Return-Path: <nifl-workplace@literacy.nifl.gov> Received: from literacy (localhost.nifl.gov [127.0.0.1]) by literacy.nifl.gov (8.8.7/8.8.5) with SMTP id PAA03707; Wed, 27 Aug 1997 15:49:01 -0400 (EDT) Date: Wed, 27 Aug 1997 15:49:01 -0400 (EDT) Message-Id: <Pine.BSD/.3.91.970827075821.29035C-100000@nile.intac.com> Errors-To: lmann@literacy.nifl.gov Reply-To: nifl-workplace@literacy.nifl.gov Originator: nifl-workplace@literacy.nifl.gov Sender: nifl-workplace@literacy.nifl.gov Precedence: bulk From: Paul Jurmo <pjjurmo@intac.com> To: Multiple recipients of list <nifl-workplace@literacy.nifl.gov> Subject: [NIFL-WORKPLACE:1642] Motivating workers to participate X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Status: RO Barb et al, Learner motivation is determined by many factors, most of which are beyond the control of workplace educators. The learner's prior experience with formal and informal learning (i.e., does the learner believe that making an attempt at self-improvement will really pay off?) and the climate of the workplace itself (e.g., how supportive the company culture is of employee development . . . ) are two such factors. Those in charge of providing educational services need to be aware of such factors and work around them. To do so, there should be some good up-front assessment of both the individual and the organization. The individual assessment might draw on authentic assessment procedures through which the learner is not just "given a (standardized) test" but involved in a dialogue with a trusted instructor in which the learner clarifies abilities, needs, interests, and goals, as well as the factors which support or inhibit successful learning. The organizational assessment would borrow from the "workplace needs assessment" methodology (pioneered by ABC CANADA and now being used in New York State and elsewhere. This assessment would clarify the company's goals, what learning-related needs the workforce has, and how current policies and practices support or inhibit employee learning and development. >From this comprehensive assessment, workplace educators would have a clearer picture of what they need to do to create learning opportunities which are relevant to learners. Learners should be involved in these assessments, through private dialogue with trusted education staff and in more-public education planning teams. This process not only provides information to guide meaningful learning opportunities but establishes a sense of trust and priority around learning that should motivate learners to participate. Beyond this upfront planning, the resulting curriculum should be accessible (at convenient times and locations),meaningful (focusing on what learners are motivated to learn), and using delivery modes which are appropriate for those learners. Learners should be involved in monitoring how these activities are doing and what they are achieving, to ensure continued relevance. Meanwhile, back on the shop floor, other stakeholders should be involved in supporting the program and encouraging learners to make use of what they are learning. Otherwise, learners are liable not to transfer what they have learned in the classroom back to the workplace and both learners and others might end up wondering "why bother to have this education program?" An education planning team is a mechanism for helping those other stakeholders (e.g., supervisors, union reps) to create a work environment which supports worker learning. These are some responses to the question of "how do you motivate learners?" Any other ideas? Paul Jurmo Learning Partnerships 14 Griffin St. East Brunswick, NJ 08816-4806 732/254-2237 (new area code)
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