27 September The Ultimate Control of Organizations (...act...)

[Paul Terlemezian]

Too often I have observed the strong performance of an individual become weaker shortly after they have received a salary increase. The increase was not viewed by the individual as being in line with their self-perception of their worth or their performance.

 

In professional sports there are some players that appear to perform better in the year that their contract is up for renewal. There are others that seem to experience a decline in performance just after receiving a guaranteed long-term contract.

 

How does a training organization use reward or punishment to motivate learner performance?

 

Is it necessary to do so?

[Folden Peterson, aka Pete]

How does a training organizaion use reward or punishment to motivate learner performance? 

A training organization can use rewards such as positive feedback, incentives, certificates, and recognition to motivate learner performance. These rewards acknowledge and celebrate achievements, fostering a positive learning atmosphere.

Punishments, on the other hand, should be used sparingly. They may include consequences like course retakes or additional coursework for consistent non-engagement.

 (Easier said, than done--sometimes) The key is to strike a balance between rewards and punishments, focusing on individual preferences, while also creating an engaging and motivating learning experience.

Thoughts?

[Paul Terlemezian]

What might we learn from allowing the learner to propose their rewards and punishments and for the provider to determine the measurement process?

Folden Peterson, aka Pete said:

How does a training organizaion use reward or punishment to motivate learner performance? 

A training organization can use rewards such as positive feedback, incentives, certificates, and recognition to motivate learner performance. These rewards acknowledge and celebrate achievements, fostering a positive learning atmosphere.

Punishments, on the other hand, should be used sparingly. They may include consequences like course retakes or additional coursework for consistent non-engagement.

 (Easier said, than done--sometimes) The key is to strike a balance between rewards and punishments, focusing on individual preferences, while also creating an engaging and motivating learning experience.

Thoughts?

[Folden Peterson, aka Pete]

My first thoughts are It empowers learners, aligns motivation with personal preferences, and promotes engagement -- leads to positive outcomes where traditional thought might leave gaps. It also ensures objectivity and accountability in assessing learner performance.

One of the cautions I see is  it should be adapted to the maturity level of the learner(s), with age-appropriate guidance for children and greater independence for adults in workplace or educational settings.

Hope this simulates more thoughts or even a debate.  :-)

Paul Terlemezian said:

What might we learn from allowing the learner to propose their rewards and punishments and for the provider to determine the measurement process?

Folden Peterson, aka Pete said:

How does a training organizaion use reward or punishment to motivate learner performance? 

A training organization can use rewards such as positive feedback, incentives, certificates, and recognition to motivate learner performance. These rewards acknowledge and celebrate achievements, fostering a positive learning atmosphere.

Punishments, on the other hand, should be used sparingly. They may include consequences like course retakes or additional coursework for consistent non-engagement.

 (Easier said, than done--sometimes) The key is to strike a balance between rewards and punishments, focusing on individual preferences, while also creating an engaging and motivating learning experience.

Thoughts?

[Paul Terlemezian]

Excellent - yes let's prepare people to understand how to set their goals and assess themselves -age appropriate - and yes a great debate topic!

Folden Peterson, aka Pete said:

My first thoughts are It empowers learners, aligns motivation with personal preferences, and promotes engagement -- leads to positive outcomes where traditional thought might leave gaps. It also ensures objectivity and accountability in assessing learner performance.

One of the cautions I see is  it should be adapted to the maturity level of the learner(s), with age-appropriate guidance for children and greater independence for adults in workplace or educational settings.

Hope this simulates more thoughts or even a debate.  :-)

Paul Terlemezian said:

What might we learn from allowing the learner to propose their rewards and punishments and for the provider to determine the measurement process?

Folden Peterson, aka Pete said:

How does a training organizaion use reward or punishment to motivate learner performance? 

A training organization can use rewards such as positive feedback, incentives, certificates, and recognition to motivate learner performance. These rewards acknowledge and celebrate achievements, fostering a positive learning atmosphere.

Punishments, on the other hand, should be used sparingly. They may include consequences like course retakes or additional coursework for consistent non-engagement.

 (Easier said, than done--sometimes) The key is to strike a balance between rewards and punishments, focusing on individual preferences, while also creating an engaging and motivating learning experience.

Thoughts?