Comparative Analysis of Behavioral Management Theories

Theories Psychoanalytic by Operant Conditioning by Classical Conditioning Unconditional Hawthorne Studies

Sigmund Freud B.F. Skinner by Ivan Pavlov Parenting by Alfie Elton Mayo
Kohn
Background Freud’s theory views Learning is a function of Conditioning in which Grades and praise Understanding the
personality change in the overt the conditioned kills intrinsic problems of workers
development according behavior and changes in stimulus (such as the motivation and desire through interviews
to stages experienced in behavior are the result of sound of the bell) is to learn. and listening
the growing years of an individual’s response to paired with ad techniques can
infancy and events (stimuli) that occur precedes the Argues that although improve labor
adolescence. in the environment. When unconditioned many people believe productivity and
a particular S-R pattern is stimulus (such as the that things such as lessen labor turnover
He called this the reinforced (like rewarded), sight of food) until rewards, or the percentage of
Psychosexual Stages of the individual is the conditioned punishments, workers leaving a
Development: conditioned to response. stimulus alone is incentives, and company.
sufficient to elicit the competition will
1. Oral Stage (0 to 2 yrs.) Reinforcement is anything response (such as encourage children to Mayo’s contribution
2. Anal Stage (2 to 4 yrs.) that strengthens the salivation in a dog). strive for excellence lies in recognizing
3. Phallic Stage (4 to 6 desired response such as and achievement, the that the formality of
yrs.) verbal praises, good grades, The theory focuses on opposite is actually strict rules and
4. Latency Stage (6 to 12 rewards, and/or feeling of associative learning true. procedures spawn
yrs.) increased accomplishments and generally refers informal approaches
5. Genital Stage (12 yrs. or satisfaction. to acquiring of new He introduced with their base in
and up) behavior via unconditional human emotions,
Negative reinforcements association with parenting wherein sentiments, problems
Behavior becomes more (punishments) are used, various stimuli. By love and acceptance and interactions. The
and more highly however, to reduce associating the are regarded more manager, therefore,
organized and complex response. Both subject with stimulus highly than training should strive for
in nature as the person reinforcements are object, outputs new and compliance. equilibrium between
matures and necessary to establish, responses and learns Rewards and the technical
experiences numerous maintain or reduce/ cub a behavior. punishments are organization and the
interactions with the certain behaviors. replaced with human one and
environment from one unconditional hence should develop
 stage to another. support. skills in understanding
human behavior and
Human behavior is the interpersonal skills in
result of experience and counselling,
internal factors. motivating, leading
and communicating.
There are internal needs
that drive behavior and
neither they nor the
parent have complete
control of it.

Principles 1. Psychological 1. Behavior that is 1. Acquisition - the 1. Here, children are 1. Job satisfaction
problems are rooted in positively reinforced will re- process by which a involved in the increased as workers
the unconscious mind. occur; intermittent person learns the decision-making were given more
reinforcement is association involved process and parenting freedom to determine
2. Manifests symptoms particularly effective. in classical becoming more of a the conditions of their
are caused by latent conditioning. partnership with working environment.
(hidden) disturbances. 2. Information should be parents and their
presented in small amounts 2. Stimulus children, or teachers 2. Intensified
3. Typical causes include so that responses can be Generalization - After with their students. interaction and
unresolved issues during reinforced (“shaping”). a person has been cooperation created a
development or conditioned to 2. The theory focuses high level of group
repressed trauma. 3. Reinforcements will respond to a certain on internal factors cohesion
generalize across similar way for a particular and intrinsic
4. Treatment focuses on stimuli (“stimulus stimulus after behaviors, rather 3. Job satisfaction and
bringing the repressed generalization”) producing repeated trials, it than external output depended
conflict to secondary conditioning. should not be (rewards and more on cooperation
consciousness, where surprising or punishments). and a feeling of worth
the client can deal with. 4. To successfully modify uncommon to expect than on physical
behavior, one must modify the organism to 3. Also, it promotes working conditions
first the environment. respond in similar the idea of meeting
way to other stimuli children’s or students’
or situations. needs to allow full
 growth -- and
3. Stimulus recognizing that not
Discrimination - the every child/ student
process in which a has the same needs.
person learns to
differentiate between
different stimuli in
order to restrict their
response to one
stimulus.

4. Extinction - the
process of undoing
the classical
conditioning such
that the subject does
not produce
conditioned response
in the presence of
conditioned stimulus.

5. Spontaneous
Recovery - sometimes
the conditioned
response suddenly
reappears even after
then linked between
the conditioned
stimulus and
unconditioned
stimulus has been
broken down, or the
person stopped to
produce eliciting
 conditioned
response.

Behavioral 1. Awareness of parents Associative Learning, Associative Learning 1. Replacing praise 1. Managing and
Applications and teachers on the role Behavior Modification, with support - optimizing work
of experiences during Programmed Instruction 1. Fear, love, and student-directed productivity from a
the early stages of life to (stimulus-response), hatred towards model of learning humane rather than
better understand the Classroom Management specific subjects are pure production
personality created through 2. Parenting is also machine perspective
development and 1. Practice should take the conditioning. about school
behavior of the child/ form of question (stimulus) involvement - 2. Any productivity
learner. - answer (response) frames 2. The good method “conditional model must factor in
which expose the student and kind treatment a teaching” intangible attributes
2. Specific program to the subject in gradual teacher can bring such as human
activities relate learning steps. desirable impacts 3. Helping students behavior
experiences to program upon the learners. tap into and develop
goals such as: 2. Require that the learner The learners may like their inner authentic
make a response for every difficult or mentally- selves where they
a. To serve the learner’s frame and receive challenging subjects think, feel and care
need to make an impact immediate feedback. because of the on a deeper level is
on the environment teacher. the teacher’s primary
through direct physical 3. Try to arrange the responsibility;
contact. difficulty of the questions 3. When a teacher arousing students’
so the response is always wants to teach a cat, interests in learning is
b. To promote the correct and hence a he or she shows the another.
potential for ordering positive reinforcement. picture of the cat with
experience through the spelling. When 4. Thinking deeply
cognitive strategies. 4. Ensure that good the teacher shows and critically should
performance in the lesson the picture at the be the first goal of
c. To advance the is paired with secondary same time spells- out education; the
learner’s functioning reinforcers such as verbal the word, after a second goal is the
knowledge of his praise, prizes, and good while when only the desire for more
environment. grades. picture is shown, the education and
learners can spell out lifelong learning.
d. To support the play the word.
mode of incorporating 5. Multiple activity
experience. 4. Learners can be centers with various
trained to perform a classroom structures
e. To help the learner certain task or for group work
internalize impulse response by providing
control. some sort of trigger, 6. Displays of student
which may be a projects
f. To meet the learner’s sound, picture,
need to cope up with phrase, etc. 7. Students
conflicts intrinsic to the exchanging ideas
various stages of 5. If the teacher is
development. consistent and 8. A respectful
repetitive with teacher mingling with
g. To facilitate the stimuli, the students students
development of an will come to learn to
image of the self as behave properly 9. Students excited
unique and competent through classical about learning and
person. conditioning. actively asking
questions.
3. Helping students
learn to control their 10. Multiple activities
instincts and libido. occurring at the same
time
4. Parents as
authoritative guides and
supporters on the path
to maturity, not generals
commanding the course
of growth.