Leading Practice in Training Design: Behaviorism, Cognitivism, Constructivism

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Table of Contents

Introduction
Theories Used
Theories Inherent in the Training Design
References

Introduction

For effective training, different strategies are used to ensure that pertinent information is conveyed from the tutor or the instructor to the students or trainees. For effective communication, the training needs to be carried out in a well designed process taking onto consideration various factors. A number of training designs are currently used. These training kits need to be designed following the major theories of training and educations. This work will evaluate a training practices developed for the healthcare organization particularly those dealing with reproductive health and family planning. The training practice was developed by conference held in the US. The training program was developed with a view of improving performance by training medical staff: this encompasses; getting stakeholder agreement, conducting performance needs, identifying the root cause for the training, selecting the methods of interventions, implementing the intervention, monitoring and evaluation the performance after training (Sullivan, 2002).

Theories Used

There are three main underpinning theories in training; these theories are elaborated as follows:

Behaviorism: This theory is based on the fact that a new behavior pattern is repeated until it becomes the norm. The theory is based on behavior which can be observed and measured. The theory ignores the thought process in the mind
Cognitivism: The theory is based on the processes that occur when a behavior is formed. The theory holds that changes in behavior patterns can be observed and used as indicators of what is going through the learners mind. The theory stresses on the role of feedback from the learners such as the correctness of their responses.
Constructivism: This theory is based on the fact that learners can create their own perspectives through what they experience. This theory is useful in helping a learner solve issue in ambiguous situations

Theories Inherent in the Training Design

Behaviorism

This theory is best demonstrated in the training design through skill development. During the training, skill development and assessment will be done. This requires an acquired behavior.

Follow up and transfer: the training design emphasize on the need for follow-up on what the trainees have learned “On-The-Job-Performance”

Cognitivism

This theory is widely used in this leading training design. Some aspects include:

Schema: New information is compared with existing structure such as the training aids
Meaningful effects: Used in form of training aids, preparation of audio visuals, case studies and role plays.
Practice effects: practicing improves the training. Used in this training design in the form of the trainees working with patients, working with other clients and simulations. Skills are also demonstrated by assessing trainees with clients and patients (lanchard & Thacker, 2010)
Transfer effects: Involves incorporating the effects of prior learning into current learning; for example, the strengthening of in-service education by using pre-service education
Advance organizers: prepare the leaner on the material they are about to learn; they include the use of manuals for training
Use of guest speakers: the guest speakers enhance the learning process through cognitive methods
Interactive presentation: They aid in training the workers

Constructivism

These are learning attribute which help learners create their own perceptions. In this training design; the theory is applied in the following areas;

Problem solving: This comes in form of questions directed to the trainees
Individual learning: The individuals practice alone and make decisions
Distance learning: The learners learn and practice on their own
Barnstorming: The learners generate new ideas
Discussions: They trigger independent thinking

References

lanchard, P., & Thacker, J. (2010). Effective Training (4th ed.). Upper Saddle River, NJ: Prentice Hall.

Sullivan, R. (2002).Top 10 in Training: Reflections from the Best Practices in Training Conference. Web.

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