Manufacturing Effective Training Strategies

1. Effective Training: Strategies,
Systems and Practices, 2nd Edition
Chapter Three
Learning Motivation & Performance

2. Chapter 3 2
Session Overview
 Define theory and explain its
relationship to training.
 Describe the three factors determining
human performance.
 Explain Victor Vroom’s (1964)
Expectancy Theory
 Identify and apply Gagné’s 8 learning
types

3. Chapter 3 3
Theories
Theories are:
 “Speculative road maps for how things work”
 generally developed by all of us to help us
understand how things work in our world
 useful when they describe a set of facts and
develop a logical rationale for what is likely to
be true, given those facts

4. Chapter 3 4
Theories & Training
 Effective training practices are
developed from theories and theoretical
constructs that describe how learning
occurs and what motivates people

5. Chapter 3 5
Factors Determining Human
Performance
P = M x KSA x E
ENVIRONMENT (E)
KNOWLEDGE,
SKILLS, AND
ATTITUDES (KAS)
MOTIVATION (M)
PERFORMANCE (P)

6. Chapter 3 6
Motivation
Motivation:
“the direct, persistence, and amount of
effort expended by an individual to
achieve a specified outcome”

7. Chapter 3 7
Expectancy Theory - Vroom
Victor Vroom (1964) Expectancy Theory
Motivation = Valence x Expectancy x Instrumentality
 Valence – the value placed on reward
(Is it worth the extra effort?)
 Expectancy – the belief if one works harder,
performance will improve.
(If I work hard than everyone else, will I produce more)
 Instrumentality – expectation that improved
performance will be rewarded
(If I produce more, will I get a raise?)

8. Chapter 3 8
Implications of Expectancy
Theory
 Determine the outcomes employees value
 Identify good performance so appropriate
behavior can be rewarded
 Make sure employees can achieve targeted
performance
 Link desired outcomes to targeted levels of
performance
 Make sure changes in outcomes are large
enough to motivate high effort
 Monitor the reward systems for inequities

9. Chapter 3 9
Learning
Learning:
It is a thing that occurs physically.

10. Chapter 3 10
Common Disbeliefs about
Learning
 Everyone wants to learn
 Everyone learns the same way
 Everyone learns at the same rate
 Once learned, knowledge is forever
 Memorized information can be used
 Everyone can integrate knowledge

11. Chapter 3 11
Gagne Principles
 Different instruction is required for
different learning outcomes

12. Chapter 3 12
Summary of Gagné’s Eight Learning
Types – Part 1 of 4
Learning Type Description
1.Signal learning Learning an involuntary response (salivation) to
a specific signal. Pavlov’s classical conditioning
falls into this category. (Ex. Ringing a bell and
dog salivates)
2.Stimulus–response
(S–R)
Learning a voluntary to a stimulus situation.
Parents teaching child to say “mommy”. Parents
reinforce by praising any sound that is close
3.Shaping Chaining together of two or more S–R
associations. (Machinist clean work area p.91)

13. Chapter 3 13
Summary of Gagné’s Eight Learning
Types – Part 2 of 4
Learning Type Description
4. Verbal association A chain of two or more verbal associations.
Pairing of a verbal response to an object or
event. (Ex. Twin Towers – 911)
5. Multiple
discrimination
Making different but appropriate
responses to stimuli that differ to greater
or lesser degrees. (Ex. 16 yr old and car
models)
 Identify & name years/models of all
vehicles

14. Chapter 3 14
Summary of Gagné’s Eight Learning
Types – Part 3 of 4
Learning Type Description
7. Principle learning Learning to chain two or more concepts by
developing a formal, logical relation between the
concepts (Ex. Learning Algebra – must
understand basics of math before you learn
Algebra).
6. Concept learning Typically called generalization learning.
Learning to make a common response to a
group of stimuli having common characteristics
or relationships but otherwise differing to greater
or lesser degrees. (Ex. Deming’s Red Bed
Experiment)

15. Chapter 3 15
Summary of Gagné’s Eight Learning
Types – Part 4 of 4
Learning Type Description
8. Problem solving Learning to combine two or more previously
learned principles to produce a novel (to the
learner) capability reflecting a higher-order
principle.

16. Chapter 3 16
Meier’ Guide to Learning
 Preparation
 Arousal
 Presentation
 encounter
 Practice
 Integration
 Performance
 Application

17. Chapter 3 17
Gardner’s Multiple
Intelligences
 Interpersonal
 Logical/mathematic
 Spatial/visual
 Musical
 Verbal/linguistic
 Intrapersonal
 Kinesthetic/body
 Emotional
 Naturalist
 Existential

18. Chapter 3 18
Trainee Assessment Prior to
Training
1. Instrumentality – desire for immediate application of
the material
2. Skepticism – need for examples
3. Resistance to Change
4. Attention Span
5. Expectation level
6. Absorption level – pace at which trainees can absorb
the material

19. Chapter 3 19
Gagne-Briggs Nine Events of
Instruction – Part 1 of 2
Instructional Event It gets the trainee to:
1. Gaining attention Focus on trainer
2. Informing the trainee of Goal
(objective)
Begin focusing on the goal
3. Stimulating recall of prior
knowledge (learning)
Bring prior learning into working
memory
4. Presenting the material Selectively perceive important
parts of training
5. Providing learning guidance To consider how the training fits
into her overall schema, and
facilitate retrieval

20. Chapter 3 20
Gagne-Briggs Nine Events of
Instruction – Part 2 of 2
Instructional Event It gets the trainee to:
6. Eliciting the performance Do it (practice)
7. Providing feedback Perform effectively by reinforcing
correct responses and assisting
when incorrect
8. Assessing performance Engage in a number of similar
activities to determine how well
she has mastered the learning
9. Enhancing retention and transfer Engage in more complex and
varied examples of the
concept(s) and assess the
success

21. Chapter 3 21
Gagne-Briggs Examples
1. Gain attention - show variety of computer generated
triangles
2. Identify objective - pose question: "What is an equilateral
triangle?"
3. Recall prior learning - review definitions of triangles
4. Present stimulus - give definition of equilateral triangle
5. Guide learning - show example of how to create
equilateral
6. Elicit performance - ask students to create 5 different
examples
7. Provide feedback - check all examples as correct/
incorrect
8. Assess performance - provide scores and remediation
9. Enhance retention/transfer - show pictures of objects and ask
students to identify equilaterals

22. Chapter 3 22
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
attention
Live
Instruction
and overhead
projector
Rapidly show pictures of sprinkler
coverage of a plot of land that has
highly successful (90%) and one of
unsuccessful (70%) coverage, and
one using too many sprinkler heads,
inviting attention to their differences.
2. Inform the
learner of
the objective
Same The problem: Design the most
efficient sprinkler system covering at
least 90% of the ground using the
least amount of pipe and sprinkler
heads.

23. Chapter 3 23
Example of a Lesson in Problem
Solving – Part 2 of 5
Event Media Prescription
3. Stimulate recall
of requisites
Overhead
projector
Ask the learners recall applicable 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) rectangles, and (4)
irregular shapes (intersection of
circular arcs with straight sides).
4. Presenting the
stimulus material
Same Restate the problem in general terms,
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.

24. Chapter 3 24
Example of a Lesson in Problem
Solving – Part 3 of 5
Event Media Prescription
5. Providing learning
and guidance
And
6. Eliciting
performance
Overhead
projector
The student will need to design
tentative sprinkler layouts, draw them
out, and calculate the relative efficiency
of each. Guidance may be given by
informing the learner of options if 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?”.

25. Chapter 3 25
Example of a Lesson in Problem
Solving – Part 4 of 5
Event Media Prescription
7. Providing
feedback
Oral review
by instructor
Confirm good moves, when in a suitable
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
performance
Teacher Present a different problem using the same
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.

26. Chapter 3 26
Example of a Lesson in Problem
Solving – Part 5 of 5
Event Media Prescription
9. Enhancing
retention
and transfer
Worksheet Present several different problems
varying in shape of lot, position of the
water source, and area a of sprinkler
coverage. Assess the generalizability
of student problem solving to these
new situations