Introduction
In essence, motivational-based strategies are some of the most crucial aspects of instructional programs. In this regard, it is evident that motivation is at the heart of learning since learners require embracing self-drive when they are obtaining skills. Nonetheless, the application of these theories must be conducted in a manner that enables the learners to achieve their objectives in their learning experience. As such, this paper will explore the applicability of the motivational based theories in the instructional program.
Application of Motivational Based Theories
When applying the motivational based strategies in the learning environment, various approaches can be used in the venture. First, the instructors should look instill the ideology of futuristic excellence. Factually, learners are well motivated by the activities that may bring future fortunes. This is very important in the instructional program bearing in mind that the program will not materialize in the short run. As such, it becomes crucial to instigate the futuristic approach, which would essentially encourage the students to engage in the activities without despairing. Second, motivational based strategies should incorporate team-based approaches. Surely, learners are mostly affected by low self-esteem, which makes them believe they are essentially incapable of accomplishing their roles ate the workplace. This being the case, the team-based approach is very important based on the fact that group members become a source of motivation and cognitive strength.
Additionally, it is important to include a practical approach when using motivational based approaches to give a realistic perspective to the lessons that are provided. In this regard, the instructor must direct students to conduct practical manifestations after the lesson. This becomes very crucial when it comes to personal development, acquisition of leadership skills, communication skills, and career development. For example, it is completely out of order to instill the skills of communication without allowing the student to make some speeches and engage in actual communication. As such, motivational-based strategies are acquired and developed when the students see the manifestations of those lessons in the actual sense. Lastly, motivational based strategies are instilled effectively if the students can find the materials ready. In that regard, motivational based strategies should be applied in a supportive environment. This implies that the instructors should ensure that students have sources of information such as electronic journals and books, among others, to facilitate references.
Use of Motivational Theory
The motivational theory is found on the premise that human beings adopt positive behavior towards work since they need to acquire the essential needs and avoid the lack of those necessities in life. As such, the provision of such needs becomes a critical source of motivation for the workers. This can be mapped on the learning environment whereby the students can be motivated by providing certain essentials that may motivate them to acquire skills (Jerome, 2009). Importantly, this can be achieved by incorporating an approach whereby learners are ranked and awarded. In that case, the instructors can initiate a system of competition where students struggle to get the promised benefits once they achieve the set standards. This approach does not only leads to the acquisition of skills, but it also enables the student to engage in effective learning. As such, it is important to incorporate competitive strategies in instructive programs.
Benefits of the Motivational Theory
The motivational theory has various benefits to the instructive program concerning the acquisition of skills. First, motivation is an essential ingredient to personal development and self-esteem. In most cases, people who are motivated can develop confidence in their actions and lead the way to develop new strategies for an organization. Motivation is considered as an essential approach that instigates the innovative capability of the people (Case, 2012). Also, leadership is attributed to motivation since a leader must have a sense of self-confidence. In return, their motivation makes it possible to encourage others and provide a way forward on the issues affecting the organization. Lastly, motivational theory helps the instructors to develop a sense of self-drive in the organization. Surely, motivated employees and learners are capable of fulfilling their mandates without relying on supervision or management (Elen & Kariv, 2010). This self-drive and discipline provide an environment for the fast development of skills and commitment to organizational undertakings.
Motivational Specialist’s Recommendations
Regarding the analysis of the instructional program adopted by the organization, various motivational recommendations can be given to enhance effectiveness and proficiency. First, organizations should adopt a team-based approach when instilling skills (Marinkovic, 2011). This will help students to learn from each other and interact to encourage each other. Second, the instructors should embrace the practical aspects to give a visual reality. This practical approach will enable students to make a realistic approach and apply them in a real-life situation.
Conclusion
The instructors should initiate a futuristic approach to students when it comes to motivating and teaching students. In this case, the futuristic mentality enables them to engage in activities due to the promise that their commitment to the present undertakings will determine the future. Also, it was established group work, and the use of the practical approach is essential when seeking to motivate students to absorb skills.
References
Case, R. (2012). Theories of Learning And Theories of Development. Educational Psychologist, 17(9), 219-233.
Elen, H., & Kariv, S. (2010). An experimental test of observational learning under imperfect information. Economic Theory, 18(6), 677-699.
Jerome, L. (2009). Ways of learning: Learning theories and learning styles in the classroom. European Journal of Teacher Education, 15(8), 219-221.
Marinkovic, D. (2011). Sociology and constructivist perspective: Sociological theory and constructivist meta-theory. Developmental Psychology and Learning, 13(6), 109-124.