Learning, Motivation and Performance

13th April 2012

Factors Determining Human Performance

PERFORMANCE (P)

MOTIVATION (M)

KNOWLEDGE, SKILLS, AND ATTITUDES (KAS)

ENVIRONMENT (E)

P = M x KSA x E

Classical Conditioning Process

STEP 1 Unconditioned Stimulus (Meat powder) STEP 2 Conditioned Stimulus paired with Unconditioned Stimulus (Buzzer followed closely in time, over many trails, by meat powder) Unconditional Response (Salivation) Unconditional Response (Salivation)

STEP 3 Conditioned Stimulus (Buzzer alone)

Conditional Response (Salivation)

Behaviorist Model of Learning

Stimulus Response Consequence

Types of Consequences That May Follow Behavior

DESIREABLE UNDESIRABLE CONSEQUENCES CONSEQUENCES

TRAINEE RECEIVES

Behavior Positively Reinforced

Behavior Punished Behavior Negatively Reinforced

TRAINEE LOSES

Behavior Punished (Extinction)

Factors Affecting Motivation to Learn and Transfer of Training

Cognitive Ability
Knowledge Acquisition Skill Acquisition Motivation to Learn Training Training Reactions Transfer To the Job Job Performance

SelfEfficacy Valence of Outcomes

Anxiety

Post-Training Self-Efficacy
Supervisor and Peer Support

Climate for Transfer

The Cognitive Processes Involved in Social Learning

EXTERNAL ENVIRONMENT
Stimuli A T T E N T I O N

Learner's Cognitive Processes

MOTIVATION

Stimuli
Stimuli Stimuli

RETENTION 1. Symbolic Coding 2. Cognitive Organization 3. Symbolic Rehearsal Behavioral Consequences of Behavior Reproduction

(Implementing a social Learning Strategy)

5 Marks submission on 24th April 2012
1.

Assignment

2.

3. 4.

Consult with a friend or fellow student to identify a target behavior that the person does not currently have but would like to have. Develop a social learning strategy for the person to acquire that behavior. Implement the strategy In small groups or with the whole class, describe what you tried to do and what happened.

Identify the types of individual learning strengths and problems and tailor the training around these Align learning objectives to organizational goals Clearly define program goals and objectives at the start Actively engage the trainee, thus maximizing attention, expectations, and memory Use a systematic, logically connected sequencing of learning activities so that trainees have mastered lower levels of learning before moving to higher levels Use a variety of training methods Use realistic job- or life-relevant training material Allow trainees to work together and share experiences Provide constant feedback and reinforcement while encouraging selfassessment

Illustration of Expectancy Theory

EXPECTANCY 1 EXPECTANCY 2
(.5) Stay on the job and meet work load requirements (.9) (.3)

CONSEQUENCES
Skills Seen as inadequate

VALENCE
1

Feelings of pride and accomplishment Recommended for promotion

(1.0)

EFFORT
(1.0) Successfully Complete seminar (.6) (.6) (1.0)

10

Skills seen as complete Fall behind at work; feel overloaded, depressed, etc.

Some Training Implications of Cognitive and Behaviorist Learning Theory Part 1 of 2

Issue Learners role Instructors role Cognitive Approach Active, self-directed, self-evaluating Facilitator, coordinator, and presenter Problem or task oriented More internally motivated Behaviorist Approach Passive, dependent

Director, monitor, and evaluator Subject oriented More externally motivated

Training content Learner motivation

Some Training Implications of Cognitive and Behaviorist Learning Theory Part 2 of 2

Issue
Training climate

Cognitive Approach
Relaxed, mutually trustful and respectful, collaborative
Collaboratively developed

Behaviorist Approach
Formal, authority oriented, judgmental competitive
Developed by instructor

Instructional goals

Instructional activities

Interactive, group, project oriented, experiential

Directive, individual subject oriented

Gagne-Briggs Nine Events of Instruction Part 1 of 2

Instructional Event
1. Gaining attention 2. Informing the trainee of Goal (objective) 3. Stimulating recall of prior knowledge (learning) 4. Presenting the material 5. Providing learning guidance

Events Causes Trainee

To focus on trainer To begin to focus on the goal To retrieve prior learning to working memory To selectively perceive important parts of training To consider how the new material training fits into trainees overall schema, and clarifies where it belongs for ease of retrieval

Gagne-Briggs Nine Events of Instruction Part 2 of 2

Instructional Event
6. Eliciting the performance 7. Providing feedback

Events Causes Trainee

To do it To perform effectively by reinforcing correct responses and assisting when incorrect To attempt a number of similar problems to determine if the trainee has the concept To do more complex and varied examples of the concept and assess the success

8. Assessing performance

9. Enhancing retention and transfer

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 and overhead projector Show pictures of sprinkler coverage of a plot of land that has highly successful (90%) and one of unsuccessful (70%) coverage, and one using too many sprinkler heads, inviting attention to their differences. The problem to be solved is to design the most efficient sprinkler system for a plot of groundone that covers at least 90% of the ground using the least amount of pipe and Chapter 3 sprinkler heads.

2. Inform the learner of the objective

Same

Example of a Lesson in Problem Solving Part 2 of 5

Event
3. Stimulate recall of requisites

Media
Overhead projector

Prescription
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). 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.
Chapter 3

4. Presenting the Same stimulus material

Example of a Lesson in Problem Solving Part 3 of 5

Event
5. Providing learning guidance, and 6. Eliciting performance

Media
Overhead projecto r

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.
Chapter 3

Example of a Lesson in Problem Solving Part 4 of 5

Event
7. Providing feedback

Media
Oral review by instructor

Prescription
Confirm good moves, when in a suitable direction. If the learner doesnt see a possible solution, suggestions may be made. For example, Why dont 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? Present a different problem using the same type of sprinkler, with different lot shape and size. Check the efficiency of the students solution in terms of coverage and amount of materials used.

8. Assessing performance

Teacher

Example of a Lesson in Problem Solving Part 5 of 5

Event Media Prescription

9. Enhancing retention and transfer

Worksheet

Present several different problems varying in shape of lot, position of the water source, and area a of sprinkler coverage. Assess the students ability to generalize problem solving to these new situations