Number THREE.
here is it. my group decided upon the cab-drivers case study:
*click on it to view larger image*
here is it. my group decided upon the cab-drivers case study:
*click on it to view larger image*
Under the problem model, the problem discussed is in relation to bad driving habits and bad conduct of the cab drivers. For a record, cab drivers receive four times more traffic bookings or warnings than car drivers. The offenses committed include speeding, cutting across lanes dangerously, sudden braking and changing of lanes, overcharging/touting and being rude to customers.
This problem is backed with statistics provided by the cab companies. For instance, Comfort cab itself has sacked 17 of its drivers and issued 900 warning letters in 2008. Tibs on the other hand, has issued nine warning letters to their drivers. Companies have also sent their drivers to road safety courses and Comfort has sent about 150 of its accident-prone drivers whereas Tibs has sent 20 of its drivers on a "pay-for-their-own" basis as an additional deterrent.
The cause of the problem (bad driving habits of cabbies) is due to ineffective learning. This is reflected clearly in the first part of the case whereby evidence shows that there is a persisting problem of repeated offenses. This resulted in an increased in number of punishments/deterrents. For instance as mentioned above, increase in number of termination of contracts and issuing of warning letters by cab companies.
As a form of deterrent, most companies have demerit systems, bonus reduction, reduction of rental rebates, fines in place as part of their measures to curb the problem. Some companies even go to the extent of having employees pay for their own refresher courses as a form of further deterrence. These measures made use of the concept of Behaviorism whereby the "educator" (i.e. employer/taxi company) punishes the "learner" (i.e. employee/taxi drivers) for making mistakes and to further deter them from committing the same mistakes. At the same time, companies also provide additional driver refresher courses and road safety courses, as a way of reinforcing the necessary rules and requirements drivers should abide to.
However, despite the presence of existing instructions, trainings and education offered by the respective taxi companies, the problem of bad driving habits continue to persist. Here, it reveals the Disruptive Model. Yes, the problem can be solved by instructing or educating but there remains a gap that renders these existing instructions and education ineffective. The goal of the instructional system is supposed to reduce the rate cab drivers are committing offenses. However, despite the presence of education and instruction, the goal is still not achieved effectively. In this case, there is a disparity such that the amount of instruction/education given is not proportionate to the improvement of the situation. Thus, it can be seen that the situation continues to persist/worsen with drivers not learning the rules, thereby resulting in a discrepancy. This gap is an instructional need, and can be used for the design and development of instruction.
In an attempt to achieve the goal and to bridge the gap, we have come up with the following learning/behavioral objectives. Firstly, under "superordinate relationship", there are two objectives. The learning objective is “Drivers need to learn the dangers of driving recklessly and to know that the consequences of reckless driving can be dire (e.g. accidents)”. This objective is deemed most important, as it is the basis for the actions of drivers. While the behavioral objective being “Drivers recognize the dangers of their bad driving habits and stop driving recklessly”. Having drivers be aware and carry out this behavior would then solve the problem and thus achieve the goal statement. Secondly, in "coordinate relationships", there is the learning objective “Drivers have to learn to value the precious lives and safety of passengers and others” and behavioral objective “Drivers conform to traffic rules by not cutting lanes, braking suddenly etc”. Thirdly, the behavioral objective “Drivers treat their customers better by being more polite, courteous and friendlier” is listed under "subordinate relationship" as safety is seen to be more important than good service.
Last but not least, additional recommendations should be given to strike equilibrium between recommendations and deterrents. Other than deterrents/punishments, educators can reward drivers who have a clean record. This gives them a sense of ownership and attachment which will help boost their confidence and improve learning abilities. Besides, there can also be additional courses on service conduct and educating the commuters. Educating the commuters is as important as educating the drivers. Both have to play a part.
This problem is backed with statistics provided by the cab companies. For instance, Comfort cab itself has sacked 17 of its drivers and issued 900 warning letters in 2008. Tibs on the other hand, has issued nine warning letters to their drivers. Companies have also sent their drivers to road safety courses and Comfort has sent about 150 of its accident-prone drivers whereas Tibs has sent 20 of its drivers on a "pay-for-their-own" basis as an additional deterrent.
The cause of the problem (bad driving habits of cabbies) is due to ineffective learning. This is reflected clearly in the first part of the case whereby evidence shows that there is a persisting problem of repeated offenses. This resulted in an increased in number of punishments/deterrents. For instance as mentioned above, increase in number of termination of contracts and issuing of warning letters by cab companies.
As a form of deterrent, most companies have demerit systems, bonus reduction, reduction of rental rebates, fines in place as part of their measures to curb the problem. Some companies even go to the extent of having employees pay for their own refresher courses as a form of further deterrence. These measures made use of the concept of Behaviorism whereby the "educator" (i.e. employer/taxi company) punishes the "learner" (i.e. employee/taxi drivers) for making mistakes and to further deter them from committing the same mistakes. At the same time, companies also provide additional driver refresher courses and road safety courses, as a way of reinforcing the necessary rules and requirements drivers should abide to.
However, despite the presence of existing instructions, trainings and education offered by the respective taxi companies, the problem of bad driving habits continue to persist. Here, it reveals the Disruptive Model. Yes, the problem can be solved by instructing or educating but there remains a gap that renders these existing instructions and education ineffective. The goal of the instructional system is supposed to reduce the rate cab drivers are committing offenses. However, despite the presence of education and instruction, the goal is still not achieved effectively. In this case, there is a disparity such that the amount of instruction/education given is not proportionate to the improvement of the situation. Thus, it can be seen that the situation continues to persist/worsen with drivers not learning the rules, thereby resulting in a discrepancy. This gap is an instructional need, and can be used for the design and development of instruction.
In an attempt to achieve the goal and to bridge the gap, we have come up with the following learning/behavioral objectives. Firstly, under "superordinate relationship", there are two objectives. The learning objective is “Drivers need to learn the dangers of driving recklessly and to know that the consequences of reckless driving can be dire (e.g. accidents)”. This objective is deemed most important, as it is the basis for the actions of drivers. While the behavioral objective being “Drivers recognize the dangers of their bad driving habits and stop driving recklessly”. Having drivers be aware and carry out this behavior would then solve the problem and thus achieve the goal statement. Secondly, in "coordinate relationships", there is the learning objective “Drivers have to learn to value the precious lives and safety of passengers and others” and behavioral objective “Drivers conform to traffic rules by not cutting lanes, braking suddenly etc”. Thirdly, the behavioral objective “Drivers treat their customers better by being more polite, courteous and friendlier” is listed under "subordinate relationship" as safety is seen to be more important than good service.
Last but not least, additional recommendations should be given to strike equilibrium between recommendations and deterrents. Other than deterrents/punishments, educators can reward drivers who have a clean record. This gives them a sense of ownership and attachment which will help boost their confidence and improve learning abilities. Besides, there can also be additional courses on service conduct and educating the commuters. Educating the commuters is as important as educating the drivers. Both have to play a part.
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