Page 375 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 10 11/20/02 1:11 PM Page 364
364 The Creative Training Idea Book
o add a bit of festivity and fun while reinforcing learning that occurs during your
training sessions, try using rewards, recognition, and celebrations. Many adult
Tlearners enjoy having an opportunity to have their knowledge and efforts recog-
nized or to culminate an activity with some form of celebration or ritual. Such acknowl-
edgment and reward can be something as simple as a verbal compliment or feedback
on performance. It can also be a more tangible form, such as a small prize or group
celebration with gifts. In effect, when recognition occurs in a safe environment where
threats and negative stress are minimal or eliminated, creativity, problem-solving, inter-
action, and transfer of knowledge often result.
According to some researchers and educators, rewards, also known as bribes, do
not work well in reinforcing learning for younger people. Their position is that rewards
merely reinforce rote behavior or mindless compliance to the teacher or instructor,
and may actually inhibit learning. These researchers contend that although small or
short-term rewards can encourage and stimulate action, longer term behavior (e.g.,
learning and memory) can actually be impeded. However, adults have already formed
basic behavior and values. As a result, rewards and incentives can be used to provide
in a light-hearted manner, reminiscent of younger days. Still, usage of rewards should
be well planned and should never distract from learning activities. Like training aids,
they should reinforce learning and tie into the session theme rather than appearing
arbitrary. Further, Pierce 38 indicates that research reports, “. . . Rewards for effort
are more encouraging in the long run than rewards for success. Research suggests
that no one general rule defines the best way to encourage creative excellence. People
are different. Do what works. To encourage creativity in a person, match his or her
personality and its attendant values. Reward extroverts with a part, introverts with a
good book!” Pierce goes on to say you should emphasize verbal encouragement and
time your encouragement for occasions of special effort and achievement from
learners.

CRITERIA FOR REWARDS

The key to the effective use of rewards is to do so in a manner that promotes a bit of
diversion and not have rewards become a goal of the program. Some trainers use so
many games, gimmicks, and rewards that learners lose sight of why they are there—for
learning. Instead, they get caught up in the competitions and the rewards that result.
Although use of rewards can be helpful in encouraging participation and desired be-
havior to some extent, they should be used for fun, variety, and novelty, and not as a
primary learning vehicle in your programs.
Rewards come in many tangible forms. Anything that you use to inspire, encourage,
motivate, or compensate a learner can be a reward or incentive. For something to be
categorized as a reward, it should generally meet the following criteria.