Page 376 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

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• Valuable Celebrating Successes 365
Learners need to recognize the item you are giving as a reward as having positive
value. Examples of such rewards include candy, stickers, toys, food, prizes, or gifts.
The dollar value is irrelevant because each learner places importance and desir-
ability on his or her own experience and need. Some people treasure small toys
or mementos whereas others other crave larger, more expensive gifts.
• Predictable
Predictability is a second criterion for determining if something is a reward. For
example, you announce that you will use small prizes, such as candy, cookies, or
other incentives as a reward for group accomplishment following activities.

Behavioral researchers have developed the following schedules for reinforc-
ing behavior.
• Continuous reinforcement
This schedule for giving rewards provides a learner an incentive or prize each time
an action is taken, behavior improves, or the person meets established criteria
(e.g., following each correct response volunteered).
• Intermittent reinforcement
When a predetermined ratio or time schedule is met and a reward is provided,
learners are being intermittently compensated (e.g., at the end of each activity or
on the hour).
• Fixed ratio reinforcement
You might provide a reward at specified intervals or at a fixed time (e.g., after
someone answers five questions correctly, he or she receives a reward).
• Variable ratio reinforcement
When learners are rewarded based on group average, or an average number of
responses, they are receiving variable reinforcement (e.g., if the average test score
is 80, then everyone scoring 80 or higher on a test would be rewarded).
• Fixed interval reinforcement
When you spread rewards out over a uniform time period, you are using a fixed
pattern of reinforcement (e.g., rewards are given at the beginning of each break
and lunch period).
• Variable interval reinforcement
There may be times when you want to give rewards at unannounced or unpre-
dictable times (e.g., you arbitrarily decide to give everyone on a learner’s team a
reward because each group member offered ideas during a discussion or returned
from break on time).
• Purposeful
Your purpose for giving or taking away something is the third criterion used to
determine if something you give qualifies as a reward. If your goal in providing or
withdrawing something is to change participants’ behavior or to influence them
to be more motivated, then it is a reward.