Learning and Motivation CHAPTER THREE Learning and Motivation © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING OUTCOMES Define learning and describe learning outcomes Describe three stages of learning and resource allocation theory Discuss Kolb’s learning styles and describe the learning cycle Describe conditioning theory and social cognitive theory and their implications for T&D Define motivation and describe need and process theories of motivation and their implications for T&D © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING OUTCOMES Describe the differences between mastery and performance goals and between distal and proximal goals and their implications for T&D Define training motivation and discuss its predictors and consequences Describe the model of training effectiveness and the predictors and consequences of learning and retention © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. INTRODUCTION Understanding adult learning theory, how people learn, and their motivation for learning is integral to a training program’s success Organizations need to be strategic in their approach © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. WHAT IS LEARNING? Process of: Acquiring knowledge and skills Change in individual behaviour as a result of some experience (formal or informal) © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING OUTCOMES Gagne’s model discusses five categories: Verbal information Intellectual skills Cognitive strategies (Cognitive outcomes) Motor skills (Skill-based outcomes) Attitudes (Affective outcomes) © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING OUTCOMES Kraiger and colleagues’ model discusses three broad categories: Cognitive domain – knowledge Skill-based outcomes – motor skills/technical Affective outcomes – attitudinal and motivational © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING OUTCOMES Implications for Training and Development A training program can focus on one or more learning outcomes The extent to which a training program has an effect on any of the outcomes depends in part to the training objectives Different training methods will be more or less effective depending on the learning outcome a training program was designed to influence © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING OUTCOMES Different instructional events/conditions of learning are required for each of the learning outcomes Learning outcomes are often interrelated Learning generally occurs over a period of time and progresses through a series of stages © 2013 by Nelson Education Ltd.

ACT THEORY: STAGES OF LEARNING Anderson’s Adaptive Character of Thought (ACT) Theory Stage 1: Declarative knowledge Learning: knowledge, facts, and information Performance: Resource-dependent Stage 2: Knowledge compilation Learning: Integrating tasks into sequences to simplify and streamline the task Performance: Fragmented and piecemeal Stage 3: Procedural knowledge Learning: Task mastery Performance: Automatic & habitual, resource-insensitive © 2013 by Nelson Education Ltd.

ACT THEORY: STAGES OF LEARNING Implications for Training and Development Recognizes that learning takes place in stages (declarative knowledge, compilation, proceduralization) Indicates that different types of learning take place at different stages The effects of both cognitive ability and motivational interventions on learning and performance depend on the stage of learning © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. STAGES OF LEARNING © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING STYLES The way an individual gathers information, processes, and evaluates it during the learning process © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING STYLES People can learn best by using all four styles Kolb notes the importance of a “learning cycle” in which people use all four modes of learning in a sequence Learning is most effective when all four steps in the learning cycle are part of the learning experience © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING STYLES Implications for Training and Development Recognizes that people differ in the way they prefer to learn Success and comfort in training depends on how training approach and learning style match Design training programs to appeal to people’s different learning styles Programs should be designed with each learning mode as part of a sequence of learning experiences © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING THEORIES A. Conditioning Theory Learning is a result of reward and punishment contingencies that follow a response to a stimulus A stimulus or cue would be followed by a response, which is then reinforced Strengthens the likelihood that response will occur again and that learning will result Note that both forms of reinforcement will increase or maintain behaviour © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING THEORIES © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING THEORIES B. Social Cognitive Theory People learn by: Observing the behaviour of others Making choices about different courses of action to pursue By managing their own behaviour in the process of learning It is not just a result of reward and punishment contingencies © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING THEORIES B. Social Cognitive Theory (cont’d) Three Key Components 1. Observation: Learning by observing the actions of others and the consequences Four key critical elements: Attention Retention Reproduction Reinforcement © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING THEORIES B. Social Cognitive Theory (cont'd) 2. Self-efficacy: Judgments people have about their ability to successfully perform a specific task Influenced by four sources of information in order of importance: Task performance outcomes Observation Verbal persuasion and social influence Physiological/emotional state © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING THEORIES B. Social Cognitive Theory (cont’d) Self-regulation: Managing one’s own behaviour Observe personal/other behaviour Setting performance goals Assess personal progress Reward oneself for goal achievement © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. LEARNING THEORIES Implications for Training and Development Conditioning Trainees should be encouraged and reinforced throughout the training process and training will be more effective Social Cognitive Importance of training design in improving learning Consider use of behaviour modelling, increasing self-efficacy, and teaching trainees about self-regulation in design of training © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. ADULT LEARNING THEORY Andragogy: An adult-oriented approach to learning that takes into account the differences between adult and child learners Pedagogy: The traditional approach to learning used to educate children and youth © 2013 by Nelson Education Ltd.

Teaching Children versus Adults ADULT LEARNING THEORY Teaching Children versus Adults Factor Children Adults Personality Dependent Independent Motivation Extrinsic Intrinsic Roles Student Employee Child Parent, volunteer, spouse, citizen Openness to change Keen Ingrained habits and attitudes Barriers to change Few Negative self-concept Experience Limited Vast Orientation to learning Subject-centred Problem-centred © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. ADULT LEARNING THEORY Implications for Training and Development Impacts at every stage of learning process Importance of design and instruction as a joint process Identified in detail in Trainer’s Notebook 3.2 © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. MOTIVATION THEORIES Definition: Degree of persistent effort that one directs toward a goal Extrinsic motivation: Stems from factors in the external environment Intrinsic motivation: Stems from a direct relationship between worker and task © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. MOTIVATION THEORIES A. Need Theories (Maslow/Alderfer’s ERG) Physiological and psychological desires Maslow’s Need Hierarchy Alderfer’s ERG Theory © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. MOTIVATION THEORIES Implications for Training and Development Employees’ needs must be considered in the design of a training program Employees not likely to be motivated to attend training, learn the training material, and apply it on the job if it doesn’t fulfill needs © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. MOTIVATION THEORIES B. Process Theories (Expectancy/Goal Setting) Address the process of motivation and how motivation occurs Expectancy Theory Proximal and Distal Goal-Setting Theory Mastery and Performance © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. MOTIVATION THEORIES Implications for Training and Development Prior to training: Participants should have challenging goals for learning Prior to and after: Be provided with feedback so they know whether they have achieved goals Setting specific and challenging goals should improve trainee’s motivation to learn as well as performance on task © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. TRAINING MOTIVATION Definition: The direction, intensity, and persistence of learning-directed behaviour in training contexts (motivation to learn) Personality variables that predict training motivation: Locus of control Achievement motivation Anxiety Conscientiousness Self-efficacy © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. TRAINING MOTIVATION Implications for Training and Development Trainer/Manager assesses trainee motivation prior to training Ensure trainees are motivated to learn Management should try to influence factors that predict motivation to learn © 2013 by Nelson Education Ltd.

TRAINING EFFECTIVENESS Training motivation is also a strong predictor of learning and training outcomes Self-efficacy, cognitive ability, and personality characteristics also have an effect on learning Attitudes (i.e., job involvement, job satisfaction, and organizational commitment) © 2010 by Nelson Education Ltd.

TRAINING EFFECTIVENESS © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. SUMMARY Identified learning as the major goal of training and development Described learning outcomes and their implications for training Identified three stages of learning and four learning styles as part of learning process © 2013 by Nelson Education Ltd.

© 2013 by Nelson Education Ltd. SUMMARY Discussed several theories related to learning and the implications of these to training including: Two major learning theories (conditioning and social cognitive) as well as adult learning theory Needs theories and process theories of motivation and their predictors and consequences Identified model of training effectiveness and its linkages to effective training © 2013 by Nelson Education Ltd.