Motivation

Overview
Despite decades of research, motivation is still largely thought of as the "carrot and stick" model, relying on extrinsic rewards and punishments (money, grades, etc.) to incentivize learners and employees to perform (Ahl, 2006; Wlodkowski, 2017). However, motivation is much more complex. 
Wlodkowski provides a 4-part motivational framework that dives into four components that comprise learner motivation - Inclusion, Attitude, Meaning, and Competence (2017). By applying this framework to our teaching (both in industry and academia), we can maximize motivation and simultaneously increase learning retention and transfer. ​
Wlodkowski Motivational Framework Visual model
Image courtesy of Wiley Learning Institute

Examples -- ​click on each tab to explore Wlodkowski's motivational framework, along with specific ideas you can implement in your context.
  • Establishing Inclusion
  • Developing Attitude
  • Enhancing Meaning
  • Engendering Competence
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Learners must feel respected by and connected to their instructor (and classmates) in order to be motivated. There are many things facilitators can do to build community and create an environment where students feel like they belong and can contribute without fear of humiliation. Here are a few suggestions (Wlodkowski, 2017):
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  1. Allow for introductions (yourself and the class)
  2. Concretely indicate your cooperative intentions to help adults learn​
  3. Clearly identify goals and objectives
  4. Create a clear and inviting course syllabus
  5. Assess learners' current expectations, needs, goals, and previous experience with the subject
  6. Allow learners to express frustrations and listen empathetically
Some students may come to the classroom with preconceived notions about instructor, the subject, and/or the environment. Poor attitudes can decrease motivation and learning, so facilitators must actively work to address these potential issues (Wlodkowski, 2017). Here are some suggestions:
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  1. Confront negative assumptions
  2. Use different forms of instruction
  3. Use scaffolding to support learning until a learner can work independently
  4. Promote learners' personal control of learning
  5. Emphasize learning from mistakes
  6. Use goal-setting
Learning is creating meaning from experience. It is important for facilitators to create the conditions that encourage learners to find personal relevance and meaning-making by maintaining learner attention, making learning interesting, and deepening engagement (Wlodkowski, 2017). Here are a few suggestions:
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  1. Provide frequent response opportunities
  2. Selectively use breaks, incubation time, and physical exercises
  3. Use examples and stories
  4. Use simulation and games to provide active learning opportunities that allow real-life practice
  5. Schedule site visits to help connect classroom learning to real organizations and processes
  6. Leave plenty of time for reflection activities
Adults feel a sense of satisfaction when they successfully accomplish a task or learn a new skill, which leads to enhanced motivation moving forward. Facilitators can engender competence by helping learners take control of what they are learning, fostering learning transfer, and using authentic and effective assessment strategies (Wlodkowski, 2017). Here are a few suggestions:
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  1. Provide effective feedback / constructive criticism
  2. Design authentic performance assessments
  3. Provide clear and fair rubrics
  4. Include self-assessments for learners to evaluate their own performance

Check out the Authentic Assessment toolbox page for more details and resources on engendering competence.

Other Considerations
  • Remember not to blame workers for their lack of motivation; instead, initiate a personal conversation to uncover what isn't working, what might be in the way, and what might help the situation.
  • Start small - you don't have to master the art and science of motivation in one fell swoop!
  • Continue to experiment -- find out what works for you and your learners, depending on the situation

References
  • Ahl, H. (2006). Motivation in adult education: a problem solver or a euphemism for direction and control? International Journal of Lifelong Education, 25(4), 385-405.
  • Boston University. (2020). How to write clear learning objectives. Retrieved from https://www.bu.edu/cme/forms/RSS_forms/tips_for_writing_objectives.pdf
  • Helmer, K. (2018). Checklist for designing an inclusive syllabus. Retrieved from https://www.mtholyoke.edu/sites/default/files/TLI-TEFD-Checklist-Inclusive-Syllabus-20180613.pdf
  • Nordengren, C. (2019, July 15). Goal-setting practices that support a learning culture. Retrieved from https://kappanonline.org/goal-setting-practices-support-learning-culture-nordengren/
  • Pinantoan, J. (2013, March 20). Instructional scaffolding: a definitive guide. Retrieved from https://www.opencolleges.edu.au/informed/teacher-resources/scaffolding-in-education-a-definitive-guide/
  • Wlodkowski, R. & Ginsberg, M. (2017). Enhancing Adult Motivation to Learn. San Francisco, CA: Jossey-Bass.