Models of Design Comparing with the ADDIE Model Compare and contrast the ADDIE Model with another instructional design model What are the strengths and weaknesses of these two diffe
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Read Chapter 3 and 7 for discussions 1 and 2
Discussion #1: Designing Training to Motivate Learning
How can training be designed to motivate learning and accommodate trainee differences? Consider learning styles, adult learning theories, and motivation. Use at least two resources from the class.
Discussion #2: Your Motivation to Participate in Training
What is your motivation for participating in training and applying training to your job and future development? As you develop your answer, consider need-based theories, process-based theories, and intrinsic vs. extrinsic factors. Be sure to use at least one resources from the class
Read Chapter 4 and 6 for discussions 3 & 4
Discussion #3: Models of Design Comparing with the ADDIE Model
Compare and contrast the ADDIE Model with another instructional design model (such as Dick & Carey or Kemp – or another model that you have researched). What are the strengths and weaknesses of these two different models? Having reviewed the training models and methodologies from this week's reading list, which approach would you be inclined to use or suggest for designing and developing training? Provide your rationale. Be sure to use at least two resources from the class. Respond to one colleague.
· FYI, as you may remember, WesBanco is my employer/organization.
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· Most influential theories of learning
http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/most-influential-theories-learning
· Introduction to Psychology
https://courses.lumenlearning.com/waymaker-psychology/chapter/motivation/
· ADDIE Model
https://trainingindustry.com/wiki/content-development/addie-model/
· Nine events of instruction
https://edutechwiki.unige.ch/en/Nine_events_of_instruction
· Creating a Custom Training Plan for Your Organization
https://simplifytraining.com/article/creating-a-custom-training-plan/
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Chapter 7
Motivating Trainees
What did the tortoise say to the hare? I am focused because I am motivated to win.
Chapter Seven Learning Objectives
Readers will achieve the following learning objectives after reading Chapter Seven.
1 Define and describe five theories on motivating individuals. 2 Define and explain the meaning and relevance of intrinsic motivation. 3 Define and explain the meaning and relevance of extrinsic motivation. 4 Describe and explain the relevance of andragogy or theory of adult
learning in designing training programs that motivate trainees. 5 Define and describe the Three-Stage Motivation Model in under-
standing how to use the model to motivate trainees. 6 Examine and critique the first stage of the Three-Stage Motivation Model. 7 Examine and critique the second stage of the Three-Stage Motivation
Model. 8 Examine and critique the third stage of the Three-Stage Motivation Model. 9 Demonstrate an understanding of the importance of learning about
the trainee using personal attributes while conducting a needs assess- ment relevant to designing a training program that motivates trainees.
10 Explain the importance of training program design and trainee motivation. 11 Define, discuss, and compare the use of instructional methods used
to motivate trainees.
Learning Objective #1: Define and Describe Five Theories on Motivating Individuals
Motivation refers to the process of taking the initiative to achieve a goal or accomplish some purpose. Individuals can self-motivate or be motivated through the efforts of others. There are a wide range of motivational theories that offer insights on the various factors that can contribute to motivating
C o p y r i g h t 2 0 1 9 . R o u t l e d g e .
A l l r i g h t s r e s e r v e d . M a y n o t b e r e p r o d u c e d i n a n y f o r m w i t h o u t p e r m i s s i o n f r o m t h e p u b l i s h e r , e x c e p t f a i r u s e s p e r m i t t e d u n d e r U . S . o r a p p l i c a b l e c o p y r i g h t l a w .
EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 8/22/2022 5:01 PM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS AN: 1881039 ; Stanley C. Ross.; Training and Development in Organizations : An Essential Guide For Trainers Account: s4264928.main.eds
Book: Stanley C. Ross. (2019). Training and Development in Organizations: An Essential Guide For Trainers. Routledge
https://eds-s-ebscohost-com.ezproxy.umgc.edu/eds/ebookviewer/ebook? sid=aa17b2ce-0105-4826-8513-c71736f4595e%40redis&ppid=pp_68&vid=0&format=EB
88 Motivating Trainees
individuals. There is no universal motivation theory that provides a compre- hensive explanation describing motivation. There are several long-held theo- ries covered below to aid the reader in understanding the different approaches to describing motivation.
Maslow’s Needs-Based theory is a long-held view on the underlying causes of motivation of individuals. The theory remains a popular theory describing motivation. Needs-based theory is a universal view in which an individual’s needs motivate the individual to act. However, to accommodate the constraints of a universal definition of motivation, Maslow suggested that people have a variety of needs and that an individual’s needs evolve through a developmental process with each stage of the process being defined by a particular need (see Williams, 2016: chapter 13). Satisfying the need sufficiently to move to the next need represents the motivating or driving force; after satisfying a need sufficiently, the individual moves forward to a higher-level need that becomes the primary need or driving force that motivates the individual to satisfy this next need. For example, physiological needs are the most basic kind of needs. Satisfying physiological needs means creating the circumstances to provide food and shelter. Once sufficiently satisfied, the individual moves to the next need, the need for feeling safe. Safety can involve living somewhere different, work- ing in a more secure profession, or working for an organization that has policies in place to protect employees from external and internal threats such as bul- lying. Maslow organized the needs in a hierarchy to demonstrate what needs individuals can aspire to achieve (e.g., after safety needs there are social needs, followed by esteem, and then self-actualization needs). Individuals can choose to remain at a certain level or to pursue the next need level. The hierarchy explains why individuals can remain constantly motivated. Furthermore, sat- isfying one’s needs is subjective; only the individual can determine when one need is sufficiently satisfied to move on to the next need.
Expectancy theory is another well-known motivation theory. Expectancy theory characterizes motivation as a cognitive process with the individual assessing whether taking the effort to achieve a goal or task is likely to succeed. The individual thinks in terms of probabilities: the cognitive process in play is to assess if the probability of succeeding is worth the effort. The more the indi- vidual considers that the probabilities of succeeding are high, the more likely is the individual to demonstrate behaviors we describe as motivational behavior. A conditional factor is the individual’s feelings about self-worth. The greater the feelings of self-worth, the more likely that the individual’s confidence in being successful will increase, and the more likely the individual will assess the probabilities of success as high. Individuals who are low on self-confidence often judge the probabilities of success as low and do not act.
Herzberg’s Two-Factor Theory provides an alternative perspective on human motivation. There is a stage prior to the motivation stage that Herzberg refers to as “hygiene factors.” Individuals are either satisfied or in a state of “not satisfied.” For example, an individual might be satisfied with their salary but the salary is not motivating; or, an individual might not be satisfied with
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Motivating Trainees 89
their salary but not be de-motivated. The stage that Herzberg refers to as the motivation stage describes motivators. If an organization offers a bonus that an individual values then that bonus represents a motivator and the individual is motived. An insufficient bonus leads to a de-motivated individual.
Equity theory represents another perspective in describing the concept of motivation (Williams, 2016). The basic premise of equity theory is that indi- viduals are motivated by their perception about how the organization treats them in comparison with how the organization treats others. Individuals observe and compare how an organization treats others to learn if the organi- zation treats the individual the same way or better. Equal or better treatment leads to a motivated individual. The perception of unequal treatment results in a de-motivated individual.
Reinforcement theory represents one of the more popular theories describ- ing motivation. Adherents of reinforcement theory postulate that individuals that behave or act in a particular way and in accordance with an organization’s guidelines benefit with a reward (reinforcer) will continue this behavior so as to avoid receiving a negative reward (e.g., being laid off, etc.). The reward is positive reinforcement which is intended to strengthen the individual’s behavior. Organizations that want to eliminate certain behaviors use negative reinforcement (e.g., some form of punishment, etc.) to gradually eliminate the behavior. The primary focus in applying reinforcement theory is to encourage or discourage individuals to perform or not perform certain behaviors. For behavioral change to occur the individual needs to value the positive reward or fear the consequences of receiving a particular negative reinforcer.
The learning theory of andragogy provides an additional view to describe the relationship between learning and the motivation to learn. Andragogy focuses on the adult learner. According to andragogy, the adult learner is motivated to learn when the training or an educational program’s design and primary content of training use the learning methods most preferred by adults during the learning process, and when the content of that training offers career benefits. Adult learners develop a learning process that leverages certain personal abilities. A training program designed to take advantage of an adult’s learning process (along with relevant content) will motivate the adult learner to learn. The content of a training program must meet the needs of the adult learner post-training because the adult learner’s motivation is high when the training emphasizes the WIIFM model (What’s in it for me?). The law of self-interest represents an important personal value for designers to understand what motivates individuals to learn.
Learning Objective #2: Define and Explain the Meaning and Relevance of Intrinsic Motivation
The simplest way to define intrinsic motivation is to start by describing how individuals change their behavior based on self-rewards. Self-rewards rep- resent the individual’s valued reinforcers associated with certain actions that
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90 Motivating Trainees
make the individual satisfied. The individual learns that certain behaviors which he or she performs result in them feeling good. Because of the asso- ciation between the behavior and the individual’s self-reward linked to the behavior, the motivation to continue to behave to receive the self-reward is strong. For example, if a person enjoys the idea of playing music, the person might take lessons to learn an instrument. The lessons and playing music rep- resent the ability to self-reward, making the individual feel good about the ability to learn how to play the instrument and make music.
Intrinsic motivation, in comparison with extrinsic motivation, is the more powerful form of motivation (discussed under Learning Objective #3).
There are two reasons that explain why intrinsic motivation is more impact- ful on the individual than extrinsic motivation. First, individuals are driven by the power associated with becoming self-efficacious. Self-efficacy represents the process where the individual gains greater self-autonomy through self- management strategies. “In control of your own destiny” is a popular phrase that is useful in describing the process of achieving self-efficacy. The indi- vidual’s pursuit of self-efficacy is an important lifelong goal and motivator. The individual uses self-management strategies to achieve the goal, which is a life-long pursuit as self-efficacy has multiple levels of self-control. Successful application of self-management strategies is also motivating because the indi- vidual feels good that their pursuit of the goal is working. The reason self-effi- cacy is a powerful force for the individual is because self-efficacy is associated with feeling happy about life, which includes the individual’s career. People strive to be happy, and what makes an individual happy is defined by the indi- vidual. Playing piano, traveling, learning a skill or improving skills, climbing mountains, and pursuing a degree all represent examples of actions that lead to happiness and boost feelings of self-worth. Individuals act to apply intrinsic motivation because self-rewards increase feelings of self-worth.
The importance of the social role of individuals is another reason for the superiority of intrinsic motivation. People value socializing, whether at work or outside of work. Even the shy introvert seeks to be social, though other factors limit this person’s ability to socialize in a way the person prefers. Socializing is one of the important ways an individual can build feelings of self-worth as a consequence of the validating actions of the people the indi- vidual associates with.
Organizational leaders that understand the power of intrinsic motivation are in an advantageous position to tap into this form of motivation to the advantage of the organization and the individual. An individual’s place of employment is an important source for intrinsic motivation to occur because people need to work, and for individuals work offers another opportunity to gain greater self-efficacy in performing their work responsibilities as well as boosting feelings of self-worth by satisfying their social needs.
Linking organizational goals with personal goals is one approach an organ- ization can pursue to tap an individual’s intrinsic motivation. Utilizing a
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Motivating Trainees 91
team approach to solve business problems in achieving organizational goals addresses the need to socialize as well as building self-efficacy skills.
Training and development programs represent the type of organizational action organizations can use to leverage an individual’s intrinsic motivation and so meet the needs of both the organization and the individual. A well- conducted needs assessment along with an understanding of andragogy and motivation theories enables training program designers to develop training programs that appeal to an individual’s intrinsic motivation. The choice of instructional methods is a crucial step because instructional methods can impact the individual’s motivation to learn, and learning must involve the individual’s learning process. Instructional methods that aid in pursuing future career opportunities, strengthen job performance, appeal to feelings of improved job satisfaction, and building feelings of self-worth all represent objectives to focus on in designing training programs that can appeal to an individual’s intrinsic motivation to achieve greater levels of self-efficacy.
Learning Objective #3: Define and Explain the Meaning and Relevance of Extrinsic Motivation
Extrinsic motivation is best defined as the actions of an individual who acts based on the value associated with offers of external rewards. Though intrin- sic motivation is more influential than extrinsic rewards because of the power of self-rewards, many individuals consider external rewards more influential. Every individual’s behavior is influenced to some extent by the prospect of receiving external rewards such as bonuses, pay raises, promotions, etc.
One responsibility in conducting a needs assessment involves learning the type of external rewards that the individuals who will participate in a training program have an interest in receiving. With the knowledge of the important external rewards, training program designers can design a training program that offers the preferred types of external rewards during and after training. External rewards offered after training are intended to encourage trainees to transfer what was learned during the training into their job, leading to improved work performance.
Self-efficacy and socialization continue to function as important per- sonal goals of a trainee. However, the designers need to consider instruc- tional methods linked to external rewards that result in learning and aid the trainee’s efforts in achieving these personal goals through the achievement of the learning objectives. During training, the designers can utilize team learning as one type of instructional method for the socialization goal and learning objectives. Teams can compete and earn prizes for team perfor- mance. Certificates of achievement provide another form of external reward to recognize individual accomplishments during training. Team or group work provides the social dimension to learning and involves methods that offer trainees the opportunity to demonstrate competence, which represents
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92 Motivating Trainees
working on the self-efficacy dimension. Training that boosts the self-worth of trainees is important because self-worth and self-efficacy are closely linked. The organization benefits from a more motivated, committed employee whose feelings of self-worth increase when successful. Rewarding success supports the trainee’s efforts to achieve greater levels of self-efficacy through achieving the learning objectives.
Transfer of learning into the job is the primary purpose of training. Studies show that only between 10% and 50% of what is learned during training trans- fers into the job. The objective in using external rewards is to motivate the trainee to apply what was learned during training to the job. External rewards are useful in supporting the organization’s efforts at ensuring that transfer of learning occurs. The application of learning to the job has a greater chance of occurring if the employee’s job description changes to include more authority within work responsibilities; better performance reviews are received; promo- tions are more likely; job security is strengthened; and superiors encourage and actively support the application of what was learned during training to the job.
Learning Objective #4: Describe and Explain the Relevance of Andragogy or the Theory of Adult Learning in Designing a Training Program that Motivates Trainees
The field of andragogy offers important insights on adult learning and the adult learning process, as well as the relationship between learning and the factors that contribute to an adult being motivated to learn. A prior chapter covered the subject of andragogy in detail. Here we want to understand the association between the adult’s learning process and the motivation to learn. Training program designers that understand the linkage between an adult’s learning process and motivation are able to design effective training programs for the adult learner who becomes motivated to apply what was learned in training to their job.
Research shows that understanding a trainee’s personal characteristics in a training program designed to capitalize on these personal characteristics provides the foundation for a successful training program. One important critical personal characteristic is the trainee’s cognitive abilities (i.e., capacity to learn). Capacity to learn refers to the trainee’s intellectual constraints and requires that the demands for learning during training must not exceed the trainee’s abilities if the trainee is to be motivated to learn. Self-efficacy, or the ability to self-regulate behavior in performing a task, is another impor- tant personal characteristic of the adult learner. The adult learner’s learning process involves learning self-management strategies. The adult learner uses these strategies to achieve greater mastery in learning the subject of training without dealing with unmanageable stress that can impede learning.
Another important personal attribute is the individual’s social role in the organization. The adult learner’s learning process actively incorporates
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Motivating Trainees 93
learning through and along with other adult learners as an integral compo- nent to the adult’s learning process. Socialization is endemic to adult behavior and adults value the ability to involve other adults within their self-learning process. Team-based learning where team members are involved in learning together is a popular instructional method often used during training to moti- vate participants. Where the use of teams in training is impractical, designers often incorporate group work as an alternative instructional method.
Another adult personal attribute is self-motivation, or the ability of the adult learner to proactively act to learn. The law of self-interest, or “WIIFM,” is an important influence for the adult learner seeking to succeed at work. Adults set personal career goals such as gaining promotions, earning bonuses, gaining pay increases, receiving positive performance reviews, maintaining employment longevity, and exercising increased control over their work responsibilities. Training programs that offer the adult learner the oppor- tunity to achieve career goals will lead to motivated adult learners, eager to profit from the benefits of learning the content of the training program.
To contribute to the creation of a successful training program, designers need to ensure relevant content, utilize instructional methods that comple- ment the adult’s learner’s learning process, and involve the trainees in the design of the training program to ensure a commitment to a program that the trainees helped to develop. Performing these actions will motivate trainees because the trainee perceives the benefits of learning the content.
Learning Objective #5: Define, Describe, and Compare the Three-Stage Motivation Model in Understanding How to Use the Model to Motivate Trainees
Kilpatrick’s Three-Stage Motivation Model (see Figure 7.1) describes a process for explaining how to motivate learners before, during and after training. The first stage of the model represents the pre-training stage. During pre-training, the organization prepares the trainee for training. By emphasizing prior training experiences, offering supervisor support, and communicating the content and relevance of training to the job and the organization’s success, the organization
Training
Post-trainingPre-training
Figure 7.1 The Three-Stage Motivation Model
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94 Motivating Trainees
hopes to motivate the trainee to approach training with the intention of suc- cessfully learning the subject.
Stage two of the model involves motivating the trainee during training. There are two significant and related issues that contribute to whether the trainee wants to learn during this stage. One issue involves the design of the training program and includes deciding the type of instructional methods to use. Designers of training programs need to be knowledgeable about the basic concepts of the adult learning process described earlier when determining which instructional methods to use. The adult learning process operates best with certain types of instructional methods. If the designers give strong con- sideration to the adult learning process described by andragogy in designing a training program, the end result is a motivated trainee eager to learn. However, a qualifier of this is that trainees need to know that the knowledge and skills learned, and the abilities developed, will benefit them on the job. This last issue represents stage three of the model, the transferability of any knowledge, skills, and personal abilities developed during the training into the job.
To understand the usefulness of the model and how the model links to trainee motivation, several issues need illustrating with explanations. First, the self-perception of the learner is paramount. If the learner perceives the benefits to training, then the trainee is more likely to be motivated before, during and after training. The organization can attempt to influence trainee perceptions but ultimately the trainee needs to conclude that training offers sufficient value to be motivated to learn. Another issue is the metacognitive abilities of the trainee and how these abilities influence the perceived value of training. When the learner thinks that training will strengthen their ability to achieve personal job-related goals and enhance their self-efficacy abilities, the trainee becomes motivated. Enhanced self-efficacy abilities refer to the ability of a trainee to assert greater control over their job security along with greater recognition from the organization, supervisors and peers; hence the motiva- tion to learn strengthens. This process is important for ensuring that transfer of learning into the job occurs.
Transferability of knowledge, skills, and personal abilities developed dur- ing training is another important issue. Transfer occurs only if the trainee expects benefits to accrue from applying what was learned during training, and actually begins to experience tangible benefits during the initial attempts at applying what was learned. For the trainee, the successful application of learning is intrinsically motivating. Receiving recognition from the organiza- tion, supervisors, and peers strengthens the trainee’s willingness to continue applying what was learned. Any diminishment in the reinforcers for apply- ing learning will likely impact the trainee’s motivation unless the trainee can incorporate the learning into re-designed work-related routines. The use of extrinsic types of rewards such as pay raises, positive performance reviews, promotions, etc. to complement intrinsic motivators will support the contin- ued motivation to apply learning to the job.
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Motivating Trainees 95
Learning Objective #6: Examine and Critique the First Stage of the Three-Stage Motivation Model
The pre-training stage is an important stage because this stage involves efforts by the organization to influence the trainee’s perceptions of the upcoming training program. There are several factors that can influence the trainee’s perceptions. Prior training experience is an important influencer. Whether at a prior organization or the current organization, prior training experience leads to established trainee views about the benefits of training. Trainees can have negative impressions or positive impressions of training, or more dis- criminating impressions on the advantages and disadvantages of training based on the purpose of the training. A needs assessment can elicit information about a trainee’s perceptions with the goal of reinforcing positive impressions or learning how to overcome negative impressions.
A training program perceived as being too advanced and beyond the capa- bilities of the trainee is threatening, leading to either active resistance (e.g., the trainee avoids attending, etc.) or passive resistance (e.g., the trainee attends but focuses on something else during training, etc.). Trainees need to perceive that the subject as well as the training process will be useful post-training. The WIIFM principle applies here. Actively involving trainees in the design of the training program and creating the expectations of a successful experience can influence the trainee expectations. Input on the selection of instructional methods, the training process, and the pace of training reassures the trainee that training won’t exceed their capacity to succeed in learning the subject. If the organization followed this process in the past, trainees feel confident that the organization will continue to follow the application of the process. Through this reassurance, the organization reinforces the trainee’s perception that the upcoming training is going to be beneficial to the trainee.
The trainer’s training experience is an important influencer on the train- ee’s perceptions about training. Trainees need to know that a trainer is com- petent in conducting a training program and in teaching the subject of the training; this ensures the trainee’s active participation d
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