Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Chapter 3 Learning, Motivation & Performance Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Factors Determining Performance Environment Knowledge Skills Attitudes Motivation Performance P = M x KSA x E

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall What Does Motivation DO?  Focuses behavior on goal directed activity.  It determines: The strength of our response How much effort we expend, and How long we persist

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Motivation  Many theories of Motivation  Some focus on that act to increase or decrease motivation  Some focus on external factors that act to increase or decrease motivation  Some focus on, describing the cognitive processes involved in becoming motivated  Some focus on internal factors, describing the cognitive processes involved in becoming motivated  Both have important implications for the training process

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall ERG Theory of Needs  Existence  Physiological and Security  Relatedness  Valued and accepted by others  Growth  Feelings of self worth and competency These needs determine what things in the environment will motivate us.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Classical Conditioning Process  STEP 1 Unconditioned Stimulus (Meat powder)  STEP 2 Conditioned Stimulus paired with Unconditioned Stimulus (Buzzer followed closely in time, over many trials, by meat powder)  STEP 3 Conditioned Stimulus (Buzzer alone)  Unconditional Response (Salivation)  Unconditional Response (Salivation)  Conditioned Response (Salivation)

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Behaviorist Model of Learning Stimulus ResponseConsequence

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Reinforcement Theory of Motivation (also known as Operant Conditioning) A behavioral approach to motivation Stimulus Response Consequences What are the consequences? Things that Reinforce or Punish

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Types of Consequences That May Follow Behavior DESIRABLE CONSEQUENCES UNDESIRABLE CONSEQUENCES TRAINEE RECEIVES Behavior Positively Reinforced Behavior Punished TRAINEE LOSES Behavior Punished (Extinction) Behavior Negatively Reinforced

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Expectancy Theory EffortPerformanceRewards Value of Rewards 1. Belief about performance success (Self Efficacy) 2. Belief about getting the rewards 3. Employee perception of the value of the reward 1.Effort to performance expectation 2.Performance to reward expectation 3.Rewards to personal goals expectation

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Illustration of Expectancy Theory (.5) (.9) (.3) (.6) (1.0) EXPECTANCY 1 EXPECTANCY 2 CONSEQUENCESVALENCE EFFORT Stay on the job and meet work load requirements Successfully complete seminar Skills seen as inadequate Feelings of pride and accomplishment Recommended for promotion Skills seen as complete Fall behind at work; feel overloaded, depressed, etc

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Some Training Implications of Cognitive and Behaviorist Learning Theory – Part 1 of 2 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

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Some Training Implications of Cognitive and Behaviorist Learning Theory – Part 2 of 2 IssueCognitive ApproachBehaviorist Approach Training climateRelaxed, mutually trustful and respectful, collaborative Formal, authority oriented, judgmental, competitive Instructional goals Collaboratively developedDeveloped by instructor Instructional activities Interactive, group, project oriented, experiential Directive, individual, subject oriented

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall SOCIAL LEARNING THEORY Stimuli RETENTION 1. Symbolic Coding 2. Cognitive Organization 3. Symbolic Rehearsal ATTENTIONATTENTION MOTIVATION Consequences of Behavior Learner's Cognitive Processes Behavioral Reproduction EXTERNAL ENVIRONMENT

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Gagne-Briggs Nine Events of Instruction Instructional Events 1. Gaining Attention 6. Eliciting the performance 6. Eliciting the performance 2. Informing the trainee of Goal (objective) 7. Providing feedback 7. Providing feedback (during training) 3. Stimulating recall of prior knowledge (learning) 8. Assessing performance 8. Assessing performance (at end of training) (at end of training) 4. Presenting the material 9. Enhancing retention and transfer 9. Enhancing retention and transfer 5. Providing learning Guidance

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 3-16 Example of a Lesson in Problem Solving – Part 1 of 5 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.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 3-17 Example of a Lesson in Problem Solving – Part 2 of 5 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.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 3-18 Example of a Lesson in Problem Solving – Part 3 of 5 EventMediaPrescription 5. Providing learning guidance, and Overhead projector The student will need to design tentative sprinkler layouts, draw them out, and calculate the relative efficiency of each. 6. Eliciting performance 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.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 3-19 Example of a Lesson in Problem Solving – Part 4 of 5 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.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 3-20 Example of a Lesson in Problem Solving – Part 5 of 5 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.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 3-21 Factors Affecting Motivation to Learn and Transfer of Training Self- Efficacy Valence of Outcomes Anxiety Climate for Transfer Training Reactions Transfer To the Job Job Performance Supervisor and Peer Support Post-Training Self-Efficacy Cognitive Ability Skill Acquisition Knowledge Acquisition Motivation to Learn