Page 116 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Unit 7: Learning in Training

Why do Trainees Learn? Notes

The learning process cannot begin unless the motivational desire, i.e. the will to learn is present.
The trainer’s task is to take this will to learn, to optimize training opportunities and to help the
trainee to meet his own (and corporate) goals.
 Goal Setting: The trainer must be able to understand the goals at which his trainees are
aiming, Intrinsic goals are so called because they satisfy some inner desire, giving a sense
of accomplishment which derives from doing something one always wanted to do. Extrinsic
motivation refers to the need for external goals being set as a reward for effort. The
trainer’s work here is centered on arousing interest in the extrinsic goals, pointing out
benefits of their attainment and sustaining effort during training by reminding and giving
feedback, encouragement and reward.
 Satisfaction Need at Work:
(i) The basic needs of people (food, shelter, clothing) can be termed existence needs and
many of these can only be satisfied by work.
(ii) The second grouping of needs satisfied by work can be termed social needs; the
desire to conform, be part of a team, relate to others and meet group objectives.
(iii) Lastly, the needs of many people at work can be seen in the context of personal
fulfillment. It is not necessary to see this fulfillment in terms of high skill content
since a hospital cleaner may get as great a sense of achievement from a gleaming
corridor as a teacher with a brilliant pupil.

 Incentives:
(i) Encouragement and feedback are great incentives, if given promptly. The whole
process of learning can be geared to setting challenges, friendly competition and
adequate rewards in the right ‘climate’. Pride in results, the sense of craftsmanship,
is another area where the trainer sets standards of quality and performance.

(ii) The relationship: The trainer acts in many ways as a model, especially to young
trainees. They see in him the embodiment of professional attitudes towards their
work, and, consciously or unconsciously, shape their behaviour towards his.
Objectively, fairness and acceptance of the rules are important factors in the
psychological make-up of the successful trainer.
 Capacity for Learning: Trainers should-
(a) Treat all learners as individuals and get to know them.
(b) Use a friendly manner, approachable and straightforward, during training.

(c) Try to put people at ease.
(d) Remember you are a model as well as a teacher.
(e) Find out the goals of each learner, use them in the development of the training
programme.
(f) Give feedback and reward effort quickly.
(g) Be aware of trainees with motivational problems.
(h) Be yourself; learning should be fun, so it is O.K. to laugh!

LOVELY PROFESSIONAL UNIVERSITY 111