As we continue our journey through epistemology, we will consider the theories of Rogers (Humanism) and Skinner (Behaviorism) and explore how they each contributed to the process of training analysis.
Beginning in the 1960s, Skinner’s emphasis on observing actual behaviors and modifying it through operant conditioning led to the method of programmed instruction. This approach involved the breaking down of learning into small pieces, and then providing instruction, practice, and reinforcement on each piece. Behaviorism’s operant conditioning (i.e., ignoring undesirable responses and reinforcing desirable ones) can particularly be found in many of today’s technology-enabled courses that utilize feedback loops and custom pathing through the learning experience based on the learner’s responses.
Echoing elements of both Rousseau and Kant, 1970s humanist psychologists Rogers and Maslow provided additional insights into what motivates people to learn. Maslow, with the concept of striving for self-actualization, encouraged educators to help learners make choices on their own. Rogers encouraged a learner-centered approach that empowered learners to develop the skills and self-confidence to educate themselves (i.e., the skills of meta-learning). He also echoed pragmatist believes about the discomfort that must come as part of the process of new learning (James, 1907, p. 24; Rogers, 1961, p. 187). Rogers further encouraged us to remember that learning is both intellectual and behavioral by stating, “It is not simply an intellectual value choice, but seems to be the description of the…behaviors by which [the learner] moves exploringly toward what he wants to be” (1961, p. 176).
As we look at instructional systems design and other processes used by many of today’s workplace learning and performance improvement professionals, one can see many Behaviorism and Humanist influences. Humanism provides us with greater insight into the individual learner—which is considered via target audience analysis and identifying the learners’ potential affective goals plus any motivational and/or environmental barriers that may impede the learner. On the other hand, Behaviorism emphasizes that what is important is that the learner can actually display the behavior or perform. From this, comes the development of performance objectives that focus on observable behaviors. Also included is performance gap analysis, which identifies the differences between the current performance/observable behavior and what is desired. In addition, Behaviorism’s operant conditioning can also be seen in the design of during and post-training activities that facilitate and reinforce the learning process. Operant conditioning can also be seen in implementation considerations, such as when analysis reveals that a company’s rewards and recognition structure needs to be re-worked in order to ensure learning transfer.
-Robin
References:
James, W. (1907). Pragmatism: A new name for some old ways of thinking. In The matter of belief: Selected works of William James. Retrieved from http://www.brocku.ca/MeadProject
Rogers, C. (1961). Chapter 6: What it means to become a person. In On becoming a person: A therapist’s view of psychotherapy. pp 107-124. Houghton-Mifflin Company, Trade & Reference Division. Electronic reprint from Xanedu Course Packs.
Rogers, C. (1961). Chapter 8: To be that self which one truly is: A therapist’s view of personal goals. In On becoming a person: A therapist’s view of psychotherapy. pp 163-182. Houghton-Mifflin Company, Trade & Reference Division. Electronic reprint from Xanedu Course Packs.
Rogers, C. (1961). Chapter 9: A therapist’s view of the good life: The fully functioning person. In On becoming a person: A therapist’s view of psychotherapy. pp 183 - 196. Houghton-Mifflin Company, Trade & Reference Division. Electronic reprint from Xanedu Course Packs.
Skinner, B. F. (1971). A technology of behavior. In Beyond Freedom and Dignity (chap. 1). Retrieved from http://www.xanedu.com/
Skinner, B. F. (1971). A technology of behavior. In Beyond Freedom and Dignity (chap. 2). Retrieved from http://www.xanedu.com/
Skinner, B. F. (1971). A technology of behavior. In Beyond Freedom and Dignity (chap. 3). Retrieved from http://www.xanedu.com/
Copyright Robin Donnan 2007. All Rights Reserved.
Performance Associates, Inc.
Comments (1)
On a related subject, there is the interesting question about whether Skinner’s/Behaviorism’s operant condition could also apply in helping train young people who are new to the workforce. I did some quick research on this subject and discovered the recurring theme that buy-in was key in motivating Generation Y (i.e., those in their early 20s). Part of the challenge in working with this sector is that there are numerous jobs available to them. Because of this, they often “feel a sense of entitlement to a job, lack of respect for authority unless it’s earned, and have a different sense and lack of trust about where work will take them” (How to get ‘buy-in from the newest generation of employees, 2004, p.6). This article further went on to discuss the importance of addressing Maslow’s hierarchy of needs to fulfill the needs of these young employees and thus help ensure their buy-in.
Another article echoed the issues of the sense of entitlement this generation of workers seem to bring to the workplace (Ask Inc, 2007). It also recommended treating them like customers and being very specific about what they’ll get in return for their hard work. For example, “Spell out in concrete terms what it takes to earn a bonus, an extra day off, or a promotion. Make them stretch by creating goals that exceed your expectations” (Ask Inc, 2007, p.60).
Considering this advice plus what we know of operant conditioning, it would appear that operant conditioning could apply very well. For example, goals could be broken down into smaller tasks, rewards for completing each task (or the overall goal) could be specified, and the employee would either receive the reward or not depending on their performance—thus, ignoring undesirable responses and reinforcing desirable ones.
References
How to Get 'Buy-In' From the Newest Generation of Employees. (2004, November). HR Focus, Retrieved October 14, 2007, from Business Source Premier database.
Ask Inc. (2007, September). Inc, Retrieved October 14, 2007, from Business Source Premier database.
Posted by Robin Donnan | November 10, 2007 11:06 AM
Posted on November 10, 2007 11:06