Copyright 2013 Pearson Education Inc publishing as Prentice
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 Knowledge Skills Attitudes Motivation Environment Performance P = M x KSA x E Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
What Does Motivation DO? ØFocuses behavior on goal directed activity. ØIt determines: üThe strength of our response üHow much effort we expend, and üHow long we persist Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Motivation Ø Many theories of Motivation § Some focus on external factors that act to increase or decrease motivation § 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 Ø Existence § Physiological and Security Ø Relatedness § Valued and accepted by others Ø 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) Ø Unconditional Response (Salivation) § STEP 2 Conditioned Stimulus Ø Unconditional Response paired with Unconditioned (Salivation) Stimulus (Buzzer followed closely in time, over many trials, by meat powder) § STEP 3 Conditioned Stimulus Ø Conditioned Response (Buzzer alone) (Salivation) Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Behaviorist Model of Learning Stimulus Response Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Consequence
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 TRAINEE RECEIVES TRAINEE LOSES UNDESIRABLE CONSEQUENCES Behavior Positively Behavior Punished Reinforced Behavior Punished (Extinction) Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Behavior Negatively Reinforced
Expectancy Theory 1. Belief about performance success (Self Efficacy) Effort 2. Belief about getting the rewards Performance 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 3. Employee perception of the value of the reward Rewards Value of Rewards
Illustration of Expectancy Theory EXPECTANCY 1 EXPECTANCY 2 CONSEQUENCES (. 5) (1. 0) EFFORT Stay on the job and meet work load requirements (. 9) (. 3) (. 6) (1. 0) Successfully complete seminar (. 6) (1. 0) VALENCE Skills seen as inadequate 1 Feelings of pride and accomplishment 7 Recommended for promotion 10 Skills seen as complete 7 Fall behind at work; feel overloaded, depressed, etc. 1 Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
Some Training Implications of Cognitive and Behaviorist Learning Theory – Part 1 of 2 Issue Cognitive Approach Learner’s role Active, self-directed, self-evaluating Behaviorist Approach Passive, dependent Instructor’s role Facilitator, coordinator, and presenter Director, monitor, and evaluator Training content Problem or task oriented Subject oriented Learner Motivation More internally motivated Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall More externally motivated
Some Training Implications of Cognitive and Behaviorist Learning Theory – Part 2 of 2 Issue Cognitive Approach Behaviorist Approach Training climate Relaxed, mutually trustful and respectful, collaborative Formal, authority oriented, judgmental, competitive Instructional goals Collaboratively developed Developed 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 EXTERNAL ENVIRONMENT Stimuli A T T E N T I O N Learner's Cognitive Processes MOTIVATION RETENTION 1. Symbolic Coding 2. Cognitive Organization 3. Symbolic Rehearsal Consequences of Behavior Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Behavioral Reproduction
Gagne-Briggs Nine Events of Instructional Events 1. Gaining Attention 6. Eliciting the performance 2. Informing the trainee of Goal (objective) 7. Providing feedback (during training) 3. Stimulating recall of prior knowledge (learning) 8. Assessing performance (at end of training) 4. Presenting the material 9. Enhancing retention and transfer 5. Providing learning Guidance Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
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). Event Media Prescription 1. Gaining attention Live instruction Show pictures of sprinkler coverage of a and overhead plot of land that has highly projector 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 Same The 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 -16
Example of a Lesson in Problem Solving – Part 2 of 5 Event Media Prescription 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 Same Restate 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 -17
Example of a Lesson in Problem Solving – Part 3 of 5 Event 5. Providing learning guidance, and 6. Eliciting performance Media Overhead projector Prescription 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. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 3 -18
Example of a Lesson in Problem Solving – Part 4 of 5 Event Media Prescription 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 Teacher Present 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 -19
Example of a Lesson in Problem Solving – Part 5 of 5 Event Media 9. Enhancing retention and transfer Worksheet Prescription Present 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 -20
Factors Affecting Motivation to Learn and Transfer of Training Cognitive Ability Knowledge Acquisition Skill Acquisition Self. Efficacy Valence of Outcomes Anxiety Climate for Transfer Motivation to Learn Training Reactions Transfer To the Job Performance Post-Training Self-Efficacy Supervisor and Peer Support Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 3 -21
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