A 

Abortion
Accounting
Advertising
Africa
African-American Studies
Aging
Agriculture
American Indian Studies
Anthropology
Archaeology
Architecture
Argumentative
Art: Artists (Alphabetized)
Art: General
Become an Affiliate and Earn $$$
Biographies (Alphabetized)
Book Reviews (Non-Fiction) (Alphabetized)
Business: Companies (Alphabetized)
Business: General
Business: Industries (Alphabetized)
Business: International
Business: Small
California
Canada
Caribbean
Child Abuse
China
Communication: Journalism
Communication: Language & Speech
Communication: Media
Communication: Non-Verbal
Communication: Television
Communication: Television & Children
Communism
Computer Science
Consumerism
Criminal Justice: General
Criminal Justice: Juvenile Delinquency
Criminal Justice: Police Science
Criminal Justice: Prisons
Cuba
Death & Dying: Euthanasia
Death & Dying: General
Death & Dying: Suicide
Drama: American
Drama: English
Drama: World
Drugs: Alcohol
Drugs: General
Economics: Banking
Economics: Economists (Alphabetized)
Economics: General
Economics: Inflation
Economics: International Trade
Economics: Macroeconomics
Economics: Microeconomics
Economics: Taxation
Education: Administration
Education: Curriculum
Education: General
Education: Higher
Education: Physical
Education: Psychology
Education: Reading
Education: Special
Education: Teaching Methods
Education: Theory
Energy: General
Energy: Nuclear
Energy: Solar
Environmental Studies
Evolution
Family & Marriage
Films: Artists (Alphabetized)
Films: General
Finance: Companies (Alphabetized)
Finance: General
Former Soviet Union: Post-1990
France
Gender & Sexuality
Geography
Germany
History: Ancient Greek & Roman
History: European
History: Great Britain
History: U.S. (After 1865)
History: U.S. (Before 1865)
History: U.S. Presidency
History: U.S. Presidents (Alphabetized)
Homosexuality
Immigration
India
Indonesia
International Relations: Arms Control
International Relations: Cold War
International Relations: Non-U.S.
International Relations: U.S.
Japan
Jewish Studies
Korea
Labor
Latin America
Law: Business
Law: Capital Punishment
Law: General
Law: International & Non-U.S.
Law: Supreme Court
Leadership
Literature, American: Authors (Alphabetized)
Literature, American: Faulkner
Literature, American: Fitzgerald
Literature, American: General
Literature, American: Hawthorne
Literature, American: Hemingway
Literature, American: Melville
Literature, American: Poe
Literature, American: Steinbeck
Literature, American: Twain
Literature, English: Authors (Alphabetized)
Literature, English: Chaucer
Literature, English: Conrad
Literature, English: Dickens
Literature, English: General
Literature, English: Joyce
Literature, English: Lawrence
Literature, English: Shakespeare
Literature, English: Swift
Literature, General: Children
Literature, General: Classic (Greek & Roman)
Literature, General: Russian
Literature, General: World
Management: General
Management: Japanese
Management: Motivation
Management: Theory
Management: Women
Marketing: Companies (Alphabetized)
Marketing: General
Marketing: Plans
Mathematics
Medical: Aids
Medical: Dentistry
Medical: Diseases & Disorders (Alphabetized)
Medical: General
Medical: Nursing
Mexican-American Studies
Mexico
Middle East: Egypt
Middle East: General
Middle East: O.P.E.C.
Military
Music: Classical
Music: General
Mythology
Nutrition
Parapsychology/Occult
Philosophy: Ancient Greek
Philosophy: Descartes
Philosophy: Eastern
Philosophy: General
Philosophy: Kant
Philosophy: Sartre
Poetry: American
Poetry: English
Poetry: Milton
Poetry: World
Political Science: Elections & Campaigns
Political Science: Foreign
Political Science: Lobbyists & Pressure Groups
Political Science: Machiavelli
Political Science: Mill
Political Science: Political Theory
Political Science: U.S.
Psychology: Behaviorism
Psychology: Child & Adolescent
Psychology: Disorders
Psychology: Dreams
Psychology: Experimental
Psychology: Freud
Psychology: General
Psychology: Jung
Psychology: Physiology
Psychology: Piaget
Psychology: Rogers
Psychology: Social
Psychology: Testing
Psychology: Therapies
Public Administration: General
Public Administration: Government Agencies (Alphabetized)
Racism
Real Estate
Recreation & Leisure
Religion: Eastern
Religion: General
Religion: Islam
Religion: The Bible
Research: Completed Studies (With Statistics & Results)
Research: Designs & Proposals
Research: Statistics & Methodology
Russia: Pre-1917 Revolution
Science: Astronomy
Science: Biology
Science: General
Science: Genetics
Sociology: Durkheim
Sociology: General
Sociology: Marx
Sociology: Social Problems
Sociology: Social Theory
Sociology: Social Welfare
Sociology: Weber
Soviet Union: 1917-1990
Sports: Drugs
Sports: General
Technology
Transportation: Automotive
Transportation: Aviation
Transportation: General
Transportation: Railroads
Urban Studies
Vietnam
Women Studies
 

BEHAVIORIST & HUMANISTIC APPROACHES.   Term Paper ID:15180 Click to get this paper

Essay Subject: Focuses on learning, training & development. Compares theories, techniques, principles.... More...

6 Pages / 1350 Words 8 sources, 10 Citations, APA Format $24.00 Return to List of Papers

Paper Abstract: Focuses on learning, training & development. Compares theories, techniques, principles. Paper Introduction: BEHAVIORISTIC VERSUS HUMANISTIC APPROACHES TO TRAINING Introduction This paper will describe the variables which behaviorists and humanistic theorists have investigated within the field of training and development. The field of training and development has experienced a shift or emphasis from a behavioristic approach to a humanistic approach. This shift has not been to the exclusion of the other but a redefined of the variables of interest in research, instructional design, and theoretical activities. Wittrock and Lumsdaine (1977) and Laird and House (1984) have outlined some of the factors which have contributed to this shift and have defined the contributions of each of these orientations to the field of training psychology. These authors warn that the shift in emphasis has been misunderstood as a Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. These authors have classified possible variables into the followingthree categories: (1) condition variables, (2) method variables, and (3)outcome variables. These authors warn that the shift in emphasis has beenmisunderstood as a movement away from experimental rigor. (1976). Humanistic orientations to trainingpsychology do not generally provide such clearly defined objectives. The humanistic emphasis is based on the contention that theindividual personality contains many elements. Those studies which haveinvestigated the effects of anxiety on learning have come to conclude thattrait anxiety is what is being studied and not state anxiety. Freedom to learn. This ispartly due to the need to train for skills. The review articles for this paper do notcover the subject of setting. Therefore, itwould seem that trait anxiety would be very difficult to include as aninstructional variable. Most trainingprograms still follow a more behavioristic approach to training. He pieces emphasis on the learner's involvement in theprocess. References Anderson, R. This approach stands at odds with the more traditional approaches totraining. (1979). When the will isactivated, that is called 'intentionality' and once the growth begins thereis a linkage with the higher self (Harrison, 1977; & Main, 1984). Thus Roger's concept offacilitation involves permitting students to make responsible choices aboutthe direction of their learning. Thebehavioral approach has paid particular attention to designing lesson andteaching materials for conducting instruction. Because of the behavioralemphasis on observable and measurable variables the use of very specificprescriptive materials has been advocated. Finally, outcome variablesinclude all the various effects that provide a measure of the value ofalternative methods of instruction under different conditions. New ways to teach workers what's new.Fortune, 1. Behaviorists have traditionally employed, in a school setting,subject specific materials which are to be used at specific times of theday. Selecting and developing media forinstruction. Laird, D., & House, R. (1969, November). However, where ithas fallen short is in describing ways in which instruction and thematerials used might be improved. (1977). However, in essence, the shift is more a product of Psychology'sability to become involved in areas of applied psychology, and the abilityto theorize about cognitive process based on humanistic models of learning.The discussion will center around variables which have distinguished thebehavioristic from the humanistic models. (1984, October). Although many organizations pretend tofollow the Rogers approach In practice this is usually allowing employeesto select which programs or conferences they will attend. Finding the bottom line payoff fortraining. (1984). Educational technology astechnique. Whittrock & Lumedaine. The above discussion has presented variables which have been used incomparing humanistic and behavioristic approaches to training. New York: Van Nostrand Reinhold. Thisshift has not been to the exclusion of the other but a redefined of thevariables of interest in research, instructional design, and theoreticalactivities. MenloPark, CA: Addison-Wesley.----------------------- 8 Within eachof these variables are subsets of variables. The behavioristic approachcontends that some amount of anxiety is necessary for learning. Harrison, B. The field of training and development has experienced a shiftor emphasis from a behavioristic approach to a humanistic approach. The instructor in thisapproach is seen as a facilitator rather than a stimulator or controller ofthe learning process. Columbus, OH: Charles E.Merrill. Method variables include all the different ways to achievedifferent outcomes under different conditions. Until the will is activated, through exerciseof the six elements, there will be no growth or learning. Main, J. Rogers argues the following, that facilitativeinstructors are: less protective of their own constructs and beliefs; moreable to listen to students; able to accept innovative, creative ideas whichemerge in students; inclined to pay much more attention to theirrelationship with students as to the content of the course; and able toaccept feedback, both positive and negative, and to use it for constructiveinsight into themselves and their behavior. Reigilut & Merri. Training and Development Journal, (Dec.), 54-63. Reigilut and Merrill (1979) have proposed a schema for classifyinginstructional variables. Another variable which is of extreme importance for adult learning isthe setting of the instruction. Anxiety can have beneficial effects in that it canproduce an arousal state which in turn produces an attentional state inwhich the learner is able to process information more efficiently. These authors discuss such variables asthe following: (1) stimulus factors, such as prompting, fading, andvanishing; (2) feedback and the different types of reinforces, such associal vs tangible vs aversive control; and (3) stimulus control. Self-directed learning: A radicalapproach to educational design. The management of training. The literature on anxiety has discussed its effect ontesting rather than on the actual learning stages. Gagne & Rohwer. Simulation and Games, 8, 1. Condition variables are variables which interact withinstructional methods and are out of the control of the designer oreducator. (1977, March). The humanistic approach,although valuable for managers, is not deemed appropriate for skills typepersonal. He examines the relationship between the learner and theinstructor, identifying this relationship as the primary ingredient in theprocess. A prescriptive science entails theability to make recommendations about which instructional variables arerelevant for which learning conditions. Nonetheless, several authors (Laird & House, 1984) have argued thatthe shift to a humanistic emphasis represents a closer cooperation betweenthe various fields within instructional and training psychology to producea more comprehensive description of the learning process. Behavior technology intends forthe instructor to use these materials in very specific situations.Humanistic psychology must move toward this prescriptive point if it is tocontribute to applied instructional activities. The variables which have traditionallybeen associated with the behaviorists approach to training psychology havebeen variables which have been investigated in very controlled experimentalsettings and which tend to provide very direct manipulative concepts. However,In terms of befing able to prescribe an instructional principle, anxietyoffers little help. Anderson(1967) states that given the 'laws of human learning' discovered bybehaviorists, an instructional technology is possible. Behavioral psychology has contributedmuch more to the actual prescription of how instruction should proceed, forexample, programmed instruction techniques and behavior modificationtechniques. Theresearch on anxiety in relation to learning has been aimed at detailingunder what conditions students become anxious and what can be done to helprelieve this condition. In Freedom to Learn, Carl Rogers (1969) outlines a different theoryof learning. The humanistic approach emphasizes variables such as attention,motivation, and self actualization. It contends that educationand development are effective only to the degree that they activate all sixelements of learning, the intellect, emotions, body, impulse, intuition,and imagination. The learners themselves are seen as richresources for the learning in facilitative systems. The Rogers approach is called facilitation. Behavioristic materials are meant to instruct on one particularlesson with very defined behavioral objectives. Educational Technology, 5-13. (1969). Thepapers by Gagne and Rohwer (1969) and Anderson (1967) represent thebehavioristic approach to training. This is based on theemphasis of specific task training techniques which in turn is based on thehypothesis that behavior can be synthesized into smaller behavioral units.It is these units of behavior which are the subject of programmedinstruction and behavior modification. Referring back to the Reigiluit et al. Certain settings are moreconducive to acquiring information about certain topics, for example,traditional classroom vs informal settings. Wittrock and Lumsdaine (1977) and Laird and House (1984) haveoutlined some of the factors which have contributed to this shift and havedefined the contributions of each of these orientations to the field oftraining psychology. Although thehumanistic approach offers some promise, allowing mangers to set and moldtheir own training, the approach needs to become more prescriptive forother areas of training. The use of anxiety or stress as a variable in training has become anissue. Humanisticpsychology has been able to describe the processes involved in learning andhas been able to explain the complexity of the problem. Anxiety or stress is a variable whichhumanistic psychology claims must be absent from the training situation.The learner must feel secure in order to learn. This variable influences the attentional andmotivational aspects of an instructional event. Therefore, the amountof time spent in instruction varies. This classification system is based on the premisethat instructional psychology needs to become a prescriptive science andnot just a descriptive discipline. Training today's employees.Clenview, IL: Scott Foresman. BEHAVIORISTIC VERSUS HUMANISTIC APPROACHES TO TRAINING Introduction This paper will describe the variables which behaviorists andhumanistic theorists have investigated within the field of training anddevelopment. Moreover, humanistic approachessometimes employ techniques where the learner selects the instructioncontent, based on the premise that learner selected objectives and contentallow for better attention and motivation. (1979) categorization schema,anxiety can be either a condition or method variable; traditional traininghas used it as a method variable. Anxiety is not a variable that can be manipulatedand therefore it seems difficult to conceive of it as a variable whichoffers promise as a prescriptive element in designing training materialsand in designing instruction. Having made these recommendationsinstructional designers and researchers can perform their respectiveactivities without having to make assumptions about the relativeeffectiveness of instructional techniques. This is based on the fact that particular behaviors are the object ofinstruction and logically these behaviors occur at particular times.However, the humanistic approach stresses the need to provide an allencompassing environment rich in learning potential. Variables The behavioristic approach emphasizes that learning is a change inbehavior due to reinforced practice. Rogers, C. Most holistic educators envision these six elements aslinked together by the will. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.