The ultimate goal of training is to deliver a sustainable, improved performance. The proof of learning is seen when the learner uses it at work. Yet, sometimes a learner fails to do that.
One important reason for this can be lack of motivation.
Can Motivated Learners Fail (to succeed)?
Learners can be either need-oriented or want-oriented.
Need-oriented learners find training a waste of time. They go through training programs only when its compulsory.
The want-oriented learners are keen on learning and performing better. Even mandatory training gets motivating for them.
But motivation could weaken during the learning journey. Even a motivated learner could fail to learn and perform.
Motivation ≠ Guranteed Learning
John’s Case Study
John is a salesperson who has just joined an agriculture equipment manufacturing company.
John needs to deal with highly knowledgeable customers who walk into the store to explore different types of agricultural equipment. They come with a wealth of experience and have very specific queries that need specialized and expert knowledge to be answered.
- John wants to succeed, and must be equipped to recall information about more than 30 models of agriculture products, and handle objections from customers.
- As a trainer, you are required to help John and other new salespeople to answer customer queries reliably and confidently.
- The microlearning LMS offers over 60 microlearning lessons to help John learn the features, benefits, and go over 1000 questions/scenarios.
The BIG Question: Although John is motivated, can he still fail?
The 3 failure points
- Not sure if I can do this = self-efficacy
- It’s too much for me = Overwhelm
- I just don’t feel like practising = insufficient practice / self- control
Overcoming The 3 Failure Points for John
1. Builds Self-efficacy
This is about building John’s belief that he can successfully perform a task.
- John sees the scale of things, and wonders whether or not he will succeed.
- The key: Throwing more information at John is not what he needs. Instead, he needs a learning experience that makes him believe he can succeed.
What does this mean for your learning design?
- start with challenges that are achievable
- let John taste success
- empower him with constructive feedback
- increase the difficulty level gradually
- progress must be made visible to him
How does the microlearning LMS support a good design?
- With this background, you create a microlearning map (the blueprint of a lesson) with motivation embedded in it.
- Once such a microlearning lesson is implemented, the microlearning LMS supports you by providing scores after each lesson. John accumulates his scores, and grows from ‘Beginner’ to ‘Advanced’ for each sales product and scenario.
- John uses the knowledge and skills gained to handle potential customers, thus improving his performance.
2. Helps Meet Expectations
This is about John feeling ‘This is too much for me. Can I really master all these?’. This is him getting overwhelmed.
The sheer size of content can be demotivating especially, when John sees over 30+ products, and having to face the highly knowledgeable customers.
Here, the microlearning map needs should break the capability into manageable KLPs and progressively build complexity, rather than throwing everything at John.
The issue of the learner getting overwhelmed can be solved by deciding:
- the contents/concepts the learner needs now,
- What could follow later, and
- how to progressively bulid capability
As a trainer, ask yourself: ‘How do I prioritise the content? How do I give John what he actually needs to do this work, and what should I introduce later?’ This helps you ‘manage the expectations’ of a learner.
3. Enables Self-control
John knows that he needs to practise to get better at the job. But, despite wanting to practise, he can slip-up if he gets busy.
So, as a trainer, your microlearning map must take care of the design element to suit this factor. While creating your microlearning map for all the lessons, you need to ask yourself:
‘How can I make the right amount and frequency of practice easier for John? What will help him keep practising so that his capability becomes reliable?’
Your microlearning map can include the following:
- Exposure to difficult scenarios to apply learning
- Questions to embed knowledge in deep memory using ‘retrieval practice’; Practice with quizzes and scenario-based questions
- Reiterate ‘Key learning Points’ (KLPs) using spaced repetition
- Schedule reminders and nudges
When the correct rigour and approach is applied in creating the correct blueprints, ‘self-control’ can be achieved with ease.
Designing a Microlearning Map: Questions to Ask
Now let us see how a microlearning map for John looks like.
| Department: Store sales | Job position: Sales Executive |
|---|---|
| KPI segment: Sales process of a lawn mover | Key performance Indicator: Product and process knowledge of a product line |
| Task | Performance | OBJECTIVE-(LESS THAN 3) | MOTIVATIONAL ASPECT |
|---|---|---|---|
| Handle walk-in customers, and appointments for potential sales of 3 different models of lawn-movers available. Understand the query, and handle objections accurately. | A specific technical query is shown on the screen. The learner is required to accurately identify the nature of the query(100% accuracy)within 6 minutes, and provide answers relevant to the query. | Recall the features, specifications, and benefits of each lawn-mover model. Handle customer objections, and provide the right information, reasons/incentives to buy. Information provided must help a potential customer make an informed decision regarding the most appropriate lawn-mover. | Make the identification of the right product, the right features, the right specifications and the right benefits into a gaming format. The learner needs to find the right answers or combinations. |
Learners gain confidence with each lesson and scenario, building confidence and capability as they progress.
Where’s the Motivational Aspect?
The ‘motivational consideration’ is linked to every element of the microlearning map.
| Element of Microlearning Map | Design |
|---|---|
| Task | Handle knowledgeable customer questions |
| Performance goal | Identify customer needs. Recommend the right equipment |
| KLPs | Product features, specifications, benefits and objections |
| Motivational consideration | Build confidence, avoid overload and provide enough practice |
| Learning approach | Scenarios, retrieval, adaptive questions and spaced reinforcement |
| Assessment | Is John able to choose the right equipment accurately? |
| Application | Can John use his knowledge in real customer interactions |
By catering to the 3 failure points, you make sure that learning experience leads to better engagement and superior capability.
| What John needs | How MaxLearn can support it |
|---|---|
| Relevant learning | Targeted/risk-specific assignments |
| Confidence-building practice | Adaptive questions and progressive challenges |
| Retention & practice | Retrieval practice, spaced repetition, nudges and reinforcement |
To conclude, motivation can’t just be add to a microlearning lesson after designing it. It must be integrated into design by anticipating a learner’s insecurities like losing confidence, feeling overwhelmed, or failing to practise.
