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  • Critique your peers’ selected models for staff training. Are any components missing? Include suggestions for additional criteria that could be added.
  • Add to your peers’ discussion of other potential causes for the problem’s at Global Ed – excluding staff skill deficits.

Peer 1

One specific evidence-based training model is the performance-based model. The focus of performance-based training is on training performance skills. During this training, staff are trained to perform work duties that they were not able to do prior to the training. (Parsons, Rollyson, & Reid, 2012)
The necessary components for performance-based training are trainer, trainees, and data-based training. There is also a six-step protocol. The first step is to describe the target skill. During this step, the trainer will explain the importance of the skill being trained. The next step is providing a written description of the target skill. During this step, the trainer may provide a written summary of exactly what the trainees or staff should do in various situations. The next step is demonstrating the target skill. After the staff has been told of the skill and given a written description, the trainee will then provide a demonstration of the skill. This step is completed to demonstrate an accuracy and fluency. After this step, the next is having the trainees or staff practice the target skill. Trainees will rehearse the performing skill similar to the trainer demonstration. Practicing the skill can be considered a critical feature for success of the training. This should be required of all staff and trainees. (Parsons et al., 2012) The 5th step in the training protocol is having the trainers provide feedback to the staff and trainees while they are practicing the target skill. This step gives the staff feedback on exactly what the staff are performing correctly and what was not performed correctly. The final step is repeating steps 4 and 5 until each staff member performs the target skill proficiently. This final step represents the competency part of BST. (Parsons et al., 2012)

These components and steps are necessary because not only does it explain what the target skill is, but it also requires specific training and confirmation of proficiency of the skill. Ensuring the proficiency of the skill during the training should increase the likelihood that the skill will be done correctly. I feel that this staff training is best for the same reason the components are necessary. By using this model, it effectively trains the staff while ensuring the proficiency of the skill.

Since the students are very diverse both culturally and economically, this could potentially be another reason for the increase inappropriate behaviors at Global Ed. Many cultures are different and behaviors that are appropriate in some cultures may not be appropriate in others. This could be why there is an increase in the behaviors. I think that staff training is not the only solution. I think that behavioral training could also be implemented to the students so that they are aware of what Global Ed deems appropriate and inappropriate.

References:
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-Based Staff Training: A Guide for Practitioners. Behavior Analysis in Practice (Association for Behavior Analysis International), 5(2), 2.

Peer 2

A model for evidence-based staff training is verbal skills training (Parsons, Rollyson & Reid, 2012). The goal of the staff training is gaining knowledge of basic behavior analysis tactics, so rather than focusing on performance skills training, it seemed more practical to focus on verbal skills, which the assigned reading describes as training for enhancing knowledge (Parsons et al, 2012). Verbal skills training usually consists of using lectures and presentations and visual material for training (Parsons et al, 2012).

The components of this staff-training model are: Instructions, demonstration, practice and feedback. The training begins with explaining to the staff the skill that will be learned and how to execute basic behavior analytic tactics. Next, the trainer would demonstrate to the staff how to utilize basic behavior analytic tactics, then the trainer will give an opportunity to the staff members to demonstrate what they’ve learned. Lastly, the trainer would give feedback to the staff members on how well they’ve demonstrated the skills they’ve learned.

These components are necessary for staff training because it’s not enough to just explain what the skill is, but to demonstrate comprehension of the lecture given. I feel like this is the best choice for Global Ed over a performance skills training because the purpose of the training isn’t to improve performance but enhance knowledge, and this is the best way I have determined Global Ed can assist with enhancing the knowledge of their employees.

Other potential reasons for the increase in inappropriate behavior could be lack of accountability or lack of employee incentives. I don’t think staff training on basic behavior analysis tactics is enough to assist with this, I think there needs to be more reinforcement for performance and more employee incentives.

-Esther

References:

Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-Based Staff Training: A Guide for Practitioners. Behavior Analysis in Practice (Association for Behavior Analysis International), 5(2), 2.

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