TRAINING & DEVELOPMENT
LESSON 3
LEARNING,
MOTIVATION AND
PERFORMANCE
PREVIEW
Part-1
Understanding Motivation and performance
Motivation theories
Self Efficacy and Motivation
Part -2
SocialLearning theory
Motivation to Learn
Environmental factors and Resistance
DOES MONEY MOTIVATE? THE
CANDLE-PROBLEM
1 2 3
http://www.slideshare.net/Profes
Dan Pink: The puzzle of motivation sin-the-uzzle-of-motivatio
http://www.ted.com/talks/dan_pink_on_motivation.html
PART 1
MOTIVATION
AND
THEORIES
PERFORMANCE
What is Performance ?
Performance model
Perfo M KSA E
MOTIVATION
What is motivation?
Huitt defines motivation as "an internal state or condition (sometimes
described as a need, desire, or want) that serves to activate or
energize behavior and give it direction.
Motivation = direction, persistence and amount of effort expended by
an individual to achieve a specified outcome.
How to ascertain motivation of a person?
What need he is trying to fulfill?
What type of activity?
How long?
How diligent?
MOTIVATION THEORIES
What is a theory ?
An abstract that allows to make sense of a large no
of facts
significance of theories
Guide lines
Principles
Prediction for appropriate solution
What is a Motivation theory ?
TYPES OF THEORIES
Needs Process
Theories Theories
Types of Needs Describe how a person
Relative Importance Needs are translated in
action
Relations within
Needs (to satisfy the Needs)
1. Hierarchy of Needs 1. Classical conditioning
2. ERG 2. Reinforcement
3. Expectancy
Contd.. Need theories
Hierarchy of Need (Maslows)
Self
Actualization
Self-
Esteem/Recognition
Belongingness
Safety/Security
Physiologal Needs
Contd.. Need theories
ERG (Clayton)
Existence
Relatedness
Growth
Contd.. Need theories
NEEDS AND MOTIVATION
a. Unsatisfied Needs > motivates us.
Motivation decreases when Need fulfilled.
b. Needs get refreshed/renewed
c. Needs expand
d. Needs conflict (then we choose)
Contd.. Need theories
Needs and Trg
Best training satisfies all types of needs.
(physical comfort hunger)
Positive relationship between Trainees and
Trainers
PROCESS THEORIES
Classical Conditioning.
Association of a generalized response to some
signal in Environments
Not existing in the past
Chapter 3
CLASSICAL CONDITIONING
Food ------------------ Salivation
Unconditioned Stimulus Unconditioned Response
Bell
Neutral Stimulus
Food (UCS)-------------- Salivation
Bell ------------------- Salivation
Conditioned Stimulus Conditioned Response
14
Contd.. Process theories
Reinforcement Theory
Satisfying experience tends to be repeated
Behaviors followed by dissatisfaction are avoided
Consequences
(-) Reinforcement
(+) Reinforcement
Punishment
Extinction
Copyright 2010 Pearson Education,
Inc. publishing as Prentice Hall
BEHAVIORIST MODEL OF LEARNING
Stimulus Response Consequence
3-16
Contd.. Process theories
Reinforcement vs Punishment
Doesn't motivate. Doest guide to desired Behavior
People learn to evade, System can be beaten
If undesired Behavior is rewarding, punishment be severe.
( to overpower reward)
Such managers are avoided.
(leadership Problems)
Reinforcement Theory
Suggest that any training must be concerned
not only with teaching KSAs but the
consequences of following:-
Learningprocess
Old method of doing job
New method of doing job
Contd.. Process theories
Expectancy Theory(Victor 1964)
Strength of a tendency to act in a certain way depends
on strength of an expectation
that
the act will be followed by a given outcome
Theory focuses on three relationships;-
Ex-1. The level of success expected by the individual
Ex-2. Individual belief on outcome if she successful
Ex-3. His feeling about various outcomes + or -. [Valence}
Effort= E1 x (E2X Valence)
Chapter 3
ILLUSTRATION OF EXPECTANCY THEORY
EXPECTANCY 1 EXPECTANCY 2 CONSEQUENCES VALENCE
Skills Seen as
inadequate 1
(.5)
Stay on the (.9) Feel pride and
job and meet accomplishment 7
work load (.3)
(1.0)
requirements Recommended for
EFFORT promotion
10
(1.0) (.6)
Skills seen as
(.6) complete
Successfully 7
(1.0)
Complete Fall behind at work;
seminar feel overloaded,
depressed, etc. 1
20
SELF EFFICACY AND MOTIVATION
The belief that I can and will perform
successfully
A person's belief in their own competence
Very Powerful factor
It is a good predictor of learning
SELF EFFICACY
Factors to Estimate Ability
Prior experience
Behavioral models
Others feedback
Psychical and emotional states
Contd.Self efficacy
Employee works longer diligently, innovatively
Trainer to:-
Inject confidence
Set pace setters
Establish bench marks
If possesses KSAs > train to improve self confidence
If weak KSAs > Improve competency
PART 2
LEARNING
Cognitive vs Behaviorist theories
Social Learning theory
Motivation to Learn
Environmental factors and Resistance
THE TWO SIDES
B Theorists: a relatively permanent change in behavior,
in response to a particular stimulus/stimuli(Skinner)
C Theorists : Learning is an enhancement in:-
content + org + storage of info
Two Cognitive processes critical for Learning:-
Accn:New rooms categories or Schemata
Assimilation : new experience in existing
categories
SOCIAL LEARNING THEORY
That events and consequences are cognitively
processed before:-
They are learnt
Or, influence behavior
SLT has four processes:-
Motivation
Attention
Retention
Behavioral Reproduction
Motivation
Learner need determine the attention
Anticipatory learning (w/o real involvement of
behavior/consequences
Attention
Starts of learning process
Key learning points essential
How to keep attention focused
Retention
Retention and loss , both occur
The process
Symbolic Coding
Cognitive Org
Symbolic rehearsal
Trg design to facilitate retention
Behavioral Reproduction
Repeat practices
Depends how practice designed
CAGNEs 9 STEP MODEL
Instructor to:- So that Trainee:-
Gain attention Focus on Trainer
Inform about goal Focus on Goal
Recall previous knowledge Retrieve prior knowledge
Present material Assimilate milestones
Provide L earning guidance Fit material in schemata
Elicit performance To do
Provide feedback Check and reinforce
Assess performance Attempt similar problems
Enhance retention/Transfer More complex and diverse examples
MOTIVATION TO LEARN (MTL)
It is Trainees intensity and persistence to learn
Resistance (R) to Learn:-
R high if M inadequate to suppress other forces
R high if KSAs pre- requite not met
R high when environments unfavorable
Contd.Motivation To Learn (Mtl)
Factors
Environmental
Individual
Environmental factors
Peer Sp
Supervisor Sp
Climate for Transfer
Contd.Motivation To Learn (Mtl)
Individual Factors
Self efficacy and perceiving value of trg
Cognitive Ability
Differences
Low/High ability individuals (cognitive difference)
Dissimilar KSAs
Valence
What can Trainer do?
Break difficult tasks in simpler
Introduce goal setting
Separate trg programs
Phase the trg
Self acquired training as a prerequisite
Contd.Motivation To Learn (Mtl)
Anxiety
What is it? ( arousal due apprehension/fear)
Why it occurs?
Fear of unknown
Fear of incompetence
Fear to loose rewards
Fear of loss of influence
Fear of
ELDERS TRAINING
Why?
Jobproblems
Changes
New responsibilities
Competency level fluctuation
Low self efficacy
Generally, Expectancy Theory more appropriate
Contd.Elders Training
Characteristics
Importance of participation
Blending personal experiences
Involvement from Need to Evaluation Phases
The 9 principles
