+ motivation dr. len elovitz chapter 4 in hoy and miskel

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Motivation

Dr. Len ElovitzChapter 4 in Hoy and Miskel

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What motivates teachers to perform well?

What can be done by administrators and supervisors to increase that motivation?

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Copyright © Allyn & Bacon 2007

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The Meaning and Patterns of Motivation

Motivation deals with the explanation of why people do the things they do.

The motivational patterns are evident in human behavior: Direction of decisions

Choices that individuals make when confronted with an array of alternatives

Persistence With which one pursues the chosen course

Intensity With which one tends to doing something

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The Extrinsic-Intrinsic Debate

There are two major approaches to motivation: Extrinsic views (behaviorist approach)—

people are motivated by external rewards and punishments; this is also called the carrot and stick approach.

Intrinsic views (cognitive or humanist approach)—people are motivated by internal capacities, such as aspirations, perceptions, attitudes, or thoughts that can be motivating or demotivating.

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Individual and Group Motivation

When individuals act in an organization, they act as members of a group.

Groups are dynamic social systems that establish interdependent relationships between and among people.

These dynamics give rise to basic assumptions and values that are the essence of group climate and culture.

Group norms have the power to motivate or demotivate people.

Mob Rule --- Unions?

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The Western Electric Studies RevisitedThese studies are also called the Hawthorne

Studies (from the Hawthorne plant of Western Electric).

The term Hawthorne effect comes from these studies.

Hawthorne effect is defined as a direct relationship between behavior and psychological phenomena caused by unusual conditions in which people may be placed.

+The Relay Inspection Group Studies

The experimental group was consulted on changes in the work environment.

Output rose even though working conditions returned to earlier circumstances.

Findings included: The workers were involved in the new form of

supervision in which their opinions mattered. The group had been transformed by this

experience and developed a distinctive esprit. They were empowered through participative

decision making.


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+Impact of the Studies

Many misread the results of these studies when applying them to organizations. The Hawthorne effect does not simply mean that if you pay attention to someone and change conditions, their motivation will improve.

The Hawthorne experiments resulted in motivated employees through participative leadership in which people were part of a team that made important decisions for the organization.


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+Individual Differences

Leaders must understand and accept diversity between and among people in a non-judgmental way. This means that leaders create environments that: Foster and enhance growth and development of

participants in terms of their own perceptions, needs, aspirations, etc.

Accept the fact that not only do individuals differ, but that this diversity can be a source of great strength to the organization.


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+Human Needs

Requirements for human survival and satisfaction – Edwin Locke

Internal states of disequilibrium that cause individuals to pursue courses of action to restore equilibrium – Steers and Porter

Discrepancy or undesirable unbalance in a state of affairs - Hodgkinson

+Abraham Maslow (1970)

Clinical Psychologist not a researcher

Hierarchy of Needs: Basic Physiological Needs: food, water, shelter. Security and Safety: physical and financial. Social Affiliation: love, belonging, acceptance. Esteem: self-respect, dignity and recognition. Self-actualization: self-fulfillment.

Prepotency: one cannot be motivated by a higher need until the lower needs are met. Higher-level needs become activated as lower-level needs become satisfied.

This does not mean that one level of need has to be totally satisfied before higher level needs emerge


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+Structure and Authority

+Maslow

Deficiency Needs – The first 4 Until met, people find it difficult to respond to higher order

needs

Growth Needs Are never met They Expand

+Maslow

How can the hierarchy be applied to Teachers

What about students?

What does the research say Mixed results, not many studies Trusty & Sergiovanni (1966) –

Largest deficiency for educators – esteem and self-actualization

Teachers have more esteem needs deficiencies than administrators

Chilsom (1980) – Teachers have more need deficiencies in all 5 areas

+Application to Work Motivation

Lyman Porter adapted Maslow’s theory to the workplace.

He added Autonomy, or the need for individuals to be involved in making decisions that affect him or her.

Porter and others were interested in how individuals in jobs experienced either: Need satisfaction. Need deficiency.


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+ Porter’s Model

+Application to Work Motivation (continued)

Thomas Sergiovanni led studies that found teachers, as a group, had satisfied lower-order needs. They were ready to respond to higher-order needs.

Younger teachers were most concerned with esteem.

Older teachers’ levels of aspiration dropped since they become resigned to things as they are.

Application of these finding would indicate that job security, salary, or benefits have little likelihood of motivating teachers, but fulfilling higher-order needs would be motivating.


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+Herzberg’s Two-Factor Theory of Motivation (1982)

Motivational Factors: these can lead to satisfaction. On a continuum from satisfaction to no

satisfaction (but not necessarily dissatisfied).

Maintenance Factors: these are required to be satisfied before motivational factors can work, and lack of which can lead to job dissatisfaction. On a continuum from no dissatisfaction to

dissatisfaction (but not necessarily satisfied).


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+Herzberg’s Two-Factor Theory of Motivation (continued)

Maintenance Factors (dissatisfiers; originally called hygiene factors): e.g.: work environment (climate), supervision, salary, job

security, attitudes of administration and policies.

Motivators (satisfiers): e.g.: achievement, advancement, work itself, growth,

responsibility, recognition.

Motivators, when present, can act to increase job satisfaction. However, absence does not necessarily lead to job satisfaction,

Maintenance factors when not present can increase job dissatisfaction, but when met do not necessarily result in job satisfaction


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It is not possible to motivate teachers through maintenance factors

However, they are a prerequisite to motivation

+Herzberg’s Two-Factor Theory of Motivation (continued)

Herzberg suggested three ways to practice his theory: Enrich the job: redesign work to tap potential, making job

interesting, challenging, and rewarding. Increase autonomy: more participation in decision

making about the work. Expand personnel administration: administration should

be concerned about motivational factors, not maintenance factors.

Research in school settings has generally supported Herzberg’s motivation-maintenance theory.


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+TRUE OR FALSE

WHAT GETS REWARDED GETS DONE

WHAT IS REWARDING GETS DONE

WHAT IS GOOD GETS DONE

+David McClelland (1961, 1965, 1985)

Achievement motivation theory The need to accomplish hard tasks, to overcome difficulties

and obstructions and to excel High Need Achievement (nAch)

Strong desire to assume personal responsibility Set moderately difficult goals Have a strong desire for performance feedback

Feels that achievement motivation is learned at an early age strongly influenced by parents

Others believe it is developed later Application to teacher? Students?

+Cognitive Views of Motivation (continued)

David McClelland (The Achieving Society) took these ideas a step further indicating that high n Ach people contribute to economic growth.

He believed high n Ach can be taught in home and school through attitudes, skills, and habits.

People varied in their need to be successful


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+Cognitive Views of Motivation

John Atkinson views motivation as driven by two characteristics: The desire to achieve success (n

Achievement or n Ach). The desire to avoid failure.

In some circumstances, low n Ach individuals may become highly competitive, i.e., those who seek to avoid failure can be highly motivated.


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+Cognitive Views of Motivation (continued)

Matina Horner’s work (1968) demonstrated that women were different than men in motivation, and she added a third form of motivation: fear of success.

She believed this to be based on fear of losing the social/cultural norm of femininity.

This is not just a female issue, as men are also motivated by fear of success, e.g., bright students may not want to appear to be successful by being singled out as a high achiever.


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+Autonomy

The desire to have choice in what one does and how he/she does it

Richard de Charms (1976, 1983) Origins – those with self-determination Pawns – those with other-determination When people feel more like Origins than pawns, they have

higher self-esteem, feel more competent and perform at higher levels

Teachers? Students?

+Beliefs

General understandings or generalizations about the world – What individuals hold to be true.

Beliefs play a pivotal role in motivation

Attribution theory deals with causal explanations that individuals make about past behaviors especially in regard to achievement efforts and expectations.

People attribute successes and failures to such factors as ability, luck, effort, mood, interest, and unfair procedures.

+Self-Efficacy

A person’s judgment about his or her capacity to organize a course of action that is required to achieve a certain level of performance – Bandura

Self-efficacy beliefs contribute to motivation by determining the goals that individuals set for themselves, how much effort they expend and how long they persevere

The Little engine that could

Students rising to expectations – Lean on Me –

Research – teachers who believed that they could influence student motivation and achievement were more successful than those who thought external factors could not be overcome

+The Paradigm Shift in Education

What comprises intelligence?

Traditional definitions of intelligence. Reason, problem solve, comprehend ideas. Can be measured accurately. Is a unitary whole. Is fixed and unchangeable.

Alfred Binet—developed with Theodore Simon the first intelligence test, Binet-Simon scale. In 1905.

MA/CA X 100 = IQ


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+IQ is Normally Distributed

+The Paradigm Shift in Education (continued)

Richard Herrnstein and Charles Murray (1994). The Bell Curve. Controversial, yet scholarly, treatise on intelligence. Brought attention to topic of intelligence.

The achievement gap has racial overtones.

Lake Wobegon Syndrome


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+Multiple Intelligences Theory

The following individuals paved the way for Gardner’s work on Multiple Intelligence Jean Piaget—learning is a progressive growth

process during which – over time and with proper stimulation and guidance – the individual builds on the simpler processes that were learned in earlier years by integrating higher-order logical processes.

Jerome Bruner—professed a “constructivist” philosophy of learning. Learning is an active process in which students construct new understandings upon a base of their existing knowledge

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Daniel Goleman—used the term “emotional intelligence” – important competencies in life included self-awareness, self-discipline, persistence, and empathy. These are more important than IQ and can be taught to children.

+Human Intelligence

Howard Gardner explained that there are 7 kinds of intelligence that are independent of one another Linguistic – ability to understand words and

how they are combined Logical-Mathematical – ability to see

patterns, order and relationships Musical – ability to discern pitch, melody,

tone, rhythm and other musical qualities Spatial – ability to perceive and think in

terms of visual qualities and demensions


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Kinesthetic – ability to control one’s bodily motions and to handle objects skillfully

Intrapersonal – ability to assess and understand the inner self: feelings, reactions, aspirations

Interpersonal – ability to notice and make distinctions among other individuals: moods, temperaments, motivations

+Learning Styles

+Learning Styles

Anthony Gregorc

http://web.cortland.edu/andersmd/learning/gregorc.htm

+Carl Jung

As student of Freud suggested that motivation varied among people. His work laid the foundations for the concept of personality types.

+Four Basic Dimensions of Human Personality

Carl Jung indicated that three dimension existed: Introversion-extroversion. Sensation-Intuition. Thinking-Feeling.

Myers and Briggs added: Perceiving-Judging.

Myers and Briggs developed the Myers-Briggs Type Indicator instrument (MBTI).


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http://www.humanmetrics.com/cgi-win/JTypes2.asp

+Introversion-Extraversion

About 75% of the population is thought to have extraverted attitudes. “Western culture seems to sanction the

outgoing, sociable and gregarious temperament.”

Many non-Western cultures are more supportive of those who turn their energy inward.

Individuals are not either-or in terms of being introverts or extraverts. An individual is mostly introverted or extraverted, but may have qualities of the other.


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+Intuition-Sensation

Individuals are either one or the other.

Individuals who use sensation must gather information from their senses.

Whereas, people who are intuition perceive the world through the unconscious.

These two different types may have trouble empathizing with one another. The sensing person is detail-oriented. The intuitive person will not worry about the facts

so much, and be impatient with others who do.


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+Thinking-Feeling decision-making (judging) functions

both used to make rational decisions, based on the data received from information-gathering functions (sensing or intuition)

Those who prefer thinking tend to decide things from a more detached standpoint, measuring the decision by what seems reasonable, logical, causal, consistent and matching a given set of rules.

Those who prefer feeling tend to come to decisions by associating or empathizing with the situation, looking at it 'from the inside' and weighing the situation to achieve, on balance, the greatest harmony, consensus and fit, considering the needs of the people involved.

http://en.wikipedia.org/wiki/Decision-making













+Perceiving-Judging

This fourth preference pair describes how people like to live their outer life—

what are the behaviors others tend to see?

Do you prefer a more structured and decided lifestyle (Judging) or a more flexible and adaptable lifestyle (Perceiving)?

This preference may also be thought of as orientation to the outer world

+Take the MBTI

http://www.16personalities.com/free-personality-test

http://www.16personalities.com/free-personality-test

+MBTI Statistics 2006

ENTP 2.33% ESTP 2.68% ESFP 4.65% ENFP 8.64%

ENTJ 3.57% ESTJ 11.71% ESFJ 12.14% ENFJ 7.53%

INTJ 5.19% ISTJ 10.56% ISFJ 9.39% INFJ 7.11%

INTP 2.99% ISTP 2.07% ISFP 2.84% INFP 6.61%

Introversion (I)-Extraversion (E)Intuition (N)-Sensation (S) Thinking (T)-Feeling (F)Perceiving (P)-Judging (J)

+I’m INTJ

Introvert iNtuitive Thinking Judging

You have moderate preference of Introversion over Extraversion (56%)

You have moderate preference of Intuition over Sensing (38%)

You have moderate preference of Thinking over Feeling (31%)

You have distinctive preference of Judging over Perceiving (67%)


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+Team Building

Introversion (I)-Extraversion (E)Intuition (N)-Sensation (S) Thinking (T)-Feeling (F)Perceiving (P)-Judging (J)

+The Star Trek Team

Mr. Spock

Dr. McCoy

Scottie

Uhuru

Sulu

Checkov

Yeoman Rand

Alan

Vince

Storm

George

rry

Dottie

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+The Star Trek Team

Mr. Spock

Dr. McCoy

Scottie

Uhuru

Sulu

Checkov

Yeoman Rand

Frank

Alan

Vince

Storm

George

Gerry

Dottie


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+ motivation dr. len elovitz chapter 4 in hoy and miskel

Documents

group motivation

hawthorne studies

copyright allyn bacon

miskel slide

relay inspection group

experimental group

group norms

western electric studies