Effective Training: Strategies, Systems and Practices, 2 nd Edition

Effective Training: Strategies, Systems and Practices, 2nd Edition Chapter Three Learning Motivation & Performance

Session Overview • Define theory and explain its relationship to training. • Describe the three factors determining human performance. • Explain Victor Vroom’s (1964) Expectancy Theory • Identify and apply Gagné’s 8 learning types Chapter 3

Theories Theories are: • “Speculative road maps for how things work” • generally developed by all of us to help us understand how things work in our world • useful when they describe a set of facts and develop a logical rationale for what is likely to be true, given those facts Chapter 3

Theories & Training • Effective training practices are developed from theories and theoretical constructs that describe how learning occurs and what motivates people Chapter 3

PERFORMANCE (P) MOTIVATION (M) KNOWLEDGE, SKILLS, AND ATTITUDES (KAS) ENVIRONMENT (E) P = M x KSA x E Factors Determining Human Performance Chapter 3

Motivation Motivation: “the direct, persistence, and amount of effort expended by an individual to achieve a specified outcome” Chapter 3

Expectancy Theory - Vroom Victor Vroom (1964) Expectancy Theory Motivation = Valence x Expectancy x Instrumentality • Valence – the value placed on reward (Is it worth the extra effort?) • Expectancy – the belief if one works harder, performance will improve. (If I work hard than everyone else, will I produce more) • Instrumentality – expectation that improved performance will be rewarded (If I produce more, will I get a raise?) Chapter 3

Implications of Expectancy Theory • Determine the outcomes employees value • Identify good performance so appropriate behavior can be rewarded • Make sure employees can achieve targeted performance • Link desired outcomes to targeted levels of performance • Make sure changes in outcomes are large enough to motivate high effort • Monitor the reward systems for inequities Chapter 3

Learning Learning: It is a thing that occurs physically. Chapter 3

Common Disbeliefs about Learning • Everyone wants to learn • Everyone learns the same way • Everyone learns at the same rate • Once learned, knowledge is forever • Memorized information can be used • Everyone can integrate knowledge Chapter 3

Gagne Principles • Different instruction is required for different learning outcomes Chapter 3

Summary of Gagné’s Eight Learning Types – Part 1 of 4 Chapter 3

Meier’ Guide to Learning • Preparation • Arousal • Presentation • encounter • Practice • Integration • Performance • Application Chapter 3

Interpersonal Logical/mathematic Spatial/visual Musical Verbal/linguistic Intrapersonal Kinesthetic/body Emotional Naturalist Existential Gardner’s Multiple Intelligences Chapter 3

Trainee Assessment Prior to Training • Instrumentality – desire for immediate application of the material • Skepticism – need for examples • Resistance to Change • Attention Span • Expectation level • Absorption level – pace at which trainees can absorb the material Chapter 3

Gagne-Briggs Nine Events of Instruction – Part 1 of 2 Chapter 3

Gagne-Briggs Nine Events of Instruction – Part 2 of 2 Chapter 3

Gagne-Briggs Examples • Gain attention - show variety of computer generated triangles • Identify objective - pose question: "What is an equilateral triangle?" • Recall prior learning - review definitions of triangles • Present stimulus - give definition of equilateral triangle • Guide learning - show example of how to create equilateral • Elicit performance - ask students to create 5 different examples • Provide feedback - check all examples as correct/ incorrect • Assess performance - provide scores and remediation • Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals Chapter 3

Example of a Lesson in Problem Solving – Part 1 of 5 Chapter 3

Effective Training: Strategies, Systems and Practices, 2 nd Edition