1. Effective Training: Systems, Strategies, and Practices, 4 th Edition Chapter Three Learning, Motivation, and Performance P. Nick Blanchard and James W. Thacker 3-1 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

2. A Few Definitions: Theory – an abstraction that allows us to make sense out of a large number of related facts related to an issue. Motivation – the direction, persistence, and amount of effort expended by an individual to achieve a specified outcome. KSA’s – knowledge, skills and abilities (or attitudes).  Knowledge – factual material that an employee needs to learn.  Skills – pertains to the hands-on overt doing of things.  Abilities – basic coordination, deductive reasoning, selective attention. Environment – the physical surroundings where performance must occur. There is both internal and external environmental factors. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-1

3. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-2 Factors Determining Human Performance P = M x KSA x E ENVIRONMENT (E) KNOWLEDGE, SKILLS, AND ATTITUDES (KSA) MOTIVATION (M) PERFORMANCE (P)

4. ERG Theory – Needs Theory Existence Needs – physiological and safety needs. Matches Maslow’s first 2 levels. Relatedness Needs – social and external esteem. Matches Maslow’s level 3 and 4. Growth Needs – internal esteem and self-actualization. Matches Maslow’s 4 th and 5 th levels. 3-4 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

5. Process Theory – Translate to Action Classical Conditioning – the association of a generalized response to some signal in the environment. Reinforcement Theory – known as behavior modification or operant conditioning is an approach for stimulating a trainee’s desire to learn.  Positive Reinforcement – rewards – something desirable happens as a result.  Negative Reinforcement – punishment – something negative happens as a result. Expectancy Theory – describes the cognitive processes involved in deciding the best course of action for achieving goals.  Outcome –what’s in it for me?  Valence – subjective value of the outcome  EP Expectancy (Effort, Performance)  PO Expectancy (Performance, Outcome) 3-5 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

6. 3-6 Behaviorist Model of Learning Stimulus ResponseConsequence

7. Understanding Learning 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. 3-7 Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

8. 3-8 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

9. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-9 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 goalsCollaboratively developedDeveloped by instructor Instructional activities Interactive, group, project oriented, experiential Directive, individual, subject oriented

10. 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 3-10

11. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-11 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.

12. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-12 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.

13. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-13 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.

14. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-14 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.

15. Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall 3-15 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.

16. 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 3-16