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Faculty Development Excellence Series. Mastering Motivation: How to Motivate Adult Learners in the Training Environment January 13, 2014 / 07:00-08:15am CST. Faculty Development Excellence Series (FDES). Participant expectations: Complete the assigned pre-assignments prior to each session

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Faculty development excellence series

Faculty Development Excellence Series

Mastering Motivation:

How to Motivate Adult Learners in the Training Environment

January 13, 2014 / 07:00-08:15am CST


Faculty development excellence series fdes

Faculty Development Excellence Series (FDES)

  • Participant expectations:

  • Complete the assigned pre-assignments prior to each session

  • Attend all four webinar sessions

  • Actively participate in each session

2


Get involved

Get Involved!

Ask questions!

Share thoughts, opinions, ideas!

Contribute to discussions!

3


Webinar control panel

Webinar Control Panel

4


Fdes faculty

FDES Faculty

International Director

Esther LaMothe

Michigan, USA

Past International Director

Cliff Heywood

New Zealand

Past International Director

Nesim Levi

Turkey

Past Council Chairperson

Rajinder “Papé” Sembi

Kenya

5


Session objectives

Session Objectives

  • Describe motivation as it applies to adult learners

  • Apply four learning styles to training development/facilitation

  • Identify additional strategies to increase motivation

6


When i look outside my window i see

“When I look outside my window, I see…”

PID Nesim’s Window

(Turkey)

ID Esther’s Window

(Michigan, USA)

Please type your response into the question pane.

7


Understanding the learner

Understanding the Learner

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Motivation

Motivation

Motivation is a state that initiates, guides, and sustains behaviors.

What behaviors, attitudes, and/or actions does a “motivated” adult learner demonstrate?

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Factors impacting motivation

Factors Impacting Motivation

  • Perceived value/relevance

  • Time

  • Prior knowledge/experience

  • Perceived knowledge

  • Prior educational experiences

  • Interest

  • Feelings about “required” learning

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Motivation1

Motivation

“…adults want to make sense of their world, find meaning, and be effective at what they value. This is what fuels their motivation to learn. The key to effective instruction is to evoke and encourage this natural inclination.”

- Michael Gailbraith, author

Adult Learning Methods: A Guide for Effective Instruction

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Questions

Questions?

12


Adult learner characteristics

Adult Learner Characteristics

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The lion learner

The Lion Learner

Seek out experts

Want feedback

Want to know expectations

  • Now-oriented

  • Self-directed

  • Learn by doing

Learn at different rates

Have different learning styles

Influenced by values/experiences

Learn best informally

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Learning styles

Learning Styles

A “learning style” is:

  • An underlying principle of adult learning

  • An individual’s characteristic approachto processing and responding to learning

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Learning styles1

Learning Styles

Enthusiastic

(action-oriented)

Direct

(action-oriented)

Reflective

(thinking-oriented)

Organized(thinking-oriented)

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Model adapted from What’s My Learning Style? (Second Edition, 2008); HRDQ .


Benefits

Benefits

  • Increases understanding of learners as individuals with diverse needs

  • Minimizes influence of personal bias when designing, developing, or delivering training

  • Creates opportunity to include various learning strategies to benefit different styles

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Self assessment what s your style

Self Assessment: What’s Your Style?

Refer to pages 4-6 of your pre-assignment.

Assessment adapted from What’s My Learning Style? (Second Edition, 2008); HRDQ .

18


Direct action oriented

Direct (action-oriented)

  • Prefer to direct their own learning

  • Learn well independently

  • Goal-/purpose-oriented

  • Want to know the immediate value/benefit of learning

  • Competitive

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Direct action oriented1

Direct (action-oriented)

  • Key learning activities:

    • Lecture

    • Hands-on, goal oriented activities

    • Assessments (i.e., test/quiz)

    • Games/competition

  • Verbal cues:

    • “Let’s get started.”

    • “What do I need to know?”

    • “What is the purpose/goal?”

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Enthusiastic action oriented

Enthusiastic (action-oriented)

  • Excited, energetic about learning

  • Enjoy collaborating with others

  • Prefer informal, hands-on learning opportunities

  • Enjoy exploration

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Enthusiastic action oriented1

Enthusiastic (action-oriented)

  • Key learning activities:

    • Brainstorming

    • Discussion

    • Small group activities that explore a topic/concept

  • Verbal cues:

    • “I want to learn more!”

    • “Let’s try this out/explore this further.”

22


Organized thinking oriented

Organized (thinking-oriented)

  • Want information to be presented in a structured manner

  • Approach information from an analytical perspective

  • Will take initiative to organize learning

  • Detail-oriented; value accuracy

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Organized thinking oriented1

Organized (thinking-oriented)

  • Key learning activities:

    • Lecture

    • Structured activities that require analysis of information/problem-solving (ex: case studies)

  • Verbal cues:

    • “Let me see if I understand what you are saying”

    • “I see a pattern in this information”

    • “Let’s look this more carefully”

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Reflective thinking oriented

Reflective (thinking-oriented)

  • Consider how they feel when they are learning

  • Enjoy learning with others

  • Appreciate time for thoughtful consideration

  • Are active listeners

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Reflective thinking oriented1

Reflective (thinking-oriented)

  • Key learning activities:

    • Small group discussion

    • Role play

    • Activities in which collaboration plays a role

    • Opportunities for self-reflection

  • Verbal cues:

    • “I can understand how that feels.”

    • “I feel/have felt the same way.”

    • “That’s a good point; I hadn’t considered that.”

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Applying learning styles

Applying Learning Styles

Before training:

  • Review learning activities to ensure variety

Interactive lecture

Discussion

Brainstorming

Small group activities

27


Applying learning styles1

Applying Learning Styles

Duringtraining/facilitation:

  • Observe behavior; listen for verbal cues

  • Provide different ways for learners to make sense of information

  • Be flexible!

28


Motivating adult learners strategies

Motivating Adult Learners: Strategies

  • Segment information

  • Enlist learners to solve a problem

  • Use a theme to enhance instruction

29


Motivating adult learners strategies1

Motivating Adult Learners: Strategies

  • Make visuals compelling and effective

  • Offer post-training resources

  • Use social media to generate interest and create community

  • Other?

30


Questions1

Questions?

31


Session objectives1

Session Objectives

  • Describe motivation as it applies to adult learners

  • Apply four learning styles to training development/facilitation

  • Identify additional strategies to increase motivation

32


Summary

Summary

Remember: One size does not fit all!

33


Pre assignment 2

Pre-Assignment #2

  • Reflection on training experiences

  • Successes: What has contributed to your success? How can you continue to improve?

  • Challenges: What challenges have you faced as a Lions trainer?

  • Resources: What resources have you used? What resources can you share with the group?

34


Faculty development excellence series

Thank You! Mark your calendars for the next FDES session:The Good, The Bad, and the Ugly: Sharing Training Successes, Challenges, and Resources February 12, 2014 07:00-08:15am CST (Chicago time)

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