Running Head: LEARNING NEEDS OF EMPLOYEES
The Importance of Understanding the Learning Needs of Your Employees John Metts PSY331: Psychology of Learning Instructor: Megan Rescinito August 30, 2017
1
Running Head: LEARNING NEEDS OF EMPLOYEES
2
Staff training and management in today's fast paced, highly competitive work environment is more challenging than ever before. To be successful, supervisors must be well prepared and capable of meeting these challenges effectively. Staff training may be the most important aspect of employee relations because setting a standard of excellence is the first step toward achieving optimal productivity. The following proposal is an instructional model that incorporates core concepts of psychological pedagogy. Built upon a foundation of sound scientific principles, it is specifically designed to optimize the effectiveness of our training program for both the instructor and the learner. In the interest of achieving a well-rounded understanding of the approach we will be implementing, it is first necessary to outline the four basic principles of psychology that underpin this methodology. In the role of instructor and facilitator of the learning process, it is important that we be acutely aware of the diversity we are likely to encounter when assessing the makeup of our staff. There will likely be distinctly different individuals that comprise the group so understanding their unique qualities, we must also be prepared to meet their different needs through our training. You will be asked to employ aspects of behaviorism, cognitivism, constructivism, and humanism in our approach as described by Boghossian (2006) to individual as well as group psychology. Behaviorism is concerned with the study of behavior in terms of cause and effect, rather than autonomous thought processes as the main determinant of individual action and the primary source of acquired knowledge. Lieberman (2012) credits early behavioral theorist John B. Watson with advancing the concept. Watson contended that studying the mind was impossible, so it would, therefore, be more productive to study mental states in terms of behavior as it related to various influences. These ideas are supported through Watson's (1913) Behaviorist manifesto, as described by Rakos' (2013). The basic concept was that reaction to specific variables or
Running Head: LEARNING NEEDS OF EMPLOYEES
3
stimuli could be monitored through a scientific process, recorded, and eventually quantified, providing a degree of predictability. Another behavioral theorist discussed was B.F. Skinner, who proposed that changing environmental factors were the key to modifying behavior (Lieberman, 2012). Cognitivism emerged as an expansion of learning psychology that is focused on more complex thought processes, reasoning, understanding, and higher mental function as applied to the acquisition of knowledge. As Lieberman (2012) points out, cognitive psychology is inclusive of behaviorism, in that both theories are in relative agreement in their assessment of unconscious or subconscious psychological responses, but the focus of cognitivism is the individual thought processes that govern human action beyond simple reactive behaviorism. Cognitivism supports the belief that knowledge is gained through a wide range of mental operations, many of which are produced through higher thought, rather than simple mechanical brain function. Constructivism supports the idea that individuals construct knowledge through a variety of thought processes which can be influenced by any number of factors. Vygotsky and Piaget are regarded as early humanist psychologists, credited with developing the concept of social cognition in education. It was progressive learning theories such as these that ushered in a wider movement toward the constructivist approach (Jaramillo, 1996, et al.). This concept of the teacher acting as a learning facilitator to guide upward progress became a hallmark of Vygotsky's model known as scaffolding (Jaramillo, 1996, Cole & Wertsch, 1996 et al.). Computers, neuroscience, heuristics, a greater study of deviant behavior and phenomenology all played important roles in expanding the scope of learning psychology in an effort to account for deeper aspects of the human condition.
Running Head: LEARNING NEEDS OF EMPLOYEES
4
Humanism recognizes the influence of deeper level of human thought that had not been fully explored in previous learning theories. This was an area of contemplative thought that is expressed in terms of spiritual, metaphysical existing outside the confines of physical concrete mental focus. Waldorf Pedagogy, as described by Schieren (2012), is a working model of humanism that is still in use today. In more recent years, much of the credit for its conception has been attributed to Rudolph Steiner. This theory has a constructivist dynamic in that it focuses on the autonomous process of integrating "subject and object" perceiving broad concepts within one's own continuously evolving view of the world through debate, reflection, and contemplation outside of the perspective of others. This form of introspection is more actively under the influence of the individual and subject to the full spectrum of schema within the individual in totality. It is described as a "framework of understanding" (da Veiga, 2015) that includes ideas not grounded in physical reality. It involves aspects of anthropological considerations and belief commonly referred to as "Anthroposophy" (Schieren, 2012, da Veiga, 2015 et al.). Each will be addressed within the five modules and explained throughout the process. The Purpose of This Training: 1. To place emphasis on the importance of understanding learner differences that reflects the diversity of today's workforce. 2. To implement an effective training model based on specific concepts of learning psychology with an overall focus on learner needs and desired outcomes. 3. To provide the necessary tools for effective management, team building, and optimal productivity. Five Steps to Success:
Running Head: LEARNING NEEDS OF EMPLOYEES
5
This five-step training model brings together fundamental theories of psychology vital to achieving these objectives. Each of the five modules incorporate specific aspects related to learning psychology that address the needs of the staff members involved and help to improve upon their weaknesses while maximizing their strengths. Delivering the training modules requires careful planning and preparation on the part of the instructor/facilitator to maximize effectiveness and optimal retention of the provided training materials. Module # 1 – Standards: When charged with the task of introducing a training model to be adopted by a management team, there are several core principles of psychology that would be crucial to include. An industrial/organizational psychologist is acutely aware of these and most every successful business model is careful to account for them. Behaviorism is an approach that is effective for outlining proper or acceptable conditioning techniques that must be made clear at the outset (Jones, 2013). This includes basic standards for punctuality, appearance, hygiene, work ethic, and performance. For instance, there need to be agreed upon penalties for lack of production or failing to meet basic expectations. Dialectic and Dialogic communication in cognitive learning can be complex and sometimes subtle so there are a number of basic principles that are imperative in developing effective management skills. In training or the introduction of new knowledge, policy changes or expectations, a supervisor must be aware of the learning capacities of their employees so that they can be certain that the information is received and processes adequately. This may require adjusting the approach in conveying information. Language barriers are especially sensitive, but other issues such as culture based mannerisms or schema may exist in some but not others, so being aware of those individual needs is extremely important (Daniels, 2012). The use of
Running Head: LEARNING NEEDS OF EMPLOYEES
6
elaboration theory: Some may require more elaboration be shown, given examples, or provided the opportunity to practice a new skill in order to fully grasp the mechanics and thought processes involved. Some may require more repetition than others and guided through the problem-solving process more explicitly (Reigeluth, C. M. (1999). Module # 2 - Team Building: Team building is an essential part of this process that goes hand in hand with a good game plan. Making sure that every player knows their position and keeping them on the same page is the responsibility of the manager calling the plays. Just like any team, a well-trained staff that works well together wins together. No matter how good the players are, a team not only needs the right game plan, but the skill to execute that plan efficiently. Forming a cohesive unit begins with drafting the right players, implementing the playbook and building the mindset for success. As a trainer, it's our job to provide the tools required to make that happen, so understanding the principles of psychology that relate to teaching as well as learning is the key to unlocking that potential. Module # 3 - Evaluation: Dynamic Assessment Effective trainee evaluation is a critical component of any adaptive training criteria. Evaluation can involve any number of approaches commonly utilized in the field of industrial/organizational psychology (Elliott, 2003). Howard Gardner's theory of Multiple Intelligences (2008) suggests that there are nine distinct types of intelligences or paths to learning. 1. Visual-Spatial, 2. Linguistic/Verbal, 3. Logical-Mathematical, 4. Bodily/Kinesthetic, 5. Musical, 6. Intrapersonal, 7. Interpersonal, 8. Naturalist, 9. Existential. Comprehensive handbooks including industry standard questionnaires will be issued to each staff member prior to the start of the program. Packages including keys for interpreting these
Running Head: LEARNING NEEDS OF EMPLOYEES
7
assessments will be provided to Instructors, to aid in assessing the general disposition of each individual in the learning group (Singh, Dash, & Anand, 2011). Automated Learning Management Systems (LMS) and automated assessment tools are a great idea in many cases. There are many resources available on the market today and even free tools to automate most aspects of learner specific training programs are becoming a popular cost effective solution for providing highly efficient training programs (eLearning INDUSTRY, 2017). Department heads will be matched to the appropriate learning styles from Gardner's Multiple Intelligences and the instruction method will be chosen that best suits their needs or plays to their strengths. Any behavior conditioning that is deemed necessary will be incorporated in the interest of bringing the interdepartmental team in sync with one another. Module # 4 – Practical Applications: Any good manager should take a humanistic approach to employee supervision that is respectful of them as a human being of equal value; though they may not be of equal status or standing in the work environment. You need to have the emotional intelligence to be conscious of the feelings of others and know they are human, therefore subject to the same stressors anyone else might be. They may not operate with the same motivation or sense of self-determination that others might have. Maybe they are paid significantly less, or this is a second job that is only a part time, supplemental income source, so they will obviously not be as enthusiastic as someone who is higher up the pay scale or who has the same feelings about their position. They may have a desperate or emotional situation going on in their private lives at the time or maybe their work-life balance in not favorable for them, and being sensitive to those types of external influences is an important part of maintaining a positive feeling of efficacy. These very personal
Running Head: LEARNING NEEDS OF EMPLOYEES
8
perceptions an employee may have reflected their internally constructed schema (State University, 2013). Module # 5 – Scaffolding: Bloom's taxonomy is a useful tool in determining how to construct or "scaffold" (Vygotsky) the teaching practicum to best fit the needs of different individuals. Bloom's taxonomy, was developed under the direction of educational psychologist Dr. Benjamin Bloom in 1956. As discussed by Adams (2015 et al.) Bloom's model was intended to present an improved approach to the pedagogy of higher learning by mapping four basic types of knowledge; 1. Factual Knowledge, 2. Conceptual Knowledge, 3. Procedural Knowledge and 4. Metacognitive Knowledge. Each of these represents a level of ascension from the more basic principles to the complex. Bloom's taxonomy model, as commonly displayed in its pyramid shape represents a sort of hierarchy of processes by which we obtain these levels of knowledge through various degrees of "critical thinking." 1. Knowledge = Remembering, 2. Comprehension = Understanding, 3. Application = Applying, 4. Analysis = Analyzing, 5. Evaluation = Evaluating, and 6. Synthesis = Creating (Adams, 2015, et al.). Understanding how the employee constructs knowledge is crucial to achieving positive outcomes. First, a manager must gain an understanding of the employee as an individual as well as a socially positioned operant. It is extremely important that a supervisor be sensitive to the cultural background, ethnicity, gender and other factors that must be respected. This can often require extra attention to the employee's "Zone of Proximal Development" or social positioning (Vygotsky). Extra effort may be necessary and an individual might be better served if they are afforded the opportunity to receive the instruction in a more individualized or private setting, or even that the information or training be delivered by someone else on the team that is more
Running Head: LEARNING NEEDS OF EMPLOYEES
appropriate for meeting that individual's unique needs (Daniels, 2012). Some situations may be best be addressed to the group as a team through some form of social learning or symbolic interactionism so that the issues can be discussed, hashed out among them or practiced as a group (Bandura, 2015). Symbolic interactionism involves interactive learning such as roleplaying, discussions, and discovery activities (Gentry, 1990). Each module of the training model should be approached as part of an overall process that can be completed over the course of five weeks. Optimally, one week should be devoted to each module, but that can be adjusted as the instructor sees fit. To adequately address each of the learning styles, the training should include supervised discussions, lectures or other types of audio-visual instruction, interactive projects, hands on training methods, and the opportunity for employees to provide feedback in an open, receptive environment. All material should be presented in a logical progression that promotes understanding and retention throughout the learning experience. Upon completion of the program, participants should be asked to incorporate what they have learned into their everyday work habits and be monitored for further evaluation.
9
Running Head: LEARNING NEEDS OF EMPLOYEES
10
References Adams, N. E. (2015). Bloom's taxonomy of cognitive learning objectives. Journal Of The Medical Library Association, 103(3), 152-153. doi:10.3163/1536-5050.103.3.010 Retrieved from: http://search.ebscohost.com.proxy-library.ashford.edu/ Applefield, J. M., Huber, R., & Moallem, M. (n.d.). Constructivism in theory and practice: Toward a better understanding. Retrieved from: http://people.uncw.edu/huberr/constructivism.pdf Bandura, J. L., (2015). "Social Learning Theory " in Learning Theories, (June 19, 2015). Retrieved from: https://www.learning-theories.com/ Boghossian, P. (2006). Behaviorism, Constructivism, and Socratic Pedagogy. Educational Philosophy & Theory, 38(6), 713-722. doi:10.1111/j.1469-5812.2006.00226.x Retrieved from: http://search.ebscohost.com.proxy-library.ashford.edu/ Daniels, H. (2012). Dialectic and Dialogic: The essence of a Vygotskian Pedagogy. CulturalHistorical Psychology, (3), 70-79. Retrieved from: http://search.ebscohost.com.proxy-library.ashford.edu/ Education Encyclopedia - State University.com (2013). Learning theory – Schema theory. Retrieved from: http://education.stateuniversity.com/pages/2175/ Elliott, J. (2003). Dynamic Assessment in Educational Settings: realizing potential. Educational Review, 55(1), 15. Retrieved from: http://search.ebscohost.com.proxy-library.ashford.edu/ Industry. (2017). Instructional Design Best Practices. eLearning INDUSTRY. Retrieved from: https://elearningindustry.com Gentry, J. (1990). What is Experiential Learning? Guide to Business Gaming and Experiential
Running Head: LEARNING NEEDS OF EMPLOYEES
Learning, (Ch. 2). Retrieved from: https://wmich.edu/sites/default/files/attachments/ Gardner, H. (2008). Multiple Intelligences: New Horizons in Theory and Practice. New York, US: Basic Books, 2008. Retrieved from ProQuest: http://site.ebrary.com.proxy-library.ashford.edu/ Jaramillo, J. A. (1996). VYGOTSKY'S SOCIOCULTURAL THEORY AND CONTRIBUTIONS TO THE DEVELOPMENT OF CONSTRUCTIVIST CURRICULA. Education, 117(1), 133. Retrieved from: http://search.ebscohost.com.proxy-library.ashford.edu/ Jones, K. (2013). How to use behaviorism in a classroom. Retrieved from http://www.ehow.com/how_8156621_use-behaviorism-classroom.html Lieberman, D. (2012). Psychology of Learning. Bridgepoint Education, Inc. Retrieved from: https://content.ashford.edu/books/AUPSY331.12.2/ McFarlane, D. (2011). Multiple intelligences: The most effective platform for global 21st century educational and instructional methodologies. College Quarterly, 14(2). Retrieved from: https://library.ashford.edu/ Perfect, T., & Schwartz, B. L. (2002). Applied metacognition. New York, NY: Cambridge University Press. Retrieved from: https://library.ashford.edu/ Rakos, R. F. (2013). John B. Watson's 1913 'Behaviorist manifesto': Setting the stage for behaviorism's social action legacy. Revista Mexicana De Anรกlisis De La Conducta, 39(2), 99-118. Retrieved from: http://search.ebscohost.com.proxy-library.ashford.edu/ Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. Instructional design theories and models: A new paradigm of instructional theory, 2, 425-453.
11
Running Head: LEARNING NEEDS OF EMPLOYEES
12
Retrieved from: https://www.learning-theories.com/elaboration-theory-reigeluth.html Schieren, J. (2012). The Concept of Learning in Waldorf Education. Alanus University of Arts and Social Sciences, Alfter, Germany Department of Education Retrieved from: http://www.rosejourn.com/index.php/rose/article/view/99/124 sdt. (2017). Self-Determination Theory: An Approach to Human Motivation and Personality. Retrieved from: http://selfdeterminationtheory.org/theory/ Singh, A., Dash, M., & Anand, V. (2011). Study of Multiple Intelligence Among Postgraduate Management Students. IUP Journal Of Organizational Behavior, 10(4), 43-53. Retrieved from: http://library.ashford.edu/ Smith, E.E. (2001). Cognitive Psychology: History. International Encyclopedia of the Social & Behavioral Sciences. Elsevier Science Ltd. Retrieved from: https://mechanism.ucsd.edu/teaching/w07/philpsych/ Veiga, M. da. (2015). Revisiting humanism as guiding principle for education: an excursion into Waldorf Pedagogy. Educar em Revista, (56), 19-31. Retrieved from: https://dx.doi.org/10.1590/0104-4060.41417