Page 378 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 10 11/20/02 1:11 PM Page 367
Celebrating Successes 367
did not even know what that prize was. What was important was their internal need to
reach a goal of being the best (self-actualization, according to Maslow) while satisfying
their own intrinsic need.
For any reward program to be effective in your training, it is important to outline the
guidelines for usage. I generally discuss my reward philosophy and system at the begin-
ning of a session and stress the fun aspect. This sets the tone for later implementation.
As it is for me, your challenge in using reward and incentive programs is to do so in
a manner that does not distract from the learning. In my preceding example with the
upper managers, I explained to them that they did not get a sticker every time they said
something (random reinforcement). Otherwise, I would have spent all my time running
from one name tent to the next placing stickers rather than facilitating. This would have
been ineffective and distracting.

BRIGHT I DEA
Mastering the Basics
o understand more effectively the importance of human motivational theory,
Tdo an Internet search for information on the researchers listed in this section.
Also, type in key words, such as “Motivation,” “Learner Motivation,” and “Intrinsic
and Extrinsic Motivation.” By learning as much as possible about human nature
and behavior, you can become a more effective trainer of adults.

TYPES OF MOTIVATORS

Performance satisfaction comes from two sources—internal (intrinsic) or external (extrin-
sic)—depending on what a person values and needs. Because each of your learners will
have differing perspectives on what is important to him or her, you should build in a
combination of activities, recognition, and rewards to help fulfill both intrinsic and
extrinsic needs of all your learners.

Intrinsic Motivators

Throughout life, learners are exposed to many experiences that shape their values and
beliefs. Their exposure leads them to appreciate, desire, and covet certain things over
others. Some people become more materialistic, seeking to collect “things” or build their
resources. Others strive for a more cerebral balance in which emotional experiences
and intangible opportunities create more enjoyment for them. For this latter group, self-
satisfaction or a feeling of accomplishment is more important than receiving material
rewards. For example, such learners are often just as pleased when receiving sincere,
descriptive feedback about their performance as they would be getting a gift certificate.