Motivating Learners

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MotivatingLearners
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Useful Motivation Theories

• Social (Cognitive) Learning
• Information Processing
• Goal Setting
• Expectancy
• Reinforcement
• Need
• Equity

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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.

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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 persons
  self-efficacy.
• Self-efficacy is a persons judgment about
  whether she can successfully learn knowledge and
  skills.

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Processes of Social Learning Theory
Match Modeled Performance
Motivational Processes
Motor Reproduction
Attention
Retention

• Model Stimuli
• Trainee Characteristics

• Physical Capability
• Accuracy
• Feedback

• Reinforcement

• Coding
• Organization
• Rehearsal

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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 learners 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.

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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
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Goal Theories
Goal Setting Theory
Goal Orientation
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Goal Setting Theory (1 of 3)

• Goal setting theory assumes behavior results from
  a persons 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

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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

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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

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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

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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

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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

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Goal Theories

• Goal setting theory assumes behavior results from
  a persons 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.

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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.

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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

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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.

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Schedules of Reinforcement

• Ratio Schedules
• Fixed-ratio schedule
• Continuous reinforcement
• Variable-ratio schedule
• Interval Schedules
• Fixed-interval schedule
• Variable-interval schedule

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Need Theories

• 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.

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Expectancy Theory

• Expectancy theory suggests that a persons
  behavior is based on three factors
• Expectancy
• Instrumentality
• Valance

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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

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Expectancy Theory of Motivation
Valance
Instrumentality
Expectancy
X
X

Effort
Value of Outcome
Performance Outcome
Effort Performance
Are Outcomes Related to Training Valued?
Does Trainee Believe Training Outcomes Promised
Will Be Delivered?
Does Trainee Have Ability to Learn? Does Trainee
Believe He Can Learn?