"There are no secrets to success. It is the result of preparation, hard work, and learning from failure. " Colin Powell

1. THE COMPETITIVE WORLD
(Challanging and Characteristics of Learning)
www.humanikaconsulting.com

2. Seta A. Wicaksana, M.Psi., Psikolog
0811 19 53 43
seta.wicaksana@gmail.com
• Pembina Yayasan Humanika Edukasi Indonesia
• Pendiri dan Direktur Humanika Consulting
• Penulis Buku “SOBAT” Elexmedia Gramedia 2016
• Trainer, Psikolog, karir Konselor dan Assessor di Humanika Consulting
• Pengembang Alat Tes minat bakat BRIGHT dan Sistem Tes Psikologi berbasis
aplikasi HITS dan HABIT
• Narasumber di Radio DFM 103,4FM
• Dosen Tetap Fakultas Psikologi Universitas Pancasila
• Sedang mengikuti tugas belajar Doktoral (S3) di Fakultas Ilmu Ekonomi dan
Bisnis Universitas Pancasila Bidang MSDM
• Lulusan Fakultas Psikologi S1 dan S2 Universitas Indonesia
• Lulusan sekolah ikatan dinas Akademi Sandi Negara (Ilmu matematika dan
komputer)

3. Past…

5. Now

9. Organisasi dan
Tantangan
Values / Culture
Competitive and
Innovative
Networking
Branding
Community
Development

10. Evolusi Konsep dan Peran Manajemen SDM
Labor Mobilization
(1870-1880)
Personel administration
(1890- 1950)
Personnel Management
(1960-1990)
Human Resource
(1995)
Human Capital (2000)

11. Era Industri Vs Era Informasi
The Information/
Knowledge Age
Technology change
Competition
Type of production
Role of workers
Skill requirements
Employment
Learning span
The Industrial Age
Took years to accomplish
Local, state, national
Manufacturing
Manual Laborer
Strength, dexterity, stamina
Lifetime with one employer
Kindergarten-12th grade
Months, weeks to accomplish
Global
Service, info, knowledge
Designer, engineer, manager
Scans (see Table II)
Change jobs at least six
times, careers three times
Lifetime

13. EVOLUSI PERUBAHAN
PERIODE PRODUCT FOCUS ORIENTATION
Mass Production Era Standard &
Undifferentiated
Production efficiency Internally
Mass Marketing Era Little differentiation Marketing Externally
Post Industrial Era Differentiated Discontinuity of
change
Externally
Change Acceleration
Era
Frequency of change
and rate of diffusion
of change
Frequency of change
and rate of diffusion
of change
Frequency of change
and rate of diffusion
of change

14. “Your Culture is Your Brand”
- Tony Hsieh, CEO of Zappos

16. PERAN MANAJER MODERN
(ULRICH, 1997)
• STRATEGIC PARTNER : proses strategi 
interaksi yang konsisten antara individu dengan
perencanaan strategi
• CHANGE AGENT : kapasitas perubahan 
pengembangan “trust”, pemecahan masalah dan
perencanaan program pelaksanaan
• EMPLOYEE CHAMPION : komitmen karyawan
dan kompetensi  “listening, responding and
meeting employee resource needs”
• ADMINISTRATIVE EXPERT : efisiensi proses 
“re-engineering” proses kerja dan “managing”
infrastruktur

17. Aktivitas yang ada di Organisasi pada abad 21
• Project based learning
• explore passions
• Internships
• driven action research
projects
• Authentic service learning
• Creative alignment of
educators

20. Looking deeper at . . .
. . . digital literacy
• information creation
• innovation
• activism
• global citizenship
• responsibility
“Born Digital: Understanding the First Generation
of Digital Natives” Palfrey and Gasser, 2008

21. 7 Ketrampilan yang
dibutuhkan di abad 21
(Global Achievement Gap, 2008 by Tony Wagner)
 Critical thinking and problem-
solving
 Collaboration
 Agility and adaptability
 Initiative and
entrepreneurialism
 Effective oral and written
communication
 Accessing and analyzing
information
 Curiosity and imagination

23. Hukum-hukum Belajar
 INTELLIGENCE - a function of experience
 Inseparable BODYBRAIN PARTNERSHIP
- Emotion - the gatekeeper to learning and
performance
- Movement - body and brain function together
 There are MULTIPLE INTELLIGENCES - problem-
solving and/or product-producing capabilities
 LEARNING is a 2-STEP PROCESS - input/output
- Pattern-Seeking: identify and make meaning
(no logic/sequence)
- Program-Building: using what is understood
(acquire mental program)
 PERSONALITY/TEMPERAMENT - impacts
learning and performance

24. Karakter Pembelajar
Orang Dewasa

25. “Learning is a process, not a
thing that can be seen. It is
individual and personal.”

26. Developmental Changes are the Result of Physical,
Cognitive, and Socioemotional Processes

27. Periode Perkembangan Dewasa
• Early adulthood - begins in late
teens/early 20s and lasts
through the 30s
• Early adulthood is a time of:
– establishing personal and
economic independence
– developing a career
– selecting a mate
– learning to live with someone in
an intimate way
– starting a family
– rearing children

28. Periode Perkembangan Dewasa
• Middle adulthood - period
from 40 years of age to about
60
• Middle adulthood is time of:
– expanding personal and social
involvement and responsibility
– assisting next generation in
becoming competent, mature
individuals
– reaching and maintaining
satisfaction in a career

29. Periode Perkembangan Dewasa
• Late adulthood - period that
begins in the 60s and lasts
until death
• Late adulthood is the time
of:
– adjusting to retirement
– decreasing strength and
health
– new social roles
– reviewing one’s life

30. Memiliki Pandangan yang Berbeda
terhadap Kehidupan

31. Kenapa Orang
Dewasa Belajar ?
 Mendapatkan pengetahuan dan
ketrampilan yang ia inginkan
 Pengelolaan perubahan yang lebih baik
 Meningkatkan harga diri (Self-Esteem)

33. Pembelajaran orang dewasa akan
efektif, ketika :
• Belajar dari pengalaman
• Dapat segera dilakukan
dalam kehidupan/aktifitsnya
• Menggunakan berbagai
metode dalam belajar
• Lingkungan belajar yang
informal dan menyenangkan
bagi mereka

35. Karakteristik Pembelajar Orang Dewasa
1. Not beginners but in a continuing process of
growth
2. Bring with them a unique package of
experiences and values
3. They come to education with intentions
4. They bring expectations about the learning
process
5. They have competing interests (Life!)
6. They already have their set patterns of
learning

36. Pembelajaran orang dewasa akan
efektif ketika ...
• The learners are engaged with
the design of learning
• The learners are encouraged to
be self directed
• The educator functions as a
facilitator rather than didactic
instructor
• Learning needs and styles are
taken into account
• A climate conductive to
learning is established
• Past experiences are used in
the learning process
• Learning activities seem
relevant to learners
circumstances

38. Orang Dewasa Pun Bisa
Belajar !
• People over the age of 40 have an
advantage, when it comes to
learning material which calls for
good judgement or related to
experience.
• Adults can do “fast memorizing”
more efficiently than young
children; however, youngsters retain
the fact longer.
• The reasons adults may appear to
learn not as well is based on
reaction time, not intelligence. If
time is not a factor, there is no
difference in ability to learn.

39. AGING Games

40. Does aging have an effect on adult
learning?
Click here to play the
“I Want to be a Millionaire”
(oops wrong game)
“Adult Education and
Aging Game”
Click here
to continue
regular slide
show

41. IQ in Adults
Decreases about 1% a year after
the age of 30.
Increases about 1% a year until
the age of 65.
Doesn’t materially
change during adulthood
Starts dropping off significantly
after the age of 65.
500

42. The Correct Answer is C.
Contrary to popular opinion, IQ doesn’t
decline remarkably with age.
• A group of 50 year olds were given
IQ tests that had taken 31 years
earlier. They made higher scores on
every part except math reasoning.
• Wechsler found test scores increased
until 35 then declined very slowly
after that.
Next Question

43. Physical Strength in Adults
Peaks around the age of 20. Peaks around the age of 30.
Peaks around the age of 40. Peaks around the age of 50
1,000

44. The Correct Answer is B.
Physical strength reaches a peak around the
age of 30.
• In England, Galton set up a booth at a
National Fair and tested over 7,000
people for physical strength, his
research and later research reveals 30
is the peak.
• However, physical strength declines
slowly. Research at Harvard found
physical strength dropped
dramatically between 70 and 75.
Next Question

45. There is a relationship between intelligence and speed of
learning
In youth In adults
In both youth and adults In neither youth or adults
5,000

46. The correct answer is A.
In youth there is a correlation between
intelligence and speed in learning. In
adulthood, this is not true.
Next Question

47. The ability to hear peaks before
Age 15
Age 45
Age 30
Age 60
10,000

48. The Correct Answer is A
Peak Performance in Hearing Occurs Before
Age 15
• Gradual decline until 65, then more rapid.
• Older people
– Hear less and
– Hear slower
• As people age:
– Men lose ability to hear high sounds.
– Women lose ability to hear low sounds.
• This is one of the reasons why women talk more with
women and men talk more with men in the older
years
Next Question

49. The most acute decline
in vision occurs
Between 13 and 18 Between 18 and 40
Between 40 and 55 After 55

50. The Correct answer is C.
• Vision
– 13-18 Continuous gain
– 18-40 Gradual decline
– 40-55 Sharp decline
– 55 On Gradual decline
• Older Eyes Suffer
– Vision loss in dim light
– Narrowing field of vision
– Slow adaptation to dark
– Cataracts
– Defective color vision

51. Common Sense Practices For Minimizing
Losses Associated With Age - Vision
• Illumination
– More Direct Light
– Don’t Face Direct Light
• Eliminate glare
• White or Chalk Boards
– Keep Clean
– Use Large Writing
• Media
– Use Sharp Color Contrast
– Enlarged Type or Print
– Avoid Abbreviations
• Seating
– Seat People Close to Board

52. End of “Adult Education and Aging Game”

53. Three Kinds of Learning
• Reflective: we take time to
review an experience and
extract the learnings from
it.
• 5 senses: hearing, seeing,
feeling, smelling, tasting
•Intuitive: we don’t quite know
how we know something, but we
know it and can arrive at correct
conclusions and results with this
less definable knowledge.

54. Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Bloom’s Cognitive
Domain of Learning
The ability to remember and recall in the same way it was taught.
Development of understanding to put in own words, explain/clarify
meaning, and infer unknown information from known.
Ability to use learned information in new and concrete
ways.
Able to break down things into smaller parts.
The ability to put parts together in a new
way or to form a new pattern.
The ability to judge how
well something went or
met a goal.

55. Receiving
Responding
Valuing
Organization
Characterization
Krathwohl’s Affective
Domain of Learning
Paying attention to someone or something
Taking action, giving feedback, obtaining satisfaction
Acceptance, appreciation, preference, commitment to
something because of its perceived worth or value
Adding new values or beliefs, starting to
organize life around those values
Integration of values into daily
lifestyle or philosophy. Start to live it
naturally. Becomes part of your life.

56. Receiving
Responding
Valuing
Organization
Characterization
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Cognitive Domain
of Learning
Affective Domain
of Learning

57. Kolb’s Learning Styles
We use all four learning styles but usually
prefer one.
• Theorist - Abstract Conceptualization:
lecture, papers, analogies, how this related
to that, case studies, theory readings,
thinking alone.
• Pragmatist - Concrete Experience:
laboratories, field work, observations, how
can I apply this in practice, peer feedback.
• Activist - Active Experimentation:
simulations, case study, small group
discussions, peer feedback.
• Reflector - Reflective Observation: logs,
journals, brainstorming, time to think.

58. Kolb’s Learning Styles

59. Thorndike’s Laws of Learning
• Law of Readiness: People learn best when
they are ready to learn.
• Law of Exercise: People enhance their
memory through repetition, drill &
practice.
• Law of Effect: Learning is strengthened
when accompanied by pleasant, non
threatening situation. It is decreased
when associated with unpleasant
situation.
• Law of Primacy: First impressions last.
Both good and bad.
• Law of Intensity: Learners learn more
from doing real things than substitutes.
• Law of Recency: We remember the most
recent thing we learn.

60. “Without practice,
there is no
knowledge”
- Paulo Freire

61. The Environment
• Organization
• Work group
• Job
• Personal life
Variables Influencing
Individual Behavior
The Person
• Skills & abilities
• Personality
• Perceptions
• Attitudes
•Values
• Ethics
Behavior
B = f(P,E)
EP

62. Dunn and Dunn Learning Styles model

63. Environmental Stimulus
Sound: This element refers to a student's
preference for background sound while learning.
To what extent do you prefer silence, or
background noise or music while concentrating or
studying?
Light: Light refers to the level of illumination that
is preferred while studying and learning. This
element explores the extent to which a student
prefers soft, dim or bright light while
concentrating.

64. Environmental Stimulus
Temperature: What level of
temperature do you prefer while
involved in studying and/or other
learning activities? Preferences for this
element may vary from a cool room to
a warm room while studying or
engaged in various instructional
activities.
Design: Each design is associated with
the room and furniture arrangements
that each student prefers while
learning. Do you prefer to study sitting
at a traditional desk and chair? Or do
you like a more informal arrangement
with different types of furniture, such
as a couch, a recliner, or pillows and
carpet on the floor?

65. Emotional Stimulus
Motivation: This element deals with the level
and/or type of motivation the student has for
academic learning. That is, the extent to which
a student is interested in learning. Are you self-
motivated (intrinsic), motivated through
interest in a topic or contact with peers, or are
you primarily motivated by adult feedback and
reinforcement?
Persistence: This element relates to each
student's persistence on a learning or
instructional task. Persistence relates to the
student's attention span and ability to stay on
task. Do you have a preference for working on
one task until it is finished or do you prefer to
work on a variety of tasks simultaneously?

66. Emotional Stimulus
Responsibility: To what extent do you
prefer to take responsibility for your own
academic learning? This element involves
the preference to work independently on
assignments with little supervision,
guidance or feedback. Do you prefer to
work independently without an adult
telling you how to proceed? Or, do you
prefer to have frequent feedback and
guidance?
Structure: This element focuses on the
student's preference, or lack of
preference, for structured learning
activities and tasks. Do you prefer being
told exactly what the learning task is, how
you should proceed, and what is expected
of you? Or do you prefer to be given an
objective and then be left alone to decide
which procedures or options you use to
reach the objective?

67. Emotional Intelligence
Emotional intelligence is
the ability to perceive,
understand, and use
emotions (Salovey and
others, 2005). The test of
emotional intelligence
measures overall
emotional intelligence
and its four components.

68. Emotional Intelligence: Components
Component Description
Perceive emotion
Recognize emotions in faces,
music and stories
Understand emotion
Predict emotions, how they
change and blend
Manage emotion
Express emotions in different
situations
Use emotion
Utilize emotions to adapt or be
creative

69. Erikson's Eight Life-Span Stages

70. How Does EQ Differ From IQ?
MHS 2005
EQ IQ
 Focus: developing an
understanding of and an
ability to manage emotions
 Focus: developing one’s
cognitive abilities; more
academically oriented
 Can be enhanced
throughout one’s life
 Generally thought to be largely
established at birth and cannot
be enhanced
 Recently understood to be an
important predictor of one’s
potential for success
 Has been traditionally used to
predict potential for one’s
success
 Fosters understanding and
management of own emotions
 Allows development of needed
knowledge base
 Promotes positive relationships  Enables development of
technical skills and abilities
 Increases self-motivation and
drive
 Enables conceptual thinking

72. Sociological Stimulus
Self: Self relates to your preference for working on a
learning task by yourself. When working on an
assignment, do you prefer to work alone or do you
prefer working as member of a group? Some
students prefer working independently. Others may
prefer working with someone else. With other
students, it may depend on the type.
Pair: This element relates to working with one
other student. Do you prefer working with one
other person as opposed to working as a member
of a group? Some students may prefer working with
others but not in a small group or alone.
Peers and Team: Do you like working as a member
of a team or do you prefer to complete a task by
yourself? This element helps determine a student's
preference for working with a small group with
interaction, discussion and completion of the task
as a team member rather than independently.

73. Sociological Stimulus
Adult: How do you react to
working with an authority figure?
Do you like to work together with
an adult and/or teacher or do you
react negatively to teacher or adult
interaction during a task? This
element relates to preference for
interaction and guidance from an
adult.
Variety Versus Concentrating in
Routines or Patterns: This element
refers to a preference for
involvement in a variety of tasks
while learning. Do you like routines
or patterns or do you prefer a
variety of procedures or activities
while concentrating on new or
difficult academic tasks.

74. Physiological Stimulus
Perceptual: Learning by listening,
viewing, experiencing or touching is the
focus of this element. Do you prefer
instruction and retain more information
when the activities involve visual
materials (viewing pictures, maps or
reading), auditory activities (listening to
tapes, lectures, music), or tactual and
kinesthetic involvement, such as note
taking, and/or working on projects that
involve making things (i.e., science
projects, storybooks, diaries, model
building, etc.)?
Intake: Intake is concerned with the
need to eat, drink, or chew while
engaged in learning activities. Do you
prefer to drink something while
studying, such as a soft drink or coffee?
Do you prefer to chew gum? Does
munching on snacks help you
concentrate?

75. Physiological Stimulus
Time: This element is related to the
concept of energy levels at different times
during the day. Do you prefer to work on a
task that needs concentration in the early
morning, late morning, early afternoon,
late afternoon, or evening?
Mobility: Can you sit still for a long period
of time as long as you are interested in
what you are doing, or do you prefer to
move constantly -- standing, walking,
changing body positions? Mobility is
concerned with the extent to which you
prefer to be moving, even unconsciously,
while involved in concentration.

76. Psychological/Cognitive Stimulus
Global-Analytic: This element determines whether a
student learns best when considering the total topic of
study, or when approaching the task sequentially -- one
aspect at a time. Students who have a preference for
global learning are concerned with the whole meaning
and the end results. They need to start with an
overview of the big picture before they deal with
details and facts. Students who prefer an analytic style
of learning prefer to learn one detail at a time in a
meaningful sequence. Once they know all the parts,
they put them together and comprehend the big
picture.
Hemisphericity: Hemisphericity is associated with left
or right processing. Left-brain individuals tend to be
more analytic or sequential learners, whereas right-
brain dominance tends to be associated with
simultaneous or global learners. This preference
overlaps the Global/Analytic.
Impulsive-Reflective: This element relates to the
tempo of thinking. Do you draw conclusions and make
decisions quickly or do you think about the various
alternatives and evaluate each before making a
decision?

77. What is Intelligence?
Intelligence (in all cultures) is the ability
to learn from experience, solve problems,
and use our knowledge to adapt to new
situations.
In research studies, intelligence is
whatever the intelligence test measures.
This tends to be “school smarts.”

78. General Intelligence
The idea that general intelligence (g) exists comes
from the work of Charles Spearman (1863-1945) who
helped develop the factor analysis approach in
statistics.

79. General Intelligence
Spearman proposed that general
intelligence (g) is linked to many clusters
that can be analyzed by factor analysis.
For example, people who do well on
vocabulary examinations do well on
paragraph comprehension
examinations, a cluster that helps define
verbal intelligence. Other factors include
a spatial ability factor, or a reasoning
ability factor.

80. Howard Gardner
Gardner proposes
eight types of
intelligences and
speculates about a
ninth one —
existential intelligence.
Existential
intelligence is the
ability to think about
the question of life,
death and existence.

82. Robert Sternberg
Sternberg (1985, 1999, 2003) also agrees with Gardner,
but suggests three intelligences rather than eight.
1. Analytical Intelligence: Intelligence that is
assessed by intelligence tests.
2. Creative Intelligence: Intelligence that
makes us adapt to novel situations,
generating novel ideas.
3. Practical Intelligence: Intelligence that is
required for everyday tasks (e.g. street
smarts).

84. Extremes of Intelligence
A valid intelligence test
divides two groups of
people into two
extremes: the mentally
retarded (IQ 70) and
individuals with high
intelligence (IQ 135).
These two groups are
significantly different.

85. High Intelligence
Contrary to popular belief, people with high intelligence test scores tend to be
healthy, well adjusted, and unusually successful academically.

86. Mental Retardation
Mentally retarded individuals required constant
supervision a few decades ago, but with a supportive
family environment and special education they can now
care for themselves.

87. Flynn Effect
In the past 60 years, intelligence scores have risen
steadily by an average of 27 points. This
phenomenon is known as the Flynn effect.

88. Perkembangan Kognitif pada Dewasa
• Jean Piaget (1952) - in
each stage of cognitive
development, people
think in a qualitatively
different way
• Piaget believed that the
formal operational stage
(ages 11 to 15) is the
highest stage of thinking
• Adults gain knowledge,
but ways of thinking are
the same as those of
adolescents

89. Perkembangan Kognitif pada Dewasa
Muda
• Adults gain knowledge, but ways of thinking are the same as
those of adolescents
• Jean Piaget (1952) - in each
stage of cognitive
development, people think in
a qualitatively different way
• Piaget believed that the
formal operational stage
(ages 11 to 15) is the highest
stage of thinking

90. • Post-formal thought -
thought that is
– reflective, relativistic,
and contextual
– provisional
– realistic
– open to emotions and
subjective
Perkembangan Kognitif pada Dewasa
Muda
• Some researchers disagree with Piaget and believe that
thinking in early adulthood becomes more realistic and
pragmatic

91. Perkembangan Kognitif pada Dewasa
• Crystallized intelligence (individual’s accumulated
information and verbal skills) increases in middle
adulthood
• Fluid intelligence (one’s ability to reason abstractly)
begins to decline in middle adulthood
• Horn argues some
intellectual abilities decline
in middle age, but others
increase

93. Perkembangan Kognitif pada Dewasa
• Schaie found that four intellectual abilities (vocabulary, verbal memory,
inductive reasoning, and spatial orientation) improved after early
adulthood
• found that two intellectual
abilities (numerical ability and
perceptual speed) declined in
middle age Schaie (1996)

95. K. Warner Schaie suggests that adults' thinking
follows a set pattern of stages
• The ACQUISITIVE STAGE, which
encompasses all of childhood and
adolescence, in which the main
developmental task is to acquire
information.
• The ACHIEVING STAGE is the
point reached by young adults in
which intelligence is applied to
specific situations involving the
attainment of long-term goals
regarding careers, family, and
societal contributions.

96. Schaie stages of cognitive development,
continued…
• The RESPONSIBLE STAGE is the
stage where the major concerns
of middle-aged adults relate to
their personal situations,
including protecting and
nourishing their spouses,
families, and careers.
• The EXECUTIVE STAGE is the
period in middle adulthood when
people take a broader
perspective than earlier, including
concerns about the world.
• The REINTEGRATIVE STAGE is the
period of late adulthood during
which the focus is on tasks that
have personal meaning

97. McGraw-Hill
©2006 by the McGraw-Hill Companies, Inc.
All rights reserved.
11-97
Longitudinal Changes in Six Intellectual
Abilities From Age 25 to Age 67

98. Perkembangan Kognitif pada Dewasa
Tua
• When speed of processing
is involved, older adults do
more poorly than younger
adults
• Older adults do more poorly
in most areas of memory
• Wisdom (expert knowledge
about practical aspects of
life) may increase with age

99. PERSONALITY

100. How is Personality Measured?
Projective Test - elicits an
individual’s response to abstract
stimuli
Behavioral Measures - personality
assessments that involve
observing an individual’s behavior
in a controlled situation
Self-Report Questionnaire -
assessment involving an
individual’s responses to
questions
Myers-Briggs Type Indicator (MBTI)
- instrument measuring Jung’s
theory of individual differences.

101. Type of Personality in Learning

102. 102
Sensing Thinking Learner
(ST)
• Likes:
–Immediate responses and feedback
– Details and sequential order
–Hands-on activities with a specific, correct
answer
– Clear, concise, step-by-step directions
–Knowing exact expectations; why something
has to be done, and how well it is to be done
– Drill and practice

103. 103
Intuitive Thinking Learner (NT)
• Likes:
– Planning and organizing before working
– Working independently
– Analyzing and examining pros and cons
– Arguing and debating
– Thinking about ideas and how they are related
– Finding/designing a new way to do something
– Logical and strategic games

104. 104
Intuitive Feeling Learner
(NF)
• Likes:
– Learning without time constraints
– Praise for personal ideas and insights
– Using creativity and imagination
– Open-ended activities with many possibilities
– Working on many things at once
– Self-expression and self-discovery
– Creative and artistic activities

105. 105
Sensing Feeling Learner
(SF)
• Likes:
– Getting personal attention and praise
– Sharing feelings and experiences
– Working in groups/being part of a team
– Having someone show how to do something
– Role-playing and personal expression
– Non-competitive games where no one loses
– Interpersonal activities; opportunities to learn about
himself/herself

106. 106
What is your learning style?
Sensing Thinking (ST)
Intuitive Thinking (NT)
Intuitive Feeling (NF)
Sensing Feeling (SF)

107. How Motivation Affects
Learning and Behavior

108. • Motivation directs behavior toward
particular goals.
Social cognitive theorists propose that
individuals set goals for themselves and
direct their behavior accordingly.
 Motivation determines the specific
goals toward which learners strives.
Thus, it affects the choices students
make.

109. • Motivation leads to increased effort
and energy.
Motivation increases the amount of
effort and energy that learners expend
in activities directly related to their
needs and goals.
It determines whether they pursue a
task enthusiastically and wholeheartedly
or apathetically and lackadaisically.

110. • Motivation increases initiation of and
persistence in activities.
Learners are more likely to begin a task
they actually want to do.
They are also more likely to continue
working at it until they’ve completed it,
even if they are occasionally interrupted or
frustrated in the process
In general, then, motivation increases
students’ time on task, an important factor
affecting their learning and achievement

111. • Motivation affects cognitive processes.
Motivation affects what learners pay
attention to and how effectively they
process it
For instance, motivated learners often
make a concerted effort to truly
understand classroom material—to
learn it meaningfully—and consider how
they might use it in future.

112. • Motivation determines which
consequences are reinforcing and
punishing.
The more learners are motivated to
achieve academic success, the more they
will be proud of an A and upset by a low
grade.
The more learners want to be accepted
and respected by peers, the more they will
value membership in the “in” group and be
distressed by the ridicule of classmates.

113. • Motivation often enhances performance.
Because of the other effects just
identified—goal-directed behavior, effort
and energy, initiation and persistence,
cognitive processing, and the impact of
consequences—motivation often leads to
improved performance.
Therefore students who are most
motivated to learn and excel in classroom
activities tend to be our highest achievers.

114. 09/04/2017 114
Feedback
• Positive feelings are a crucial step to learning
• Absence of positive feedback or receipt of
negative feedback can inhibit successful
learning

115. A Final Thought . . .
“It is a world in which comfort with ideas and
abstractions is the passport to a good job, in
which creativity and innovation are the key to
the good life, in which high levels of education - a
very different kind of education than most
of us have had - are going to be the only
security there is.”
-New Commission on the Skills of the American Workforce, 2006

116. “Truly successful schools seem to possess a
restlessness and on-going passion for
continuous improvement. They shun any
sense of ‘having arrived’ at success and
continually strive to improve & reinvent
themselves.”