Learning Motivation & Performance.

1. Learning Motivation & Performance. By-Priyanka kedia.

2. Structure • Experiential Learning. • A Few Words About the Theory. • Understanding Motivation & Performance. • Understanding Learning. • Social Learning Theory. • Aligining Training Design with Learning process. • Motivation to Learn. • Learning to Be Effective Managers.

3. Introduction: • Theories are speculative road maps for how things work. In fact, most of us develop our own theories to explain how the world around us works. E.g. To explain a child, how to request for an ice-cream. Using words like “please “.

4. A good theory is practical. • It explains facts as simply as possible. • It predicts future events. • It provides information on what can be done to prevent undesirable things from happening.

5. Definition • Theories are abstractions that allow us to make sense out of a large number of facts related to an issue. • Effective training practices are developed from theories and theoretical constructs that describe how learning occurs and what motivates people.

6. The Recipe: • It is easier to follow a set of instructions like a recipe . But, in training , as in business, a single recipe won’t work. Recipes require standardized ingredients (businesses don’t have them). • Each organization is unique, with different missions, strategies, environments, technologies, and people. • The interaction of these elements create a different “Chemistry” in the organization, making a “one best way for everyone” approach ineffective. E.g. Blackberry cell phones. • Thus, theories provide the guidelines, principles, and predictions that allow to create the right recipe for their situation. • Hence, successful people in business pay attention to THEORY.

7. Application of Theory: • Firms in all industries from manufacturing to telecommunications, from energy production to healthcare (e.g. Ford, Microsoft, Motorola…) jumped ahead of competition because they understood and applied theories. • Some of these theories concern the product, others with how the product is made, and others with how the firm is managed. • Rather than copying others, these companies understood the underlying theories related to what they were trying to do and applied them to their goals.

8. Importance of Theories What Theories are important for the success of the training enterprise??

9. Importance of Theories • Theories of Learning are certainly important. • If trainees don’t learn, then the training has failed. • If trainees learn but don’t try to transfer the learning to job, then the training has failed. • If the trainees learn and try to transfer the learning to the job site, but obstacles in their work environment prevent them from making the transfer, training again has failed. • It failed, because the changes in the work environment that needed to support the desired behavior were not taken into consideration. For e.g. No proper availability of equipments.

10. Conclusion. Thus, in order to design and implement effective training programs, you need to understand how people learn, what motivates learning and performance and how the learning and work environment affects motivation and performance.

11. Understanding, Motivation and Performance

12. Job Performance Job performance is a function of (KSAs) • Knowledge-what you know? • Skills-what you are able to do? and • Attitudes-what you believe? • If you don’t have KSAs, you cannot perform.

13. Performance Model

14. Performance Model • Performance model indicates that a person’s performance depends on the interaction of Motivation, KSAs and environment. (P=M* KSA*E)

15. Motivation Motivation arises from your needs and your beliefs about how best to satisfy those needs. For ex. An employee will get motivated to increase his performance when his needs that is to get extra incentives/ desired rewards for his performance are satisfied. • Both motivation and KSAs are part of your memory and thinking systems (which is cognitive structure)

16. Environment • Environment refers to the physical surroundings in which performance must occur, including barriers and aids to performance. • It includes the objects and events that you might see as indicating that your performance will be rewarded or punished.

17. Effects • For instance no matter how knowledgeable and skilled your are, if you are not motivated to perform the activity, then you won’t be so productive. • If the environment does not support the activity or blocks it, it doesn’t matter how motivated or knowledgeable you are, you won’t be so productive. For example, if necessary tools are not working or equipment is missing, you won’t attempt the activity.

18. Conclusion: • This model is important for determining employee training needs. It makes us understand whether poor job performance is due to KSAs or other factors. • It is also important to design the training. When putting together the learning modules and training methods, the trainer must consider how they will affect the trainees’ MOTIVATION to learn. • Similarly, while selecting the training facility and materials, we must consider how they will interact with the motivation. • When we ask trainees to use their new knowledge and skills back on the job, we make sure the environment is supportive in this new way of performing. • A deeper understanding of the three determinants of performance will increase your ability to design and implement effective training programs.

19. Theories of learning Robert Gagme’s behavioural learning

20. Types of learning • Signal learning • Stimulus-response learning • Shaping and Chaining • Verbal Association learning • Multiple Discrimination learning • Concept learning • Principle learning • Problem solving

21. Signal learning • Definition: Signal learning is the association of a generalized response to some signal in the environment typically involves learning to emit a non-voluntary response to some signal that in the past not produced. • Classical Conditioning is when an unconditioned stimulus and response is manipulated with a conditioned stimulus to create a conditioned response.

22. Cont-2 • Unconditioned Stimulus ( Food) – Unconditioned Response- Salivation. • Unconditioned Stimulus( food) with a Netural Stimulus( Bell)- Salivation. • Conditioned Stimulus ( Bell)- Conditioned Response- Salivation.

23. Stimulus-Response learning • Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior. • Operant conditioning was coined by behaviorist B.F. Skinner, which is why you may occasionally hear it referred to as Skinnerian conditioning. As a behaviorist, Skinner believed that internal thoughts and motivations could not be used to explain behavior. Instead, he suggested, we should look only at the external, observable causes of human behavior. • Skinner used the term operant to refer to any "active behavior that operates upon the environment to generate consequences" (1953). In other words, Skinner's theory explained how we acquire the range of learned behaviors we exhibit each and every day.

24. Cont-2 Examples of Operant Conditioning • We can find examples of operant conditioning at work all around us. Consider the case of children completing homework to earn a reward from a parent or teacher, or employees finishing projects to receive praise or promotions. • In these examples, the promise or possibility of rewards causes an increase in behavior, but operant conditioning can also be used to decrease a behavior. The removal of an undesirable outcome or the use of punishment can be used to decrease or prevent undesirable behaviors. For example, a child may be told they will lose recess privileges if they talk out of turn in class. This potential for punishment may lead to a decrease in disruptive behaviors. • Components of Operant Conditioning Some key concepts in operant conditioning: • Reinforcement is any event that strengthens or increases the behavior it follows. There are two kinds of reinforces: • Positive reinforcers are favorable events or outcomes that are presented after the behavior. In situations that reflect positive reinforcement, a response or behavior is strengthened by the addition of something, such as praise or a direct reward. • Negative reinforcers involve the removal of an unfavorable events or outcomes after the display of a behavior. In these situations, a response is strengthened by the removal of something considered unpleasant. • In both of these cases of reinforcement, the behavior increases.

25. Shaping and chaining • Shaping -Shaping refers to the process of learning to link the appropriate behaviors to another (the behavioral set)and learning the reinforcing consequences that are linked to behavioral set. • Using shaping during training, a trainer would first break the complex behavior that must be learned into smaller, simpler behaviors within the trainee’s capabilities • Example: Supervisor and a worker

26. Initial behavior Begin work Break Work Lunch Work Clean Break Leave work Work Modified behavior Begin work Clean Break Work Clean Lunch Leave work Clean Work Clean Work Break

27. Chaining • y skill can be thought of as a chain of small steps. These small steps are identified by completing a Task Analysis. Each step, or link in the chain, serves as a cue to do the next step. By building one step onto another learned step in the sequence, a strong chain can be created. This is called CHAINING. • Here’s an example: Simithy doesn’t like to wait for you to serve the other children and then spoon-feed her. She often cries and throws her bowl. You decide that it would be helpful to teach her to use a spoon to feed herself. A task analysis is completed and five steps in the spoon-feeding chain are identified. • pick up the spoon • put spoon into the food in the bowl • Scoop food onto the spoon • lift spoonful of food from the bowl • put the food into the mouth. • As Simithy begins to learn the steps, each one prompts the next one. When she has the spoon in her hand it helps her to know that the next step is to put it in the bowl. The spoon in the bowl prompts her to scoop the food. The food on the spoon prompts her to lift the food, and holding a spoonful of food prompts her to put it in her mouth. Of course the big pay off is the spoonful of her favourite food.

28. Verbal association learning • Definition: Pairing of the verbal response to an object or event in the environment is the most elementary type of verbal association learning.

29. Verbal Learning Serial or Paired-Associate Learning? A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Hi, my name’s Kelly. Next time you see her, will you remember her name? This is ____________ Paired-Associate Learning. Stimulus = face Response = name

30. Multiple discrimination learning • Definition: it occurs when the person learns to identify the key aspects of a specific situation, which indicate that a particular response is appropriate. • Example: we want to teach trainees discriminate among higher and lower levels of the situational factors and the managerial behavior. Situational factors • Task structure • Employee need for independence Managerial behavior 1. Initiating structure: Direction 2. Participative: involvement of employees in making decisions

31. Cont-2 • Initiating Structure occurs when the manager provides direction to the employees regarding what , when &how things are to be done. • Participative Management-the manager seeks the involvement of employees making decisions about what ,when & how things are done.

32. Relationship Subordinate need for independence

33. Concept learning • Definition: It is defined as the ability to use a common abstract property to respond correctly to a variety of situations that differ widely n appearance. • Practical approach • Suppose the trainees were managers in sales, marketing or production department!! • Demonstration, giving real life situation or hypothetical • Role plays & videos • Concept learning applies to skills & knowledge both • Overcomes the limitation of discrimination learning- Example: Trainee’s ability to know what is initiating structure and participative, and we what them to know how to do these things?

34. Problem solving • No specific definition • Combines more than one principles • By getting trainees to share what they would do in a particular situation? • When the problem is solved, something is also learned in the sense that the capabilities of the problem solvers will increase • The problem-solving type of learning occurs when the trainee is able to discover the new principle without or with minimal help.

35. Social Learning Theory • Vygotsky (1978) states "every function in the child’s cultural development appears twice: first, on the social level, and then, later, on the individual level; first, between people, then inside the child." • Vygotsky believed that social interaction played a role in the development of cognition -- learning could occur through social contact. • Three types of Experience: 1. Historical: knowledge through generations . 2. Social: knowledge obtained through contact with someone else. 3. Adaptation: knowledge obtained by acting on the environment.

36. Essentials of Social Learning Four cognitive processes that are the part of social learning are:- • Motivation • Attention • Retention • Behavioral reproduction

37. Motivation to learn • Motivation means to encourage the individual to get desired workdone • Motivation to learn is personal and comes from within an individual but can be influenced by external factors.

38. Components of motivation to learn Curiosity Self efficacy Attitude Need competence

39. Aligning training design with learning process • Training that motivates to learn • The critical aspects of the success of adult learning programmed- • Need to know : value of knowledge to the learner. • Readiness to learn: amount of prerequisite Knowledge( KSAs)

40. Cont-2 • Allowing Trainees Control Over Learning Things. ( Sharing Experiences). • Involving Trainees in Process.-The agenda of training program me is imparting change in people, trainees are part of planning the training itself what is their need is taken into consideration, what are the expectations, the result is better implementation in process of change.

41. Ways to Develop Effective Managers

42. WAY-1 • Effective managers are knowledgeable. They understand the goals of the company & their responsibilities.

43. WAY-2 • Effective managers understands and appreciates the value of his team and works to bring out the best in them.

44. WAY-3 • They are consistent in every way, whether it is coaching, mentoring, giving direction or discipline.

45. WAY-4 • To be successful you need to look successful. Effective managers dress apart and practice proper hygiene.

46. WAY-5 • They understand that their team are human beings and not robots and are empathetic to their needs.

47. WAY-6 • They take the time to get to know each member of their team and know what motivates them.

48. WAY-7 • Listening to ideas, concerns & paraphrasing is one skill which will build trust & respect from your team.

49. WAY-8 • Effective managers are great communicators. They adapt the communication of those they speak to.

50. WAY-9 • Effective managers lead by example. A great manager will never direct someone to do something that they wouldn’t do themselves.