Motivation - Can I motivate you to learn?
For years in my role as a trainer or program manager I have heard management tell me, "Make sure my team learns everything". They usually want their team to be in a workshop or training for some time and leave that session by knowing everything about a particular skill, product or leadership qualities. The biggest thing we forget to address when creating these kinds of training programs is that internal motivation is one of the most important things that can help an attendees tap into.
In an instructor led training class it is easy to read the expressions of the attendees to change and flex the model of your training with examples to help them understand a concept. In an online environment it is much more difficult to do this. That's why it is important as designers that we build the session or training in such a way that we guide the learners through a series of motivational check points.
Motivation appears to be enhanced when learner's expectancies are satisfied wand when they attribute their success to their own efforts and effective learning strategies. Learners become increasingly self-regulated when they acquire skills to monitor their own progress and manage their own learning environment and when they are provided the opportunity to employ these skills (Psychology of learning for instruction).
According to John M. Keller you need to have the following four conditions ARCS model
A- Attention
R- Relevance
C- Confidence
S- Satisfaction
We need to integrate this and build upon the sources of motivation as this will help us to systematically build instruction to effectively meet the motivational needs of the learners. These are the strategies for stimulating motivation during training/learning sessions.
Attention - To stimulate more lasting curiosity called an attitude of inquiry, instructors should employ techniques that invoke a sense of mystery and involve students in solving problems. To make the most of curiosity caused by stimulus changes, instructors can capture students interest by using novel or unexpected approaches to instruction or injecting personal experiences and humor.
Relevance - To be motivated, learners must first recognize that given instruction has personal utility that is will help them achieve personal goals or ends. Instructors can assist in this recognition by providing statements of utility along with the goals of instruction, or helping learners to define their own goals and statements of utility.
Confidence - Progressive disclosure, or telling learners what is expected of them as they are ready and able to understand the requirements. In addition, learners can be shown how complex, seemingly unreachable goals are made more manageable by their being broken down into sub-goals and small steps.
Satisfaction - Opportunities to use newly acquired skills or knowledge in meaningful ways allow for the natural consequences of learning. In the absence of natural consequences, use positive consequences such as verbal praise, real or symbolic awards. Ensure equity by maintaining consistent standards and matching outcomes to expectations.
When building training programs if I overlook these four conditions, I have a hard time connecting with my learners. These are simple strategies and can make the world of difference for you as a trainer and for your learners.
In an instructor led training class it is easy to read the expressions of the attendees to change and flex the model of your training with examples to help them understand a concept. In an online environment it is much more difficult to do this. That's why it is important as designers that we build the session or training in such a way that we guide the learners through a series of motivational check points.
Motivation appears to be enhanced when learner's expectancies are satisfied wand when they attribute their success to their own efforts and effective learning strategies. Learners become increasingly self-regulated when they acquire skills to monitor their own progress and manage their own learning environment and when they are provided the opportunity to employ these skills (Psychology of learning for instruction).
According to John M. Keller you need to have the following four conditions ARCS model
A- Attention
R- Relevance
C- Confidence
S- Satisfaction
We need to integrate this and build upon the sources of motivation as this will help us to systematically build instruction to effectively meet the motivational needs of the learners. These are the strategies for stimulating motivation during training/learning sessions.
Attention - To stimulate more lasting curiosity called an attitude of inquiry, instructors should employ techniques that invoke a sense of mystery and involve students in solving problems. To make the most of curiosity caused by stimulus changes, instructors can capture students interest by using novel or unexpected approaches to instruction or injecting personal experiences and humor.
Relevance - To be motivated, learners must first recognize that given instruction has personal utility that is will help them achieve personal goals or ends. Instructors can assist in this recognition by providing statements of utility along with the goals of instruction, or helping learners to define their own goals and statements of utility.
Confidence - Progressive disclosure, or telling learners what is expected of them as they are ready and able to understand the requirements. In addition, learners can be shown how complex, seemingly unreachable goals are made more manageable by their being broken down into sub-goals and small steps.
Satisfaction - Opportunities to use newly acquired skills or knowledge in meaningful ways allow for the natural consequences of learning. In the absence of natural consequences, use positive consequences such as verbal praise, real or symbolic awards. Ensure equity by maintaining consistent standards and matching outcomes to expectations.
When building training programs if I overlook these four conditions, I have a hard time connecting with my learners. These are simple strategies and can make the world of difference for you as a trainer and for your learners.
