1. Motivating Learners

2. Useful Motivation Theories
Social (Cognitive) Learning
Information Processing
Goal Setting
Expectancy
Reinforcement
Need
Equity

3. Social Learning Theory
Emphasizes that people learn by observing other persons (models) whom they believe are credible and knowledgeable.
Recognizes that behavior that is reinforced or rewarded tends to be repeated.
The models’ behavior or skill that is rewarded is adopted by the observer.

4. Social Learning Theory (continued)
Learning new skills or behavior comes from:
directly experiencing the consequences of using behavior or skills, or
the process of of observing others and seeing the consequences of their behavior
Learning is also influenced by a person’s self-efficacy.
Self-efficacy is a person’s judgment about whether she can successfully learn knowledge and skills.

5. Processes of Social Learning Theory
Match Modeled Performance
Motor Reproduction
Motivational Processes
Attention
Retention
Model Stimuli
Trainee Characteristics
Coding
Organization
Rehearsal
Physical Capability
Accuracy
Feedback
Reinforcement

6. Information Processing Theory
These theories give more emphasis to the internal processes that occur when training content is learned and retained.
This information can come from another person or the learner’s own observation of the results of his action.
If the evaluation of the response is positive, this provides reinforcement that the behavior is desirable to be stored in long-term memory for use in similar situations.

7. A Model of Human Information Processing
Sensory Register
Short-Term Memory
Long-Term Memory
Stimulus or
Message
Receptors
Eyes
Ears
Nose
Skin
Environment
Response Generator
Effectors
Feedback Reinforcement

8. Goal Theories Goal Setting Theory Goal Orientation Chapter 1
Prentice Hall, 2001

9. Goal Setting Theory (1 of 3)
Goal setting theory assumes behavior results from a person’s conscious goals and intentions
Goals influence behavior by:
directing energy and attention
sustaining effort over time
motivating the person to develop strategies for goal attainment

10. Goal Setting Theory (2 of 3)
Specific challenging goals result in better performance than vague, unchallenging goals
Goals lead to high performance only if people are committed to the goal
Employees are less likely to be committed to a goal if they believe it is too difficult

11. Goal Setting Theory (3 of 3)
Goal setting theory is used in training program design
It suggests that learning can be facilitated by providing trainees with specific challenging goals and objectives
The influence of goal setting theory can be seen in the development of training lesson plans

12. Goal Orientation (1 of 3)
Goal orientation – refers to the goals held by a trainee in a learning situation
Mastery orientation: relates to trying to increase ability or competence in a task
Performance orientation: refers to a focus of learners on task performance and how they compare to others

13. Learners with a high mastery orientation –
Goal Orientation (2 of 3)
Goal orientation affects the amount of effort a trainee will expend in learning (motivation to learn)
Learners with a high mastery orientation –
direct greater attention to the task
learn for the sake of learning

14. Learners with a high performance orientation –
Goal Orientation (3 of 3)
Learners with a high performance orientation –
direct more attention to performing well
devote less effort to learning
Trainees with a learning orientation exert greater effort to learn and use more complex learning strategies than trainees with a performance orientation

15. Goal Theories
Goal setting theory assumes behavior results from a person’s conscious goals and intentions.
Goals influence behavior by directing energy and attention, sustaining effort over time, and motivating the person to develop strategies for goal attainment.
Research suggests that specific challenging goals have been shown to lead to high performance only if people are committed to the goal.

16. Goal Theories (continued)
Goal setting theory is used in training program design.
It suggests that learning can be facilitated by providing trainees with specific challenging goals and objectives.
The influence of goal setting theory can be seen in the development of training lesson plans.

17. Reinforcement Theory
Emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors.
Positive reinforcement
Negative Reinforcement
Extinction
Punishment

18. Reinforcement Theory (continued)
From a training perspective, it suggests that for learners to acquire knowledge, change behavior, or modify skills, the trainer needs to identify what outcomes the learner finds most positive (and negative).
Trainers then need to link these outcomes to learners acquiring knowledge, skills, or changing behaviors.

19. Schedules of Reinforcement
Ratio Schedules
Fixed-ratio schedule
Continuous reinforcement
Variable-ratio schedule
Interval Schedules
Fixed-interval schedule
Variable-interval schedule

20. Need theories suggest that to motivate learning:
Need theories help explain the value that a person places on certain outcomes.
Need theories suggest that to motivate learning:
trainers should identify trainees’ needs, and
communicate how training program content relates to fulfilling these needs
If the basic needs of trainees are not met, they are unlikely to be motivated to learn.

21. Expectancy Theory
Expectancy theory suggests that a person’s behavior is based on three factors:
Expectancy
Instrumentality
Valance

22. Expectancy Theory (continued)
Expectancy theory suggests that learning is most likely to occur when employees believe:
They can learn the content of the program (expectancy)
Learning is linked to outcomes such as better job performance, a salary increase, or peer recognition (instrumentality)
Employees value these outcomes

23. Expectancy Theory of Motivation
Instrumentality
Valance X X =
Effort
Effort Performance
Performance Outcome
Value of Outcome
Does Trainee Have Ability to Learn?
Does Trainee Believe He Can Learn?
Does Trainee Believe Training Outcomes Promised Will Be Delivered?
Are Outcomes Related to Training Valued?