adult learning, motivation, and performance

8/8/2019 Adult Learning, Motivation, and Performance

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Adult Learning, Motivation,and Performance


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2

Factors Determining Human Performance

P = M x KSA x E

ENVIRONMENT (E)

KNOWLEDGE,

SKILLS, AND

ATTITUDES (KAS)

MOTIVATION (M)

PERFORMANCE (P)


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Learning

A relatively permanent change in

behaviour due to past experience


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Theoretical Approaches

Behaviouristic

Classical conditioning

Operant conditioning

Cognitive

Social Learning

(Modeling/ ObservationalLearning)


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Behaviorist Model of Learning

Stimulus Response Consequence


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Classical Conditioning

S-Rmodel of learning

Pavlov (1927) experimented with

dogs

Used a bell to elicit salivation

Conditioned stimulus (food) &

conditioned response (salivation)

Unconditioned stimulus (bell) &

unconditioned response (salivation)


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Classical Conditioning Process

STEP 1 UnconditionedStimulus

(Meat powder)

Unconditional Response

(Salivation)

STEP 2 Conditioned Stimuluspaired with

Unconditioned Stimulus(Buzzer followed closely in

time, over many trails, by

meat powder)

Unconditioned Response(Salivation)

Conditioned Response(Salivation)

STEP 3 Conditioned Stimulus(Buzzer alone)


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Instrumental Conditioning

S-R-Reinforcement model

Skinner (1953) behaviour is shaped

& maintained by its consequences Categories of reinforcement

Positive reinforcers

Negative reinforcers

Punishers


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Principles of Learning

Reinforcement

Thorndikes Law of Effect

Definition ofReinforcement

Positive & Negative

Reinforcers Punishment


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Consequence

of

Reward

(desirable)

Noxious Stimuli

(aversive/undesirable)

Application

POSITIVE

REINFORCEMENT Behaviour

increases

PUNISHMENTBehaviour decreases

Withdrawal

PUNISHMENT

Behaviourdecreases

NEGATIVE

REINFORCEMENTBehaviour increases


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Skinners Findings

Much more effective to reinforce

desired behaviour than to punish

undesired behaviour because :

Humans react emotionally to

punishment, often freezing

capacity to learnPunishment specifies what not to

do rather than what should be

done.


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The Cognitive Processes Involved in

Social Learning

Stimuli

Stimuli

Stimuli

Stimuli

RETENTION

1. Symbolic Coding

2. Cognitive Organization3. Symbolic Rehearsal

A

T

T

E

N

T

I

ON

MOTIVATION

Behavioral

ReproductionConsequences of

Behavior

Learner's Cognitive Processes

EXTERNAL ENVIRONMENT


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Concrete

Experience

Reflective

Observation

Abstract

Conceptualisation

Active Experimentation

The Learning Cycle


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Learning Styles

Honey & Mumford (1992) categorisedpeople into 4 styles

Activists learn by involving in tasks like

teamwork& business simulations

Reflectors review what happened by

listening & observing

Theorists thinkabout concepts & theories

Pragmatists try to establish a linkbetween

new information & practice.


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Problems with Learning

Uncertainty & confusion over intendedoutcomes

Lackof performance equated to lackofability, so train

Inability to see or observe learningtaking place

Losing the capacity to sustain the

learning over a period of time

Lackof desire or motivation to learn

Disillusionment with apparent lackof

progress


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Types of Consequences That May Follow

Behavior

DESIREABLE

CONSEQUENCES

UNDESIRABLE

CONSEQUENCES

TRAINEE

RECEIVES

Behavior

Positively

Reinforced

Behavior

Punished

TRAINEE

LOSES

Behavior

Punished

(Extinction)

Behavior

Negatively

Reinforced


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Gagne-Briggs Nine Events ofInstruction

Part 1 of 2

Instructional Event Event Causes Trainee

1. Gaining attention To focus on trainer

2. Informing the trainee of Goal

(objective)

To begin to focus on the goal

3. Stimulating recall of prior

knowledge (learning)

To retrieve prior learning to

working memory

4. Presenting the material To selectively perceive important

parts of training

5. Providing learning guidance To consider how the new material

training fits into trainees overall

schema, and clarifies where it

belongs for ease of retrieval


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Gagne-Briggs Nine Events ofInstruction

Part 2 of 2

Instructional Event Event Causes Trainee

6. Eliciting the performance To do it

7. Providing feedback To perform effectively by

reinforcing correct responses and

assisting when incorrect

8. Assessing performance To attempt a number of similar

problems to determine if the

trainee has the concept

9. Enhancing retention and transfer To do more complex and varied

examples of the concept and

assess the success


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Some Training Implications of Cognitive

and Behaviorist Learning Theory Part 1

of 2

Issue Cognitive Approach Behaviorist Approach

Learners role Active, self-directed,self-evaluating

Passive, dependent

Instructors role Facilitator, coordinator,

and presenter

Director, monitor,

and evaluator

Training content Problem or task oriented Subject oriented

Learner motivation More internally motivated More externally

motivated


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Some Training Implications of Cognitive

and Behaviorist Learning Theory Part 2

of 2

Issue Cognitive Approach Behaviorist Approach

Training climate Relaxed, mutually trustfuland respectful,

collaborative

Formal, authorityoriented, judgmental

competitive

Instructional goals Collaboratively developed Developed by instructor

Instructional

activities

Interactive, group, project

oriented, experiential

Directive, individual

subject oriented


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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. Gainingattention

Liveinstruction

and

overhead

projector

Show pictures of sprinkler coverage ofa 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.

2. Inform the

learner of

the objective

Same 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 sprinkler

heads.


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Part 2 of 5


3. Stimulate recall

of requisites

Overhead

projector

Have the learners recall applicable

rules. Since the sprinkler heads they

will use spray in circles and partialcircles, 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).

4. Presenting the

stimulus material

Same 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.


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Part 3 of 5


5. Providing learning

guidance, and

6. Eliciting

performance

Overhead

projector

The student will need to design

tentative sprinkler layouts, draw them

out, and calculate the relativeefficiency 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 thecorner 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.


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Part 4 of 5


7. Providing

feedback

Oral review

by instructor

Confirm good moves, when in a suitable

direction. If the learner doesnt see a

possible solution, suggestions may bemade. 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?

8. Assessing

performance

Teacher 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.


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Part 5 of 5


9. Enhancing

retentionand transfer

Worksheet Present several different problems

varying in shape of lot, position of thewater source, and area a of sprinkler

coverage. Assess the students ability

to generalize problem solving to these

new situations


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Motivation & Performance


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From the Latin movere

(to move)

A process that starts with a physiological

or psychological deficiency (need) that

activates behaviour(drive) aimed at a

goal (incentive)


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Some Definitions

Needs created

whenever there is a

physiological/psycholo

gical imbalance

Drives (motives)

alleviate needs

Incentives reduce thedrive

Primary motives

Physiological,unlearned

General motives Curiosity,

manipulation,affection

Secondary motives

Power,achievement,affiliation


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Maslows Hierarchy of Needs

SelfActualization

Esteem

Social

Safety

Physiological


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Some Needs

Esteem needs

Prestige

Power

Self actualization

needs

Competence

Achievement


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Alderfers E R GTheory A continuum of needs, not hierarchy or

two factors

Existence needs survival

Relatedness needs socialrelationships

Growth needs personal development

Either can take precedence over others

Satisfaction of growth needs =increase in intensity


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Personality Development

Habit a, habit b, habit c..habit n =

personality

Developed quite early in life

Sum of past experience = expectancy

Behaviour

Sum of past

experienceMotive

GoalAvailability


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Illustration of Expectancy Theory

(.5)

(.9)

(.3)

(.6)

(.6)

(1.0)

(1.0)

(1.0)

EXPECTANCY 1 EXPECTANCY 2 CONSEQUENCES VALENCE

EFFORT

Stay on thejob and meet

work load

requirements

Successfully

Complete

seminar

Skills Seen as

inadequate

Feelings of pride and

accomplishment

Recommended for

promotion

Skills seen as

complete

Fall behind at work;

feel overloaded,

depressed, etc.

1

7

10

7

1


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Factors Affecting Motivation to

Learn and Transfer of Training

Self-Efficacy

Valence ofOutcomes

Anxiety

Climate forTransfer

Motivation toLearn

TrainingTrainingReactions

TransferTo the Job

JobPerformance

Supervisor and PeerSupport

Post-TrainingSelf-Efficacy

CognitiveAbility

SkillAcquisition

KnowledgeAcquisition


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Resistance Environmental Factors

Peer support group dynamics

(Hawthorne/Asch)

Supervisor Support

Climate forT

ransfer


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Resistance Individual Factors

Cognitive ability

Goal setting as an incentive (difference

between low and high ability people)

KSA base

Valence do they perceive the learningas worthwhile ?

Anxiety


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Creating Motivation forTraining

Training relevance and value

Readiness to learn

Allowing trainees control over their

learning

Involving trainees in the Process

adult learning, motivation, and performance

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