Handbook of human performance technology: A manifesto

Beyond Two Decades of Motivation: A Review of the Research and Practice in Instructional Design and Human Performance Technology

“…All three are relatively young academic disciplines built on well-established fields of professional practice (see Reigeluth, 1999;Stolovich & Keeps, 1999;Swanson & Holton, 2001). All are concerned with human development and functioning and focus on learning and performance as critical outcomes (see Reigeluth, 1999;Stolovich & Keeps, 1999;Swanson & Holton, 2001). All three involve processes that offer potential to develop employees' knowledge, expertise, and affective characteristics, and thereby positively influence productivity, retention, and Reigeluth, 1999;Stolovich & Keeps, 1999;Swanson & Holton, 2001).…”

“…All three are relatively young academic disciplines built on well-established fields of professional practice (see Reigeluth, 1999;Stolovich & Keeps, 1999;Swanson & Holton, 2001). All are concerned with human development and functioning and focus on learning and performance as critical outcomes (see Reigeluth, 1999;Stolovich & Keeps, 1999;Swanson & Holton, 2001).…”

“…As a result, in theory and research, the literature contends that motivation is internal and important, whereas in practice motivation is treated as external and peripheral (or symptomatic). These realities represent a gap between assessment and implementation.With the lack of clarity on why and how to design interventions that motivate employees, functional owners or managers may dismiss motivational issues as subjective choice or failures of character in workers (e.g., "doesn't care" or "lacks concern"), or they may accept amotivation as a stable trait of the worker (e.g., laziness or apathy) (Lohman, 1999;Sugrue, 1998 cases, the organization loses the potential for added value of motivation, which is improvable based on features of the workplace environment or learning opportunity linked by theory and research to target outcomes (Gagne & Medsker, 1996;Hiemstra & Sisco, 1990;Reeve, 1996).Although their roots are in behaviorism, ID and PI have recently been influenced and enriched by cognitive science and learning theory research (Stolovich & Keeps, 1999). In recent motivational developments, the trend is away from a primary focus on external rewards and incentives and toward an attentiveness to internal processes (such as beliefs, expectations, and attributions) (Reigeluth, 1999;Stolovich & Keeps, 1999).…”

“…Attention to performance environment factors constitute the functional link between ID and human resource development, and HPT forms the interface. ID and PI professionals need to understand how workers and learners come to perceive events and conditions within environments and how they make choices related to those perceptions (Keller, 1999;Stolovich & Keeps, 1999). Informing practitioners about the motivational consequences of environmental characteristics, and the motivational implications of external and internal factors, offers performance practitioners a more powerful means of influencing human learning and performance, and consequently supporting organizational goals (Stolovich & Keeps, 2000).…”

“…All are concerned with human development and functioning and focus on learning and performance as critical outcomes (see Reigeluth, 1999;Stolovich & Keeps, 1999;Swanson & Holton, 2001). All three involve processes that offer potential to develop employees' knowledge, expertise, and affective characteristics, and thereby positively influence productivity, retention, and Reigeluth, 1999;Stolovich & Keeps, 1999;Swanson & Holton, 2001). These three fields operate on sets of flexibly adaptive, contextually sensitive core principles applied to the needs of various and changing situations to achieve target goals and add value to the organization (see Reigeluth, 1999;Stolovich & Keeps, 1999;Swanson & Holton, 2001).…”