motivation for communication
DESCRIPTION
This is a research regarding motivaiton for communicationTRANSCRIPT
English 307: Fundamentals of Organisational Communication
Small Scale Project
Wednesday 21 April 2010
Understanding motivation for communication of
secondary school students behind volunteer work
in an Interview with a social worker
1. Introduction Volunteer work could be organized by various organizations, including the social
department, schools and community centers. Community centers recruit members to
do volunteer services. These members are of a wide range, ranging from primary
school students to secondary school students, or even housewives and retirees.
Teenagers are most energetic at their age, they have a lot of things to choose to do in
their leisure time, why do they choose to perform volunteer services and what is the
motivation for them to communicate? Therefore, it would be interesting to investigate
the motivation for communication behind volunteer work of secondary school
students using motivation theory- Maslow’s Hierarchy of Needs.
The subject interviewed was a social worker working in the children and youth
integrated services center, which takes outsourced community services from schools
and organizes services itself, for over 10 years. Being a social worker, she was trained
with psychology theories, including motivation theories. She is responsible for the
volunteer services in the center. Her knowledge of her members and communication
behaviors served as the basis for my study. In particular, I will use Maslow’s
Hierarchy of Needs as the guide to questions, and show how this theory explains
students’ motivation to communicate. This paper includes a literature review followed
by a methodology, findings and discussion, and limitations and conclusion.
2. Literature Review
This study regards the relationship between the motivation theory - Maslow’s
Hierarchy of Needs and communication. Communication is a dynamic, interactive,
transactional and person to person process. People shares their constructed meanings
and developed expectations about their experiences with others (Bowditch & Buono ,
2005). The word ‘motivation’ comes from the Latin word mouve, meaning to ‘move’
(Drummond,2000). Psychological forces within an individual, determining the
direction of an individual’s behavior in an organization, an individual’s level of effort
and the level persistence when facing difficulties and obstacles, construct the meaning
of motivation (George and Jones, 2000).
Maslow’s Hierarchy of Needs theory was proposed by Abraham Maslow (1908-
1970) (Shockley-Zalabak, 2006). The strength of Maslow’s Hierarchy of Needs is
recognizing and identifying individual needs for the purpose of motivating behavior
(Bowditch & Buono , 2005). There are five levels in the hierarchical structure:
Physiological, safety and security, love and social belonging, esteem and prestige and
self actualization (See figure 1).
Figure one: Maslow’s Hierarch of Needs (MBA tutorial, 2010)
Maslow suggested physiological needs are the basic needs such as the need for air,
food, water, sex, sleep etc. Safety needs are security of an individual’s body, health,
morality, family, property etc. Love and social belonging needs are satisfaction
through friendships, family affiliation, social support and affection from peer groups.
Esteem needs are the desire for self respect, respect from others, status, recognition
and appreciation (Ellis and Dick, 2000). Self actualization needs mean reaching an
individual’s full potential and engaging in activities which is uniquely suitable for an
individual (Ellis and Dick, 2000). The model proposes individuals must achieve lower
level needs before achieving higher levels needs. Maslow suggested lower level needs
fail to serve as a source of motivation once are satisfied , in order to be motivated,
individuals pursue the needs at the next level in the model (Brook,2006). However,
there are questions about the concept of hierarchical progression. Cross sectional
empirical research agree with the levels of the hierarchical progression but it is not
clearly supported by longitudinal research (Bowditch & Buono, 2005). Researchers
raised questions about whether satisfied needs cease to motivate and lead to needs at
the next level, whether individuals can be motivated by several needs at the same time
and whether gender and sex are factors affecting the difference regarding to social and
esteem needs (Bowditch & Buono, 2005). Different needs at different life stages of
different people could be affected by culture, age and other factors (Adair and
Thomas, 1998). Even Maslow later recognized the model might not be applicable to
everybody, for example, the need for self actualization of creative people may
displace satisfying certain basic physiological needs and he suggested lower level
need might not have to be fully satisfied before proceeding to the next level need
(Brooks, 2006). Additional three stages: the need for knowledge and thinking
(cognition), the need to appreciate and enjoy beauty(aesthetics), the need to selflessly
help others(transcendence) were added to the hierarchy by either Maslow or his
colleagues in the later years (Robertson,2009). Maslow’s Hierarchy of Needs has
important implications for communication behaviors because it implies
communication behaviors by reflecting whether needs are satisfied (Shockley-Zalabak,
2006). Assessment of need satisfaction could be used to explain communication
behaviors. This model can be used as a reference to motivate communication.
3. Methodology
This study is conducted by adopting a deductive approach. Questions, based on
three stages: first time meeting of a service project, preparation and performance,
evaluation after service, were asked which specifically oriented towards how to
explain communication behaviors and how to motivate communication by Maslow’s
Hierarchy of Needs. The study subject, who is a certificated social worker and has
studied psychology courses, was assumed to have knowledge of Maslow’s Hierarchy
of Needs and this assumption was confirmed by question 5 and the sub questions. She
was given sufficient time to think before answering questions and proceeding to the
next question. The main and sub-questions are below (sub-questions refer to further
inquiries regarding to the main question):
Q1. “How many volunteer groups do you have now?”
Q1 sub Q1: “Are they all new comers or experienced volunteers or a mix of both
types?”
Q2. “Are they active in participating in group discussions when they come here?”
Q3. “For the first few times, how do you break the ice with them?”
Q4. “How do you motivate them to speak and give ideas in early stages?”
Q5. “I know Maslow’s hierarchy of needs this theory is very well known in
psychology and sociology. Have you ever heard of it?”
Q5 subQ1: “So you have a comprehensive knowledge about the five levels of
needs right?”
Q5 subQ2: “Do you think your members fit in the Maslow’s hierarchy of needs
theory?”
Q6. “How do you see them motivated with the explanation of Maslow’s hierarchy of
needs?”
Q7. “During preparation and performing services, are they active in giving ideas? If
not, how would you help them? Or how would they help themselves?”
Q8. “Do you think peer communication facilitate communication among members?”
Q9. “Do they often have conflicts? How do they solve conflicts? Why are they willing
to solve conflicts?”
Q10. “How do you motivate them to speak during evaluation time?”
4. Key Findings and Discussion
The data of first time meeting of a service project, preparation and performance and
evaluation after service will be summarized and put in tables for discussion.
Stage one: first time meeting of a service project
Situation Action taken by
social worker
Action taken by
old members/
Results
peers
Members being
silent, not
participative and
reluctant to
express themselves
Some members are
referred by old
members
Some members are
forced by parents
to come
Rewards (praises,
candies etc)
/ Members like rewards and
are more willing to talk
after receiving rewards.
Rules and
expectations
establishments
/ They follow the rules and
expectations set by all
members. They
communicate under these
rules and shared
expectations.
Grouping and
peer support
/ Members tend not to talk
in front of all the members
but are more willing to
speak in small groups,
especially encouraged by
old members.
For the first time meeting, there are usually a mix of old members and new
members. Some new members are referred by old members. Some of them are just
new comers who registered the project themselves. Some of them are forced by their
parents to join the project. They are usually silent and passive in the first meeting.
They even do not introduce themselves even being asked to do so. To motivate them
to speak, the social worker and old members use different approaches. The social
worker gives rewards such as praises and candies for members who initiate to express
themselves. One example is the social worker once asked if anyone would like to
introduce himself in the first meeting but members stayed silent. The one who spoke
first without being forced would receive candies and praises from the social worker.
The social worker praised a member for being brave to be the first one to introduce
himself by giving his name and hobbies in front of all the members. Rewards satisfy
the esteem needs by giving recognition to the member in front of everybody to
motivate communication. Others would follow this communication behavior to pursue
rewards in order to satisfy esteem needs. Reward system strengthens the motivation
for the member who receives rewards to further communicate and express because he
or she gains the confidence by recognition. The social worker establishes rules and
expectations with the members. They build a shared reality which offers security. As
the expectations and rules are jointly set and communicated, members know clearly
the environment they are in. They need not be afraid of uncertain punishment or
demand. One example of rules was a hand sign to make everybody silent and drew
their attention. When a hand sign of victory was raised in the air, others had to follow
and keep quiet. Until everybody did the same, the one who started the signal could
draw everybody’s focus on him, allowing him to speak with attention of all members.
This was a kind of communication tool. People used to shout at and scold others for
not paying attention which scared people. Now, they have a common rule for
communication with satisfaction of safety needs because everybody knows the signal
for focus- victory sign, but not anything else they cannot predict. The social worker
communicates expectations with the members. The social worker observes the
character of each member and understands their interests by casual chats. For
example, members had to choose the target service group which was either children or
elderly. The social worker communicated with them and understood their interests and
fears. Some of them were fear to deliver service to elderly. Therefore, they reached
consensus, the shared expectation, to serve children rather than elderly. This satisfied
the security needs of the members as they felt safe and comfortable with the target
served group. They were motivated to communicate the project and with the target
served group. The social worker adopts grouping to motivate them to express
themselves. A large group will be divided into small groups and each small group is
usually a mix of old and new members. The old members take the leading role to
initiate others to speak by being the first one to give ideas and asking others questions,
especially yes/ no questions. This method satisfy their desire for security as members
are in a smaller group and therefore possess less fear to talk. Old members, with a
sincere attitude, are experienced and hence give a sense of security to other members.
Peer support provided by old members can satisfy the social belonging needs. By
being friends and establishing a closer relationship with the old members, new
members find it easier to adapt to the environment and are more willing to talk. As old
members are already friends, the strong social bonding motivates communication and
cooperation, again satisfying love and social belonging needs.
Stage two: preparation and Performance
Situation Action taken by
social worker
Action taken by
old members/
peers
Results
Not giving ideas on the
implementation of
project
Giving a
framework
/ Following framework to
add ideas
/ Initiating to give
ideas and asking
questions
Eliciting responses and
discussion
Having conflicts / Proactive Conflict resolved
communication
Communication during
work
Giving oral
praises, awards
and certificates
/ Members communicate
more often and work
harder
Having gatherings Active
communication
Enhanced communication
and better cooperation
During the preparation of work, they often do not give opinions on the details
and implementation of the service project. Sometimes, the social worker gives a
framework for members. Members then follow the framework to add ideas or make
minor adjustments. For example, members were asked to design a game for a game
booth for kindergarten children. Members did not express any ideas until they were
given a framework on the design of the game. The framework contained some
suggested basic rules of the game design and purposes of the game, for example,
games must be easy to play and explain. Then, members added ideas and details such
as the materials used in the game and method to play by themselves. Framework
satisfied their desire for safety and security and therefore motivated them to
communicate their own ideas. Old members and peers motivate others to
communicate ideas by initiating to speak and asking questions. For example, an old
member first expressed his idea such as suggesting having chocolates as presents for
winners in the game which motivated others to respond to his idea. Peers also asked
questions, especially yes/ no questions such as should we use paper as material? to
elicit responses. These satisfied the security needs because members were afraid of
speaking first. It would be easier for them to start with responses such as agree or
disagree and then discuss. When they have conflicts, they are proactive to talk to each
other to resolve conflicts. For example, once a boy and a girl quarreled because they
held different opinions on the division of labor. After a few hours, they calmed down
and talked to each other again about the problem. Finally, they agreed on the division
of labor after discussion. Motivation to communicate is due to need for love and
social belonging, security and esteem. Members in the service group are good friends
as they always work together. They resolve conflicts because they desire to maintain
good friendships. Quarrels or fights will affect the progress of the project. They settle
conflicts to ensure the project to be on schedule but not affected by disagreements.
This reflects the need of security of the project motivates them to communicate. Need
for esteem motivates them to resolve conflicts because they want to gain self respect
and respect others. During the project, members are motivated to communicate
proactively by praises, awards and certificates. These awards such as the volunteer
service awards issued by the Social Welfare Department of the government give
recognition, status and respect, satisfying their need of esteem. The social worker
organizes gatherings to create closer relationships of members. For example, they
have gatherings at least once a month apart from normal meetings. During gatherings,
they talk in a casual atmosphere and are drawn closer. Their desire for love and social
belonging are satisfied because they have friendships and a sense of belonging to the
group. This motivates them to communicate with each other frequently. Some
members proactively communicate because their need for self actualization is
fulfilled. Some services are based on their own talents. For example, a girl in the
group has received dance training for years. She was responsible to teach children
dance during one of the services. She was extremely motivated to communicate with
others the details of implementation such as the setting of the venue. She was
reaching her potential therefore the satisfaction of self actualization motivated her
active communication. All members are motivated to communicate the project
because their need for transcendence is fulfilled by selflessly helping others in the
services.
Stage three: evaluation after service
Situation Action taken by
social worker
Action taken by
members
Results
After services, Giving beverages, / Members start to give
members are asked to
evaluate themselves and
others.
snacks and breaks responses after having a
drink, snacks and a break.
Grouping / Members are more willing
to express themselves in
small groups.
/ Active
evaluation
Members actively evaluate
themselves.
During evaluation after service, most members do not speak up but some
actively evaluate themselves. For the majority, the social worker always gives
beverages, snacks and a break after service. This is to satisfy their physiological need
because they are tired after delivering service. One example given by the social
worker was that the members all sat on the floor right after service and could not say a
word because they were exhausted. Food, beverages and a break must be given to
them in order to fulfill their physiological needs. The satisfaction of hunger, thirst and
rest would motivate them to express themselves in the reflection time. Grouping
motivates members to evaluate by fulfilling the needs for security and love and social
belonging. Members feel safe to speak in small groups because they are afraid of
speaking in front of a crowd. Some are able to express in small groups and gain
confidence to present ideas in a large group. As members have cooperated for a period
of time, they become good friends. The intimacy between friends satisfies the love
and social belonging need which motivates them to communicate comfortably. Some
members would actively evaluate themselves. This communication behavior is
motivated by fulfilling needs for self-actualization and knowledge and thinking. Their
potentials are reached so they are motivated to evaluate themselves. Take the dancing
girl mentioned in the preparation and performance above as an example, she was
motivated to communicate her experience because she fully made use of her potential.
Some members proactively evaluate themselves to others because they are motivated
by the fulfillment of knowledge and thinking.
The analysis of findings for three stages has suggested a few points. Along the
three stages, the hierarchical progression is not fully achieved. Needs of self
actualization, transcendence and knowledge and thinking appear later in the second
and third stage after fulfilling security needs and esteem needs but physiological
needs appear in the last stage. Need for security appears in all three stages.
Satisfactions of more than one need appear at the same time or same stage. Examples
are needs for security, love and social belonging, esteem, self actualization and
transcendence all appear in stage two. Some needs such as need for security continue
to motivate members even they are fulfilled.
5. Limitations and Conclusion
The government has just implemented the new education system, other learning
experience (OLE) is compulsory under the new system. OLE means a minimum time
allocation of 5 % each for Aesthetic Development, Physical Development, Moral and
Civic Education, Community Service and Career-related Experiences (Education
Bureau, 2010). Community service is often outsourced to community centers by
schools. It is compulsory for present junior secondary school students (F1 to F4) to
take OLE but not for present senior secondary school students (F5 to F7). This study
has not investigated the difference between the motivation to communicate for junior
and senior secondary schools students as there is an influential variable, the
compulsory requirement of junior secondary school students to do community
service. Age, sex, family background and other environmental factors have not been
taken into consideration for analysis. The discussion is based on the observation and
experience of the social worker solely. The discussion is limited because members in
the service group are not interviewed for comparison and verification of the data.
This study matches the literature review by showing some degrees of following
the hierarchy progression of needs, the coexistence of needs satisfactions and the
continual motivating ability of some satisfied needs.
6. Reference
Adair, J. (1998). "Motivation and people management". In "Handbook of Managemen
t & Leadership". Ch.7. P. 155 - 175
Bowditch, J.L. & Buono A.F. (2005). “A primer on organizational behavior. 6th
edition”.Hoboken, NJ : Wiley,
Brooks, I. (2006). “Organisational behaviour : individuals, groups and organization.3rd
edition”. Harlow: Prentice Hall
Drummond, H. (2000). “Introduction to organizational behavior”. Oxford: Oxford
University Press
Education Bureau (2010). “Other learning experiences”.[online]. Available World
Wide Web, URL:
http://cd1.edb.hkedcity.net/cd/lwl/ole/01_intro_01.asp
Ellis, S. & Dick, P. (2000). “Introduction to organizational behavior”. Maidenhead:
McGraw-Hill
George, J.M. & Jones, G.R. (2000). “Essentials of managing organizational
behavior”. Upper Saddle River: Prentice Hall
MBA tutorials (2010). “Maslow’s Hierarchy of Needs”. [online]. Available, World
Wide Web, URL:
http://www.mba-tutorials.com/management/409-maslow%E2%80%99s-hierarchy-
of-needs.html
Robertson, F. (2009). “Maslow’s Hierarchy of needs". In "Gower handbook of interna
l communication. 2nd ed”. P.120-121
Shockley-Zalabak, P. (2006). “Fundamentals of Organizational Communication: Kno
wledge, Sensitivity, Skills, Values. 6th edition”. Boston: Pearson / Allyn & Bacon.