CHAPTER 23

INTRODUCTION

Training psychology is mainly concerned with the task of improving the process of teaching-learning. For the process, it has tried to make use of the researcher and innovation in the field of instructional.

Technology Instructional Psychology and Psychology of teaching-learning, micro-teaching, stimulated-teaching, team-teaching, personalized system of instruction, interaction analysis, system approach, etc. fall in the line of helping the task of better teaching, training and effective learning by exercising appropriate control over the teaching-learning process.

MEANING OF TRAINING PSYCHOLOGY

Training psychology means needs for the part of Applied Psychology that is used for training purposes. Training as we know, it usually imported to perform an act or task efficiently and effectively. Improvement in the performance. In training psychology, the roles and principles of Applied Psychology are applied to bring desirable improvement in the performance of the trainees/learners with regard to certain learning acts or tasks.

Training psychology plays a leading role in the planning and in structuring of appropriate instructional designs. The instructional design are usually defined as a kind of systematic procedure to bring sheet learning or solve the problems of education and training. In military training the military personnel are subjected to rigorous training to perform their task perfectly. In it, the training supposed to perform are from analysed in a proper way.

Proper instructional designs in terms of structuring proper learning environment, methods and media are then planned for increasing the performance with regard to this kind element.

Inheriting the basic principle and structure from military training. Training psychology aims to bring improvement to all task elements or activities compromising a task or behaviour to be performed by trainee or learner.

BASIC ASSUMPTION

·       

         Teaching is independent variable where learning is the dependent variable.

·         Learning outcomes or training output cannot be improved by learning theories.

·         The performance of learner or a balance with regard to the performance of a learning task can only be improved by planning and structuring of the appropriate teaching task.

·         Learning or training depends on some specific norms and systematic designing of activities/task.

BASIC PRINCIPLES

PRINCIPLE OF ANALYZING THE WHOLE TASK

      

      Task or behaviour to be learned may be analysed into its various elements or components called task elements for carrying out better/learning.

PRINCIPLE OF PROVIDING TRAINING IN TASK ELEMENTS

       

       The task elements may be subjected to proper learning tactics and strategies.

PRINCIPLE OF SEQUENCING THE TASK ELEMENT

       

        It analysed task elements or components can be arranged properly in a meaningful sequence for acting as a mediator in the accomplishment of the last event or task in the task performance.

PRINCILPLE OF LEARNING WITH OWN PACE

      

       The task elements are accomplished by each learner according to their own needs and learning abilities.

UTILITY OF TRAINING PSYCHOLOGY IN EDUCATION

Training psychology has proved its worth in the field of education by providing help of using appropriate instructional and learning designs.

PROVIDING SPECIFIC MODELS OF TEACHER EDUCATION

Training psychology has established its worth is suggesting appropriate models of searcher for the training of in service and students teachers.

·         Organize the training task in such a way as to develop the internal abilities and efficiency of the student’s teachers.

·         Develop searching skills or teachers behaviour for the desired classroom interaction’s aid.

·         Bring improvement in the outcomes of teaching performed by the teachers.

HELPING IN SOLVING THE PROBLEMS CONCERNING EDUCATION

·        

        Designing individualized or remedial instructional programmes for the benefit of the individual learners.

·         Organization and development of curriculum suiting the nature and characteristics of the individual and group learners.

·         Selection of the appropriate strategies, means and material and seeking environmental control according to the nature of the teaching-learning task.

FOR DEVELOPING AN INSTRUCTIONAL SYSTEM

Training can be effectively used in the development of appropriate instructional a training designs.

PLANNING STAGE

      

The activities are so selected as to help the in determining the objectives or outcomes of the training process. Select the means and materials for achieving these objectives or outcomes.

IMPLEMENTATION STAGE

      

The activities are so performed and executed as to help in achieving the set of objectives of training using the means and materials planned at planning stage.

EVALUATION STAGE

  

     Concerned with the knowing about the progress of the training procedure to achieve the training objectives.

The main activities carried out at these stage are summarized here:

SUMMARY

·                Training psychology in the psychology used for training purposes. Here, the roles and principle of psychology are applied to bring desirable improvement in the performance of the trainees/learners.

·     
                   Historically, the concept of training psychology has originated form military training. The task in hand is first analysed into its various proper elements and components. In the learning or training scheme, the task or components are then arranged in a proper sequence for getting desired outcomes.

·        
       The application of training psychology for improving the performance of the learners or trainees is based on certain basic assumption such as treating teaching as the independent variable, and learning as the dependent variables, giving emphasis on the use of teaching theories than on the learning theories, emphasis on the need of planning and structuring of the appropriate teaching task into its proper elements or components for creating appropriate learning conditions.

·                 Utilization training psychology for the instructional or training purposes rests on a certain basic principles such as. Principle of analysing the whole task, principle of providing the training in task elements, principle of sequencing the task elements, principle of self-rewarding and reinforcement, and principle of learning with own pace.

·         
       Training psychology has proved its worth in the field of education. Suggesting appropriate models of teacher education for training on in-service and student’s teacher, helping in solving a numbers of problems related to the field of education learning and training and improving classroom instruction by suggesting appropriate instructional designs.

·         
       Training psychology can be effectively used in development of appropriate instructional and training designs. Defining the learning objectives, analysing the task of learning into appropriate task elements or components, ensuring adequate transfer of learning /training from one task element to another, evaluating the progress in view of the achievement progress and make adjustment in the training/learning strategy.

REVIEW QUESTIONS

·         What is training psychology? How is it the world in the use field of education?

·         What are the basic assumption and principles of training psychology?

·         How can the service of training psychology be utilized for developing an instructional system for a particular teaching learning situation? Discuss the procedures in detail.

·         Write short notes on the following:

Training psychology

Application of training psychology in education

Using training psychology for the development of an instructional system

REFERENCES AND SUGGESTED READINGS

Golubchick, Leonard H. and Barry Persky (Eds), Innovation in Education.

Skinner, BF, Technology of teaching, New York; Appelton Century crod’ts.1968.

Unwin, D., Media and Methods: Instructional technology in Higher Education. New York, 1969.