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A Behaviorist Strategy to Improve Vocational Outcomes by Promoting Moderate Goal Setting.

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Bibliographic Details
Title: A Behaviorist Strategy to Improve Vocational Outcomes by Promoting Moderate Goal Setting.
Language: English
Authors: MacFarland, Thomas W.
Peer Reviewed: N
Page Count: 9
Publication Date: 1985
Document Type: Opinion Papers
Descriptors: Adult Education, Adult Vocational Education, Behavioral Objectives, Criterion Referenced Tests, Difficulty Level, Instructional Development, Labor Needs, Linear Programing, Needs Assessment, Outcomes of Education, Postsecondary Education, Secondary Education, Student Evaluation, Student Motivation, Task Analysis, Vocational Education
Abstract: Research has shown that tasks of intermediate difficulty generally elicit the greatest efforts on the part of students. For this reason, teachers are advised that the use of moderate goal setting is one of the most effective means of ensuring favorable vocational outcomes. The general paradigm of achieving vocational success through moderate goal setting is as follows: analyze industrial and personnel needs; determine terminal objectives (by questioning and observing behavior); formulate and present enabling objectives (using the techniques of task analysis and linear programming); and assess student performance (by administering criterion-referenced tests). Although some critics of the behaviorist approach believe that this approach delegates educators to the role of mere classroom managers, practice has shown that the objectivity of the behaviorist approach lends support to the high degree of professionalism required if educators are to achieve desired vocational outcomes successfully. (MN)
Entry Date: 19860101
Accession Number: ED263380
Database: ERIC
Description
Abstract:Research has shown that tasks of intermediate difficulty generally elicit the greatest efforts on the part of students. For this reason, teachers are advised that the use of moderate goal setting is one of the most effective means of ensuring favorable vocational outcomes. The general paradigm of achieving vocational success through moderate goal setting is as follows: analyze industrial and personnel needs; determine terminal objectives (by questioning and observing behavior); formulate and present enabling objectives (using the techniques of task analysis and linear programming); and assess student performance (by administering criterion-referenced tests). Although some critics of the behaviorist approach believe that this approach delegates educators to the role of mere classroom managers, practice has shown that the objectivity of the behaviorist approach lends support to the high degree of professionalism required if educators are to achieve desired vocational outcomes successfully. (MN)