EDTECH 512: Reading Summary #7

Article 7: Dirksen, J. (2015, November 28). Design for how people learn. (pp. 215-231). New Riders

In this entertaining article, Dirksen explains the two kinds of motivation and how learning designers need to consider the learners motivation to do.  This involves designing programs that actually bring about change in a tangible way.  She provides the example of texting while driving and how if a driver has an accident in some of the first instances of texting then they have a motivation to do (or not do in this case).  The author also looks at implementing changes in organizations and processes and how learning designers need to no only design to teach learners how to do something, but also to translate that into action.  She outlines that getting learners involved in the training design, displaying the relative advantage, helping them believe they can perform the change are all key in actually facilitating changes.  Providing learners with opportunities to practice and experience things for themselves, and providing social proof also aids in the change process for learners.

This is timely as the company I work for is going through a merger and we are experiencing huge amounts of change on many fronts.  It has been interesting to see the different responses to these changes from my co-workers and colleagues.  The motivation to do has been accepted by some of our team, whereas others are not quite there even though their motivation to know has been established.    I also like how the author states “change is a process, not an event.”  While leaders are focused on the tactical processes of combining systems and policies, our Learning Department is endeavoring to design change training to help our employees with the motivation to do and not just motivation to know.  Helping our employees get to the motivation to do will mean less resistance to change and a speedier transition to our new normal.