Geoff Brown, Gabby Martel, & Dianna Petrie

MOTIVATION

INTRODUCTION

Sometimes we are motivated enough to embark on a 30 minute expedition to Dairy Queen for our favourite ice cream, but yet really want to engage in a 30 minute workout and fail to do so. We want both of these things, so why do we find the time to do one and not the other? How can we train ourselves and others to make different decisions, and create desire strong enough to materialize into action? These are the questions we hope to answer in this presentation and we hope you will come away with the ability to inspire both yourself and others.

TABLE OF CONTENTS

What Drives Us?

Motivation Influencers

Additional Strategies

Section #3

Section #4

Section #5

Section #1

Section #2

END

“Leadership is, by definition, involving

and motivating other people as well as oneself. Leader

competence is about inspiring others to

perform at high levels by solving problems

and seizing opportunities.”

(Bateman, 2011, 71)

What is Motivation?

Reflection

Section #6 References

WHAT IS MOTIVATION?

According to DuBrin (2011)

A “concept with two widely used meanings: (1) an internal state that leads to effort expended toward objectives and (2) an activity performed by one person to get another to accomplish work” (p. 346).

According to Sandri (2011)

“Motivation often is described in terms of direction (the choice of one activity over another), intensity (how hard an employee tries) and persistence (how long an employee continues with a behavior, even in the face of obstacles or adverse circumstances)” (p. 45).

Definition

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WHAT DRIVES USIt’s 3am, a college student has an exam in the morning and she’s binge drinking coffee just to stay awake to accomplish a few more hours of studying.

• What drives her to choose studying over sleep?• Why is studying more important than sleep?• Why didn’t she spend more time studying earlier?

Motives can often be quite complex, but understanding our fundamental drives can help us understand both ourselves and others, and using this knowledge can help us steer motivations in the right direction.

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WHAT DRIVES US?Types of Motivation - Deci & Ryan, 2000

These levels of motivation are listed in order of their perceived locus of causality from external to internal. For many important things we often strive to nurture intrinsic motivation, but this type of motivation by definition is created by the subject and not by external influences.

Amotivation

• “I don’t want to do this”

External Regulation

• “Someone will reward/punish me for doing/not doing this, so I want to”

Introjection • “Someone will praise me for this, so I want to do it”

Identification • “I want to do it because it is valuable for me to do”

Integration• “I want to do it because it is part of how I define

myself”

Intrinsic Motivation

• “I do it because I enjoy it”

Extrinsic Motivation

All motivation is not equal. As you read through this slide think about the two

examples outlined so far: ice cream versus a workout, and sleep versus studying. Which type of motivation would each choice fall

under?

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Physiological Need• Bodily needs

Safety Need• Physical safety

and feeling safe from physical and emotional harm

Love/ Belonging Needs• Needs related

to one’s interactions with others

Esteem Need• One’s need to

be viewed by others as someone with self worth

Self-Actualization Need• Self-fulfillment

and personal development needs

WHAT DRIVES USMaslow’s Hierarchy of Needs – Maslow, 1943

People will satisfy these needs in the order of this diagram. Once each need is generally satisfied we move on to satisfy the next.

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WHAT DRIVES USExpectancy Theory – Vroom, 1964

Effort

if you put in effort…

Goal

you can achieve your

goal…

Reward

and then you will be

rewarded.

This is the belief that…

But sometimes we don’t put in the effort. Let’s think

about why we would do that.

Maybe we don’t feel that we

can/will achieve the goal…

or maybe we don’t feel we will be rewarded for achieving the

goal…

or maybe we just don’t

appreciate the end reward

enough.

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•We’ve now looked at what drives us to do the things we do.

• In this next section we will be looking at how we can apply these concepts to consciously drive our own and others’ motives.

MOTIVATION INFLUENCERS

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MOTIVATION INFLUENCERSFirst let’s decide what type of motivation we want to influence…

Amotivation

• “I don’t want to do this”

External Regulation

• “Someone will reward/punish me for doing/not doing this, so I want to”

Introjection • “Someone will praise me for this, so I want to do it”

Identification • “I want to do it because it is valuable for me to do”

Integration• “I want to do it because it is part of how I define

myself”

Intrinsic Motivation

• “I do it because I enjoy it”

Extrinsic Motivation

Because we know that we want to extrinsically motivate, we can cut down our choices…

External Regulation

• “Someone will reward/punish me for doing/not doing this, so I want to”

Introjection• “Someone will praise me for this, so I

want to do it”

Identification• “I want to do it because it is valuable

for me to do”

Integration• “I want to do it because it is part of how

I define myself”

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In the next slides we will be discussing strategies for building motivation.

As you read through, think about which types of motivation are being harnessed.

MOTIVATION INFLUENCERSAppeal to one’s motives

• Providing salary or wages• A comfortable work environment• Free food• Allowing and recognizing work-life

balance

• Providing wages and salaries that allow employees to provide safe home and food

• Health and disability benefits for employees and their family

• Retirement plans• Employee assistance programs

• Building good teams• Relationship building and social

supports• Company bbqs, retreats, clubs,

mentoring programs, break rooms.

• Recognition and praise• Provide business cards• Create societies or prestige clubs

for employees• Titles, promotions, opportunities for

advancement• Personal parking spaces• Employee of the month• Career development• Community recognition

• Tuition reimbursement programs• Paid sabbaticals for humanitarian

cause or lifelong goal• Create partnerships with nonprofit

organizations• Match employees donations to

charitable organizations

EXAMPLES (click blue buttons below)

Physiological Need• Bodily needs

Safety Need• Physical

safety and feeling safe from physical and emotional harm

Love/ Belonging Needs• Needs

related to one’s interactions with others

Esteem Need• One’s

need to be viewed by others as someone with self worth

Self-Actualization Need• Self-

fulfillment and personal development needs

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Effort

If you put in effort…

Goal

you can achieve your

goal…

Reward

and then you will be

rewarded.

MOTIVATION INFLUENCERSExpectancy Theory

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Effort

If you put in effort…

Goal

you can achieve your

goal…

Reward

and then you will be

rewarded.

1 - Link effort to achieving goals

• Train and develop others via workshops, case studies, and challenges that stretch people, both on and off the job.

• People enjoy the feeling of competence in the things that they do, especially when these things are perceived to be more difficult.

Develop competence (Bateman, 2011)

• Take inventory of personal assets and accomplishments• Develop competence• Use positive self-talk and avoid negative self-talk• Use positive visual imagery• Set high expectations for yourself and strive for peak performance• Bounce back from setbacks and embarrassments

Build confidence and self-efficacy (Dubrin, 2011)

• Working at the optimum level of difficulty facilitates the most motivation. Things too easy are boring, and things to hard are discouraging.

Set appropriate goals (Deci & Ryan, 1985; Spinath & Steinmayr, 2008)

2 - Link goals to a reward

• Rewards don’t need to be tangible.• Communicate to others that something is important for them

to know because it will be useful for them in some meaningful way.

Instrumentality belief (Kover & Worrell, 2010)

• Ensure rewards are given for the intended level of performance.

• Use team rewards for interdependent jobs.• Watch out for unintended consequences. Make sure your

rewards are not promoting bad practices.

Improve reward effectiveness (Pierce, Cameron, Banko, & So, 2003; McShane, 2004)

3 - Ensure the reward is worth the effort

• Know who you are assigning goals and rewards for, and ensure that these are relevant to that/those person/people.

Relevance (Pierce, Cameron, Banko, & So, 2003; McShane, 2004)

• Value is equivalent to the perceived reward subtracted by the perceived effort.

• Always ensure the equation comes out positive by understanding perceptions.

Value (McShane, 2004; Vroom, 1964)

To summarize, when setting goals and rewards always remember to…

• Modeling

• Modeling this type of competence yourself and clarifying the boundaries—strategic, ethical, cultural, and perhaps others—over which people should not stray.

• Empowerment

• Allow those we work with to share the power with the us (i.e. participate in decision making).

• Job Design and Interesting Work

• Although this is intrinsic, we can make the job challenging enough and interesting enough, sometimes even having them take on jobs that they may not normally do to gain a different perspective.

• Positive Reinforcement

• Provide reinforcers that promote the behavior that you want from employees.. These must be appropriate rewards and may come in the form of money, promotion or recognition in some form. It’s important to check culture differences when recognition is given.

ADDITIONAL STRATEGIES

DuBrin (2011): Bateman (2011):

DuBrin and Bateman

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• Build on Others’ Strengths

• Have them continue to build on what they are already doing well and have them continue to improve in that area.

• Be a Heartlifter

• Give compliments and support.

• Start in the Right Place

• Instead of harping on their weaknesses to motivate them start with their strengths.

• Discover People’s Strengths

• What do people believe they are capable of, what is their ‘destiny’.

• Keep Listening

• Celebrate Failure

• Cheerfully fess up when you don't succeed. People will intuitively realize you have compassion and will ask for your opinions.

• Be Persistent

• Dogged determination despite setbacks is always inspiring. When you get up early to work out no matter how tired you are, your loved ones will realize nothing has to hold them back, either.

• Give to Others

• Research shows that women who volunteer are happier. When your friends and family see you being generous with others, they'll want that positive perk for themselves.

• Be Humble

• Thank those who helped you succeed and you'll experience the "It's a Wonderful Life" phenomenon: When people realize their behavior actually affects you, they'll want to keep it up.

ADDITIONAL STRATEGIES

Lee (2007): Secretan (2005):

Lee and Secretan

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REFLECTION• With these all these strategies in mind think about the

following questions.

• How can we motivate ourselves to commit to an exercise regime?

• How can we motivate students to not leave things to the last minute?

• How can we motivate employees and peers to work together to efficiently and effectively complete a project?

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REFERENCES I

Bateman, T. (2011). Beyond charisma: What followers really need from their leaders. Training and Development, 65(6),

70-72.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determinaton in human behaviour . New York: Plenum.

DuBrin, A. (2011). Human Relations for Career and Personal Success: Concepts, Applications, and Skills (9th ed.). New

Jersey: Pearson.

DuBrin, A. J., & Geerinck, T. M. (2011). Human relations for career and personal success . (4th ed.). Toronto, ON: Pearson

Canada.

Kover, D. J., & Worrell, F. C. (2010). The Influence of Instrumentality Beliefs on Intrinsic Motivation: A Study of High-

Achieving Adolescents. Journal Of Advanced Academics, 21(3), 470-498.

Lee, H. (2007). Be an inspiration!. Prevention, 59(5), 161.

Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review 50(4): 370-96.

McGraw, L., Pickering, M., Ohlson, C., & Hammermeister, J. (2012). The influence of mental skills on motivation and

psychosocial characteristics. Military Medicine, 177, 77-84.

McShane, S. L. (2004). Canadian organizational behaviour. New York, NY: McGraw-Hill Ryerson.

Here are other places you can look

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REFERENCES II

Pierce, W., Cameron, J., Banko, K. M., & So, S. (2003). Positive effects of rewards and performance standards on intrinsic

motivation. Psychological Record, 53(4), 561-578.

Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary

Educational Psychology, (25), 54-67. doi: 10.1006/ceps.1999.1020

Sadri, G., Bowen, C. (2011), Meeting employee requirements: Maslow’s hierarchy of needs is still a reliable guide to

motivating staff. Industrial Engineer, 43(10), 44-48.

Secretan, L. (2005). Inspiring people to their greatness. Leader to Leader, 2005(36), 11-14.

Spinath, B., & Steinmayr, R. (2008). Longitudinal analysis of instrinsic motivation and competence beliefs: Is there a

relation over time?. Child Development, 79(5), 1555-1569.

Urdan, T., Solek, M., & Schoenfelder, E. (2007). Students' perceptions of family influences on their academic motivation: A

qualitative analysis. European Journal of Psychology of Education, 12(1), 7-21.

Vroom, V. (1964). Work and motivation. New York, NY: John Wiley.

Here are other places you can look

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.Module 6 : Group Presentation

Geoff Brown, Gabby Martel & Dianna Petrie

EDUC 5346 - Interpersonal Relations in Administration

Nipissing University

Dr. Barbara Malarczyk

Due Date: Monday, July 23rd, 2012