motivation dr. len elovitz chapter 11 in owens & valesky

Motivation

Dr. Len Elovitz

Chapter 11 in Owens & Valesky

Copyright © Allyn & Bacon 20072

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

Motivation at Work

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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.


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?


The Western Electric Studies Revisited These 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.


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.


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.


David McClelland (1961, 1965, 1985)

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

and obstructions and to excel High 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


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.


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.


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


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.


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.


Needs and Worker Satisfaction

HerzbergHerzberg found five factors in particular that were strong determiners of job satisfaction: achievement, recognition, the work itself, responsibility, and advancement. These motivators (satisfiers) were associated with long-term positive effects in job performance while the hygiene factors (dissatisfiers) consistently produced only short-term changes in job attitudes and performance, which quickly fell back to its previous level.

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).


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.


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?

TRUE OR FALSE WHAT GETS REWARDED GETS DONE

WHAT IS REWARDING GETS DONE

WHAT IS GOOD GETS DONE

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


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


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

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


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

Carl Jung, as student of Freud suggested that motivation varied among people. His work laid the foundations for the concept of personality types.

About 75% of the population is thought to have extraverted attitudes. Westerns culture tends to sanction the outgoing, sociable

and gregarious. 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. This is a dimension in which individuals are on a continuum, mostly one, but may have qualities of the other.

Learning Styles

Learning Styles

Anthony Gregorc

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

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).


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.


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.


Thinking-Feeling decision-making (judging) functions both used to make rational decisions, based on the data r

eceived 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

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%)


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)

Team BuildingIntroversion (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


motivation dr. len elovitz chapter 11 in owens & valesky

Documents

group motivation

hawthorne studies

copyright allyn bacon

relay inspection group

experimental group

group norms

western electric studies

owens valesky slide