Passion for learning LO9152

Dr. Scott J. Simmerman (74170.1061@CompuServe.COM)
15 Aug 96 14:01:26 EDT

Replying to LO9098 --

Walter Derzko asked (snipped a bit):

>Can one create a passion for learning ?

>or in other words: What circumstances can be created to foster
>learning?

>What strategies can we use to create passions for learning ? How about
>some form of mentorships or partnerships ?

>From my experience as a student who didn't track well in "The System" as
well as my experience in working to improve organizational performance
over many years, we come back to the issue of motivation.

For me, motivation isn't about what we add -- extrinsic motivation --
although that is proven to work (Skinnerian behavioral psychology). It
often has unanticipated negative side effects.

Motivation in a more useful construct for me involves what can we *remove*
from the system that is currently De-Motivating. What are some of the
things that get in the way of people moving themselves forward. What are
the roadblocks (real and perceived) and negative self-limiting experiences
from the past that are limiting improvement.

The students I taught in an adult learning class for a MS in Human
Resource Development at Clemson were REALLY uncomfortable with team
efforts (research, assembly, presentation, etc.) Opps, forgot to mention
GRADING.

Many expressed to me privately that they were unsure as to whether their
teammate so-and-so would do their part in the triad projects. And they
didn't think it "fair" that they should all share the same grade. These
perceptions, I'm sure, were getting in the way of their performance.

And the energy and attention focused on picking flyspecks out of the
pepper was amazing. Luckily, I was able to rise above all this as
instructor and give them all A's since I really wasn't comfortable with
the thought that a subjective grading system would be able to truly and
accurately delineate performance differences. (Clemson didn't like this,
methinks).

So, in response to Walter's questions, I'll suggest that we take a good
look at our systems and processes and define the things that get in the
way of improvements. Remove or work to minimize those things that get in
the way of Walter's theme of Passion. By taking away what's demotivating
performance, we can address some of these things more effectively.

Note: I expect a few will say something like, "Well, what would have
happened if you announced the grade at the beginning of class: they
wouldn't have worked." and similar. Maybe.

Again, the past history of education would get in the way. I graduated
Allegheny College with a wonderful 2.23 on a 4-point system. At that same
time, I had done an internship at Duke with Pete Elias and published 3
papers in referee'd psychology journals. I didn't work well in the
classroom because of a long negative history in the school system and an
internal set of expectations of mediocrity -- Yet I worked 7-days a week
in the lab and kept that up through 6 years of graduate work earning the
Ph.D. So, was I motivated? Go figure.

In summary,

Why use Square Wheels when the round ones are already in the wagon? Why
try to add extrinsic motivators when we can take off a Square Wheel here
and there,

For the FUN of It!

-- 

Scott Simmerman Performance Management Company, 3 Old Oak Drive, Taylors SC USA 29687-6624 74170.1061@compuserve.com

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