If the learner hasn't learned, the teacher hasn't taught.
How would you respond to that statement'?
We would be surprised if there is any initial disagreement with that opening sentence. Certainly, one could argue that if the learner did not learn anything, then it must be obvious the teacher did not teach.
But is it really a truism? We think not.
Perhaps nothing could stir as much controversy—even among experienced trainers—as does our beginning premise. This chapter may begin to change your thinking—or at least let you raise some valid arguments on either side of the discussion.
We will also explore some of the more commonly accepted theories of motivation and show their direct application to the training function. Finally, you will be given several ideas that will help you better understand the nature of motivation and some workable methods to assist you in motivating your own participants.
Learning, like any human endeavor, is enhanced or attenuated by each person's internal motivations. Each of us has a wide range of needs that seek satisfaction. These needs, while vying for satisfaction, excite the drive or motive that determines our behavior. The need that is least satisfied dominates our behavior at that time.
Let's look at the word motivation and see precisely what it means. Managers and supervisors probably spend more time and effort in their attempts to motivate than in any other managerial function. And yet, the word—motivation—is often misused and very often misunderstood by many of us.
Our definition comes straight from the dictionary: "That within the individual. rather than without, which incites him to action. Any need, idea, emotion, or organic state that prompts an action."