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Date:         Sun, 13 Dec 1992 20:22:54 GMT
From:         rljackson@ATTMAIL.COM
Subject:      Developing Curricula on PCT

Bill P --- Congratulations, and best wishes to you and your familly
on
the new arrival!!!!!!

[from Ray Jackson (921213.1230 MST)]

  len lansky (921211.1143)
>a little bio and request for help.

  Bill Powers (921212.0300)
>At a more propitious time I will start putting together an outline
>for a one-quarter (13-week) course in PCT. Unless someone else
>beats me to it.

At the same time, I would like to express interest for a
similar lesson plan; I am going to be developing some PCT material
for an MBA Organizational Behavior class I will teach next fall. Of
course, I see the PCT ideas as critical to a true understanding of
the subject. However, I will probably only be able to spend 2-3
weeks on it before moving into the rest of the course content (but,
then I can reiterate the theory through examples during the rest of
the semester).

I will also be teaching an undergrad class in Organizational
Development, where I will emphasize PCT as well, but probably not as
extensively. I won't have as much freedom with that material.

For the past 18 mos, I've taught what I know of PCT to managers and
supervisors in the workplace, and in various grad and undergrad
classes as sort of a guest lecturer. The problem I've found in
teaching PCT to whoever is listening is that although there are
students who cling to every word, they often interpret everything
with such a strong s/r filter that what you're saying only
makes sense (or not) in THEIR world. But, of course no one on the
Net has had to deal with that before...

It seems the initial task we face is to challenge the
students MINDSET early on -- with such precious little time to spend
with them (2-16 weeks), we can not afford to have them view the
biggest part of the instruction through behavioristic eyes. From
that standpoint, my experience has been to use the rubberband and
other demos fully explained with as many real life situations as
possible. For an overview of the basic mechanics of the theory, I
use an over-simplified version of the feedback loop (i would send a
e-copy, but it's a mac graphic; I'll send a hard copy if you like).
And, of course, question and question them to see what's important
in their lives, and then try to come up with examples based on that
(education, industrial, sales, etc.). At that point, most have
acquired the basic framework, and then you can help them to fill in
the blanks.

By the way, I am sure that Dag Forssell will have some interesting
input from his experiences teaching in the corporate setting. From
looking at some of his materials, he's way ahead of most of us in
this area (even though he touts his program as one for managers who
think; I tend to work with ones who cant...).

Should there be a difference between the approach for educating
individuals on PCT in the academic and corporate settings? From a
global perspective, I tend to think not, other than keeping in mind
their motivation to learn (error signal), as well as other minor
differences based on the setting.

>(Bill P)...I envision a group project here, in which people
>rewrite the outline and re-rewrite it until we have something that
>looks good.

Not to mention teach, (evaluate), and re-teach, which is often the
only way to tell the value of any educational piece. But, no doubt
this will be something that looks (and is) good. I will continue to
follow this thread closely, and contribute what I can. With everyone
on the Net having a chance to join in here, we can develop the
foundation of something to reach many people in diverse fields.

Best Regards,
Ray
********************************************************************
Ray L. Jackson                               rljackson@attmail.com
3613 W. Saragosa St.
Chandler, AZ 85226
Home: 602-963-6474
Pager: 602-244-3252 #2545
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