1. Training & Development, WMG 23 Learning Motivation and Performance

2. My Broad Intentions for the Session(s)  Motivational Theories – As far as they are relevant to learning  Learning Theories – Not too detailed – More of theories that are relevant in a training context  Different learning styles or preferences  Principles of adult learning  Applicability of principles of learning and motivation in training design and delivery

3. What I would Expect you to be able to do after the session  Explain those motivational theories that have a bearing on adult learning, with appropriate examples and diagrams (ERG, Processual)  List and explain the major theories of learning and cite examples of their situational application (Behavioural, Cognitive, Social)  Describe the principles of adult learning and give a simple example of each in a training or learning situation  Explain the concept of learning cycle  Distinguish between different learning preferences (Kolbe’s and VAK preferences)  Bring out, through examples, the link between motivation, learning and their applicability to training design

4. Factors Determining Human Performance P = M x KSA x E ENVIRONMENT (E) KNOWLEDGE, SKILLS, AND ATTITUDES (KSAs) MOTIVATION (M) PERFORMANCE (P)

5. Motivation – Link to Learning? Motivation is not directly observable Is it important for learning? Why? Direction, persistence, amount of effort How to observe/measure motivation?

6. Motivation – Major Approaches  Needs – Existential, Relatedness, Growth (ERG)  Process – Reinforcement, Expectancy  Self Efficacy  Keep your focus on relevance to learning/training

7. Need Theories in a Learning Context  Existence Needs – Physical setting, comfort, breaks, threats/anxiety, safety, job security (higher competence)  Relatedness Needs – Interactions, trainer-trainee relationship, peer relationship  Growth Needs – Is it going to help me personally or professionally? Best Training Designs incorporate all three elements even though strength of individual needs may vary

8. Process Theories in a Learning Context  Reinforcement Theory  Expectancy Theory

9. Reinforcement Theory (Related To – Operant Conditioning, Instrumental Learning) StimulusResponseConsequence  Behaviour followed by satisfying experience (reinforcement) tends to be repeated  Behaviour followed by dissatisfying or unpleasant experience (punishment) tends to be avoided

10. Reinforcement Theory – ‘Consequences’  Positive Reinforcement  Negative Reinforcement  Punishment  Extinction

11. Reinforcement Theory – ‘Punishment’ in Practice  Only tells what ‘not to do’ – not ‘what to do’  Needs constant vigilance/supervision – ‘beat the system’  Harsh measures needed if negative behaviour is rewarding  People may start avoiding the enforcer/supervisor – leadership issues

12. Reinforcement Theory – Implications for Training  Either positive or negative reinforcements are preferred in training situations over punishment  A combination is preferable rather than either +ve or –ve alone Training must be concerned not only about KSAs to be learned but also consequences that are attached to the following:  The learning process (a satisfying experience?)  The old way of doing the job (extinguished? Punished?)  The new way of doing the job (positively reinforced? TOT)

13. Process – Expectancy Theory Deciding ‘best course of action’ towards achieving goals Effort = Expectancy 1 i x Σ ij (Expectancy 2 ij x Valence ij ) Expectancy 1 = The level of success expected (how well he/she will be able to do what s/he set out to do) Expectancy 2 = The individual’s beliefs about what the outcomes will be if s/he is successful. The expected outcome and likelihood of their occurrence make up expectancy 2 Valence = The individual’s feelings about the various outcome’s positive and negative values

14. Illustration of Expectancy Theory (.5) (.9) (.3) (.6) (1.0) EXPECTANCY 1 EXPECTANCY 2CONSEQUENCESVALENCE EFFORT Stay away and complete other assignment Attend class Might miss some content Attendance Evaluation Easier to recall at exams Teacher impression 1 9 10 6 5

15. Expectancy Theory - Training Implications Expectancy 1 exerts most influence – we don’t want to waste our time trying to do something we believe we can not do. Trainers must demonstrate that success is possible. Expectancy 2 – implies right outcomes must be attached to the training – those contributing to personal and professional goals Valence – training outcomes must be made to look desirable for the trainee – not just the organisation, boss and trainer Trainer MUST demonstrate these early on – it is possible, it will help you professionally and personally

16. Self Efficacy Feelings about own competency Self Efficacy → Performance, Effort, Persistence Assess self efficacy – at beginning, during training – counseling, coaching, watching others

17. Learning  Behavioral – Relatively permanent change in behaviour - Infer learning by observing behaviour  Cognitive - Behaviour and learning are not same – role of ‘cognition’ ie how information is processed (if behaviour is not exhibited does it mean learning has not taken place?)

18. Implications on Training Behaviour Theory ApproachCognitive Theory Approach DefinitionRelatively permanent changes in behaviour in response to a stimulus(i) Relatively permanent change in ‘cognition’ Learner’s rolePassive, dependentActive, self directed, self evaluating Instructor’s roleDirector, monitor, evaluatorFacilitator, coordinator and presenter Training ContentSubject orientedProblem or task oriented Learner motivation More externally motivatedMore internally motivated Learning ClimateFormal, authority oriented, judgemental Relaxed, trustful, respectful, collaborative Instructional goals Developed by instructorCollaboratively developed Instructional activities Directive, individual, subject oriented Interactive, group, project oriented, experiential

19. Integrated Approaches  Relatively permanent change in cognition resulting from experience and directly influencing behavior  Bandura’s Social Learning Model  Gagne’s Nine Steps

20. Bandura’s Social Learning Theory  Rooted in many of the basic concepts of traditional learning theory  Bandura believed that direct reinforcement could not account for all types of learning.  His theory added a social element - that people can learn new information and behaviors by watching other people.  Known as observational learning (or modeling), this type of learning can be used to explain a wide variety of behaviors.

21. Bandura’s Social Learning Theory – Basic Concepts  People can learn through observation  A live model, which involves an actual individual demonstrating or acting out a behavior.  A verbal instructional model, which involves descriptions and explanations of a behavior.  A symbolic model, which involves real or fictional characters displaying behaviors in books, films, television programs, or online media.  Internal mental states are an essential part of this process  Intrinsic reinforcements eg pride, satisfaction, sense of achievement – links behaviour theories to cognitive theories  Just because something has been learned, it does not mean that it will result in a change in behavior

22. Cognitive Processes in Social Learning  Attention  Retention  Behavioural Reproduction  Feedback (Consequences)

23. Stimuli RETENTION 1. Symbolic Coding 2. Cognitive Organization 3. Symbolic Rehearsal ATTENTIONATTENTION MOTIVATION Behavioral Reproduction Consequences of Behavior Learner's Cognitive Processes EXTERNAL ENVIRONMENT

24. Gagne-Briggs Nine Events of Instruction – Part 1 of 2 Instructional Event Events Causes Trainee … 1. Gaining attentionTo focus on trainer 2. Informing the trainee of Goal (objective) To begin to focus on the goal 3. Stimulating recall of prior knowledge (learning) To retrieve prior learning to working memory 4. Presenting the materialTo selectively perceive important parts of training 5. Providing learning guidanceTo consider how the new material training fits into trainee’s overall schema, and clarifies where it belongs for ease of retrieval

25. Gagne-Briggs Nine Events of Instruction – Part 2 of 2 Instructional EventEvents Causes Trainee … 6. Eliciting the performanceTo do it 7. Providing feedbackTo perform effectively by reinforcing correct responses and assisting when incorrect 8. Assessing performanceTo attempt a number of similar problems to determine if the trainee has the concept 9. Enhancing retention and transferTo do more complex and varied examples of the concept and assess the success

26. 3-26 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.

27. 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.

28. Example of a Lesson in Problem Solving – Part 3 of 5 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.

29. 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.

30. 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 a of sprinkler coverage. Assess the student’s ability to generalize problem solving to these new situations

31. Adult Learning AssumptionWhat a trainer can do Adults want to know why they should learn Develop a “need to know” in the learner. “What is in it for me” Adults need to take responsibilityEmpower them to learn. No spoon feeding or being ‘directive’. Allow them to self assess or give frequent feedback. Adults bring experience to learningPlus and minus. Value their experience. Seek their experiences where relevant. Adults are ready to learn when need arises (employer provided training is viewed as employer needed interview). A few will always distract…they wont see the need. Acknowledge and move on. Please note that it is your duty to ensure that those who want to learn something are not distracted Adults are task oriented.Organise content around tasks, not subjects

32. Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation Experiential Learning - Kolb’s Learning Cycle

33. A trainee nurse might start learning to lift a patient by trying to lift a dummy out of wheel chair ACTIVE EXPERIMENTATION She finds this difficult and failsCONCRETE EXPERIENCE The instructor encourages reflection by questioning, ‘how does it feel’? Was it hurting your back? REFLECTIVE OBSERVATION The nurse then reads a manual about manual lifting techniques ABSTRACT CONCEPTUALISATION The nurse now tries out one of the techniques on the dummyACTIVE EXPERIMENTATION She notices how much more effective the new technique isCONCRETE EXPERIENCE The nurse discusses the new technique with other traineesREFLECTIVE OBSERVATION The instructor now asks the group now to look into the manual and identify all techniques for lifting an unconscious patient ABSTRACT CONCEPTUALISATION

34.  Activists  Reflectors  Theorists  Pragmatists Kolbe’ Learning Styles

35. David Kolb: Learning Styles Inventory CONCRETE EXPERIENTIAL ABSTRACT CONCEPTUAL ACTIVE REFLECTIVE EXPERIMENTATION OBSERVER ‘Reflector’ ‘WHY’ QUADRANT [35%] Learns by seeking out meaning Connects to values & emotions Seeks outcomes & interaction Build rapport Sell the idea Trainer role: MOTIVATOR ‘Theorist’ ‘WHAT’ QUADRANT [22%] Learns by thinking through ideas Seeks facts and is impressed by research Wants to know what the experts think Reflects on ideas Usefulness generally irrelevant Information junkies ‘Teach it like it is ….’ Trainer role: TEACHER ‘Pragmatist’ ‘HOW’ QUADRANT [18%] Learns by testing theories Needs to know how things work Seeks usability Wants exercises and feedback ‘Give me an explanation!’ ‘What’s in it for me?’ ‘What are the facts?’‘How does this work?’ Trainer role: COACH/FACILITATOR ‘Activist’ ‘WHAT IF’ QUADRANT [25%] How is it useful? Learns by trial and error Seeks hidden possibilities Welcomes self discovery How can I make money out of this? ‘Where can I apply this?’ Trainer role: COLLEAGUE