Adult Learning, Motivation,

and Performance
Factors Determining Human Performance

PERFORMANCE (P)

KNOWLEDGE,
MOTIVATION (M) SKILLS, AND ENVIRONMENT (E)
ATTITUDES (KAS)

P = M x KSA x E

2
 Learning
• A relatively permanent change in
behaviour due to past experience
 

Behaviorist Model of Learning

 

Stimulus Response Consequence

 
 
 
 The Cognitive Processes Involved in
Social Learning

EXTERNAL ENVIRONMENT

Stimuli A Learner's Cognitive Processes

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

Concrete
Experience

Active Experimentation Reflective

Observation

Abstract
Conceptualisation
 Learning Styles
• Honey & Mumford (1992) categorised
people into 4 styles
• Activists learn by involving in tasks like
teamwork & business simulations
• Reflectors review what happened by
listening & observing
• Theorists think about concepts & theories
• Pragmatists try to establish a link between
new information & practice.
Gagne-Briggs Nine Events of Instruction
– Part 1 of 2
Instructional Event Event Causes Trainee …
1. Gaining attention To focus on trainer

2. Informing the trainee of Goal To begin to focus on the goal

(objective)
3. Stimulating recall of prior To retrieve prior learning to
knowledge (learning) working memory

4. Presenting the material To selectively perceive important

parts of training

5. Providing learning guidance To consider how the new material

training fits into trainee’s overall
schema, and clarifies where it
belongs for ease of retrieval
Gagne-Briggs Nine Events of Instruction
– Part 2 of 2
Instructional Event
6. Eliciting the performance
7. Providing feedback
8. Assessing performance
9. Enhancing retention and transfer
Event Causes Trainee …
To do it
To perform effectively by
reinforcing correct responses and
assisting when incorrect
To attempt a number of similar
problems to determine if the
trainee has the concept
To do more complex and varied
examples of the concept and
assess the success
 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 Show pictures of sprinkler coverage of
attention instruction a plot of land that has highly
and successful (90%) and one of
overhead unsuccessful (70%) coverage, and
projector one using too many sprinkler heads,
inviting attention to their differences.
2. Inform the Same The problem to be solved is to design
learner of the most efficient sprinkler system for
the objective a plot of ground—one that covers at
least 90% of the ground using the
least amount of pipe and sprinkler
heads.
Example of a Lesson in Problem Solving
– Part 2 of 5

Event Media Prescription

3. Stimulate recall Overhead Have the learners recall applicable
of requisites projector 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) rectangular area, and
(4) irregular shapes (intersection of
circular arcs with straight sides).
4. Presenting the Same Restate the problem in general terms,
stimulus material 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.
Example of a Lesson in Problem Solving
– Part 3 of 5

Event Media Prescription

5. Providing learning Overhead The student will need to design
guidance, and projector tentative sprinkler layouts, draw them
out, and calculate the relative
6. Eliciting efficiency of each.
performance Guidance may be given by informing
the 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.
 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.
Example of a Lesson in Problem Solving
– Part 5 of 5

Event Media Prescription

9. Enhancing Worksheet Present several different problems
retention varying in shape of lot, position of the
and transfer water source, and area a of sprinkler
coverage. Assess the student’s ability
to generalize problem solving to these
new situations
Motivation & Performance
 From the Latin “movere”
(to move)

A process that starts with a physiological

or psychological deficiency (need) that
activates behaviour (drive) aimed at a
goal (incentive)
 Some Definitions……
• Primary motives
• Needs – created
whenever there is a – Physiological,
unlearned
physiological/psycholo
gical imbalance • General motives
– Curiosity,
• Drives (motives) – manipulation,
alleviate needs affection
• Incentives – reduce the • Secondary motives
drive – Power,
achievement,
affiliation
 Maslow’s Hierarchy of Needs
Self
Actualization
Esteem
Social

Safety

Physiological
 Some Needs
• Esteem needs
– Prestige
– Power

• Self actualization
needs
– Competence
– Achievement
 Illustration of Expectancy Theory
EXPECTANCY 1 EXPECTANCY 2 CONSEQUENCES VALENCE
Skills Seen as
inadequate 1
(.5)   
 
Stay on the (.9) Feelings of pride and  
job and meet accomplishment 7
work load (.3)    
(1.0) requirements Recommended for
  promotion 10
EFFORT
       
(1.0)   (.6)
  Skills seen as  
Successfully (.6) 7
complete
Complete    
(1.0)
seminar Fall behind at work;
feel overloaded, 1
 
depressed, etc.
 
 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
Resistance – Environmental Factors

• Peer support – group dynamics

(Hawthorne/Asch)

• Supervisor Support

• Climate for Transfer

 Resistance – Individual Factors
• Cognitive ability

• Goal setting as an incentive (difference

between low and high ability people)

• KSA base

• Valence – do they perceive the learning as

worthwhile ?

• Anxiety
Creating Motivation for Training

• Training relevance and value

• Readiness to learn

• Allowing trainees control over their

learning

• Involving trainees in the Process