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Managerial Training and Learners’ Needs Research Paper


People exhibit different learning needs that demand special attention. Educators must acquaint themselves with different teaching techniques that capture the different needs of learners. In organizations, managers require the ideal skills necessary to enhance the learning capabilities of their subordinates. Different training models provide various strategies that enhance the teaching process (Kaplan & Saccuzzo, 2013). However, the effectiveness of a teaching process lies within the learners’ ability to acquire the presented information with clarity.

Additionally, the relationship between the psychological principles of training and the strategies that a leader chooses to use in the training process determine the success of the learning activity. As such, it is paramount for leaders to understand the different needs of their learners to create the ideal model of training (Gunizi, 2010). The purpose of this paper is to present a training module for managers on the importance of understanding the needs of their learners. As such, the paper will discuss the content of the training as well as the process of training the group. Additionally, the paper will give reasons as to why the various training contents and processes are of importance to the group.

The information that the training will cover includes the seven key psychological learning principles. The principles include behaviorism, collectivism, instructive, humanistic, cognitive, constructivist, and objectivism (Kaplan & Saccuzzo, 2013). Each of these principles presents a different perspective of the learners’ ability to learn and the various needs of learners. For instance, behaviorism associates a learner’s behavior and attitude towards information acquisition to the environment. As such, the instructor must create an environment conducive enough to make learners receptive to the information. Consequently, the constructivist principle assumes that the learner’s previous experience is of importance to information acquisition (Domjan, Grau & Krause, 2010).

The various needs exhibited by the learners (the employees) informed the choice of the principles. The team consists of three groups of people who have different mechanisms of information acquisition, including visual learners, auditory learners, and kinesthetic learners. The three persons have different teaching techniques; therefore, to influence their decision, one must make use of different teaching mechanisms. The seven principles of psychological learning will inform the leaders on the importance of using different teaching mechanisms to improve their learners’ success (Gunizi, 2010). Additionally, the principles will help the managers understand different behaviors of members of their group, thus enhance the leader-subordinate coordination.

The teaching module will make use of five learning strategies, including repetition, positive reinforcement, role-playing, rewarding, and the use of audio and visual tools (Domjan et al., 2010). Using both visual and audio learning tools caters to the needs of both visual and auditory learners. The use of repetition supports the idea of behaviorism that repetition causes a stimulus activity in a person. Therefore, the educator will offer small repetitive tasks to the learners to initiate a behavioral change. Role-playing helps the kinesthetic learner acquire the necessary information. The educator will assign group tasks to the learners to enhance role-playing.

Positive reinforcement and rewards will appeal to the cognitive ability of the learners (Houwer, Barnes & Moors, 2013). Additionally, rewarding supports the principle of Connectivity. Rewards give employees an objective to focus their efforts. The five strategies will involve the entire person, thus supporting the humanistic principle of collectivity (Houwer et al., 2013). Considering the range of diversity in the needs of the learners in this training program, it is conclusive enough that all seven principles will be an idea in the teaching process. Consequently, the success of the module on the diversified group of managers will be conclusive proof that the model can work in any setting.

References

Domjan, M., Grau, J. & Krause, M. (2010). The Principles of learning and behavior. Belmont, CA: Wadsworth.

Gunizi, K. (2010). Does language matter in multimedia learning? Personal principal visited. Journal of Educational Psychology, 102 (3), 615-624.

Houwer, J., Barnes, D. & Moors, A. (2013). What is learning? On the nature and merits of a functional definition of learning. Psycho bull rev, 2 (9), 61-73.

Kaplan, R. & Saccuzzo, D. (2013). Psychological testing: Principles, applications, & issues. Belmont, CA: Wadsworth, Cengage Learning.

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IvyPanda. (2020, August 23). Managerial Training and Learners' Needs. Retrieved from https://ivypanda.com/essays/managerial-training-and-learners-needs/

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"Managerial Training and Learners' Needs." IvyPanda, 23 Aug. 2020, ivypanda.com/essays/managerial-training-and-learners-needs/.

1. IvyPanda. "Managerial Training and Learners' Needs." August 23, 2020. https://ivypanda.com/essays/managerial-training-and-learners-needs/.


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IvyPanda. "Managerial Training and Learners' Needs." August 23, 2020. https://ivypanda.com/essays/managerial-training-and-learners-needs/.

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IvyPanda. 2020. "Managerial Training and Learners' Needs." August 23, 2020. https://ivypanda.com/essays/managerial-training-and-learners-needs/.

References

IvyPanda. (2020) 'Managerial Training and Learners' Needs'. 23 August.

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