Performance Improvement
Motivated Design
Alan Arnold
University of Grantham
HPI 641
Business Expertise: Cognitive Methods for Training and Performance Improvement
Dr. Joseph LeVesque
Feb 3, 2013
Motivated Design Since all of the processes in the text were mentioned in the earlier Guided Discussion Forum, the intent here is to mention those (not all inclusive) personally used while in the Marine Corps. Having been a recipient as a learner to some of this type of learning, as well as delivering various course material to students in the same situation, it is easy to relate to this chapter. The motivational aspects of the instruction must take into consideration the audience you are instructing. Through personal witness, identification of very knowledgeable instructors fail at motivating their audience and less knowledgeable instructors give great periods of instruction with their motivational techniques. In addition, it can be assumed that those, which have confidence in themselves and passion in what they are instructing, tend to be more successful at passing the information and keeping the audiences’ attention as well as provide more motivation to the learner. For any instructor, one of your top priorities is to be able to motivate the learner. The key is to drive the learner in reaching their potential and achieving dreams and goals. Learner motivation is a necessity in order for them to obtain a continuing, improving, interesting, and enjoyable process. The instructor’s responsibility is to find ways to motivate the learner. This can be accomplished in several different fashions. Develop a trusting relationship with your learners. Show then that you care and you will create a genuine bond with them. Gain your students ' respect. By doing this, in most cases, they will return that respect. This is vital in establishing an atmosphere where learning is a positive, meaningful, and valuable
Alan Arnold
University of Grantham
HPI 641
Business Expertise: Cognitive Methods for Training and Performance Improvement
Dr. Joseph LeVesque
Feb 3, 2013
Motivated Design Since all of the processes in the text were mentioned in the earlier Guided Discussion Forum, the intent here is to mention those (not all inclusive) personally used while in the Marine Corps. Having been a recipient as a learner to some of this type of learning, as well as delivering various course material to students in the same situation, it is easy to relate to this chapter. The motivational aspects of the instruction must take into consideration the audience you are instructing. Through personal witness, identification of very knowledgeable instructors fail at motivating their audience and less knowledgeable instructors give great periods of instruction with their motivational techniques. In addition, it can be assumed that those, which have confidence in themselves and passion in what they are instructing, tend to be more successful at passing the information and keeping the audiences’ attention as well as provide more motivation to the learner. For any instructor, one of your top priorities is to be able to motivate the learner. The key is to drive the learner in reaching their potential and achieving dreams and goals. Learner motivation is a necessity in order for them to obtain a continuing, improving, interesting, and enjoyable process. The instructor’s responsibility is to find ways to motivate the learner. This can be accomplished in several different fashions. Develop a trusting relationship with your learners. Show then that you care and you will create a genuine bond with them. Gain your students ' respect. By doing this, in most cases, they will return that respect. This is vital in establishing an atmosphere where learning is a positive, meaningful, and valuable
References: Clark, R. C., (2008). Building Expertise: Cognitive methods for training and performance improvement (3rd Ed). San Francisco, CA: Pfeiffer. ----------------------- Running head: MOTIVATED DESIGN 5