How to Keep E-Learners From Escaping

8/6/2019 How to Keep E-Learners From Escaping

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How To Keep e-Learners

From Escaping ELITE Think Tank. Lead Author: Jim Moshinskie, Ph.D

Contact CERTPOINT Europe

Maria Van Vlodrop, General Manager tel +32 (0) 255 037 33 email:mvanvlodrop@certpointsystems .com


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How To Keep e-Learners From Escaping

ELITE Think Tank. Lead Author: Jim Moshinskie, Ph.D., Professor, Baylor University.- 1 -

ABSTRACT-Most major corporate universities are actively implementing some typeof e-learning project. However, many of them are quickly discovering that surpr isinglyhigh attrit ion rates are occurring. Motorola University, one of the first major corporateuniversities to establish an extensive online curriculum, found that a significant gapexisted between employees that had registered for online courses compared to theiractual completion. Reports such as these have led corporate universities to rethink their

e-learning strategies and revisit the timeless question of how to motivate learners to takea course, learn the material, and then transfer that knowledge back to the worksite.

The ELITE Think Tank, a group of corporate trainers, performance improvementand employee marketing specialists that meet weekly to discuss e-learning, recentlyexamined motivation as it applies to e- learners. Their discussions led to this white paper.It examines what is motivation to learn and motivation to transfer, how these activitiesrelate to e-learners specifically, and how e-learning instructional design teams canimplement some motivational techniques before, during, and after on-line courses.

ELITE (eLearning Incites Teaching Excellence)Think Tank Members:

Claude Balthazard, Ph.D., Organizational Studies, Inc.

Larry Carille, Ph.D., ATKearney Counsulting

Chris Good, Motorola University

Ira Kasdan,Carlson Marketing Group

William N. Knapp,Deloitte Consulting

Jim Moshinskie, Ph.D.,Baylor University

Ara Ohanian,CERTPOINT, Inc.

Bruno Strasser,Werner-Siemens-Schule Training Center, Stuttgart, Germany.

Michael VanHoozer, BSI Consulting

Michael Walsh, SynerProject

Secretary: John Boyd, CERTPOINT, Inc.


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ELITE Think Tank. Lead Author: Jim Moshinskie, Ph.D., Professor, Baylor University.

Introduction

Motivation to learn can be expressed as the attention and effort required to completea learning task and then apply the new material to the worksite (Esque & McCausland,1997). Generally, learners fall into one of two categories when it comes to motivation:

1.Learners with an active attitude towards lifeConsciously or unconsciously, they look upon their lives as a process of continuous

learning. In general, they are active and enterprising with a strong intrinsic motivationto learn. They hardly need extrinsic motivations and might even feel restricted bycertain aspects of them. Consequently they often have clear- cut ideas about theroute of learning and are ready to organize and structure it themselves. This should beconsidered when online courses are being planned.

2.Learners with a more passive attitude towards lifeThey prefer to be guided rather than taking the init iative to learn. Because of an initiallack of intrinsic motivation and consequently a reluctant approach towards learning,extrins ic motivation becomes a key issue for them especially as a star ter to overcomewhat often presents itself as an initial barrier.

In order to apply the appropriate treatment, it is advisable to discover from the beginning(through a questionnaire for example) to which group a potential learner belongs. Severalself-scoring inventories exist for your learners to determine their locus of control. (For anonline example, see the site offered by Rex Gatto at www.rexgatto.com.)

This paper focuses on creating extrinsic motivational techniques that are complementaryto intrinsic motives already held by learners. It was developed by members of the eLITE(e-Learning Incites Training Excellence) web- based training think tank which includesperformance improvement technologists from two educational organizations and eightcorporations.

Based o a review of literature and on lessons learned from their own e-learning projects,

the members developed a Motivational Model for online courses as shown in Figure 1below.

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Metacognitions

Cognitions

Perceptions of the

Learning Enviroment

Expectations

Transfer Behaviors:

Persistence

Support back on

the Job

Self-management

Self-monitoring

Target setting

Figure 1- Motivational Model developed for this paper.


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Know the intended learners and their goals

One emerging message in today's information-rich e-learning environments is thatemployees must see how the training directly addresses their real needs in the workplace.Therefore, develop instructional objectives that demonstrate the usefulness of instructionwith authentic exercises and concrete examples directly applicable to their dailystruggles within the workplace. The course should contain goals with specific standardsof performance that can be completed in a short time. It should match the learner'sability level, and blatantly answer: "What's in it for me?"

Know the work environment

Research shows that a supportive work environment motivates learners to transfer thenew knowledge to the workplace (Broad, 1999). Successful organizations know that keystakeholders such as managers, trainers, and peers must closely participate in all phasesof instructional design, and then support the learners when the online training occurs.Managers and peers need to help fellow trainees avoid "information overload" anxietyby becoming active coaches and creating opportunities for practice and feedback.Using collaborative technologies such as chat, voice chat, and discussion threads, asupportive community of e-learners can emerge even if they are globally dispersed.

Match their values and motives

McClelland (1984) suggests that the notions of the need for power, achievement oraffiliation serve as the primary levers in explaining performance variations amongindividuals. Instruments to measure values, motives, and learning styles have existedfor many years and are not usually part of the assessment and design of face to facelearning events, let alone distance learning. In the case of web- based training, itmay be critical that an understanding of the general "value" set mix of learners beestablished prior to design and delivery.Both values and motives relate to behavior, but in different ways as shown in Table 2 below.

Table 2 - A comparison of Value vs. Motives

Choose areas of importance

Conscious level

Help an individual make decisions in current time

Adaptive- developed from experiences throughout ones life

Less difficult to change

Natural drives

Unconscious

Predict types of behaviors a person will gravitate

toward over time

Basic- influenced by early emotional experiences

and perhaps genetic

More difficult to change

Values Motives


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Values often influence peoples choices about where to invest their energies, whilemotives reflect how much pleasure people get out of certain activities such as beingwith people (high need for affiliation), doing better at challenging tasks (high needfor achievement), or having impact or influence on others (high need for power).Understanding and engaging learners' value orientations can be a significant leverin getting them started and helping them finish the e-learning events. While assessing

the discrete mix of all learning groups may prove impractical, planning activities thatsupport different value orientations will increase the energy and enjoyment of thelearner and may lead to greater completion rates in distance learning situat ions (Table3 below).

Prepare the work environment

Make certain the workplace is prepared to support the completion of training and theapplication of new knowledge and skills. Tactics include simple housekeeping issues like

making sure learners have access internet access and a quiet place to work. Ensure itis viewed as acceptable or safe to participate in training during working hours, if this isthe case. Supervisors and managers should know the content to be covered (and ideallyhave completed the online course themselves). Train the supervisors on how toeffectively coach and reinforce desired application of new knowledge and skills on the

job.

Apply both push and pull strategies

Push strategies include requiring and monitoring training completion. A key advantageof many web-based training systems is that they allow real-time tracking and reportingof training participation. Informing learners of this fact and having managers recognizeearly completers and alert laggards that their absence of participation is visible to

management will often promote higher participation and completion rates. The principlehere is to set an expectation and to inspect what you expect.

Pull strategies, on the other hand, attempt to inspire rather than require the learner tocomplete the e- learning. Communication and promotion of the learning experience areamong the most effective pull strategies. Remember, people will not complete training ifthey do not know it is available.

Table 3.

Tapping into the

Value attribute

Tapping into the

Motive attribute

Power Achievement Affiliiation

Believe that completing

the learning event will

make them more successful

in influencing others

May enjoy the learning

more if they have the

opportunity to direct or

support the activities of

others within the

learning event

Believe that the learning

event will contribute to

their success in the future


more if they are given

feedback on their progress

in attaining goals during

learning events

See the Learning group

as Referent

Should identify with other

learners in the event


more if they have the

opportunity to work with

others and develop

increased rapport

Matching Value and Motive attributes to the primary levers of learner motivation.


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Communications can take place through any medium or combination of media.Communications will be most effective if their messages include one of four motivationalstrategies:

1.Focus on resultsTell learners what they will be able to do or accomplish because of completing the e-learning. If possible, share success stories from alumni.

2.Focus on assuring successLet people know the e-learning was designed around situations and needs of peoplelike them, so it will be immediately appl icable to them. Also, inform learner s that thee-learning is structured so that successful completion is well within their capabilities.Remember, fear or the unknown and fear of failure are significant barriers to trainingparticipation for many people as the University of Conoco learned (Exhibit 1 below).Consider sharing testimonials from other learners who had similar fears or doubts beforethey attempted the e-learning.

3.Enhance the importance of the learning processMany learners are more motivated if they know a learning experience is endorsed bysenior executives or recognized exper ts, is accredited or earns credit toward a degreeor industry credentials, or earns tangible rewards, points or other perks . Cover such factsin e-learning announcements.

4.Highlight the topics of interestEven the most reluctant learner may be more motivated to participate in e-learning whenhe or she knows a topic of that interests them will be covered.

Exhibit 1

Conoco Universitys Business Literacy Course-Conoco University learned an interesting cultural lesson when it implemented its award-winning

onlineBusiness Literacy course to 15,000 employees in 42 countries.

Sandy Staton, the project manager, soon discovered that employees in some cultures resisted starting

the course if they thought failure was a possibility and they might lose face. Therefore, how many times

the student had to take the course to get a passing score was not recorded. Only when the student finally

passed the course was a certificate printed and put in the employee file. Thus, no employee lost face.

This project won the 2000 Award of Excellence from the International Society of Performance

Improvement.


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Include non-instructional strategies

The non- instructional approaches to motivation can be of monetary or non-monetarynature. Monetary compensation includes salary adjustments, differential pay, time offwith pay, or gifts. Non-monetar y compensation includes improved working conditions ,new tools and equipment, awards, and career opportunities (Thiagarajan, Estes, &Kemmerer, 1999).If the effort will be tied to a certification system that clearly delineates to the workers whatactivities they need for advancement, motivation seems to increase. Other motivators toconsider include admittance to a follow-up classroom event in adesired location such asa resort, maintenance of current certification, peer pressure, and peer recommendations,that is, respected peers speaking highly of the training.

Provide a learning portal

The instructional team can create corporate-specific learning portals (or learningmanagement systems) which serve as an entry point for the intended audience.Learning portals can be dynamically generated using a combination of employeeprofiles, pre-tests, and self-selection of topics of interest. The portal then presents tothe employee a customized list of learning opportunities that are relevant to their level,

responsibilities, and advancement goals -- thereby increasing their motivation to takeand complete courses specific to their development needs. These may include relevantcompany offered courses, both classroom and distance learning, conferences, anduniversity degree programs offered online, virtual discussion groups, virtual presentationsand online clipping services. This site should include not only the courses available, butalso list any monetary and non-monetary awards as well.

During the Online Course As the learner takes the online course, several strategies can be used to create andmaintain motivation. These include:

Create a conducive environmentIncreased motivation can be directly related to how the learner is impacted byenvironmental factor s, people support, learning design s trategy, and ease of use whenit comes to technology infrastructures.Environmental factors such as a physical location conductive for learning (minimal noiseinterruptions), access to appropriate materials, time to engage in the activity (thinktime), and a profile approach to specific content need are included in one aspect of aframework that can promote higher self-motivational levels of learners.Another aspect of the framework is support from people within and outside of anorganization. Online learning with peers, teams, facilitators, and subject matter expertsin dynamic synchronous and asynchronous communities also provide a robust andengaging experience to increase learner motivation and retention. Positive supportfrom management through rewards and incentives is also a key enabler to improved

learner motivation.

Chunk the information

When instruction is divided into compact, 20-minute or less learning chunks,also referred to as learning objects or learning bytes, the material can be effectivelypresented to the learner in a digestible fashion. Within a 20-minute learning chunk, theinstructional design of the content should focus on orientation to topic, presentation ofnew material, interactions and exercises, and assessment.


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Build on the familiar

Learners become motivated by lessons that incorporate their beliefs and examples ofthings they can relate to handily. The online learning should tie the instruction to thelearner's prior knowledge and experience so learners can build on what they alreadyknow. Learners will accept moderate amounts of unfamiliar content, but the designershould incorporate analogies with familiar content frequently (Gagne and Medsker,1996).

Vary the stimulus

Online learners cannot stay motivated by becoming a page-turner on the web.Borrowing from videogame makers and movie directors, we can vary informationpresentation and stimulations using audio, video, animations, and well-told stories.Courses should inc lude a variety of interactions , such as puzzles , case studies, scenarios,and simulations that directly engage learners (Norman, 1993). While online courses canrecommend what path to take, learners should be able to stray from it to pursue theirown interests and make the ir own discoveries (Gipson, 2000).

Give legitimate feedbackLetting learners know how well they are learning the content and performing new tasksacts as an incentive for greater effort. In other technology-based courses, especiallyCD-ROM courses, learners ignored praise when it was overstated (e.g., Great Job!) orit mimics human statements. Therefore, use the data gathering capabilities of the webto provide user- specific advice based on analyzing their performances electronicallyand in real time (Dempsey & Sales, 1993). This information can also be used to provideun-requested help when learners are faltering, especially early in the instruction. The goalshould be to focus on their ongoing performance, and not the score alone. Although theweb has the ability to present a global classroom with many students, feedback shouldbe on the individual's progress and not comparisons with other learners (Clark, 1999).

Provide the human touchJust as a trainer in the corporate classroom can provide visible extrinsic presence andsupport, the online environment needs to also encourage and help cyber learners.Chat rooms, email, electronic office hours, audio streaming, and on-line mentoring cansupply the human touch -- not only from the trainer but also from fellow students as well.Motorola University assigned support staff to first time learners to keep them on track(Exhibit 2).

Provide a social context

Because web-based training can be presented to globally dispersed employees, the

performance improvement technologist will need to pay attention to the culturaldemographics of the learners. Use non-cultural metaphors that all learners will understand

and will not offend different cultures within a global audience.


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Exhibit 2

Motorola University

How did Motorola improve their e-Learning completion rates? Here are some lessons that it is now using:

1. Assign learning guides to first time learners. As the human contact for e-Learners, learning guides provide a

social touch to the online experience by answering questions and keeping the e-learners in contact with anysupport staff for technology or content requirements during the first 2 - 4 weeks.

This has greatly improved completion rates of online interventions.

2. Motorola also learned that the actual learning strategy design also contributes to a more positive experience to

maintain motivation by ensuring acceptable usability standards, interactivity, and adaptive paths based on

learner response.

3. The actual technology infrastructure must be optimized for the e-learner. Installation and access, system

throughput, and equipment availability must be readily apparent and easy for the e-learner. The level and

degree of integrated and implementation of any one of these components (environment, people support,

design strategy, and technology infrastructure) will impact learner motivation.

Build Opportunities for Fun

Although, according to Maslow, the need to play games or to have fun is probablylocated more to the end of our hierarchy of motives, there is something to peoplewhich requires more than a purely mechanistic approach to learning. Therefore, weshould build in oppor tunities for learners to have fun, but having fun is a rather complexphenomenon. Items involved in including fun within a course include:

Curiosity and attraction- technical elements, e.g., an animated sequence with sound,to grab the learner's attention and stimulate interest in the course.

Feeling well - This is the result of a combination of psychological and physical stimuli.Psychologically the players - or learners - need asser tion, assurance, and being told thatthey are good.

Success- Learners need success, but they also need to be challenged. Challenge meanscompetition - either with oneself (facing and solving problems) or with others (finding outwho is the best). In either case there are winners and losers. However, the ratio betweenwinning and losing is important: If the challenge is too easy it doesn't provide the "kick".Not enough adrenaline (which is a physical stimulus for feeling well) is produced. Feelingbored could lead to a breakoff. If the challenge is too difficult, the frustration will outscorethe initial benefits and might, again, eventually lead to a breakoff. This points to a

direct connection between the degree of challenge or the kind of competition and thecompletion of a game or a course.

Time passing quickly- The subjective perception of how quickly time passes during agame or a lesson of a study course could serve as an indicator of how well the cocktailof challenges was mixed.


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Make it timely

Provide learners with easy and immediate access to the content. This aspect of "just-in-time" learning maximizes the motivational aspect of training by providing content atthe moment of need. The corporate learning porta l should allow quick access to allavailable course offerings, pre-assessment tools, suggested roadmaps, and/or searchcapabilities to other web-based courses that fit the learner's needs. Courses can alsobe linked to the firm's knowledge bases, providing access to the latest initiatives, firmpublications, and methodologies.

Stimulate curiosity

When we make our learners curious, they exhibit a higher desire to know more about atopic (Gagne and Medsker, 1996). Some of this curiosity can be provided using today'sweb-based technology that allows audio and video streaming to stimulate the learner 'ssensory curiosity. Search engines, hyperlinking, online brainstorming that incorporatesinstant messaging, and online chat including voice chat can encourage cognitivecuriosity. Additionally, when developing interactions, the instructional designer needs toinclude real people and concrete events rather than abstractions. University of Toyota'sfirst online course called Total Quality Financial Management began each module with

a realistic scenario that involved employees facing a problem that they will likely see inthe workplace (Figure 2 below).

Lesson 4: TQFM Customer Satisfaction

Paul Hopkins is a FSM at a small midwestern dealership. After establishingrapport with a customer, he varies the sequence of the dialogue approach by

letting the customer drive the interaction.

Steve Parks, another FSM, tells Paul this is wrong. Steve believes that a moreinflexible approach that gives consistent structure to the presentation works best.

Q. Who is right?

A. Steve

B. Paul

Figure 2 - The University of Toyota's online course for dealerships nationwide opened with an interesting questionto motivate the learner to take that lesson. (Courtesy of Bob Zeinstra, University of Toyota, and CERTPOINTSVLS e-Learning platform.


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After the Online Course

Even when the learner completes the online course, motivational strategies can alsoimprove the transfer of training back to the workplace. Several key strategies can beparticularly effective:

Celebrate successful completion of the trainingWhen the learners complete a course, special effort should be taken to congratulatethem. A personalized congratulatory email from the instructor helps. Placing theirname on the learning portal or in the company online newsletter may make successfulgraduates pleased -- and motivate those who have not finished yet. In the University ofToyota course, those who complete the course become eligible to go to Los Angelesfor realistic sales-training exercises with fellow graduates.

Provide support when the learner returns to the workplace

The trainer's responsibility does not end when the learner completes the course. Tacticsto foster transfer of learning in the workplace include:

Encourage- an environment of continuous learning where new ideas are advocatedand welcomed,

Connect - trainees to other successful users, and provide clear expectations of how theywill implement the new content at their jobsite -- and be evaluated later, and

Tag- those who complete the training as online learning "experts" who serve as valuablementors to other employees who are taking the training. Such flag and tag proceduresmotivate both the learner and the employee who now serves as a recognized onlinecoach (Esquae and McCausland, 1997).

Reinforce the LearningFollow-up to the training ensures that the skills or knowledge learned is not lost.One way is to communicate the key learning achievements to the learners supervisor.This allows the supervisor to observe the application of this knowledge and reinforceits use. Periodic reinforcement acts as a reward system that acknowledges the effortrequired to incorporate new skills into your daily activities.Communication with the learner on a regular basis after the course helps the learner tofocus on applying the content. This may take the form of a questionnaire exploring howthey were able to apply the content or scheduled alumni chat sessions to discuss furthercourses and application.

View e-learning as a process not an event

Most traditional instructor-led training is viewed as an event. In other words, a persongoes to a three-day training class on leader ship. After the class is over, the student hasa tendency not to think about the mater ial that was presented in the class because thetraining event is over.


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Online learning should be viewed more of as a process. A good e-learning courseincludes excellent content for the core modules as well as complementary andsupplementary material that aids the learner in their day-to-day tasks at work. Moreover,coaches and virtual mentors can provide support before, during and after a learnerhas completed an e-learning cour se using communications technology available overthe web. A learner is more highly motivated to complete an online module if they know

others are going through the course and are there to assist them.In addition, EPSS, or electronic performance support systems, have returned in popularitydue to the just-in- time / just enough nature of online learning. These types of systems arevery effective in providing learning, assessment, and job support.

Measure motivation to transfer

Motivation to transfer what was learned online to the actual workplace depends upontrainees' perceptions of managerial and social support for the use of their new skills,referred to as environmental favorability. The learner s can be asked several questionswhich specifically address their motivation to transfer using both open-ended andclosed- end type responses (Machin and Fogarty, 1997). Once the data is collectedfrom all the trainees, appropriate statistical tools can analyze the data and perhaps

uncover correlations to future performance.

Investigate the metacognitive strategies used by your learners

Each person brings his/her own interpretations of the virtual online environment and how

they learn best from it. One way that performance technologists can better understandthese interpretations is to examine the metacognitive strategies used by learners duringan online course.Metacognition addresses how a person learns, and it varies between people. After your

learners finish a course, invite them "to think how they learn." Analyzing their reflectionsprovides important metacognitive insight about their learning process. By collecting dataon these processes, you can build an evolving database that can guide the development

of future online learning events.

For example, perhaps your target population does better in a synchronous environmentrather than an asynchronous environment (Campbell, Campbell, and Dickinson, 1996).As we use this data to individualize the instruction to specific communities of learners,this enhances the intrinsic motives of our learners.Table 4 on the next page provides some open-ended questions that can y ield information

about both motivation to transfer and metacognitive strategies of your learners.

Using the information, it will be possible to derive three ratings

Rating 1- The degree of motivation to see the course through to a successful end.

Rating 2 - The degree to which the person has effective strategies to be successful.

Rating 3- The degree that each of the three pr imary driving levers of power, achievement,and affiliation motivate that particular student.


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Table 4 - Some possible questions to measure motivation to learn, motivation to transfer,and primary drivers of motivation.

Conclusions

Motivation, that is, the drive of the students to start and finish a course and transferthe knowledge back to the worksite, results from the intrinsic drive within the individuallearner and extrinsic efforts externally supplied by the online learning environment.This paper presented numerous extrinsic motivational strategies available to onlinedevelopers before, during, and after the course.Online instructional designers especially need to understand how their students learn best(metacognition) and then provide a complementary external environment that interacts

with those specific needs positively.

It is impossible and inadvisable to incorporate all these strategies in any one course.However, as you monitor and evaluate e-learning courses, you can determine whichmotivational strategies work best within your particular target population. Thus, you canslowly move from developing online courses using intuition, to having some theoreticalbasis for design and development. By monitoring the learner's responses to thesetechniques and developing a metacognitive approach unique to your audience, youcan increase the effectiveness of online learning and make it a more effective tool inour performance improvement toolbox.The foregoing discussion has focused largely on what can be done to increase motivation

at different points in time. It is also important to recognize that it is not just instructionaldesigners who can make substantial contributions to the success of learning activities.

Many of these ideas can be made more effective through the involvement of those in

different roles in the organization.This suggests a collaborative approach to making learning effective. A matrix suchas offered in Table 2 could be helpful in identifying how each role could be useful tooptimizing the value of training. It may fall upon trainers to take the responsibility forencouraging appropriate contributions by those in other roles.

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Why are you enrolled in this course?

Whats in it for you if you are successful in this course?

How important is it to you to complete this course?

What does Success mean to you with respect to this course?

Have you set objectives for yourself with respect to this course? If so, what are they?What are the probabilities of you seeing this course through to its very end?

Do you foresee any challenges or difficulties that would get in the way or make it more difficult for you to complete

this course?

Is there anything you know about how to learn that you will take into account in how you approach this course?

To what degree do you hope that this course will contribute to your ability to influence others more successfully in the

work situations you face or are likely to face? (power orientation)

To what degree do you hope that this course will increase your ability to meet anticipated job challenges? (achievement

orientation)

To what degree do you believe that working with others in the course is important to your learning? (affiliation

orientation)


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ReferencesBroad, M. (1997). Overview of Transfer of Training: From Learning to Performance. Performance Improvement

Quarterly, 10(2), 7-21.

Campbell, L., Campbell, B., & Dickinson, D. (1996). Teaching and Learning Through Multiple Intelligences.

Needham Heights, MA: Simon & Schuster.

Clark, R. (1999). Building Expertise. Washington, DC: International Society for Performance Improvement.

Dempsey, J., & Sales , G. (1993). Interactive Instruction and Feedback. Englewood Cliffs, NJ: Educational

Technology Publications.

Esque, T., & McCausland, J. (1997). Taking Ownership for Transfer: A Management Development Study Case.

Performance Improvement Quarterly, 10(2), 116-133.

Gagne, R., & Medsker, R. (1996) . The Conditions of Learning: Training Applications. Fort Worth: Harcourt Brace.

Gipson, E. (2000) The Viability of Internet Based Training. WWW.IBT-Technologies.Com

Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.

Keller, J. (1999) . Motivational Systems . In Stolovitch , H. & Keeps, E. (Eds), Handbook of Human Performance

Technology (2nd ed), (pp. 373-304). Jossey-Bas s.

Machin, M., & Fogarty, G. (1997). The Effects of Self- Efficacy, Motivation to Transfer, and Situat ional Const raints

on Transfer Intentions and Transfer of Training. Performance Improvement Quarter ly, 10(2), 98-115.

McClelland, D. (1984). Human Motivation. Cambridge, MA: Cambridge Press

Norman, D. (1993). Things That Make Us Smart. Reading, MA: Addison-Wesley.

Thiagara jan, S., Estes , F., & Kemmerer, F. Designing Compensation Systems to Motivate Performance

Improvement. (1999). In Stolovitch, H. & Keeps, E. (Eds) , Handbook of Human Performance Technology (2nd

ed), (pp. 411-429). San Francisco: Jossey-Bass.

Dr. Jim Moshinskie, lead author of this paper, is a professor of performance improvementtechnologies at Baylor University.

His email address is [email protected].

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How to Keep E-Learners From Escaping

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