Chapter 3

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2013 Pearson
Learning, Motivation &
Education, Inc.
publishing as Performance
Prentice Hall

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 Factors Determining Performance

Knowledge
Skills Motivation
Attitudes
Environment

Performance
P = M x KSA x E
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 What Does Motivation DO?

Focuses behavior on goal directed

activity.
It determines:
The strength of our response
How much effort we expend, and
How long we persist

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 Motivation

Many theories of Motivation

 Some focus on external factors that act to increase
or decrease motivation
 Some focus on internal factors, describing the
cognitive processes involved in becoming
motivated

 Both have important implications for the training

process

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 ERG Theory of Needs
 Existence
 Physiological and Security
 Relatedness
 Valued and accepted by others
 Growth
 Feelings of self worth and competency

These needs determine what things in the

environment will motivate us.

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 Behaviorist Model of Learning

Stimulus Response Consequence

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 Reinforcement Theory of Motivation
(also known as Operant Conditioning)

A behavioral approach to motivation

Stimulus Response Consequences

What are the consequences?

Things that Reinforce or Punish

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Types of Consequences That May Follow
Behavior

DESIRABLE UNDESIRABLE
CONSEQUENCES CONSEQUENCES

TRAINEE Behavior Positively

Behavior Punished
RECEIVES Reinforced

Behavior
TRAINEE Behavior Punished
Negatively
LOSES (Extinction)
Reinforced

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 Expectancy Theory

1. Belief about 2. Belief 3. Employee

performance success about getting perception of the
(Self Efficacy) the rewards value of the reward

Value of
Effort Performance Rewards Rewards

1. Effort to performance expectation

2. Performance to reward expectation
3. Rewards to personal goals expectation

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 Illustration of Expectancy Theory

EXPECTANCY EXPECTANCY CONSEQUENCES VALENCE

1 2 1
Skills seen as
(.5) inadequate
Stay on the (.9) 7
Feelings of pride
job and meet
(.3) and accomplishment
(1.0) work load
requirements
EFFORT Recommended for 10
promotion
(1.0) (.6)

Successfully (.6) Skills seen as 7

complete (1.0) complete
seminar
Fall behind at work; 1
feel overloaded,
depressed, etc.

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 Some Training Implications of Cognitive and
Behaviorist Learning Theory – Part 1 of 2

Issue Cognitive Approach Behaviorist Approach

Learner’s role Active, self-directed, Passive, dependent

self-evaluating

Instructor’s role Facilitator, coordinator, Director, monitor,

and presenter and evaluator

Training content Problem or task oriented Subject oriented

Learner Motivation More internally motivated More externally

motivated

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 Some Training Implications of Cognitive and
Behaviorist Learning Theory – Part 2 of 2

Issue Cognitive Approach Behaviorist Approach

Training climate Relaxed, mutually trustful Formal, authority

and respectful, oriented, judgmental,
collaborative competitive

Instructional Collaboratively developed Developed by

goals instructor

Instructional Interactive, group, project Directive, individual,

activities oriented, experiential subject oriented

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 SOCIAL LEARNING THEORY
EXTERNAL ENVIRONMENT

A Learner's Cognitive Processes

Stimuli
T
T MOTIVATION
Stimuli E
N RETENTION
Stimuli T 1. Symbolic Coding
I 2. Cognitive Organization
O 3. Symbolic Rehearsal
Stimuli
N
Behavioral
Reproduction
Consequences of
Behavior

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 Gagne-Briggs Nine Events of Instruction

Instructional Events

1. Gaining Attention 6. Eliciting the performance

2. Informing the trainee of 7. Providing feedback

Goal (objective) (during training)

3. Stimulating recall of prior 8. Assessing performance

knowledge (learning) (at end of training)
9. Enhancing retention and
4. Presenting the material
transfer
5. Providing learning
Guidance
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 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).
Event Media Prescription
1. Gaining Live instruction Show pictures of sprinkler coverage of a
attention and plot of land that has highly
overhead successful (90%) and one of
projector unsuccessful (70%) coverage, and one
using too many sprinkler heads, inviting
attention to their differences.
2. Inform the Same The problem to be solved is to design the
learner of most efficient sprinkler system for a plot of
the objective ground—one that covers at least 90% of
the ground using the least amount of pipe
and sprinkler heads.

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3-15
 Example of a Lesson in Problem Solving
– Part 2 of 5
Event Media Prescription
3. Stimulate recall Overhead Have the learners recall applicable rules.
of requisites projector 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)
rectangular area, and (4) irregular
shapes (intersection of circular arcs with
straight sides).

4. Presenting the Same Restate the problem in general terms, and

stimulus material 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.
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3-16
 Example of a Lesson in Problem Solving
– Part 3 of 5
Event Media Prescription
5. Providing learning Overhead The student will need to design tentative
guidance, and projector sprinkler layouts, draw them out, and
calculate the relative efficiency of each.

6. Eliciting Guidance may be given by informing the

performance learner of various options if it appears
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?”
Ask the learner what rule he is following
for placing the sprinkler.

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3-17
 Example of a Lesson in Problem Solving
– Part 4 of 5
Event Media Prescription
7. Providing Oral review Confirm good moves, when in a suitable
feedback by instructor 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 Teacher Present a different problem using the same

performance 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.

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3-18
 Example of a Lesson in Problem Solving
– Part 5 of 5

Event Media Prescription

9. Enhancing Worksheet Present several different problems varying in
retention shape of lot, position of the water source,
and transfer and area of sprinkler coverage. Assess the
student’s ability to generalize problem
solving to these new situations.

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3-19
 Factors Affecting Motivation to Learn and
Transfer of Training
Cognitive
Ability
Knowledge
Acquisition

Skill
Self-
Acquisition
Efficacy

Valence of Motivation to Training Transfer Job

Training
Outcomes Learn Reactions To the Job Performance

Anxiety Post-Training
Self-Efficacy

Climate for Supervisor and Peer

Transfer Support

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