Faculty Development Excellence Series

1. Faculty Development Excellence Series Mastering Motivation: How to Motivate Adult Learners in the Training Environment January 13, 2014 / 07:00-08:15am CST

2. 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

3. Get Involved! Ask questions! Share thoughts, opinions, ideas! Contribute to discussions! 3

4. Webinar Control Panel 4

5. 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

6. 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

7. “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

8. Understanding the Learner 8

9. Motivation Motivation is a state that initiates, guides, and sustains behaviors. What behaviors, attitudes, and/or actions does a “motivated” adult learner demonstrate? 9

10. Factors Impacting Motivation • Perceived value/relevance • Time • Prior knowledge/experience • Perceived knowledge • Prior educational experiences • Interest • Feelings about “required” learning 10

11. 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 11

12. Questions? 12

13. Adult Learner Characteristics 13

14. 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 14

15. Learning Styles A “learning style” is: • An underlying principle of adult learning • An individual’s characteristic approachto processing and responding to learning 15

16. Learning Styles Enthusiastic (action-oriented) Direct (action-oriented) Reflective (thinking-oriented) Organized(thinking-oriented) 16 Model adapted from What’s My Learning Style? (Second Edition, 2008); HRDQ .

17. 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 17

18. 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

19. 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 19

20. 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?” 20

21. Enthusiastic (action-oriented) • Excited, energetic about learning • Enjoy collaborating with others • Prefer informal, hands-on learning opportunities • Enjoy exploration 21

22. 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

23. 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 23

24. 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” 24

25. Reflective (thinking-oriented) • Consider how they feel when they are learning • Enjoy learning with others • Appreciate time for thoughtful consideration • Are active listeners 25

26. 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.” 26

27. Applying Learning Styles Before training: • Review learning activities to ensure variety Interactive lecture Discussion Brainstorming Small group activities 27

28. Applying Learning Styles Duringtraining/facilitation: • Observe behavior; listen for verbal cues • Provide different ways for learners to make sense of information • Be flexible! 28

29. Motivating Adult Learners: Strategies • Segment information • Enlist learners to solve a problem • Use a theme to enhance instruction 29

30. Motivating Adult Learners: Strategies • Make visuals compelling and effective • Offer post-training resources • Use social media to generate interest and create community • Other? 30

31. Questions? 31

32. 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

33. Summary Remember: One size does not fit all! 33

34. 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

35. 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) 35