Training Within Security Occupations
Week 5 Assignment
Training within Security Occupations
Leann McDonald
Eastern Kentucky University
Saturday, April 20, 2013
SSE 827, Issues in Security Management, taught by Dr. Norm Spain
Abstract
This paper discusses the training methods that will be used to train newly hired security officers. Since this training program will be designed to teach adults, it must be designed in a way that is engaging and interesting for adults, and not using a traditional classroom format. The training must include legal requirements, as well as training on policies specific to the hiring organization. Since this training will likely encompass several days or weeks, it is important that it is appealing, as well as informative to the trainees so that they are motivated to continue learning.
This paper describes the three training philosophies of Adult Learning Theory: positivism, constructivism, and behaviorism, and how they will be used in the training classes. No one method will be effective for every trainee in the classroom because all individuals learn in different ways. It is the instructor’s job to determine how to conduct his training classes, however this paper explains that the best method of training individuals would be a combination of all three.
Training within Security Occupations
Even though newly hired security officers may be very well experienced and trained through past employers, a training program specific to this position must be implemented as soon as possible, if not immediately, after hiring a security officer. This is so that the level of security provided is consistent for all security staff, as well as to ensure that all employees meet federal state, and local legal requirements and are well versed in company policies and procedures. There are many principles of adult education that could be used to conduct the employee training. Three of those philosophies are positivism, constructivism, and behaviorism. While each method
Training within Security Occupations
Leann McDonald
Eastern Kentucky University
Saturday, April 20, 2013
SSE 827, Issues in Security Management, taught by Dr. Norm Spain
Abstract
This paper discusses the training methods that will be used to train newly hired security officers. Since this training program will be designed to teach adults, it must be designed in a way that is engaging and interesting for adults, and not using a traditional classroom format. The training must include legal requirements, as well as training on policies specific to the hiring organization. Since this training will likely encompass several days or weeks, it is important that it is appealing, as well as informative to the trainees so that they are motivated to continue learning.
This paper describes the three training philosophies of Adult Learning Theory: positivism, constructivism, and behaviorism, and how they will be used in the training classes. No one method will be effective for every trainee in the classroom because all individuals learn in different ways. It is the instructor’s job to determine how to conduct his training classes, however this paper explains that the best method of training individuals would be a combination of all three.
Training within Security Occupations
Even though newly hired security officers may be very well experienced and trained through past employers, a training program specific to this position must be implemented as soon as possible, if not immediately, after hiring a security officer. This is so that the level of security provided is consistent for all security staff, as well as to ensure that all employees meet federal state, and local legal requirements and are well versed in company policies and procedures. There are many principles of adult education that could be used to conduct the employee training. Three of those philosophies are positivism, constructivism, and behaviorism. While each method
References: Glasersfeld, V. E. (1989). Constructivism in education. In T. Husen & T. N. Postlethwaite, (eds.) (1989). The international encyclopedia of education, Supplement Vol.1. Oxford/New York: Pergamon Press, pp. 162–163. Retrieved from website: <http://www.univie.ac.at/constructivism/EvG/papers/114.pdf> Iran-Nejad, A. (1995). Constructivism as substitute for memorization in learning: Meaning is created by learner. Education, 116(1), 16. Retrieved from website: <http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,cpid&custid=cincy&db=f5h&AN=9511290900&site=ehost-live> Marschall, S. (2012). A Conceptual Framework for Teaching Critical Reading to Adult College Students. Adult Learning, 23(2), 63. doi: 10.1177/1045159512444265. Retrieved from website: <http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,cpid&custid=cincy&db=f5h&AN=77944972&site=ehost-live> Moore, J (2010) "Philosophy of Science, with Special Consideration Given to Behaviorism as the Philosophy of the Science of Behavior," The Psychological Record: Vol. 60: Iss. 1, Article 8. Retrieved from website: <http://opensiuc.lib.siu.edu/tpr/vol60/iss1/8> Walter, P. (2009). Philosophies of Adult Environmental Education. Adult Education Quarterly, 60(1), 3. Retrieved from website: <http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,cpid&custid=cincy&db=f5h&AN=44817463&site=ehost-live>