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Tips from BESD: Creating a motivating learning environment

Staff Development Weekly: Insight on Evidence-Based Practice in Education, October 29, 2010

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by Kari L. Schmidt, MS, RN-BC

Nursing staff development specialists can extend our influence by creating a motivating environment. One of the motivational models I frequently reference is defined by Chavert (1997). The framework of carrot or stick defines motivational direction. Is the learner motivated toward a goal or a vision, or away from a problem to be avoided? In the first direction—toward a goal or vision—the learner is motivated by accomplishing or achieving something. This learner is motivated by phrases such as "You will be able to successfully ... [fill in the blank]." Individual learners who are motivated toward a goal or vision tend to talk about their accomplishments and goals both professionally and personally.

In the second direction of away from, learners are motivated by situations to be avoided or problems to be solved. They are often expert at identifying potential problems and developing plans to avoid those problems. This learner is motivated by phrases such as "You will prevent ... [fill in the blank]." Individuals motivated away from tend to mention situations to be eliminated or avoided both professionally and personally.

The practical application for educators is to listen for cues from learners that will help determine the appropriate response in the context of motivational direction. In the most practical terms, if the learner is not progressing, the educator can use the alternative approach to facilitate learning.

Editor's note: Subscribers to Briefings on Evidence-Based Staff Development can read the rest of this article in the October 2010 issue.

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