境外媒体：台行政部门人事改组 陈明通任陆委会主委

This article was first published in a blog at www.edelweiss-group.com. The theme of the recent ATD New England Area Conference 2018 where I presented with Brent Robertson, a partner at Fathom, a future design firm, was “Unleashing Organizational Performance: One Learner at a Time” with a focus on self-directed and personalized learning.nbsp;Brent and I presented a conversation on a topic of “Creating conditions that invite growth that matters to the learner and the organizations”. Here, I invite you to take a closer look at self-directed learning within one of the modules of our change facilitation and learning design models that apply developments in neuroscience, psychology, and experiential learning. This module of our frameworks examines motivation in a learning experience or change initiative and helps design activities to increase and support it. Based on a vast amount of research, intrinsic motivation, the type of motivation we ideally would like to reach for in our learners, is influenced by a number of factors including: autonomy, recognition, mastery/challenge, relatedness/connection, and purpose (Ryan amp; Deci, 2000, Pink, 2009).nbsp;Let’s explore each of them in relationship to self-directed learning. Autonomy More and more organizations are looking to implement self-directed learning, whether using internal resources or external, primarily because it gives the learner more control over what they are learning and how.nbsp;This sense of control relates to autonomy, one of the factors that impact intrinsic motivation.nbsp;nbsp;It is this high sense of autonomy that makes self-directed learning very appealing to the learner.nbsp; Recognition “Am I being recognized for what I achieve in my learning and application of what I learn?” Even though, the learner may not be asking this specific question, it is in our learner’s subconscious thinking and feeling. Recognition expressed in any form is a powerful source of motivation. Social learning, learning sharing, projects that build on what was learned, shared learning journeys are among possible ways of recognizing learner’s efforts and creating micro conditions for maximizing self-directed learning potential. nbsp;Mastery / Challenge It is a sense of progression, a sense of challenge that is just right for the learner.nbsp;It is one of the elements of the state of Flow (Mihaly Csikszentmihalyi, 1990) where there is a balanced relationship between the learner’s ability and the level of challenge of the activity, when the activity is challenging, yet achievable. If the activity is too difficult, the learner may withdraw because of an increased anxiety and frustration.nbsp;If the activity is too easy, the learner may disengage because of boredom.nbsp;In self-directed learning, the learner is well positioned to regulate that level of challenge and adjust based on the experience.nbsp;However, for the sense of mastery to truly work, the learner has to have an initial aspiration for progress and confidence in ability to improve.nbsp;Mastery and recognition work well together as recognition can serve as a reinforcement of the effort and inspiration for the learner to continue to learn. Relatedness / Connection It is about feeling as a part of an organization, a part of a team, a part of the community. In self-directed learning this factor of motivation is at a great risk.nbsp;Self-paced online mode of learning carries the highest risk of disengagement. This is where social learning, shared learning, team projects can minimize this risk and engage the learner in the learning community.nbsp; We can think of the self-directed learning platforms, processes, tools, guidance as micro conditions for maximizing effectiveness of this form of learning. Purpose Purpose is what connects all other factors of motivation together and brings them to their full potential.nbsp;Autonomy and masterynbsp;without purpose may lead to disoriented and disorganized choices. Relatedness / connection becomes much more powerful when learners not only feel being a part of the learning community, but also feel being a part of the learning community that is set to fulfill a shared bigger purpose. Recognition becomes so much more meaningful when the learner is recognized for the contribution to achieving that shared purpose. One of the greatest challenges of self-directed learning is the alignment of the learner’s choices with organization’s needs.nbsp;nbsp;It is the sense of purpose that has the power to guide the learner to make the choices that matter to both the learner and the organization with minimal control and direction of the Lamp;D and HR departments. This takes us to the macro conditions for self-directed learning, and any forms of learning, necessary to maximize all of their potential impact on performance of both the learner and the organization. The true power of purpose can be realized only when it drives a bigger organizational ecosystem that connects the learner and the organization. nbsp;Anna Annette is the founder of Edelweiss Group creating immersive and engaging learning experiences that illuminate learner’s potential and maximize both individual and organizational performance. She is an Adjunct Faculty at NYU School of Professional Studies teaching Instructional Design and Financial Management for HR courses. Reach out to us to learn how we and our learning design and change facilitation frameworks can help your people and organization achieve the next level of performance.nbsp;annas@edelweiss-group.com