MGT Class 2 Chapter 3: Learning, Motivation and Performance Feihan Ahsan BRAC University 21 st September’ 2013 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-1

Reinforcement vs Punishment Reinforcement is better because:- The behaviour will occur without a supervisor present. For example, if employees get rewarded for turning off the lights before leaving a room, they will do it even if no one is present. But in punishment, you have to be present and make them turn off the lights Positive and Negative reinforcement can be used together- because negative reinforcement is a reflex action (it is done unconsciously). If it is also combined with rewards (positive reinforcement), then the behaviour becomes permanent and is strongly maintained Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 2

Self-Efficacy Efficacy means effectiveness, so self-efficacy refers to self-effectiveness, i.e. the confidence to perform. Often, it is seen that people fail to do a job properly not because they lack the required KSA’s, but rather the confidence to perform. i.e. they think they will not be able to do the job, but actually they will be able to. In this case, they don’t need training on improving KSA’s, but rather they need training on improving confidence (confidence training) Training can improve confidence in 2 ways:- Directly- through confidence training, i.e. teaching them how to be more confident and depend on the skills and abilities that they already have Indirectly- through normal training on required KSA’s. When they have the KSA’s required for a job, they automatically get confident about themselves Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-3

Social Learning Theory Remember, Learning was defined as experiencing events or situations that change your behaviour However, Social Learning Theory states that a person can learn without any change in his behaviour, i.e. the change doesn’t have to be physical, it can be just mental. This method of learning through just observation (not acting out the learning itself) is called Anticipatory Learning Social learning theory, and in fact, any type of learning in general, begins by the paying of Attention What is Attention? How is it important to learning? Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 4

Social Learning Theory Attention is the focusing of concentration on a particular object, event or situation in the environment. There are many objects, events and situations in our current environment. Are we paying attention to all of them? We only pay attention to particular objects in the environment. Why? Because, for some reason they stand out. For example, if a thing is exceptionally beautiful, our attention is drawn to it. Or, if something is known to be important, our attention is drawn to it. Example- you listen to a teacher in a class because you know what he’s saying is important (or at least supposed to be important) How is attention related to training? Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 5

Social Learning Theory If the training materials can get your attention (rather than you having to forcefully pay attention), then the training will be successful Ex- By making key learning points stand out so that the trainees will focus their attention on those topics Also, a training program should minimize the loss of attention. Ex- turning off cell phones and other distractions ensures that attention of trainees is not lost. No windows, posters in training room, soundproof walls etc. Making training exercises fun and interesting also keeps attention focused on the learning topic However, there is the issue of relevance. Fun and interesting topics are good, but what if they are not relevant or useful to the training program? Would you still do the training? What is more important...an enjoyable training program OR a useful training program? Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 6

Gagne’ Briggs Theory Gagne’-Briggs theory of instructional design gives nine steps which should be followed for proper learning to occur The nine steps are:- 1. Gaining Attention 2. Informing the trainee of the goal (objective of training) 3. Stimulating recall of prior knowledge (learning) 4. Presenting the Material 5. Providing learning guidance 6. Eliciting performance (bringing out performance) 7. Providing Feedback 8. Assessing Performance 9. Enhancing Retention and Transfer Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 7

Gagne’ Briggs Model of Learning Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 8

Gagne’ Briggs Theory 1. Gaining Attention This is the first step and here the objective is to gain the attention of the trainees. When attention is gained, learning is much easier. Otherwise, they have to force attention (learning becomes tedious, painful) Ex- Showing something funny or humorous to start a class. When everyone’s attention is obtained, we can then proceed to the theories 2. Announce Objectives After everyone’s attention has been obtained, we can then proceed to the learning objectives, i.e. the goal of the training. The goals and objectives are then explained to the trainees Ex- After the introduction, the teacher hands out and explains the course outline Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 9

Gagne’ Briggs Theory 3. Stimulate Recall of Past Knowledge Here the instructor tries to recall trainee’s knowledge of past material because when they remember parts of it or have some basic foundation in the topic, learning is faster and better Ex- before starting the course, a teacher asks his students what related courses they have done before 4. Present the Material This is the delivery of the training material and content which teaches them what is to be learned, how to learn it and how to apply it in real life Ex- for a teacher, taking classes and discussing the concepts, theories and topics. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 10

Gagne’ Briggs Theory 5. Provide Guidance Here the instructor gives advice to the trainees on how to learn the topic better and what ways will speed up the effectiveness and efficiency of learning the training material Ex- whether to read the slides or the book for the midterm, whether to focus on short questions or MCQs etc. 6. Elicit (bring out) performance This involves giving trainees an opportunity to demonstrate what they have learned, through performance. Ex- giving students the chance to demonstrate their knowledge of the topic through midterms, quizzes etc. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 11

Gagne’ Briggs Theory 7. Giving Feedback This involves showing the trainees what went right and what went wrong, giving tips and pointers, showing and demonstrating the right way to do the job Ex- comments or suggestions in the midterm paper, such as use easier language or use bullet points etc. 8. Assessing Performance Here, the trainer compares the performance of the training program with the original objectives to see whether learning has been successful (outcome evaluation) Ex- Low marks in the first midterm but high marks in the final mean that chapters 1-5 have not been learned well but knowledge in chapters is very strong (for separate syllabus exams) Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 12

Gagne’ Briggs Theory 9. Facilitate Retention and Transfer This involves putting the trainees in a different, creative situation where they can use the skills and abilities learned in the training program to solve a real-world case (or something different in nature) Ex- The final group project utilizes all the concepts and theories learned in class but students have to work on a real company or situation (i.e. apply the skills in a different situation than in class) Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 13

Behaviorist Model of Learning Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-14 Stimulus ResponseConsequence

Understanding Learning Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-15 The 2 Definitions of Learning in Theory Behaviorist Definition - A relatively permanent change in behavior – learning is synonymous with behavior. Cognitive Theorist Definition – a change in the content, organization and storage of information. Learning – a relatively permanent change in cognition resulting form experience and directly influencing behavior.

Some Training Implications of Cognitive and Behaviorist Learning Theory – Part 1 of 2 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-16 IssueCognitive ApproachBehaviorist Approach Learner’s roleActive, self-directed, self-evaluating Passive, dependent Instructor’s role Facilitator, coordinator, and presenter Director, monitor, and evaluator Training content Problem or task orientedSubject oriented Learner motivation More internally motivatedMore externally motivated

Some Training Implications of Cognitive and Behaviorist Learning Theory – Part 2 of 2 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-17 IssueCognitive ApproachBehaviorist Approach Training climateRelaxed, mutually trustful and respectful, collaborative Formal, authority oriented, judgmental, competitive Instructional goalsCollaboratively developedDeveloped by instructor Instructional activities Interactive, group, project oriented, experiential Directive, individual, subject oriented

The Cognitive Processes Involved in Social Learning Events and consequences in the learning situation are cognitively processed before they are learned or influence behavior. Motivation – both influences and is influenced by the other processes. Attention – becoming focused on particular objects and events in the environment. Retention – incoming information is processed for possible retention.  Symbolic Coding – translation of information into meaningful symbols.  Cognitive Organization – symbols are organized into the existing cognitive structure through associations.  Symbolic Rehearsal – visualizing or imagining how the knowledge or skill will be used. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-18

Example of a Lesson in Problem Solving – Part 1 of 5 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-19 Learning objective: Given a drawing of a plot of land, the student will generate a plan for a sprinkler system that will cover at least 90% of the land, using the least amount of materials (PVC pipe and sprinkler heads). EventMediaPrescription 1.Gaining attention Live instruction and overhead projector Show pictures of sprinkler coverage of a plot of land that has highly successful (90%) and one of unsuccessful (70%) coverage, and one using too many sprinkler heads, inviting attention to their differences. 2.Inform the learner of the objective SameThe problem to be solved is to design the most efficient sprinkler system for a plot of ground—one that covers at least 90% of the ground using the least amount of pipe and sprinkler heads.

Example of a Lesson in Problem Solving – Part 2 of 5 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-20 EventMediaPrescription 3.Stimulate recall of requisites Overhead projector Have the learners recall applicable rules. Since the sprinkler heads they will use spray in circles and partial circles, rules to be recalled are the area of: (1) a circle, (2) quarter and half circles, (3) rectangular area, and (4) irregular shapes (intersection of circular arcs with straight sides). 4.Presenting the stimulus material SameRestate the problem in general terms, and then add specific details: 1) rectangular lot 50 by 100 ft; 2) radius of the sprinklers, 5 ft; 3) water source in the center of the lot.

Example of a Lesson in Problem Solving – Part 3 of 5 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-21 EventMediaPrescription 5. Providing learning guidance, and 6. Eliciting performance Overhead projector The student will need to design tentative sprinkler layouts, draw them out, and calculate the relative efficiency of each. Guidance may be given by informing the learner of various options if it appears rules are not being applied correctly. For example, “Could you get more efficient coverage in the corner by using a quarter-circle sprinkler head?” Or “It looks like you have a lot of overlap; are you allowing for a 10% non-coverage?” Ask the learner what rule he is following for placing the sprinkler.

Example of a Lesson in Problem Solving – Part 4 of 5 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-22 EventMediaPrescription 7. Providing feedback Oral review by instructor Confirm good moves, when in a suitable direction. If the learner doesn’t see a possible solution, suggestions may be made. For example, “Why don’t you draw four circles that barely touch, calculate the area, then draw a rectangle around the circles and calculate the area of coverage to see how much you have?” 8. Assessing performance TeacherPresent a different problem using the same type of sprinkler, with different lot shape and size. Check the efficiency of the student’s solution in terms of coverage and amount of materials used.

Example of a Lesson in Problem Solving – Part 5 of 5 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-23 EventMediaPrescription 9. Enhancing retention and transfer WorksheetPresent several different problems varying in shape of lot, position of the water source, and area of sprinkler coverage. Assess the student’s ability to generalize problem solving to these new situations.

Motivation to Learn The intensity and the persistence of the trainee’s learning-directed activities related to the content of the training program. Peer Support Supervisor Support Climate for Transfer Individual Factors and Resistance Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-24