Overview
While Watson is considered the father of behaviorism based on his "Psychology as the Behaviorist Views It" (Cherry, 2021), the theory is rooted in the work of Ivan Pavlov, who found that by pairing a neutral stimuli with a natural stimuli, the response that would occur automatically to the natural stimuli will occur with the new neutral stimuli.
In reality, behaviorism was likely an inevitable outcome of the advancements of many predecessors, not just Pavlov (Malone, 2014). In fact, Freud's assertion that events in childhood shape subsequent behaviors is not antithetical to behaviorism. Watson's notion that personality could be shaped over time by training was rooted in Freud's re-education ideas (which also required long periods of time).
The goal is to understand the association between the environment and the individual's behavior (Standford, 2019), to see how behavior is shaped by environmental stimuli (Cherry, 2021). The work of Watson and others associated with behaviorism exemplified positivist Zeitgeist of the times. In fact, it is rooted in the concepts of logical positivism, which places scientific merit on observations (Standford, 2019). Adherents were not interested in the inner workings of the mind. Behavior was something that could be explained by influence of the environment.
Key Individuals:
Pavlov, I.: Classical conditioning
Watson, J. B.: Research such as the LIttle Albert Study.
Thorndike, E.: Trial and error theory of learning.
Skinner, B. F.: Operant conditioning, learning through reinforcement and punishment.
Strengths, Limitations, and Implications
The emphasis on the observable as evidence suggests some empirical soundness. Focusing in the evidence reduced reliance on the vague nature of the internal (it would be interesting to see how behaviorists responded to the modern ability to "observe" the brain). Skinner and others never actually denied the existence of the internal aspects, they simply ignored it. However, this emphasis on the observable as evidence leaves out all of the "unseen" elements that include feelings, emotions, and more (Cherry, 2021). There is a natural tendency toward reinforcement for desired behaviors (punishment for undesirable behaviors; Keramida, 2015) that makes behaviorist ideas a natural part of learning. However, used without regard to other theories means failing to make sure of key internal aspects.
Potential Application
It has been argued that ID professionals are all behaviorists without necessarily recognizing this (Keramida, 2015). An emphasis on predetermined learning paths that are built on a "one right answer" approach. Desired right answers are reinforced typically via positive comments. Game-based learning is also based on reward to reinforce certain behaviors. Thus, behaviorists elements are already present perhaps without our conscious awareness.
Leadership/Management training requires some understanding of behaviorist principles. Behaviorism fits well with different theories of motivation. Desired behaviors are reinforced through feedback as employees work toward desired goals that provide reinforcement as well (Lunenburg, 2011). Such reinforcement may be rooted in both intrinsic (i.e., satisfaction, accomplishment) and extrinsic (i.e., bonus) motivation (Lunenburg, 2011; McGee, 2015). Though it is important to remember that behaviorism is not accounting for internal aspects like emotion. Where reduction of threats is the reinforcing factor (negative reinforcement), employees may simply work hard enough to achieve this level of reinforcement (McGee, 2015). Positive reinforcement through feedback and reward can better condition for desired behaviors.
Thus behaviorist principles can be used in any context where there is a desire to shape or encourage a specific behavior or set of behaviors. Indeed, it is inherently present via workplace review and feedback processes. It is implied in building workplace culture where individuals will receive censure for undesired behaviors and implicit reward for desired behaviors.
References
Cherry, K. (2021). Histgory and key concepts of behavioral psychology. Verwellmind.com. https://www.verywellmind.com/behavioral-psychology-4157183
Keramida, M. (2015). Behaviorism in instructional design for eLearning: When and how to use it. eLearning Industry. https://elearningindustry.com/behaviorism-in-instructional-design-for-elearning-when-and-how-to-use
Lunenburg, F. C. (2011). Goal-setting theory of motivation. International Journal of Management, Business, and Administration, 15(1). http://nationalforum.com/Electronic%20Journal%20Volumes/Lunenburg,%20Fred%20C.%20Goal-Setting%20Theoryof%20Motivation%20IJMBA%20V15%20N1%202011.pdf
Malone, J. C. (2014). Did John B. Watson really "found" behaviorism? Behav Anal, 37(1), 1-12. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4883453/
McGee, H. M. (2015). Performance motivation as the behaviorist views it. Instructional Design and Management Research Lab, Western Michigan University. http://johnsonresearchlab.com/publications/2015McGeeJohnson_Performance%20motivation%20as%20the%20behaviorist%20views%20it.pdf
Stanford. (2019). Behaviorism. Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/behaviorism/
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Alycia Harris, PhD, MBA, CPTD, SHRM-CP
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