Behavioural Approach

The behavioural approach measures learning in terms of relatively permanent changes in behaviour, unlike the cognitive approach, which insists that even though learning can be inferred from behaviour, it is separate from the behaviour itself. The behavioural approach suggests that learning has only taken place if the learner displays behaviour related to the new learning.

The behaviourist approach claims that the environment controls learning, in that people respond to stimuli in their environment, and their response, or behaviour, is positively or negatively reinforced. A person will learn from this reinforcement to either continue displaying that behaviour if it was positively reinforced, or not to display that behaviour if it resulted in a negative reinforcement or consequence.

Behaviourists believe in a method of training called operant conditioning. This method is based on the idea that we behave the way we do because of the consequences that resulted from this type of behaviour in the past. Our behaviour is the product of our conditioning, and our reactions are caused by stimuli, rather than by a conscious act. By controlling the consequences that result, either by rewarding or punishing, you can shape the behaviours of the trainee.

When using the behavioural approach in training, the trainer controls learning by controlling what stimuli the trainees are subjected to, and what reinforcements the learner experiences during training. The learner is dependent on the trainer to provide reinforcement to show the correct responses to stimuli. The trainer has almost all control over the content being learned and the training processes being used, while the trainees have little to no control and are generally more passive. Their motivation tends to be a result of external factors, such as competition and rewards, rather than because of a personal wish to learn the material.

When using the behavioural approach in training, it is especially important to provide feedback to the trainees. Without feedback on their behaviours, it is difficult for the trainees to know what behaviour to continue and what behaviour to stop. The behavioural approach is best used when the training is fact or task oriented.

The behavioural approach to training has many implications for trainers. More time will have to be allotted for providing feedback on the trainees’ work and behaviours to allow them to adjust their behaviours appropriately. This may mean extra time spent in class or training to provide feedback then, or the trainer may need to provide feedback on his or her own time.

Some challenges to applying this technique include the trainees’ attention and enthusiasm for the training may be less than desired, and the behavioural approach ignores personal growth and development. Also, there is little or no self-guided learning with this approach, so the trainer would have to take on the role of disciplinarian. Since the behavioural view of training sees the wish to learn as being a result of external factors, it may be more difficult to convince trainees to learn more philosophical aspects of the training. Trainees may not see how that aspect of the training either relates to them or how it benefits them, as they most likely would not be displaying any behaviours related to the philosophical training. Without displaying behaviours related to this learning, they would not face any consequences or receive feedback. Without consequences or reinforcements, trainees may not understand the value of this part of the training, and they may not know what attitudes are meant to result from the training.