Page 89 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Training and Development System

Notes the social environment to which the student is exposed demonstrates or models behaviours, and
the learner’s cognitively processes the observed behaviors and consequences. The cognitive
processes include attention, retention, motor responses, and motivation. Techniques for learning
include direct modelling and verbal instruction. Behaviour, personal factors, and environmental
events all work together to produce learning.
Both models of the cognitive theory have common principles. For example, they both
acknowledge the importance of reinforcing behaviour and measuring changes. Positive
reinforcement is important, particularly with cognitive concepts such as knowledge and
understanding. The need to evaluate and measure behaviour remains because it is the only way
to get a clue about what the student understands. Evaluation is often limited to the kinds of
knowledge or behaviour that can be measured by a paper-and-pencil exam or a performance
test.

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Caution Psychologists agree that there often are errors in evaluation, some means of
measuring student knowledge, performance, and behaviour is necessary.

6.1.3 Combined Approach

Both the behaviourist and the cognitive approaches are useful learning theories. A reasonable
way to plan, manage, and conduct aviation training is to include the best features of each major
theory. This provides a way to measure behavioural outcomes and promote cognitive learning.
The combined approach is not simple, but neither is learning.

6.1.4 Facilitation Theory

Facilitation theory or humanistic theory was advocated by Carl Rogers. Carl Rogers (1902-1987)
is best known as an American psychologist and the founder of ‘client-centered’ or ‘non-directed’
psychotherapy, a widely influential, humanistic approach. Rogers also made significant
contributions to the field of adult education, with his experiential theory of learning. Rogers
maintained that all human beings have a natural desire to learn. He defined two categories of
learning: meaningless, or cognitive learning (e.g., memorizing multiplication tables) and
significant, or experiential (applied knowledge which addresses the needs and wants of the
learner, (e.g., performing first aid on one’s child).

According to Rogers, the role of the teacher is to facilitate experiential learning by: (1) setting a
positive climate for learning, (2) clarifying the purposes to the learner, (3) organizing and
making available learning resources, (4) balancing intellectual and emotional components of
learning and, (5) sharing feelings and thoughts with learners but not dominating. Rogers suggests
that; significant learning takes place when the subject matter is relevant to the personal interests
of the learner. Learning which is threatening to the self (e.g., new attitudes or perspectives) can
be easily assimilated when external threats are at a minimum. Learning proceeds faster when
the threat to the self is low. Of all the approaches self-initiated learning is the most lasting and
pervasive.
Other characteristic features of this theory include a belief that human beings have a natural
eagerness to learn, there is some resistance to, and unpleasant consequences of, giving up what
is currently held to be true and the most significant learning involves changing one’s concept of
oneself.
According to this theory facilitative teachers are: less protective of their constructs and beliefs than
other teachers, more able to listen to learners, especially to their feelings, inclined to pay as

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