Learning, Motivation and Learning, Motivation and PerformancePerformance

Chapter #3

Learning OutcomesLearning Outcomes

By the conclusion of this discussion you should:More thoroughly understand what motivates

people to learn and to perform.Be able to put together a 5 min training on a

motivational theoryUnderstand learning, how it progress’s, why it

is resisted, and how differently people learn.

Factors Underlying Individual Factors Underlying Individual PerformancePerformance

Motivation Effort Performance

Aptitude Learning

AbilityKSA

RolePerceptions

TaskWork

Environment

MotivationMotivation

Motivation:Motivation: The direction, persistence and amount of effort expended by someone in order to achieve a desired outcome. Cognitive (mental structure: thinking, memory) Can’t be directly observed Defined in terms of effects on behavior

Two groups of theories to explain motivation: NeedNeed ProcessProcess

Group Break-out InstructionsGroup Break-out Instructions

Assumptions: Everyone has read the chapter. Each of you are protégés of the theorists.

Discuss in depth the theory your group has been assigned. Come to a common understanding on the content.

Identify: Underlying principles of theory Implications for trainers and the training process

Outcome: Assign 2 members to give a five minute presentation to the class. Be creative in your training. Your objective is for your audience to understand the theory and its importance in the training arena. I.e. demonstrate how it works, give real life examples, experiment with your audience.

ERG TheoryERG Theory

Developed by Clayton Alderfer 1969Based on the work of A. MaslowExistence NeedsExistence Needs – needs people have to sustain

life (food, shelter, ,etc.)Relatedness NeedsRelatedness Needs – needs people have to

belong and feel accepted by others.Growth NeedsGrowth Needs – needs people have to

accomplish goals and stretch their limits.

Reinforcement TheoryReinforcement Theory

Developed by E. L. Thorndike and modified by B. F. Skinner (operant conditioning)Law of effectLaw of effect – behavior followed by satisfying

experiences will be repeated and behavior followed by dissatisfying experiences will be avoided.

Operant Conditioning:Operant Conditioning:S CRstimulus response consequence

Reinforcement TheoryReinforcement Theory

Four Consequences:1.1. Positive Reinforcement – Positive Reinforcement – when a person’s

behavior results in something desirable2.2. Negative ReinforcementNegative Reinforcement – when a person’s

behavior results in removal of something that is disliked or frustrating.

Whether the reinforcement is positive or negative, it increases the likelihood that the behavior will occur again.

Reinforcement TheoryReinforcement Theory

Four Consequences3.3. Punishment-Punishment- when something undesirable

happens to you and it decreases the likelihood that your behavior will be repeated

• Punishment reduces the future likelihood of a behavior

4.4. Extinction –Extinction – a form of punishment that results from losing something that was desirable

Expectancy TheoryExpectancy Theory

Developed by Victor Vroom (1964) Tries to describe the cognitive processes

involved in deciding how to satisfy needs. Mathematical in nature Takes into account the fact that people are

motivated by different things.

Expectancy Theory of Expectancy Theory of MotivationMotivation

Expectancy Instrumentality Valence EffortX =X

Effort Performance

Does trainee have abilityto learn?

Does trainee believethey can learn?

Perform. Outcome

Does the trainee believethat training outcomes

promised will be delivered?

Value of Outcome

Are outcomes promisedvalued by the trainee?

E1 E2 V E

Self-EfficacySelf-Efficacy

Feelings about one’s own competency Associated with a belief that one can and

will perform successfully.Low: concerns about failure

High self-efficacy has been linked to better performance.

Plays a role in expectancy theory Training can improve self-efficacy

Understanding LearningUnderstanding Learning

LearningLearning: relatively permanent change in cognition, resulting from experience and directly influencing behavior.Short-lived changes in cognition are not

includedNot dependent on behavior changeTied to memory (changing in neural

functioning)

Gagne’s Learning TypesGagne’s Learning Types

1.1. Signal LearningSignal Learning - generalized response (typically non-voluntary) to a signal in the environment Classical conditioning – Pavlov i.e. salivation

2.2. Stimulus-response – Stimulus-response – single response to a single stimulus as a result of consequence to response Operant conditioning/reinforcement theory i.e. Touch a hot stove – learn not to touch the stove

Gagne’s Learning TypesGagne’s Learning Types

3.3. Shaping – Shaping – learning by linking appropriate behaviors together and learning the reinforcing consequences that are linked to the behavior set. Reinforcing movement in the right direction

4.4. Verbal association – Verbal association – linking a verbal response to an object or event in the environment. Stimulus becomes language. Vocabulary Training must start at the verbal association level

Gagne’s Learning TypesGagne’s Learning Types

5.5. Multiple discriminationMultiple discrimination – learning to identify key aspects of differing situations and then apply the appropriate responses.

6.6. Concept learningConcept learning – learning to make a common response to situations that have common characteristics but are otherwise different. generalization

Gagne’s Learning TypesGagne’s Learning Types

7.7. Principle learning – Principle learning – learning to combined multiple concepts together and apply knowledge for use in specific situations. Required for procedural and strategic

knowledge

8.8. Problem solvingProblem solving – learning that combines more than one principle to create a new response. Results in a higher-order principle.

Social Learning TheorySocial Learning Theory

Developed by A. Bandura Basis: learning can occur simply by

observation of what is going on around you.Observing behavior and consequenceMotivation – want/desire consequenceAttention – visually appealing/differentRetention – store & remember

Reproduce behavior

Resistance to LearningResistance to Learning

Fear of unknown Fear of incompetence Fear of losing rewards Fear of lost influence Lost investments

Adult Learning PrinciplesAdult Learning Principles

Adults learn differently Adult learner:

Practicality Value & Utility Life-, Task, or Problem-centered Ready to Learn Control over Learning Share Experiences Involvement in Process

ConclusionConclusion

Training professionals must understand the basics of performance and motivation in order to effectively design and deliver training programs.

Learning is individual and each learner must be assessed individually in order for learning to occur.