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

2. Chapter 32 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

3. Chapter 33 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

4. Chapter 34 Theories & Training Effective training practices are developed from theories and theoretical constructs that describe how learning occurs and what motivates people

5. Chapter 35 Factors Determining Human Performance P = M x KSA x E ENVIRONMENT (E) KNOWLEDGE, SKILLS, AND ATTITUDES (KAS) MOTIVATION (M) PERFORMANCE (P)

6. Chapter 36 Motivation Motivation: “the direct, persistence, and amount of effort expended by an individual to achieve a specified outcome”

7. Chapter 37 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?)

8. Chapter 38 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

9. Chapter 39 Learning Learning: It is a thing that occurs physically.

10. Chapter 310 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

11. Chapter 311 Gagne Principles Different instruction is required for different learning outcomes

12. Chapter 312 Summary of Gagné’s Eight Learning Types – Part 1 of 4 Learning Type Description 1.Signal learningLearning an involuntary response (salivation) to a specific signal. Pavlov’s classical conditioning falls into this category. (Ex. Ringing a bell and dog salivates) 2.Stimulus–response (S–R) Learning a voluntary to a stimulus situation. Parents teaching child to say “mommy”. Parents reinforce by praising any sound that is close 3.ShapingChaining together of two or more S–R associations. (Machinist clean work area p.91)

13. Chapter 313 Summary of Gagné’s Eight Learning Types – Part 2 of 4 Learning Type Description 4. Verbal associationA chain of two or more verbal associations. Pairing of a verbal response to an object or event. (Ex. Twin Towers – 911) 5. Multiple discrimination Making different but appropriate responses to stimuli that differ to greater or lesser degrees. (Ex. 16 yr old and car models) Identify & name years/models of all vehicles

14. Chapter 314 Summary of Gagné’s Eight Learning Types – Part 3 of 4 Learning Type Description 7. Principle learningLearning to chain two or more concepts by developing a formal, logical relation between the concepts (Ex. Learning Algebra – must understand basics of math before you learn Algebra). 6. Concept learningTypically called generalization learning. Learning to make a common response to a group of stimuli having common characteristics or relationships but otherwise differing to greater or lesser degrees. (Ex. Deming’s Red Bed Experiment)

15. Chapter 315 Summary of Gagné’s Eight Learning Types – Part 4 of 4 Learning Type Description 8. Problem solvingLearning to combine two or more previously learned principles to produce a novel (to the learner) capability reflecting a higher-order principle.

16. Chapter 316 Meier’ Guide to Learning Preparation Arousal Presentation encounter Practice Integration Performance Application

17. Chapter 317 Gardner’s Multiple Intelligences Interpersonal Logical/mathematic Spatial/visual Musical Verbal/linguistic Intrapersonal Kinesthetic/body Emotional Naturalist Existential

18. Chapter 318 Trainee Assessment Prior to Training 1. Instrumentality – desire for immediate application of the material 2. Skepticism – need for examples 3. Resistance to Change 4. Attention Span 5. Expectation level 6. Absorption level – pace at which trainees can absorb the material

19. Chapter 319 Gagne-Briggs Nine Events of Instruction – Part 1 of 2 Instructional Event It gets the trainee to: 1. Gaining attentionFocus on trainer 2. Informing the trainee of Goal (objective) Begin focusing on the goal 3. Stimulating recall of prior knowledge (learning) Bring prior learning into working memory 4. Presenting the materialSelectively perceive important parts of training 5. Providing learning guidanceTo consider how the training fits into her overall schema, and facilitate retrieval

20. Chapter 320 Gagne-Briggs Nine Events of Instruction – Part 2 of 2 Instructional EventIt gets the trainee to: 6. Eliciting the performanceDo it (practice) 7. Providing feedbackPerform effectively by reinforcing correct responses and assisting when incorrect 8. Assessing performanceEngage in a number of similar activities to determine how well she has mastered the learning 9. Enhancing retention and transferEngage in more complex and varied examples of the concept(s) and assess the success

21. Chapter 321 Gagne-Briggs Examples 1. Gain attention - show variety of computer generated triangles 2. Identify objective - pose question: "What is an equilateral triangle?" 3. Recall prior learning - review definitions of triangles 4. Present stimulus - give definition of equilateral triangle 5. Guide learning - show example of how to create equilateral 6. Elicit performance - ask students to create 5 different examples 7. Provide feedback - check all examples as correct/ incorrect 8. Assess performance - provide scores and remediation 9. Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals

22. Chapter 322 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). EventMediaPrescription 1.Gaining attention Live Instruction and overhead projector Rapidly 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. 2.Inform the learner of the objective Same The problem: Design the most efficient sprinkler system covering at least 90% of the ground using the least amount of pipe and sprinkler heads.

23. Chapter 323 Example of a Lesson in Problem Solving – Part 2 of 5 EventMediaPrescription 3.Stimulate recall of requisites Overhead projector Ask 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) rectangles, and (4) irregular shapes (intersection of circular arcs with straight sides). 4.Presenting the stimulus material SameRestate 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.

24. Chapter 324 Example of a Lesson in Problem Solving – Part 3 of 5 EventMediaPrescription 5. Providing learning and guidance And 6. Eliciting performance Overhead projector 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 options if 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?”.

25. Chapter 325 Example of a Lesson in Problem Solving – Part 4 of 5 EventMediaPrescription 7. Providing feedback Oral review by instructor Confirm good moves, when in a suitable direction. If the learner doesn’t see a possible solution, suggestions may be made. For example, “Why don’t 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 TeacherPresent a different problem using the same type of sprinkler, with different lot shape and size. Check the efficiency of the student’s solution in terms of coverage and amount of materials used.

26. Chapter 326 Example of a Lesson in Problem Solving – Part 5 of 5 EventMediaPrescription 9. Enhancing retention and transfer WorksheetPresent several different problems varying in shape of lot, position of the water source, and area a of sprinkler coverage. Assess the generalizability of student problem solving to these new situations