
cyT
he p
ygm
alio
n ef
fect
: the
sel
f-fu
lfill
ing
prop
hecy
#2 -
DE
FIN
ITIO
N O
F T
HE
...(S
FP)
has
been
def
ined
as
the
notio
n th
at th
e#3
- G
EO
RG
E B
ER
NA
RD
SH
AW
...ex
pect
atio
n of
an
even
t can
mak
e it
happ
en; i
t sta
rts
Intr
oduc
e th
e fi
lm: P
rodu
ctiv
ity a
nd th
ew
ith a
fal
se b
elie
f ca
usin
g ne
w b
ehav
ior
whi
ch m
akes
the
Self
-ful
filli
ng P
roph
ecy:
The
Pyg
mal
ion
fals
e be
lief
beco
me
a tr
ue p
ositi
ve r
ealit
y (F
ield
, 198
9;E
ffec
t (28
min
utes
long
)O
wen
s, 1
975)
. For
exa
mpl
e, th
e pl
ay P
ygm
alio
n, w
ritte
nT
ell t
he c
lass
that
as
they
wat
ch th
eby
Geo
rge
Ber
nard
Sha
w, e
xpre
sses
how
the
effo
rt a
ndfi
lm th
ey s
houl
d lo
ok f
or th
e ef
fect
s of
conf
iden
ce o
f Pr
ofes
sor
Hen
ry H
iggi
ns tr
ansf
orm
ed a
npo
sitiv
e ex
pect
atio
ns o
n: (
prin
t or
ill-m
anne
red
Coc
kney
flo
wer
gir
l int
o a
soph
istic
ated
chal
kboa
rd)
lady
cap
able
of
mak
ing
her
own
way
in L
ondo
n so
ciet
y.E
liza
Doo
little
Thu
s, it
is n
ot h
ow s
he b
ehav
es, b
ut h
ow s
he is
trea
ted
The
"in
telle
ctua
l blo
omer
s"th
at c
hang
es h
er b
ehav
ior.
Dr.
Hen
ry H
iggi
ns w
asG
eorg
e Jo
hnso
nkn
own
as a
pyg
mal
ion,
som
eone
who
tran
sfer
s ot
hers
Hig
h -a
ptitu
de p
erso
nnel
(H
APs
)in
to p
ygm
alio
ns th
roug
h po
sitiv
e hi
gh e
xpec
tatio
ns.
Aft
er s
how
ing
the
film
, tak
e 15
-20
Whe
n an
inst
ruct
or c
onve
ys to
a tr
aine
e th
at "
he c
an"
min
utes
to a
sk a
nd d
iscu
ss th
e.
long
eno
ugh,
str
ongl
y en
ough
, and
con
sist
ently
eno
ugh,
follo
win
g:tr
aine
es b
egin
to b
elie
ve th
ey c
an a
nd w
ill b
ehav
e as
the
How
wer
e po
sitiv
e ex
pect
atio
nsin
stru
ctor
exp
ects
. Thu
s, th
e ex
pect
atio
ns o
f on
e pe
rson
com
mun
icat
ed w
ith r
efer
ence
tcca
n dr
amat
ical
ly in
flue
nce
the
perf
orm
ance
of
anot
her.
each
of
the
peop
le o
bser
ved
in th
eFi
rst,
this
cyc
le b
egin
s w
ith th
e py
gmal
ion
setti
ng h
igh
film
?ex
pect
atio
ns f
or a
n in
divi
dual
. Sec
ond,
the
indi
vidu
alG
ive
exam
ples
fro
m p
erso
nal
recu
rsiv
ely
build
s on
the
expe
ctat
ions
, ful
filli
ng n
ot o
nly
expe
rien
ces
of h
ow p
ositi
veth
e py
gmal
ion'
s ex
pect
atio
ns, b
ut a
lso
thei
r ow
nex
pect
atio
ns b
y an
inst
ruct
or le
d to
expe
ctat
ions
.Fi
nally
, the
indi
vidu
al is
pos
itive
ly s
elf-
perp
etua
ting
and
beco
mes
a p
ygm
alio
n. (
Exa
mpl
e: M
yde
sira
ble
resu
lts.
Fair
Lad
y)
B.
Beh
avio
ral s
cien
ce a
nd s
tudi
es:
1.M
oder
n be
havi
oral
sci
ence
:Sh
ow tr
ansp
aren
cy#4
- M
OD
ER
N B
EH
AV
IOR
AL
Mod
ern
beha
vior
al s
cien
ce h
as p
rove
n th
at y
our
attit
ude
tow
ards
, and
sub
sequ
ent t
reat
men
t of,
som
eone
has
the
pow
er to
tran
sfor
m th
at p
erso
n. Y
our
expe
ctat
ions
alon
e ca
n br
ing
abou
t cha
nged
beh
avio
r.
SCIE
NC
E...
2. T
rain
ing
stud
ies:
a.O
ver
300
stud
ies
conc
erne
d w
ith th
e im
pact
of
Show
tran
spar
ency
expe
ctat
ions
on
perf
orm
ance
hav
e be
en c
ondu
cted
in a
wid
e ra
nge
of s
ettin
gs.
b.T
Ik o
MIT
res
earc
hers
ana
lyze
d th
e ca
reer
s of
49
#5 -
OV
ER
300
ST
UD
IES
...
AT
&T
man
ager
s an
d di
scov
ered
that
thei
r su
cces
s,as
mea
sure
d by
pro
mot
ions
, sal
ary
incr
ease
s an
dpe
rfor
man
ce a
ppra
isal
s, w
as d
irec
tly r
elat
ed to
the
com
pany
's e
xpec
tatio
ns o
f th
em a
s in
divi
dual
s.c.
At a
n A
rmy
trai
ning
cen
ter
105
sold
ers
wer
e te
sted
Show
tran
spar
ency
for
aptit
ude
and
rand
omly
ass
igne
d to
thre
eex
pect
ancy
cat
egor
ies:
hig
h, r
egul
ar a
nd u
nkno
wn.
#6 P
YG
MA
LIO
N I
N T
HE
AR
MY
Eig
ht in
stru
ctor
s w
ere
give
n th
ese
cont
rive
dex
pect
ancy
rat
ings
for
thos
e in
thei
r co
urse
s.T
rain
ees
of w
hom
inst
ruct
ors
expe
cted
bet
ter
perf
orm
ance
sco
red
sign
ific
antly
hig
her
on o
bjec
tive
achi
evem
ent t
ests
and
exh
ibite
d m
ore
posi
tive
attit
udes
and
gre
ater
mot
ivat
ion.
The
y al
sope
rcei
ved
thei
r in
stru
ctor
s to
be
bette
r le
ader
s.
9-L
ti
6
d.A
lber
t Sid
ney
Kin
g (1
971)
stu
died
the
effe
cts
ofsu
perv
isor
s' e
xpec
tatio
ns o
n w
orke
r's p
erfo
rman
ce.
Snow
tran
spar
ency
#7 P
YG
MA
LIO
N I
N T
RA
ININ
GSu
perv
isor
s w
ere
fals
ely
led
to b
elie
:. th
at s
ome
trai
nees
wou
ld s
how
mar
gina
l im
prov
emen
t dur
ing
the
term
of
thei
r em
ploy
men
t. T
he s
tudy
con
sist
of
17 p
ress
er, 2
0 w
elde
r, a
nd 1
9 m
echa
nic
trai
nees
. At
rand
om, 1
4 tr
aine
es w
ere
desi
gnat
ed a
s hi
ghap
titud
e pe
rson
nel (
HA
Ps).
The
sup
ervi
sors
wer
eto
ld th
e H
APs
wou
ld s
how
trai
ning
and
ski
llde
velo
pmen
t im
prov
emen
ts d
urin
g th
e du
ratio
n of
the
cour
se. T
here
fore
, the
exp
ecta
tions
in th
em
inds
of
the
supe
rvis
ors
wou
ld e
xpla
in th
ein
crea
sed
perf
orm
ance
dif
fere
nces
of
the
HA
Ps a
sco
mpa
red
to th
e ot
her
trai
nees
. Not
onl
y di
d th
etr
aine
es p
erfo
rm h
ighe
r th
an th
eir
coun
terp
arts
, but
also
took
less
tim
e to
lear
n. T
he H
APs
wer
e ra
ted
by f
ello
w tr
aine
es a
s ha
ving
hig
h pe
rfor
man
ce.
3.Fi
ndin
gs:
Show
tran
spar
ency
tr-4
'T
he in
stru
ctor
s' e
xpec
tatio
ns o
f tr
aine
es a
nd th
e w
ayth
e tr
aine
es a
re tr
eate
d la
rgel
y de
term
ine
thei
rpe
rtbr
man
ce.
#8 T
HE
FIN
DIN
GS
OF
TH
ESE
...
Ask
stu
dent
s/tr
aine
es to
sha
re a
nyex
peri
ence
(s)
of p
rior
teac
hers
/trai
ners
a r
Tra
inee
s, m
ore
ofte
n th
an n
ot, a
ppea
r to
do
wha
tth
ey b
elie
ve is
exp
ecte
d of
them
.T
he h
ighe
st a
chie
vem
ent i
s at
tain
ed b
y tr
aine
esw
hose
inst
ruct
ors
expe
ct h
igh
perf
orm
ance
.
who
hav
e "m
ade
a di
ffer
ence
."
7
I
4. 5.
Cue
s:Sh
ow tr
ansp
aren
cy#9
- C
ON
SCIO
USL
Y O
R N
OT
...
#10
KE
Y P
RIN
CIP
LE
S O
F...
Show
tran
spar
ency
#11
- PY
GM
AL
ION
IN
TH
EC
LA
SSR
OO
M
a-Su
perv
isor
s an
d m
anag
ers
form
exp
ecta
tions
of
trai
nees
and
com
mun
icat
e th
ose
expe
ctat
ions
with
vari
ous
cues
.a.
The
trai
nees
pic
k up
on
thos
e cu
es a
nd r
espo
nd to
them
by
adju
stin
g th
eir
beha
vior
.
Cla
ssro
om:
In a
cla
ssic
al s
tudy
by
Ros
enth
al (
1968
), T
he O
ak S
choo
lE
xper
imen
t, st
uden
ts w
ere
give
n an
IQ
test
at t
hebe
ginn
ing
of th
e sc
hool
yea
r. T
he e
xper
imen
t was
tode
term
ine
that
cui
ng te
ache
rs to
"po
tent
ial b
loom
ers,
"th
e ex
pect
ancy
gro
up, w
ould
cau
se th
e st
uden
ts to
sho
wgr
eate
r ga
ins
in I
Q. T
hus,
a r
ando
m s
ampl
e of
stu
dent
sw
ere
labe
led
"pot
entia
l blo
omer
s" a
nd r
evea
led
tote
ache
rs. T
he I
Q te
st w
as r
e-ad
min
iste
red
to a
ll th
est
uden
ts o
n a
one
sem
este
r, o
ne a
cade
mic
yea
r, a
nd tw
oac
adem
ic y
ear
time
fram
e. T
he h
igh
expe
ctan
cy s
tude
nts
show
ed g
reat
er g
ains
in I
Q th
an th
e co
ntro
l stu
dent
s(E
lash
off
& S
now
, 197
1; J
acob
son
& R
osen
thal
, 196
8).
Schm
uck
and
Schm
uck
(197
9, p
. 72)
tell
of a
teac
her
who
se c
lass
of
stud
ents
in a
juni
or h
igh
scho
ol h
ad b
een
desi
gnat
ed a
s m
enta
lly r
etar
ded.
Thr
ough
car
eful
men
tal t
estin
g, th
e te
ache
r di
scov
ered
that
few
er th
anha
lf th
e st
uden
ts c
ould
be
prop
erly
so
clas
sifi
ed. Y
etsh
e ha
d di
ffic
ulty
in c
onvi
ncin
g th
e sc
hool
'sad
min
istr
ator
s th
at th
e ot
her
stud
ents
sho
uld
be tr
eate
ddi
ffer
ently
. Cou
ld it
be
that
the
expe
ctat
ions
(pre
dict
ions
) th
at s
ome
teac
hers
hav
e ab
out l
ow-
perf
orm
ing
and
high
-per
form
ing
stud
ents
hel
p to
hol
dth
e st
uden
ts in
thos
e ca
tego
ries
des
pite
thei
r po
tent
ial
abili
ties?
8
Tha
t que
stio
n an
d ot
hers
rel
ated
to it
hav
e be
en th
esu
bjec
t of
num
erou
s st
udie
s. I
n th
e m
id-1
970'
s,R
osen
thal
(19
76)
used
met
a-an
alys
is to
inte
grat
e m
ore
than
300
stu
dies
. The
stu
dies
gav
e st
rong
evi
denc
eco
nsis
tent
with
the
hypo
thes
is th
at in
stru
ctor
s of
ten
act
as p
art o
f a
proc
ess
that
mak
es it
ver
y di
ffic
ult f
or lo
w-
perf
orm
ing
and
high
-per
form
ing
stud
ents
to m
ove
out o
fth
ose
cate
gori
es.
It h
as b
een
repo
rted
that
inst
ruct
ors
beha
ved
diff
eren
tlyto
war
d st
uden
ts th
ey b
elie
ve to
hav
e hi
gh a
cade
mic
capa
bilit
y an
d th
ose
they
bel
ieve
to h
ave
low
cap
abili
ty.
The
se o
pini
ons
are
expr
esse
d by
the
choi
ce o
f w
ords
,to
ne o
f vo
ice,
fac
ial e
xpre
ssio
n, a
nd o
ther
non
-ver
bal
beha
vior
. Stu
dies
sho
w th
at w
hen
inst
ruct
ors
belie
ved
they
wer
e in
tera
ctin
g w
ith b
righ
t, hi
gh-p
erfo
rmin
g, o
r"g
ood"
stu
dent
s, th
ey s
mile
d, n
odde
d ap
prov
ingl
y, le
aned
tow
ard
the
stud
ents
, loo
ked
them
in th
e ey
es, s
poke
in a
frie
ndly
man
ner,
gav
e th
em o
ppor
tuni
ties
to le
arn
new
mat
eria
l, ta
ught
them
the
diff
icul
t mat
eria
l, w
aite
d fo
rth
em to
"co
me
up w
ith"
the
righ
t ans
wer
to a
que
stio
n,ga
ve c
lues
or
reph
rase
d a
ques
tion
to h
elp
them
ans
wer
it, p
aid
clos
e at
tent
ion
to w
hat t
hey
said
, and
pra
ised
them
for
cor
rect
res
pons
es to
que
stio
ns -
all
mor
e of
ten
or m
ore
stro
ngly
than
whe
n th
e te
ache
rs b
elie
ved
they
wer
e in
tera
ctin
g w
ith "
poor
" st
uden
ts. I
nstr
ucto
rex
pect
atio
ns, s
omet
imes
bas
ed o
n m
ista
ken
ster
eoty
ping
,an
d so
me
of th
eir
actio
ns, c
an h
ave
dire
ct e
ffec
ts o
nac
adem
ic p
erfo
rman
ce. F
or e
xam
ple,
giv
ing
stud
ents
only
eas
y m
ater
ial t
o le
arn
or f
ailin
g to
giv
e th
emen
ough
tim
e to
com
e up
with
a r
ight
ans
wer
. The
effe
cts
of o
ther
act
ions
are
mor
e in
dire
ct.
9
The
sup
erio
r in
stru
ctor
cle
arly
bel
ieve
s in
the
trai
nee'
sba
sic
wor
th a
nd a
bilit
y to
per
form
eff
ectiv
ely.
Hav
ing
posi
tive
expe
ctat
ions
for
thei
r ca
pabi
litie
s go
es a
long
way
to e
nsur
e th
e de
sire
d re
sult,
be
it th
e so
lutio
n to
apr
oble
m o
r th
e pr
oper
ope
ratio
n of
equ
ipm
ent.
An
inst
ruct
or's
pos
itive
exp
ecta
tions
mak
e a
trai
nee
feel
stro
nger
and
mor
e co
nfid
ent;
as a
res
ult,
the
trai
nee
feel
s m
ore
capa
ble
of ta
cklin
g a
prob
lem
. The
sup
erio
rin
stru
ctor
und
erst
ands
the
psyc
hoso
mat
ic r
elat
ions
hip
ofm
ind
over
bod
y; th
at th
e bo
dy e
xpre
sses
wha
t the
min
dis
con
cern
ed w
ith.
Inst
ruct
or e
xpec
tatio
ns:
Ask
stu
dent
s/tr
aine
es to
dis
cuss
wha
tT
he s
tudy
of
the
effe
ct o
f in
stru
ctor
exp
ecta
tions
on
they
thin
k in
stru
ctor
s' e
xpec
tatio
ns a
retr
aine
es' p
erfo
rman
ce a
lso
deri
ves
from
Mer
ton'
sco
ncep
t of
the
self
-ful
filli
ng p
roph
ecy.
The
que
stio
n is
,of
stu
dent
s/tr
aine
es.
"Do
trai
nees
tend
to f
ulfi
ll ex
pect
atio
ns th
at in
stru
ctor
sha
ve f
or th
em, w
heth
er p
ositi
ve o
r ne
gativ
e?"
A n
umbe
rof
res
earc
h st
udie
s ha
ve b
een
carr
ied
out t
o ev
alua
te th
isno
tion
of in
stru
ctor
infl
uenc
e on
ach
ieve
men
t. M
ost
follo
wed
the
wor
k of
Ros
enth
al a
nd J
acob
son
(196
8).
It h
as lo
ng b
een
notic
ed th
at m
any
inst
ruct
ors,
whe
nth
ey in
itiat
e in
tera
ctio
n w
ith tr
aine
es, u
se d
iffe
rent
sty
les
with
dif
fere
nt tr
aine
es. O
n th
e fa
ce o
f it,
that
see
ms
desi
rabl
e, s
ince
eve
ry s
tude
nt is
uni
que
and
mig
htbe
nefi
t fro
m p
erso
naliz
ed a
ttent
ion.
The
sus
pici
onar
ises
, how
ever
, tha
t the
inst
ruct
or m
ay b
e ch
oosi
ng a
met
hod
of in
flue
nce
on th
e ba
sis
of a
mis
take
nst
ereo
type
rat
her
than
on
the
bads
of
the
actu
al a
ndpa
rtic
ular
abi
litie
s an
d ne
s. -
Ic o
f th
e tr
aine
e.In
part
icul
ar, i
t has
bee
n no
ticed
that
stu
dent
s be
gin
to b
ech
arac
teri
zed
by in
stru
ctor
s as
hig
h pe
rfor
mer
s.an
d lo
wpe
rfor
mer
s ea
rly
in g
rade
sch
ool,
and
then
rar
ely
mov
efr
om o
ne c
ateg
ory
to th
e ot
her.
1042
Stud
ents
exp
ecta
tions
:T
he e
xpec
tatio
ns th
at s
tude
nts
have
abo
ut th
eir
perf
orm
ance
in a
n in
stru
ctio
nal s
ettin
g ha
ve p
rofo
und
effe
cts
on th
eir
actu
al p
erfo
rman
ce. T
he c
once
pt is
clos
ely
rela
ted
to M
erto
n's
notio
n (1
948)
of
the
self
-fu
lfill
ing
prop
hecy
whi
ch h
olds
that
peo
ple
who
hav
eex
pect
atio
ns a
bout
wha
t is
to o
ccur
oft
en a
ct in
way
slik
ely
to p
rodu
ce th
at o
ccur
renc
e. I
n an
edu
catio
nal
cont
ext,
thos
e w
ho e
xpec
t to
perf
orm
wel
l do
perf
orm
bette
r th
an th
ose
who
do
not h
ave
that
exp
ecta
tion
(Zan
na, e
t al.,
197
5). W
hat h
as m
ade
this
line
of
rese
arch
intr
igui
ng is
that
the
succ
essf
ul p
erfo
rman
ceoc
curs
eve
n th
ough
the
expe
ctat
ion
of s
ucce
ss is
bas
edon
fac
tors
that
are
not
rel
evan
t to
perf
orm
ance
.
Whi
le m
ost r
esea
rch
has
focu
sed
on th
e ef
fect
of
succ
essf
ul e
xpec
tatio
ns, t
wo
addi
tiona
l phe
nom
ena
shou
ld b
e no
ted.
Firs
t, A
rons
on a
nd C
arls
mith
(19
62)
foun
d th
at s
tude
nts
activ
ely
seek
to c
onfi
rm th
eir
expe
ctat
ions
abo
ut th
emse
lves
- e
ven
whe
n th
atco
nfir
mat
ion
lead
s to
fai
lure
. Sec
ond,
the
Zan
na e
t al.
stud
y in
dica
ted
that
the
expe
ctat
ions
stu
dent
s ha
veab
out t
hem
selv
es c
an in
tera
ct w
ith th
e ex
pect
atio
ns h
eld
by o
ther
s su
ch a
s th
eir
inst
ruct
ors.
2324
1 1
Pare
ntal
exp
ecta
tions
:R
esea
rch
in th
e so
ciol
ogy
of e
duca
tion
has
show
n th
atpa
rent
al e
xpec
tatio
ns, a
nd c
hild
ren'
s pe
rcep
tions
of
pare
ntal
exp
ecta
tions
, hav
e a
sign
ific
ant e
ffec
t on
child
ren'
s ed
ucat
iona
l atta
inm
ent.
Muc
h of
the
rese
arch
on p
aren
tal e
xpec
tatio
ns h
as b
een
cond
ucte
d to
dis
cove
rca
usal
fac
tors
whi
ch e
xpla
in a
chie
vem
ent d
iffe
renc
esam
ong
ethn
ic g
roup
s an
d am
ong
grou
ps d
iffe
ring
inso
cioe
cono
mic
sta
tus.
Res
earc
hers
fou
nd th
at p
aren
ts o
flo
w s
ocio
econ
omic
sta
tus
ofte
n ha
ve e
xpec
tatio
ns f
orth
eir
child
ren
that
are
equ
al to
or
high
er th
an th
ose
ofm
iddl
e-cl
ass
pare
nts.
How
ever
, the
chi
ldre
n of
thes
egr
oups
sig
nifi
cant
ly d
iffe
r in
ach
ieve
men
t lev
els.
One
poss
ible
exp
lana
tion
for
this
is th
at h
igh
pare
ntal
expe
ctat
ions
are
not
eno
ugh;
par
ents
mus
t als
o pr
ovid
eth
eir
child
ren
with
tim
e, a
ttent
ion,
and
pra
ctic
alst
rate
gies
whi
ch c
an b
e us
ed to
ach
ieve
edu
catio
nal
goal
s.
C.
Soci
al &
psy
chol
ogic
al f
acto
rs:
Show
tran
spar
ency
Exp
ecta
tions
infl
uenc
e ot
hers
thro
ugh
man
y so
cial
and
#12
- SO
CIA
L A
ND
psyc
holo
gica
l pro
cess
es, s
uch
as:
air
Clim
ate;
all
non-
verb
al a
ctio
ns (
body
lang
uage
, eye
cont
act,
faci
al e
xpre
ssio
ns, b
ody
post
ure,
and
tone
of
voic
e)
PSY
CH
OL
OG
ICA
L P
RO
CE
SSE
S ...
Iry
Feed
back
; mor
e of
less
res
pons
e an
d ad
equa
te a
mou
ntof
info
rmat
ion
cif.
Inp
ut; p
ositi
ve c
ritic
ism
with
hel
pful
pro
blem
sol
ving
tech
niqu
esr
Out
put;
adeq
uate
res
pons
ibili
ty.
D.
Rec
ogni
zabl
e ne
gativ
e ex
pect
atio
ns:
Show
tran
spar
ency
13-
Pay
less
atte
ntio
n to
low
ach
ieve
rs (
less
sm
iling
and
eye
#13
- H
OW
TR
AIN
ER
Sco
ntac
t)ai
r C
all o
n lo
ws
less
oft
en a
nd g
ive
less
tim
e to
ans
wer
tie P
rais
e lo
ws
less
fre
quen
tly a
fter
suc
cess
ful r
espo
nses
CO
MM
UN
ICA
TE
...
114-
Dem
and
less
fro
m lo
ws
than
fro
m h
ighs
tri I
nter
rupt
low
s m
ore
freq
uent
ly th
an h
ighs
2_5
12
0
E.
To
exhi
bit p
ositi
ve e
xpec
tatio
ns:
Focu
s an
d bu
ild o
n tr
aine
e's
stre
ngth
s, n
ot w
eakn
esse
si
Exp
ress
pos
itive
exp
ecta
tions
abo
ut th
e tr
aine
e's
abili
ties
Lis
ten
and
pay
clos
e at
tent
ion
to th
e tr
aine
eE
mph
asiz
e th
e tr
aine
e's
wor
thB
elie
ve in
you
rsel
f an
d ha
ve c
onfi
denc
e in
you
r ab
ility
tom
ake
a po
sitiv
e im
pact
on
a tr
aine
e's
perf
orm
ance
and
prod
uctiv
ity(T
he S
elf-
Fulf
illin
g Pr
ophe
cy: T
he P
ygm
alio
n E
ffec
t,ill
ustr
ates
des
irab
le e
ffec
ts o
f ha
ving
pos
itive
expe
ctat
ions
and
con
tras
ts th
ese
with
und
esir
able
eff
ects
of n
egat
ive
expe
ctat
ions
. As
poin
ted
out,
the
inst
ruct
orw
ho h
as p
ositi
ve e
xpec
tatio
ns d
oes
mor
e th
an m
erel
yex
erci
se "
the
pow
er o
f po
sitiv
e th
inki
ng."
Rat
her,
the
inst
ruct
or w
ho h
as p
ositi
ve e
xpec
tatio
ns tr
eats
the
trai
nee
diff
eren
tly, b
oth
in w
hat i
s sa
id a
nd in
how
he
beha
ves
tow
ard
the
trai
nee.
)
F.Fa
ctor
s th
at p
rodu
ce th
e Py
gmal
ion
Eff
ect:
Set a
n ac
cept
ing,
enc
oura
ging
moo
d fo
r tr
aine
es. T
his
incl
udes
war
mth
, atte
ntio
n, s
mili
ng a
nd n
oddi
ngap
prec
iativ
ely
(pos
itive
non
-ver
bal c
omm
unic
atio
n).
lir G
ive
trai
nees
mor
e ve
rbal
clu
es a
bout
thei
r pe
rfor
man
ce,
mor
e re
actio
n, m
ore
prai
se, a
nd s
omet
imes
mor
ecr
itici
sm -
all
of w
hich
hel
p in
stru
ct th
e tr
aine
e in
wha
tis
nee
ded
for
impr
ovem
ent.
III'
Enc
oura
ge tr
aine
es to
ask
que
stio
ns.
6-4-
Urg
e th
em to
res
pond
to in
stru
ctic
. ns.
Invo
lve
trai
nees
and
use
thei
r in
put w
hen
poss
ible
.64
. Lea
d by
exa
mpl
e. R
einf
orce
trai
nees
in a
pos
itive
way
;al
low
them
tim
e to
per
form
a ta
sk c
orre
ctly
; giv
e th
emth
e be
nefi
t of
the
doub
t; be
gen
erou
s w
ith s
ince
reco
mpl
imen
ts.
Show
tran
spar
ency
#14
- H
OW
TR
AIN
ER
S E
XH
IBIT
...
Show
tran
spar
ency
#15
- FA
CT
OR
S T
HA
T P
RO
DU
CE
...(s
et a
n ...
)#1
6 -
FAC
TO
RS
TH
AT
PR
OD
UC
E...
(enc
oura
ge ..
.)
Hav
e st
uden
ts/
trai
nees
mak
e a
shor
t lis
t of
nega
tive
expe
ctat
ions
that
they
mig
ht h
ave
been
exp
osed
to.
Bes
ide
the
nega
tive
expe
ctat
ions
, hav
eth
e st
uden
ts/
trai
nees
wri
te a
bette
r w
ay o
fha
ndlin
g th
esi
tuat
ion
whi
chw
ould
pro
duce
apo
sitiv
eex
pect
ancy
.
13
IG.
Way
s to
enh
ance
sel
f-es
teem
:of
Giv
e sp
ecia
l ass
ignm
ents
and
pro
vide
fee
dbac
k on
perf
orm
ance
.ri
e G
ive
com
plet
e di
rect
ions
incl
udin
g pe
rfor
man
cest
anda
rds
and
reas
ons.
(Se
t thi
ngs
up s
o tr
aine
es c
ome
thro
ugh
as w
inne
rs -
Rem
embe
r su
cces
s br
eeds
mor
esu
cces
s.)
tie R
ecog
nize
ach
ieve
men
t.
Show
tran
spar
ency
#17
- W
AY
S T
O E
NH
AN
CE
... (
give
spec
ial .
..)#1
8 -
WA
YS
TO
EN
HA
NC
E...
(tak
eth
e id
eas
...)
#19
- W
AY
S T
O E
NH
AN
CE
...
(sup
port
the
actio
ns ..
.)#2
0 -
WA
YS
TO
EN
HA
NC
E...
Er
Show
con
stru
ctiv
e co
ncer
n ab
out p
erfo
rman
ce p
robl
ems.
iv L
iste
n ac
tivel
y. (
Try
par
aphr
asin
g to
sho
wun
ders
tand
ing.
)ve
Tak
e th
e id
eas
of o
ther
s se
riou
sly
and
wri
te th
em d
own.
ve A
ccep
t the
opi
nion
of
othe
rs.
lee
Acc
ept d
iffe
renc
es in
oth
ers.
rir
Exp
ress
fee
lings
/be
awar
e of
oth
ers'
fee
lings
.m
e R
ecog
nize
impo
rtan
t eve
nts
in th
e liv
es o
f ot
hers
.vi
rSu
ppor
t the
act
ions
of
othe
rs.
gt4.
Ask
for
opi
nion
s on
how
to s
olve
a p
robl
em.
(adm
it it
whe
n ...
)
Lir
Del
egat
e.cr
Ask
for
hel
p.ve
Sha
re e
xper
ienc
es.
cii-
Adm
it it
whe
n yo
u ar
e w
rong
.vi
' Say
"yo
u ar
e ri
ght."
FE
'B
e ge
nero
us w
ith s
ince
re c
ompl
imen
ts.
vi U
se c
ourt
eous
wor
ds.
lir U
se p
ositi
ve n
on-v
erba
l com
mun
icat
ion.
las-
Est
ablis
h an
d ke
ep f
ollo
w-u
p da
tes.
Ivi'
Shar
e in
form
atio
n.
4.d
14
U
H.
Stat
emen
ts th
at e
rode
sel
f-es
teem
:Sh
ow tr
ansp
aren
cya-
The
re a
re tw
o w
ays
to d
o th
is, t
he r
ight
way
ari
d th
e w
ay#2
1 -
STA
TE
ME
NT
S T
HA
T E
RO
DE
you
are
doin
g it.
... (
ther
e ar
e tw
o ...
)le
r Y
ou ju
st d
on't
seem
to u
nder
stan
d.#2
2 -
STA
TE
ME
NT
S T
HA
T E
RO
DE
tie Y
ou s
houl
d kn
ow b
ette
r th
an th
at.
tr I
thou
ght t
hat y
ou w
ould
hav
e m
ore
prid
e in
you
r w
ork.
war
If
you
wou
ld li
sten
, you
wou
ld u
nder
stan
d.tir
Rea
d m
y lip
s!tir
In
orde
r to
ope
rate
this
mac
hine
, you
've
got t
o be
smar
ter
than
it is
.lie
Whe
n yo
u're
as
expe
rien
ced
as I
am
, the
n yo
u w
illun
ders
tand
.r4
- St
and
back
and
let m
e do
it.
ri I
hop
e yo
u're
sm
art e
noug
h to
kno
w th
at.
... (
read
my
lips
...)
1.Po
sitiv
e se
lf-c
once
pt:
The
dev
elop
men
t of
a go
od (
heal
thy)
sel
f-co
ncep
t in
each
trai
nee
is o
f th
e ut
mos
t im
port
ance
in e
stab
lishi
ng th
epr
oper
clim
ate
for
lear
ning
. Tra
inee
s m
ust b
elie
ve th
ey c
ansu
ccee
d if
they
are
inde
ed to
be
able
to s
ucce
ed.
Thi
nk f
or a
mom
ent a
bout
a ta
sk y
ou tr
ied
but f
eare
dbe
caus
e yo
u th
ough
t you
cou
ld n
ot s
ucce
ed in
doi
ng it
, lik
eth
e fi
rst t
ime
you
drov
e o
car,
or
spok
e be
fore
a la
rge
grou
pof
peo
ple.
Did
you
fee
l goo
d ab
out b
eing
suc
cess
ful?
Wer
e yo
u w
illin
gto
try
som
ethi
ng e
lse
new
and
dif
fere
nt w
ithin
a s
hort
peri
od o
f tim
e? I
f yo
ur a
nsw
ers
to th
ese
ques
tions
wer
eye
s, y
ou a
re a
mon
g th
e m
any
who
dev
elop
a g
ood
self
-co
ncep
t thr
ough
suc
cess
, whi
ch b
uild
s th
e fo
unda
tion
for
futu
re r
elat
ions
hips
and
/or
lear
ning
.U
nfor
tuna
tely
, som
e tr
aine
es d
evel
op a
n un
heal
thy
self
-co
ncep
t. A
var
iety
of
book
s, e
.g.,
The
Cul
tura
lly D
epri
ved
Chi
ld (
Rei
ssm
an, 1
962)
, poi
nt o
ut th
at th
is d
efic
it re
sults
inlo
wer
aca
dem
ic a
nd v
ocat
iona
l asp
irat
ions
.
15
J.Se
lf-c
once
pt:
Is th
e su
m to
tal o
f th
e pe
rcep
tions
, ide
as, a
nd a
ttitu
des
we
have
dev
elop
ed a
bout
our
selv
es.
or P
erce
ptio
ns a
re th
e re
sult
of s
enso
ry in
form
atio
n, th
e
Show
tran
spar
ency
#23
- SE
LF-
CO
NC
EPT
raw
mat
eria
l tha
t we
colle
ct a
nd a
bsor
b ab
out o
urse
lves
from
our
env
iron
men
t.m
e Id
eas
are
a m
enta
l im
age,
som
ethi
ng a
ssum
ed o
r se
nsed
.ri
p A
ttitu
des
are
emot
iona
lly c
harg
ed id
eas
infl
uenc
ed b
you
r ex
peri
ence
s, f
eedb
ack
from
per
sona
l int
erac
tions
and
feel
ings
of
succ
ess
or la
ck o
f su
cces
s.
A h
ealth
y se
lf-c
once
pt is
cha
ract
eriz
ed b
y:E
r A
cle
ar e
stim
atio
n of
val
ues
and
self
-wor
th.
14-
Rec
ogni
zed
stre
ngth
s an
d w
eakn
esse
s.ai
r A
goo
d se
nse
of s
elf-
wor
th, e
ven
in th
e fa
ce o
f fa
ilure
.gr
ie A
dapt
abili
ty to
exp
erie
nce
and
chan
ge.
as C
apac
ity f
or a
ccep
ting
othe
rs.
K.
Key
s fo
r an
impr
oved
sel
f-co
ncep
t:Sh
ow tr
ansp
aren
cyto
In
spite
of
posi
tive
expe
ctat
ions
, the
sup
erio
r in
stru
ctor
does
not
app
roac
h cl
ass
wea
ring
ros
e co
lore
d gl
asse
s.#2
4 -
KE
YS
FOR
AN
...
The
inst
ruct
or s
houl
d ha
ve a
ver
y pr
actic
al, d
own-
to-
eart
h ap
prec
iatio
n of
the
real
ity o
f hu
man
lim
itatio
ns.
air
Rea
listic
exp
ecta
tions
ena
ble
the
inst
ruct
or to
see
cle
arly
the
pers
onal
blo
cks
and
wor
ld b
lock
s th
at m
ay p
reve
nt a
trai
nee
from
sol
ving
a p
robl
em o
r le
arni
ng h
ow to
oper
ate
a pi
ece
of e
quip
men
t. W
ith s
uch
anun
ders
tand
ing
of th
e si
tuat
ion,
the
inst
ruct
or c
an g
ive
prop
er g
uida
nce
to th
e tr
aine
e.us
e It
is im
port
ant t
o di
ffer
entia
te b
etw
een
havi
ng r
ealis
ticex
pect
atio
ns o
f pe
ople
and
hav
ing
nega
tive
expe
ctat
ions
.N
egat
ive
expe
ctat
ions
, whi
ch o
ften
invo
lve
"pre
judg
ing,
"or
"gi
ving
up
on"
a pe
rson
, can
lead
to v
ery
unde
sira
ble
fulf
illm
ent o
f th
e ne
gativ
e ex
pect
atio
ns.
via'
Pra
ise
your
self
.Il
ie P
rais
e ot
hers
.
16
III.
SUM
MA
RY
AN
D C
ON
CL
USI
ON
S
A.
It is
dif
ficu
lt fo
r th
e in
stru
ctor
who
doe
s no
t pos
sess
sel
f-Sh
ow tr
ansp
aren
cyco
nfid
ence
to p
rom
ote
and
build
sel
f-es
teem
in o
ther
s.#2
5 -
TO
OL
S FO
R B
UIL
DIN
G ..
.M
enta
l ale
rtne
ss a
nd p
repa
redn
ess
give
the
inst
ruct
or#2
6 -
USE
ME
NT
AL
IM
AG
ER
Y ..
.co
nfid
ence
. Tra
inee
s sh
ould
bel
ieve
that
the
inst
ruct
or is
conc
erne
d w
ith e
ach
indi
vidu
al's
nee
ds. T
he in
stru
ctor
shou
ld p
rovi
de m
any
genu
ine
expe
rien
ces
of s
ucce
ss f
or a
lltr
aine
es a
nd e
ncou
rage
thei
r ef
fort
and
ach
ieve
men
t.
#27
- R
EM
EM
BE
R
B.
Hav
ing
real
istic
exp
ecta
tions
act
ually
goe
s ha
nd-i
n-ha
ndw
ith p
ositi
ve e
xpec
tatio
ns; t
hey
ensu
re th
at p
ositi
veex
pect
atio
ns c
an b
e re
aliz
ed. R
ealis
tic e
xpec
tatio
ns s
erve
toal
ert t
he tr
aine
e to
som
e of
the
antic
ipat
ed o
bsta
cles
to th
epo
sitiv
ely
expe
cted
out
com
e of
a s
ituat
ion.
351
7
36
MYTHOLOGY
Pygmalion can be traced as far back
as Greek Mythology. Pygmalion, the
king of Cyprus, carved a statue of a
woman, named it Galatea and treated
it as if it were alive. He would dress
the statue in clothes and jewels. The
goddess Aphrodite pitied Pygmalion
and brought the statue to life. Once
alive, Galatea and Pygmalion were
married and had a child named
Metharme.
3-7
DEFINITION OF THEPYGMALION EFFECT: THE
SELF FULFILLING PROPHECY(SFP)
Is: The notion that the
expectation of an event can
make it happen; it starts with a
false belief which causes new
behavior; thus, making the false
belief become a true positive
reality.
George Bernard Shaw wrote
the play, Pygmalion. He told
how the will, effort and
confidence of Professor Henry
Higgins transformed an
ill-mannered Cockney flower
girl into a sophisticated lady
capable of making her own way
in London society.
(Example: My Fair Lady)
3
Modern behavioral science has
proven that your attitude
toward, and subsequent
treatment of, someone has the
power to transform that person.
Your expectations alone can
bring about changed behavior.
Over 300 studies concerned with the
impact of expectations on performance
have been conducted in a wide range of
setings.
'YGMALION IN INDUSTRY
For example, two MIT researchers
analyzed the careers of 49 AT&T
managers and discovered that their
success, as measured by promotions,
salary increases and performance
appraisals, was directly related to the
company's expectations of them as
41
At an Army training center 105 soldiers
were tested for aptitude and randomly assigned
to three expectancy categories: high, regular
and unknown. Eight instructors were given
these contrived expectancy ratings for those in
their courses.
Trainees of whom instructors expected
better performance scored significantly higher
on objective achievement tests and exhibited
more positive attitudes and greater motivation.
They also perceived their instructors to be
better leaders.
42
PYGMALION IN TRAINING
In a welder training program study by Dr.
Albert S. King, 14 trainees were randomly
selected, and the instructor was told that they
had a high aptitude for welding. They were
identified as High Aptitude Personnel (HAPs).
At the end of training, the instructor rated the
HAPs significantly higher than all others. Fellow
trainees also rated the HAPs higher on
questions like Who is best in overall
performance?" The HAPs also performed
significantly higher on welding code tests and on
a written test. Furthermore, the HAPs took less
time to learn.
4 t)
The findings of these and otherstudies show that:
law What instructors expect oftrainees and the way theytreat them largely determinetrainee performance.
v=5. Trainees, more often thannot, appear to do what theybelieve is expected of them.
vw The highest achievement isattained by trainees whoseinstructors expect highperformance.
444
Consciously or
not, we tip trainees
off as to our
expectations.
We exhibit verbal
and non-verbal cues
and they pick up on
them.
45
KEY PRINCIPLES OFTHE SELF-FULFILLING
PROPHECY
rw We form expectations oftrainees
rw We communicate thoseexpectations with variouscues
ew Trainees tend to respondto these cues by adjustingtheir behavior to matchthem
uw Result - originalexpectation becomes true
46
i
PYGMALION IN THE CLASSROOM
Teachers were lead to believe that
some of the students in their class
were considered "potential bloomers"
based on IQ tests. Thus, the students
perceived as "potential bloomers"
performed significantly higher than all
others.
47
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HOW TRAINERS COMMUNICATENEGATIVE EXPECTATIONS
Pay less attention to lowachievers (less smiling and eyecontact)
Call on lows less often and giveless time to answer
vw Praise lows less frequently aftersuccessful responses
Demand less from lows thanfrom highs
raz) Interrupt lows more frequentlythan highs
49
HOW TRAINERS EXHIBITPOSITIVE EXPECTATIONS
ow Focus and build on trainee'sstrengths, not weaknesses
tw Express positive expectationsabout the trainee's abilities
vif. Listen and pay close attention tothe trainee
Emphasize the trainee's worth
Believe in yourself and haveconfidence in your ability to makea positive impact on a trainee'sperformance and productivity
50
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EF Encourage trainees to askquestions.
EY Urge them to respond toinstructions. Involve trainees anduse their input when possible.
Lead by example. Reinforcetrainees in a positive way; allowthem time to perform a taskcorrectly; give them the benefit ofthe doubt; and be generous withsincere compliments.
J4,
4
,S4
0
44
o'
44V
444444
4
44
4
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41,
4P
s.e
0,S
Support the actions of others.
Ask for opinions on how to solve aproblem.
Delegate.
Ask for help.
Share experiences.
55
1
Admit it when you are wrong.
Say "you are right."
Be generous with sincerecompliments.
Use courteous words.
1W Use positive non-verbalcommunication.
itw Establish and keep follow-updates
Share information.
STATEMENTS THAT ERODESELF-ESTEEM
iw
iw
[az. If
There are two ways to dothis, the right way and theway you're doing it.
You just don't seem tounderstand.
You should know better thanthat.
I thought that you would havemore pride in your work.
you would listen, you wouldunderstand.
X -1:4
Read my lips!
we In order to operate thismachine, you've got to besmarter than it is.
Ve When you're as experiencedas I am, then you willunderstand.
we Stand back and let me do it.
we I hope you're smart enoughto know that.
SELF-CONCEPT
Opinions instructors have ofa trainee are expressed byword, tone of voice, facialexpressions, and behavior.
tw Acceptance and approval ofa trainee make that individualmore accepting andapproving of others.
Fa' How trainees perceivethemselves greatly affectstheir learning and behavior.
//
KEYS FOR AN IMPROVEDSELF-CONCEPT
11W
ve
Evaluate yourself realistically
Set realistic goals
Concentrate onimprovement, not perfection
Praise yourself
Praise others
tw
we
60
TOOLS FOR BUILDING ANEFFECTIVE TRAINING
CLIMATE
Sensitivity to trainee needsEmpathic understandingAcceptance
Positive self-conceptEnthusiasm
Creative cooperation
Awareness of others' feelingsConfidence in the traineeHigh expectationsPraise of quality performance
Cl
\USE MENTAL IMAGERY -
IMAGINE
Think of a positive Pygmalionin your life.
How did that person makeyou feel?
Visualize a situation wherethat person motivated you.
Then - imagine in detail asituation in which you can bea positive Pygmalion for yourleast effective trainee.
ii.
1W
ila
REMEMBER
re Whatever the mind canCONCEIVE and BELIEVE itcan ACHIEVE!
I am not what I think I am, I
am not what you think I am, I
am what I think you think Iam.
EY) "The difference between alady and a flower girl is nothow she behaves, but howshe's treated."