Learning and Motivation: Learning is increased when the learning is motivated. An individual must desire to learn. When that desire exists, the learning will exert a high level of effort. There is a popular saying ,” You can take a horse to water, but you can’t make it drink’.
The learning experience should be so
designed as to make the learner see how it will help them achieve the
goals they have set for themselves.
1. Recognition of Individual Differences: Regardless of individual differences and whether a trainee is learning a new skill or acquiring knowledge of a given subject, the trainee should have the opportunity to practice what he has learnt. Learning must essentially be practiced after the individual has accomplished the training as it brings about positive reinforcement.
2. Feedback and Learning: Feedback or knowledge of results provides the learner an opportunity to correct his mistakes by getting information about how he is performing, can compare his actual performance against the goals and correct positive or negative deviations. Feedback is best when it is immediate rather than delayed. The sooner employees have some knowledge of how well they are performing it becomes easier for them to correct their mistakes. Additionally feedback can provide motivation. When individuals obtain information on their performance, the task becomes more intrinsically fascinating and acts to motivate them.
3. Reinforcement and Learning: Reinforcement increases the possibility that a learned behavior will be repeated. The principle of reinforcement indicates that behaviors that are positively reinforced (rewarded) are encouraged and sustained. When the behavior is punished, it is temporarily suppressed but is unlikely to be extinguished. Punishment tells learners that they are doing something wrong.
4. Practice and Learning: Practice increases a learner’s performance. When learners actually practice what they have read, heard, or seen, they gain confidence and are less likely to make errors or to forget what they have learnt. Active involvement through practice, therefore, should be made part of the learning process.
5. Goal Setting: Goal setting can also increase the pace of learning particularly when knowledge of results accompanies the learning. Trainees generally improve their performance and learn more quickly when they have specific and reasonably difficult goals to achieve. Too difficult or too easy goals have little motivational effect. Further, goals will have additional motivational value if the trainee participates in the goal-setting process.
6. Learning Curves: Learning begins rapidly, then plateaus. Learning rates can be expressed as a curve that usually begins with a sharp rise, increases at a decreasing rate until a plateau is reached. Learning is very fast in the initial stage but then experiences a little variation if opportunities for improvement are reduced.
7. Transferring Learning: Learning must be transferable to the job. It does not make much sense to perfect a skill in the classroom and then find that you cannot successfully transfer it to the job. Therefore, training should be designed to promote transfer of learning. Transfer of learning can be positive or negative.
1. Recognition of Individual Differences: Regardless of individual differences and whether a trainee is learning a new skill or acquiring knowledge of a given subject, the trainee should have the opportunity to practice what he has learnt. Learning must essentially be practiced after the individual has accomplished the training as it brings about positive reinforcement.
2. Feedback and Learning: Feedback or knowledge of results provides the learner an opportunity to correct his mistakes by getting information about how he is performing, can compare his actual performance against the goals and correct positive or negative deviations. Feedback is best when it is immediate rather than delayed. The sooner employees have some knowledge of how well they are performing it becomes easier for them to correct their mistakes. Additionally feedback can provide motivation. When individuals obtain information on their performance, the task becomes more intrinsically fascinating and acts to motivate them.
3. Reinforcement and Learning: Reinforcement increases the possibility that a learned behavior will be repeated. The principle of reinforcement indicates that behaviors that are positively reinforced (rewarded) are encouraged and sustained. When the behavior is punished, it is temporarily suppressed but is unlikely to be extinguished. Punishment tells learners that they are doing something wrong.
4. Practice and Learning: Practice increases a learner’s performance. When learners actually practice what they have read, heard, or seen, they gain confidence and are less likely to make errors or to forget what they have learnt. Active involvement through practice, therefore, should be made part of the learning process.
5. Goal Setting: Goal setting can also increase the pace of learning particularly when knowledge of results accompanies the learning. Trainees generally improve their performance and learn more quickly when they have specific and reasonably difficult goals to achieve. Too difficult or too easy goals have little motivational effect. Further, goals will have additional motivational value if the trainee participates in the goal-setting process.
6. Learning Curves: Learning begins rapidly, then plateaus. Learning rates can be expressed as a curve that usually begins with a sharp rise, increases at a decreasing rate until a plateau is reached. Learning is very fast in the initial stage but then experiences a little variation if opportunities for improvement are reduced.
7. Transferring Learning: Learning must be transferable to the job. It does not make much sense to perfect a skill in the classroom and then find that you cannot successfully transfer it to the job. Therefore, training should be designed to promote transfer of learning. Transfer of learning can be positive or negative.
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