About 10 years ago, I worked in the administration for the Mayor of our city. I was responsible for getting the computers set-up and instruct users on how to use Microsoft products. The Mayor wanted to utilize the Outlook calendar meeting function to help fun the office more smoothly. This was an easy task, except for when it came to teaching the Safety Service Director. He had no desire to learn about computers. His reluctance put our office behind in integrating the technology plan we had put into place.
Possibly the only motivational strategy from Kellers' ARCS Model that might have applied relates to enhancing relevance. If I could have encourage the Safety Service Director to learn about the new technology and how it could make his life easier, maybe he would have been more apt to want to learn. "Provide opportunities for matching learners' motives and values with occasions for self-study, leadership, and cooperation" (Driscoll, 2005, p. 339). Also by having him projected as a leader in the use of the technology could have encouraged him as well.
Reference:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
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ReplyDeleteSara,
ReplyDeleteAs I sit here reading your blog I can name quite a few laggards at my job who I have had the same experience with. Just wondering if you or anyone else tried to speak with the Safety Service Director on a one-on-one basis and tried to show him how to use Outlook. I no many times people are resistant when they do not know or understand how something will or or how to work it themselves. Many times those individuals are embarrassed to ask for help.
Emmorfia
Sara,
ReplyDeleteHow are you? Your story about the Safety Director reminds me of how some department chairs in my school sometimes act. You are right he should have taken the lead considering he is in a leadership position. Often times resistance to change is top down; therefore, working with will hearts, regardless of rank, is more effective.