Toward a Current, Comprehensive, Integrative, and Flexible Model of Motivation for Instructional Design

Workplace motivation historically has been an HR function, with ID as a training function. This division produces a split between motivation and training, leaving them isolated from one another. Intervention design needs to include motivation throughout its phases, to maximize motivating opportunities for performance improvement. The current models included in instructional design texts and resources are important, but tend to lack some characteristics that would make them more useful and productive for designers. The purpose of this paper is to present a theoretical and conceptual framework for the development of a new model of motivation for intervention design that is current, comprehensive, integrative, and flexible. To that end, we (1) review the key points of the call for such a model; (2) present a framework for such a model; (3) offer a conceptual prototype for a model to meet designer's needs and include perspectives from experts in instructional design and performance technology, including how it fills out an integrative theoretical base of motivation for the field; and (4) present future development implications for the field.