One of the best ways of ensuring that an individual is motivated is to talk to him or her before undertaking any sort of training or evaluation procedure, in order to ascertain whether or not improvement is actually a goal of the individual. Once employees have demonstrated that positive change is a priority, another prime motivating factor is the tailoring of learning and training programs on an individual basis -- within reason, of course. By inducing elements of self-directed learning or training, in which employees may be able to study on their own or demonstrate their proficiency of concepts before others, motivation will be sufficiently evidenced and individuals will gain more out of a particular training.
Still, in order for long-term success and proficiency in a particular topic, it becomes necessary to stratify both the performance evaluation feedback process as well as any applicable training modules into smaller, manageable goals....
This way, participants may be able to gauge success or room for improvement more readily, and ideally foster their confidence by achieving smaller goals that will propel them on their way to more significant mastery of that which they are pursuing. In terms of a feedback evaluation process, these manageable expectations should be formed from a number of sources that will be able to perceive and evaluate a number of factors that will be in settings that are germane to individuals, groups, and are detectable both before and after the evaluation process. The relevance of the involvement of all of these factors can be seen in the interplay that exists between them in the actual life application of the laboring process, one in which self-reflection is a key tenet of an individual's capacity to internalize and properly assimilate feedback.
References
Coleman, D. (2000). Working With Emotional Intelligence. New York: Bantam.
