Hi Friends,
I think you are all wondering what type of question is this? In today's HR world, everybody is talking about MOTIVATION. No doubt about this. But let's do some soul searching! Are we really sensitive to the word Motivation? When we hear this, it will be music to our ears. We appreciate our bosses, management for the initiative taken to motivate us! We will be talking about this, day in and day out! By the words of our boss, management we feel that they are very sincere in what they are doing to motivate us. We also appreciate all the efforts they are doing for us to motivate.
After few days, one of our friend says, that there is an opening in a multinational company and the salary is really good! We immediately call our boss and sincerely tell him that there is an interview and I will come to the office late as I want to attend that interview! That too, because of my friend, brother, father, sister........are forcing me to attend the interview!!
What the poor BOSS think? He was sincere, in trying to motivate us in all aspects. we know that he is sincerely helping us to climb the ladder of success in our career. With all this, we attend an interview because the salary is more that our present salary!!!
Friends....are you sensitive to this? I am sure some of you may ask, what if we attend an interview if we get more money? After all, it is for MONEY we are all working!
What do you say? Can you all participate in this debate?
-Srinaren
From India, Bangalore
16I think you are all wondering what type of question is this? In today's HR world, everybody is talking about MOTIVATION. No doubt about this. But let's do some soul searching! Are we really sensitive to the word Motivation? When we hear this, it will be music to our ears. We appreciate our bosses, management for the initiative taken to motivate us! We will be talking about this, day in and day out! By the words of our boss, management we feel that they are very sincere in what they are doing to motivate us. We also appreciate all the efforts they are doing for us to motivate.
After few days, one of our friend says, that there is an opening in a multinational company and the salary is really good! We immediately call our boss and sincerely tell him that there is an interview and I will come to the office late as I want to attend that interview! That too, because of my friend, brother, father, sister........are forcing me to attend the interview!!
What the poor BOSS think? He was sincere, in trying to motivate us in all aspects. we know that he is sincerely helping us to climb the ladder of success in our career. With all this, we attend an interview because the salary is more that our present salary!!!
Friends....are you sensitive to this? I am sure some of you may ask, what if we attend an interview if we get more money? After all, it is for MONEY we are all working!
What do you say? Can you all participate in this debate?
-Srinaren
From India, Bangalore
Hi Srinaren
The question is really right and straight.
But there are differences between being sensitive and being loyal.
If an organization or in particular BOSS! is keen in motivating you, the ultimate purpose is to drive you to the goals, not urs in particular but the organization's goals.
Boss is not doing that for charity. There are purposes behind that.
He knows that by motivating you or if you are patted back you ll be driven to contribute more.
The boss wont motivate you when u r up for an interview. Just tell him that you are going for an interview. The so called "poor boss" will not get dissappointed that you are leaving him and all his efforts to motivate you. Instead, he ll get agitated that all his efforts in order to do bigger things went in vain.
So, motivation can be called as a sweetener coated over a pill to work hard.
It is not that the boss is dying to motivate you to see you at top in the corporate ladder, but it is a magical word to extract more from you.
Regards
Elamurugu
From India, Madras
The question is really right and straight.
But there are differences between being sensitive and being loyal.
If an organization or in particular BOSS! is keen in motivating you, the ultimate purpose is to drive you to the goals, not urs in particular but the organization's goals.
Boss is not doing that for charity. There are purposes behind that.
He knows that by motivating you or if you are patted back you ll be driven to contribute more.
The boss wont motivate you when u r up for an interview. Just tell him that you are going for an interview. The so called "poor boss" will not get dissappointed that you are leaving him and all his efforts to motivate you. Instead, he ll get agitated that all his efforts in order to do bigger things went in vain.
So, motivation can be called as a sweetener coated over a pill to work hard.
It is not that the boss is dying to motivate you to see you at top in the corporate ladder, but it is a magical word to extract more from you.
Regards
Elamurugu
From India, Madras
Hi Friends, Are not not sensitive to my question? Why what happened? Have I asked a question that is embarrasing? Come on! friends participate in the discussion. -Srinaren
From India, Bangalore
From India, Bangalore
Motivation
It has been presumed for many years that satisfying lower order needs of workers - adequate food, clothing and shelter, etc. are key factors in motivation. However, it is a common experience that the dissatisfaction of the clerk and of the Director is identical - only their scales and composition vary. It should be true that once the lower-order needs are more than satisfied, the Director should have little problem in optimizing his contribution to the organization and society. But more often than not, it does not happen like that. ("The eagle soars high but keeps its eyes firmly fixed on the dead animal below.") On the contrary, a lowly paid schoolteacher, or a self-employed artisan, may well demonstrate higher levels of self-actualization despite poorer satisfaction of their lower-order needs.
This situation is explained by the theory of self-transcendence propounded in the Gita. Self-transcendence involves renouncing egoism, putting others before oneself, emphasizing team work, dignity, co-operation, harmony and trust โ and, indeed potentially sacrificing lower needs for higher goals, the opposite of Maslow.
"Work must be done with detachment." It is the ego that spoils work and the ego is the centerpiece of most theories of motivation. We need not merely a theory of motivation but a theory of inspiration.
The Great Indian poet, Rabindranath Tagore (1861-1941, known as "Gurudev") says working for love is freedom in action. A concept which is described as "disinterested work" in the Gita where Sri Krishna says,
"He who shares the wealth generated only after serving the people, through work done as a sacrifice for them, is freed from all sins. On the contrary those who earn wealth only for themselves, eat sins that lead to frustration and failure."
Disinterested work finds expression in devotion, surrender and equipoise. The former two are psychological while the third is determination to keep the mind free of the dualistic (usually taken to mean "materialistic") pulls of daily experiences. Detached involvement in work is the key to mental equanimity or the state of "nirdwanda." This attitude leads to a stage where the worker begins to feel the presence of the Supreme Intelligence guiding the embodied individual intelligence. Such de-personified intelligence is best suited for those who sincerely believe in the supremacy of organizational goals as compared to narrow personal success and achievement.
From India, Kochi
It has been presumed for many years that satisfying lower order needs of workers - adequate food, clothing and shelter, etc. are key factors in motivation. However, it is a common experience that the dissatisfaction of the clerk and of the Director is identical - only their scales and composition vary. It should be true that once the lower-order needs are more than satisfied, the Director should have little problem in optimizing his contribution to the organization and society. But more often than not, it does not happen like that. ("The eagle soars high but keeps its eyes firmly fixed on the dead animal below.") On the contrary, a lowly paid schoolteacher, or a self-employed artisan, may well demonstrate higher levels of self-actualization despite poorer satisfaction of their lower-order needs.
This situation is explained by the theory of self-transcendence propounded in the Gita. Self-transcendence involves renouncing egoism, putting others before oneself, emphasizing team work, dignity, co-operation, harmony and trust โ and, indeed potentially sacrificing lower needs for higher goals, the opposite of Maslow.
"Work must be done with detachment." It is the ego that spoils work and the ego is the centerpiece of most theories of motivation. We need not merely a theory of motivation but a theory of inspiration.
The Great Indian poet, Rabindranath Tagore (1861-1941, known as "Gurudev") says working for love is freedom in action. A concept which is described as "disinterested work" in the Gita where Sri Krishna says,
"He who shares the wealth generated only after serving the people, through work done as a sacrifice for them, is freed from all sins. On the contrary those who earn wealth only for themselves, eat sins that lead to frustration and failure."
Disinterested work finds expression in devotion, surrender and equipoise. The former two are psychological while the third is determination to keep the mind free of the dualistic (usually taken to mean "materialistic") pulls of daily experiences. Detached involvement in work is the key to mental equanimity or the state of "nirdwanda." This attitude leads to a stage where the worker begins to feel the presence of the Supreme Intelligence guiding the embodied individual intelligence. Such de-personified intelligence is best suited for those who sincerely believe in the supremacy of organizational goals as compared to narrow personal success and achievement.
From India, Kochi
Hi All
Career Motivation
How do you aquire career motivation? What should you do to boost your ambitions to advance in your profession? And how to stay motivated over a long period of time?
Accept that no one but you has the ultimate responsibility for your career development planning
You need qualifications, skills and talents
You need credentials
You need support from other people; your family and friends, your leisure fellows, your colleges and other people within your profession. Lets take a closer look at the people who can motivate you to get your career moving:
The people who love you can give you motivation
How does it feel to come home after a long and hard working day and be received like a King? You are met in the door by your spouse, your kids or closest friends whose eyes light up when they see you? They probably make you feel that the effort you have made during your working day was worth it, that this effort makes other people happy and you will probably feel encouraged to endeavour even more to make them even happier, because you see that they make you happy. Your closest personal relationship network is your base, the main purpose why you have a job or a profession. There's probably no better reason why you're working than for the happiness and security of the people who live together with you in your own 'nest'.
Your network of leisure peers can motivate you
Everybody needs leisure time, something outside the job and outside the home too. You need to socialize with acquaintances from time to time for sharing interest and hobbies or even partying with. These people and the activities you perform together have little or nothing to do with your job or profession. To enjoy hobbies like bridge or casino gambling, biking or riding, fishing or football together with people that have similar interest to you, motivates you to advance in your career because such activities satisfy a need that you have and that your career environment can't. If you don't take care of your entire person you will not feel well and your profession planning and advancement will also suffer. Therefore, having something outside your home and job that can take care of the parts of your personality that your home and job are not able to, is necessary for staying motivated in your job and profession.
Get motivation from your Professional mastermind group
You've probably been at various seminars and meetings inside as well as outside your work place. During the years
you've been working you've also probably aquired lots of professional contacts like former coworkers and supervisors, college professors and other academic professionals, career counselors and other people like yourself, with the same background and education. This is your mastermind group and represents an invaluable resource for your profession advancement; professionals you can network with, discussing many topics that can be beneficial for everyone. Just by knowing that you have this resource-pool available is a significant motivating factor for you own career planning and development. Remember, each of us has something the other may need.
Your mentor equals your motivator
A personal mentor is probably the most career motivating person you can have. If you are able to get yourself a clever and trustworthy mentor don't hesitate, find one now. A mentor is a person who gives you advise regarding your profession issues. He or she coaches you and gives you support in your profession planning and development. He also introduces you to the people who can help you in building your career and assures that your profession is developing in the right direction. He helps you make a career plan, compares your progress with the plan, analyzes deviations of the plan and suggests actions to remain on track like participate in certain training and other profession development activities.
To summarize: To aquire and stay motivated about your career planning and development, you need awareness of your own responsibility, qualifications and credentials but most of all you need support from other people. Thus relationship building - not only in your work place and within your profession but outside that realm - is crucial for succeeding in your career.
Rehards
Arun K Mishra
From India, Bahadurgarh
Career Motivation
How do you aquire career motivation? What should you do to boost your ambitions to advance in your profession? And how to stay motivated over a long period of time?
Accept that no one but you has the ultimate responsibility for your career development planning
You need qualifications, skills and talents
You need credentials
You need support from other people; your family and friends, your leisure fellows, your colleges and other people within your profession. Lets take a closer look at the people who can motivate you to get your career moving:
The people who love you can give you motivation
How does it feel to come home after a long and hard working day and be received like a King? You are met in the door by your spouse, your kids or closest friends whose eyes light up when they see you? They probably make you feel that the effort you have made during your working day was worth it, that this effort makes other people happy and you will probably feel encouraged to endeavour even more to make them even happier, because you see that they make you happy. Your closest personal relationship network is your base, the main purpose why you have a job or a profession. There's probably no better reason why you're working than for the happiness and security of the people who live together with you in your own 'nest'.
Your network of leisure peers can motivate you
Everybody needs leisure time, something outside the job and outside the home too. You need to socialize with acquaintances from time to time for sharing interest and hobbies or even partying with. These people and the activities you perform together have little or nothing to do with your job or profession. To enjoy hobbies like bridge or casino gambling, biking or riding, fishing or football together with people that have similar interest to you, motivates you to advance in your career because such activities satisfy a need that you have and that your career environment can't. If you don't take care of your entire person you will not feel well and your profession planning and advancement will also suffer. Therefore, having something outside your home and job that can take care of the parts of your personality that your home and job are not able to, is necessary for staying motivated in your job and profession.
Get motivation from your Professional mastermind group
You've probably been at various seminars and meetings inside as well as outside your work place. During the years
you've been working you've also probably aquired lots of professional contacts like former coworkers and supervisors, college professors and other academic professionals, career counselors and other people like yourself, with the same background and education. This is your mastermind group and represents an invaluable resource for your profession advancement; professionals you can network with, discussing many topics that can be beneficial for everyone. Just by knowing that you have this resource-pool available is a significant motivating factor for you own career planning and development. Remember, each of us has something the other may need.
Your mentor equals your motivator
A personal mentor is probably the most career motivating person you can have. If you are able to get yourself a clever and trustworthy mentor don't hesitate, find one now. A mentor is a person who gives you advise regarding your profession issues. He or she coaches you and gives you support in your profession planning and development. He also introduces you to the people who can help you in building your career and assures that your profession is developing in the right direction. He helps you make a career plan, compares your progress with the plan, analyzes deviations of the plan and suggests actions to remain on track like participate in certain training and other profession development activities.
To summarize: To aquire and stay motivated about your career planning and development, you need awareness of your own responsibility, qualifications and credentials but most of all you need support from other people. Thus relationship building - not only in your work place and within your profession but outside that realm - is crucial for succeeding in your career.
Rehards
Arun K Mishra
From India, Bahadurgarh
hi all
Seven Rules of Motivation
#1 Set a major goal, but follow a path. The path has mini goals that go in many directions. When you learn to succeed at mini goals, you will be motivated to challenge grand goals.
#2 Finish what you start. A half finished project is of no use to anyone. Quitting is a habit. Develop the habit of finishing self-motivated projects.
#3 Socialize with others of similar interest. Mutual support is motivating. We will develop the attitudes of our five best friends. If they are losers, we will be a loser. If they are winners, we will be a winner. To be a cowboy we must associate with cowboys.
#4 Learn how to learn. Dependency on others for knowledge supports the habit of procrastination. Man has the ability to learn without instructors. In fact, when we learn the art of self-education we will find, if not create, opportunity to find success beyond our wildest dreams.
#5 Harmonize natural talent with interest that motivates. Natural talent creates motivation, motivation creates persistence and persistence gets the job done.
#6 Increase knowledge of subjects that inspires. The more we know about a subject, the more we want to learn about it. A self-propelled upward spiral develops.
#7 Take risk. Failure and bouncing back are elements of motivation. Failure is a learning tool. No one has ever succeeded at anything worthwhile without a string of failures.
regards
arun mishra
From India, Bahadurgarh
Seven Rules of Motivation
#1 Set a major goal, but follow a path. The path has mini goals that go in many directions. When you learn to succeed at mini goals, you will be motivated to challenge grand goals.
#2 Finish what you start. A half finished project is of no use to anyone. Quitting is a habit. Develop the habit of finishing self-motivated projects.
#3 Socialize with others of similar interest. Mutual support is motivating. We will develop the attitudes of our five best friends. If they are losers, we will be a loser. If they are winners, we will be a winner. To be a cowboy we must associate with cowboys.
#4 Learn how to learn. Dependency on others for knowledge supports the habit of procrastination. Man has the ability to learn without instructors. In fact, when we learn the art of self-education we will find, if not create, opportunity to find success beyond our wildest dreams.
#5 Harmonize natural talent with interest that motivates. Natural talent creates motivation, motivation creates persistence and persistence gets the job done.
#6 Increase knowledge of subjects that inspires. The more we know about a subject, the more we want to learn about it. A self-propelled upward spiral develops.
#7 Take risk. Failure and bouncing back are elements of motivation. Failure is a learning tool. No one has ever succeeded at anything worthwhile without a string of failures.
regards
arun mishra
From India, Bahadurgarh
Hi ALL
Some more............
GENERAL PRINCIPLES OF MOTIVATION
Source Unknown
Basic principles of motivation exist that are applicable to learning in any situation.
The environment can be used to focus the student's attention on what needs to be learned.
Teachers who create warm and accepting yet business-like atmospheres will promote persistent effort and favorable attitudes toward learning. This strategy will be successful in children and in adults. Interesting visual aids, such as booklets, posters, or practice equipment, motivate learners by capturing their attention and curiosity.
Incentives motivate learning.
Incentives include privileges and receiving praise from the instructor. The instructor determines an incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-motivation without rewards will not succeed. Students must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of exploring new things.
Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards.
Some individuals -- particularly children of certain ages and some adults -- have little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a decline in internal motivation.
Learning is most effective when an individual is ready to learn, that is, when one wants to know something.
Sometimes the student's readiness to learn comes with time, and the instructor's role is to encourage its development. If a desired change in behavior is urgent, the instructor may need to supervised directly to ensure that the desired behavior occurs. If a student is not ready to learn, he or she may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again.
Motivation is enhanced by the way in which the instructional material is organized.
In general, the best organized material makes the information meaningful to the individual. One method of organization includes relating new tasks to those already known. Other ways to relay meaning are to determine whether the persons being taught understand the final outcome desired and instruct them to compare and contrast ideas.
None of the techniques will produce sustained motivation unless the goals are realistic for the learner. The basic learning principle involved is that success is more predictably motivating than is failure. Ordinarily, people will choose activities of intermediate uncertainty rather than those that are difficult (little likelihood of success) or easy (high probability of success). For goals of high value there is less tendency to choose more difficult conditions. Having learners assist in defining goals increases the probability that they will understand them and want to reach them. However, students sometimes have unrealistic notions about what they can accomplish. Possibly they do not understand the precision with which a skill must be carried out or have the depth of knowledge to master some material. To identify realistic goals, instructors must be skilled in assessing a student's readiness or a student's progress toward goals.
Because learning requires changed in beliefs and behavior, it normally produces a mild level of anxiety.
This is useful in motivating the individual. However, severe anxiety is incapacitating. A high degree of stress is inherent in some educational situations. If anxiety is severe, the individual's perception of what is going on around him or her is limited. Instructors must be able to identify anxiety and understand its effect on learning. They also have a responsibility to avoid causing severe anxiety in learners by setting ambiguous of unrealistically high goals for them.
It is important to help each student set goals and to provide informative feedback regarding progress toward the goals.
Setting a goal demonstrates an intention to achieve and activates learning from one day to the next. It also directs the student's activities toward the goal and offers an opportunity to experience success.
Both affiliation and approval are strong motivators.
People seek others with whom to compare their abilities, opinions, and emotions. Affiliation can also result in direct anxiety reduction by the social acceptance and the mere presence of others. However, these motivators can also lead to conformity, competition, and other behaviors that may seem as negative.
Many behaviors result from a combination of motives.
It is recognized that no grand theory of motivation exists. However, motivation is so necessary for learning that strategies should be planned to organize a continuous and interactive motivational dynamic for maximum effectiveness. The general principles of motivation are interrelated. A single teaching action can use many of them simultaneously.
Finally, it should be said that an enormous gap exists between knowing that learning must be motivated and identifying the specific motivational components of any particular act. Instructors must focus on learning patterns of motivation for an individual or group, with the realization that errors will be common.
MOTIVATION FACTORS AND STRATEGIES, BY TIME PERIOD
BEGINNING, DURING, AND ENDING
TIME
BEGINNING: When learner enters and starts learning
MOTIVATIONAL FACTORS
ATTITUDES: Toward the environment, teacher, subject matter, and self
NEEDS: The basic need within the learner at the time of learning
MOTIVATIONAL STRATEGIES
-- Make the conditions that surround the subject positive.
-- Positively confront the possibly erroneous beliefs, expectations, and assumptions that may underlie a negative learner attitude.
-- Reduce or remove components of the learning environment that lead to failure or fear.
-- Plan activities to allow learners to meet esteem needs.
TIME
During: When learner is involved in the body or main content of the learning process.
MOTIVATIONAL FACTORS
STIMULATION: The stimulation processes affecting learner during the learning experience.
AFFECT: The emotional experience of the learner while learning.
MOTIVATIONAL STRATEGIES
-- Change style and content of the learning activity.
-- Make learner reaction and involvement essential parts of the learning process, that is, problem solving, role playing, stimulation.
-- Use learner concerns to organize content and to develop themes and teaching procedures.
-- Use a group cooperation goal to maximize learner involvement and sharing.
TIME
ENDING: When learner is completing the learning process.
MOTIVATIONAL FACTORS
COMPETENCE: The competence value for the learner that is a result of the learning behaviors.
REINFORCEMENT: The reinforcement value attached to the learning experience, for the learner.
MOTIVATIONAL STRATEGIES
-- Provide consistent feedback regarding mastery of learning.
-- Acknowledge and affirm the learners' responsibility in completing the learning task.
-- When learning has natural consequences, allow them to be congruently evident.
-- Provide artificial reinforcement when it contributes to successful learning, and provide closure with a positive ending.
Regards
Arun K Mishra
From India, Bahadurgarh
Some more............
GENERAL PRINCIPLES OF MOTIVATION
Source Unknown
Basic principles of motivation exist that are applicable to learning in any situation.
The environment can be used to focus the student's attention on what needs to be learned.
Teachers who create warm and accepting yet business-like atmospheres will promote persistent effort and favorable attitudes toward learning. This strategy will be successful in children and in adults. Interesting visual aids, such as booklets, posters, or practice equipment, motivate learners by capturing their attention and curiosity.
Incentives motivate learning.
Incentives include privileges and receiving praise from the instructor. The instructor determines an incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-motivation without rewards will not succeed. Students must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of exploring new things.
Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards.
Some individuals -- particularly children of certain ages and some adults -- have little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a decline in internal motivation.
Learning is most effective when an individual is ready to learn, that is, when one wants to know something.
Sometimes the student's readiness to learn comes with time, and the instructor's role is to encourage its development. If a desired change in behavior is urgent, the instructor may need to supervised directly to ensure that the desired behavior occurs. If a student is not ready to learn, he or she may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again.
Motivation is enhanced by the way in which the instructional material is organized.
In general, the best organized material makes the information meaningful to the individual. One method of organization includes relating new tasks to those already known. Other ways to relay meaning are to determine whether the persons being taught understand the final outcome desired and instruct them to compare and contrast ideas.
None of the techniques will produce sustained motivation unless the goals are realistic for the learner. The basic learning principle involved is that success is more predictably motivating than is failure. Ordinarily, people will choose activities of intermediate uncertainty rather than those that are difficult (little likelihood of success) or easy (high probability of success). For goals of high value there is less tendency to choose more difficult conditions. Having learners assist in defining goals increases the probability that they will understand them and want to reach them. However, students sometimes have unrealistic notions about what they can accomplish. Possibly they do not understand the precision with which a skill must be carried out or have the depth of knowledge to master some material. To identify realistic goals, instructors must be skilled in assessing a student's readiness or a student's progress toward goals.
Because learning requires changed in beliefs and behavior, it normally produces a mild level of anxiety.
This is useful in motivating the individual. However, severe anxiety is incapacitating. A high degree of stress is inherent in some educational situations. If anxiety is severe, the individual's perception of what is going on around him or her is limited. Instructors must be able to identify anxiety and understand its effect on learning. They also have a responsibility to avoid causing severe anxiety in learners by setting ambiguous of unrealistically high goals for them.
It is important to help each student set goals and to provide informative feedback regarding progress toward the goals.
Setting a goal demonstrates an intention to achieve and activates learning from one day to the next. It also directs the student's activities toward the goal and offers an opportunity to experience success.
Both affiliation and approval are strong motivators.
People seek others with whom to compare their abilities, opinions, and emotions. Affiliation can also result in direct anxiety reduction by the social acceptance and the mere presence of others. However, these motivators can also lead to conformity, competition, and other behaviors that may seem as negative.
Many behaviors result from a combination of motives.
It is recognized that no grand theory of motivation exists. However, motivation is so necessary for learning that strategies should be planned to organize a continuous and interactive motivational dynamic for maximum effectiveness. The general principles of motivation are interrelated. A single teaching action can use many of them simultaneously.
Finally, it should be said that an enormous gap exists between knowing that learning must be motivated and identifying the specific motivational components of any particular act. Instructors must focus on learning patterns of motivation for an individual or group, with the realization that errors will be common.
MOTIVATION FACTORS AND STRATEGIES, BY TIME PERIOD
BEGINNING, DURING, AND ENDING
TIME
BEGINNING: When learner enters and starts learning
MOTIVATIONAL FACTORS
ATTITUDES: Toward the environment, teacher, subject matter, and self
NEEDS: The basic need within the learner at the time of learning
MOTIVATIONAL STRATEGIES
-- Make the conditions that surround the subject positive.
-- Positively confront the possibly erroneous beliefs, expectations, and assumptions that may underlie a negative learner attitude.
-- Reduce or remove components of the learning environment that lead to failure or fear.
-- Plan activities to allow learners to meet esteem needs.
TIME
During: When learner is involved in the body or main content of the learning process.
MOTIVATIONAL FACTORS
STIMULATION: The stimulation processes affecting learner during the learning experience.
AFFECT: The emotional experience of the learner while learning.
MOTIVATIONAL STRATEGIES
-- Change style and content of the learning activity.
-- Make learner reaction and involvement essential parts of the learning process, that is, problem solving, role playing, stimulation.
-- Use learner concerns to organize content and to develop themes and teaching procedures.
-- Use a group cooperation goal to maximize learner involvement and sharing.
TIME
ENDING: When learner is completing the learning process.
MOTIVATIONAL FACTORS
COMPETENCE: The competence value for the learner that is a result of the learning behaviors.
REINFORCEMENT: The reinforcement value attached to the learning experience, for the learner.
MOTIVATIONAL STRATEGIES
-- Provide consistent feedback regarding mastery of learning.
-- Acknowledge and affirm the learners' responsibility in completing the learning task.
-- When learning has natural consequences, allow them to be congruently evident.
-- Provide artificial reinforcement when it contributes to successful learning, and provide closure with a positive ending.
Regards
Arun K Mishra
From India, Bahadurgarh
Hi Bhattathiri & Arun K Mishra,
I am happy after a lull there is a storm! How beautifully you both have said about the motivation. Yes, everything is based on spirituality also along with real life. Spirituality is not out side, but it is inside. In these type of situations, that will take over!
You are right! unless you love every job you do, and all the supporters in the way you will not get motivated! No doubt, everybody does for money, but at the same time you have to really understand who is really motivating you to stay ahead even by keeping the money factory little away!
Hi friends, do you have anything else to say? Please do participate in the discussion.
-Srinaren
From India, Bangalore
I am happy after a lull there is a storm! How beautifully you both have said about the motivation. Yes, everything is based on spirituality also along with real life. Spirituality is not out side, but it is inside. In these type of situations, that will take over!
You are right! unless you love every job you do, and all the supporters in the way you will not get motivated! No doubt, everybody does for money, but at the same time you have to really understand who is really motivating you to stay ahead even by keeping the money factory little away!
Hi friends, do you have anything else to say? Please do participate in the discussion.
-Srinaren
From India, Bangalore
Hi Srinaren
few more thougths ..........
........ motivation is a relationship between personalities, inspiration is a relationship between souls.
Motivation comes from a place of fear. It creates an attitude of scarcity and self-concern I want to change your behavior with a reward or incentive so that, if you meet the targets or goals I set for you, I will meet my own needs and goals.
Inspiration, on the other hand, comes from a place of abundance, service and love, with no strings attaches I love you and wish to serve and teach you and help you to grow,
When we motivate, we serve ourselves first; when we inspire we serve others first. Motivation comes from the fear inside us; inspiration comes from the love inside us.
Which do you resonate with? Do you want to motivate or inspire the people around you? Do you want to be motivated or inspired? Do you want to form relationships with other personalities or with other souls?
thanks and regards
Arun K Mishra
From India, Bahadurgarh
few more thougths ..........
........ motivation is a relationship between personalities, inspiration is a relationship between souls.
Motivation comes from a place of fear. It creates an attitude of scarcity and self-concern I want to change your behavior with a reward or incentive so that, if you meet the targets or goals I set for you, I will meet my own needs and goals.
Inspiration, on the other hand, comes from a place of abundance, service and love, with no strings attaches I love you and wish to serve and teach you and help you to grow,
When we motivate, we serve ourselves first; when we inspire we serve others first. Motivation comes from the fear inside us; inspiration comes from the love inside us.
Which do you resonate with? Do you want to motivate or inspire the people around you? Do you want to be motivated or inspired? Do you want to form relationships with other personalities or with other souls?
thanks and regards
Arun K Mishra
From India, Bahadurgarh
Hi Srinaren
3 Ps of Motivation
"Let reason go before every enterprize, and counsel before every action."--Ecclesiasticus 38:33
Motivation is
Motivation is not a goal. Motivation is not a desire. Motivation is not a wish.
Motivation is action towards a goal. Motivation is persistent action towards a goal.
Motivation Comes from
Motivation does not come from feelings, goals, dreams, desires, wishes, wants, or waiting.
Motivation comes from effort towards a goal that gets you closer to that goal. Motivation comes from good stress.
3 Ps of Motivation
1. Praise Goal
2. Practice Goal
3. Persist Goal
1. Goal Praise: desire goal.
2. Goal Practice: work on goal.
3. Goal Persistence: stay encouraged.
1. Goal Praise: You must see the goal as good and desirable. You must reinforce the desirability of the goal by persistently praising it: making yourself aware on a daily basis of the benefits of achieving the goal.
2. Goal Practice: You must put effort towards the completion of the goal. You must work and push yourself to work on the goal. Good goal practice is doing something every day towards the completion of the goal.
3. Goal Persistence: You must overcome obstacles and persist in praising and practicing the goal. You must not give up, quit, give in, get discouraged, let laziness win, surrender to procrastination, believe in low frustration tolerance (LFT), or otherwise self-defeat your goal.
"It is a mark of much folly not to have one's life regulated with regard to some End."--Aristotle, Eudemian Ethics
Motivating Questions
"A wise man will hear, and will increase learning; and a man of understanding shall attain unto wise counsels:"--Proverbs 1:5
What am I willing to do right now to improve my life?
What am I willing to do with the resources that I have right now (current living conditions, current finances, current relationships, current education, current employment, etc.) to improve my life right now?
What things, of all the things that I already know that it would be wise to do (eat better, sleep better, exercise more, manage my finances better, curb my spending, listen more, act kinder, practice acceptance, pray more, etc.), am I willing to do right now?
What is in the way of my choosing to make these improvements?
What am I willing to do right now to remove the obstacles to my success and happiness?
Who and what am I willing to use right now to help and support me in my positive thinking, feeling, and behavioral changes?
How can I use my negative emotions and-or stress to do better instead of worse?
What am I thinking or doing to maintain the problems?
What thinking is preventing me from taking corrective action?
What thinking is preventing me from coping with the situation?
What thinking do I need to change to do better?
What needs to change in me so that I can either problem-solve or cope better?
What could I tell myself to do better?
What negative evaluations am I making that are making the problem?
What am I sacrificing in order to keep the problem and is it worth it?
While life is NOT some magical school that creates problems for me to learn from, I will choose to use my challenges to develop my character, coping skills, and problem-solving skills.
How is your negative attitude supposed to either help or correct their negative attitude?
Do you feel that because you think it or because you experience it? Do you know the difference? How?
Would you want to repeat your life over and over again for eternity? If not, then why not?
Are you as keenly aware of what is there as you are of what is not there?
How do you relate to your experience? From what role? For instance, do you relate as victim? If you relate as victim, then why should life not relate back to you as victim?
7 Questions to Ask Yourself
1. What do I think about that?
2. How does thinking that way make me feel?
3. Feeling that way--what do I want?
4. If what I want is NOT to feel that way, then am I willing to change my thinking to change my feeling? Or do I need the bad feeling or pain to: motivate revenge, keep drama going, keep power over others, manipulate, emotional blackmail, sympathy, get rescued, procrastinate, laziness, avoidance, escape, quitting, act out, maintain pride, demanding, sell out, phoniness, ego, or another payoff? Or am I so identified with the feeling, pain, and-or problem that Ill lose my identity or sense of self if I surrender it?
5. What do I do about the way I feel? What am I sacrificing to do that? Is doing it worth the sacrifice?
6. If feeling that way is healthy for me, then what work am I willing to do to get what I want? Will I problem-solve and work on a solution or just lazily whine, blame, and damn?
7. What will I do to cope if work won't get me what I want? Will I accept it peacefully or whine, blame, and damn until I make it worse and get myself more problems and conflicts?
Questions to Ask Yourself
Will it cause a world-wide disaster? Then why make such a big deal over it?
Will my children remember me more as scolding or motivating?
Will my children remember more fun or pain from being with me?
On my death bed, will I regret not working or not living?
On my death bed, will I regret not playing or not loving?
On my death bed, will I regret not saving or not spending?
Must I try to control it?
Can I control it or only make it worse?
Can I control myself instead of it or them?
Is it so important that life will stop if I don't say it?
If I lighten up, then what disaster will occur?
Who gave me the power, authority, and responsibility to fix it?
Will my negative attitude help them to have a positive attitude?
Will my making them feel like a devil help them to act like an angel?
Will my making them feel bad help them to act good?
Will my convincing them that they don't love me get them to love me?
If I act like a porcupine, then why do I expect them to want to hug me?
Does my damning them help me to problem-solve or cope?
Isn't trying to run my own mind enough of a task without my trying to run anyone else's?
Will my whining make it better or worse?
Will my nagging make them love or hate me?
Will my hate hurt me or them?
How long do I think others spend thinking about me rather than themselves?
Will my negativity hurt my soul or my enemy's?
Garden Your Mind: Recognize, Remove, Replace
"Hear counsel, and receive instruction, that thou mayest be wise in thy latter end."--Proverbs 19:20
________________________________________
________________________________________
OBJECTIVE: Learn to manage your thinking by relating the management of your thinking to the management of a garden.
________________________________________
MOTIVATION: Wouldn't you agree that it would be nice to have a clear and easy way to understand how to improve your attitude? Don't you agree that by improving your attitude, you improve your life by improving at least your problem-solving and coping abilities?
________________________________________
GARDEN: The first thing that you must understand in order to be an effective gardener is the difference between weeds and plants. Else, how can you make good use of the soil?
Therefore, the first principle is RECOGNIZE. If you cannot recognize the problem, you certainly cannot either problem-solve how to fix the problem or learn to cope effectively with the problem.
Once you can recognize the difference between weeds and plants, then you need to remove the weeds. As any gardener can tell you, weeds steal the resources that your plants need and weeds will even choke out and kill your plants.
Therefore, the second principle is REMOVE. If you cannot remove the problem, you certainly cannot keep from having the problem over and over again.
Once you have recognized and removed the weeds, you then need to replace the weeds with plants. There is not much point to having clean soil if you are not going to plant in it. The fact is, if you do not plant in the clean soil, then the weeds will find their way back into your soil.
Therefore, the third principle is REPLACE. If you do not replace the weeds with plants, then the weeds will gradually come back.
________________________________________
ANALOGY REVIEW: The weeds are the self-defeating thoughts and scripts. The plants are the helpful and productive thoughts and scripts. The clean soil is the quiet and empty mind. The recognizing is the awareness of the short- and long-term results that your thinking provides: "Wherefore by their fruits ye shall know them."--Matthew 7:20. The removing is disputing or talking yourself out of the stinking thinking. The replacing is the planting and nurturing of practical, factual, logical, positive, problem-solving, coping, risk taking, etc., thinking that helps you to achieve your healthy goals. The replacing is making good use of your mind by devoting it to healthy and helpful thinking styles.
________________________________________
BRIEF SUMMARY: You need to RECOGNIZE the weeds in your mind, to REMOVE the weeds from your mind, and to REPLACE the weeds in your mind with productive plants. That is, recognize and remove your hurtful thinking and replace it with helpful thinking.
________________________________________
SELF AND GARDEN: You are the garden NOT the weeds or plants in the garden. You are the mind, NOT the weeds or plants in the mind. The weeds and plants come and go, but the garden remains constant. The weeds and plants grow, develop, and change, but the garden remains the same.
QUOTATIONS GARDENING
________________________________________
"In my garden there is a large place for sentiment. My garden of flowers is also my garden of thoughts and dreams. The thoughts grow as freely as the flowers, and the dreams are as beautiful."--Abram L. Urban
________________________________________
"You can bury a lot of troubles digging in the dirt."--Anonymous
________________________________________
"There can be no other occupation like gardening in which, if you were to creep up behind someone at their work, you would find them smiling."--Mirabel Osler
regards
Arun K Mishra
From India, Bahadurgarh
3 Ps of Motivation
"Let reason go before every enterprize, and counsel before every action."--Ecclesiasticus 38:33
Motivation is
Motivation is not a goal. Motivation is not a desire. Motivation is not a wish.
Motivation is action towards a goal. Motivation is persistent action towards a goal.
Motivation Comes from
Motivation does not come from feelings, goals, dreams, desires, wishes, wants, or waiting.
Motivation comes from effort towards a goal that gets you closer to that goal. Motivation comes from good stress.
3 Ps of Motivation
1. Praise Goal
2. Practice Goal
3. Persist Goal
1. Goal Praise: desire goal.
2. Goal Practice: work on goal.
3. Goal Persistence: stay encouraged.
1. Goal Praise: You must see the goal as good and desirable. You must reinforce the desirability of the goal by persistently praising it: making yourself aware on a daily basis of the benefits of achieving the goal.
2. Goal Practice: You must put effort towards the completion of the goal. You must work and push yourself to work on the goal. Good goal practice is doing something every day towards the completion of the goal.
3. Goal Persistence: You must overcome obstacles and persist in praising and practicing the goal. You must not give up, quit, give in, get discouraged, let laziness win, surrender to procrastination, believe in low frustration tolerance (LFT), or otherwise self-defeat your goal.
"It is a mark of much folly not to have one's life regulated with regard to some End."--Aristotle, Eudemian Ethics
Motivating Questions
"A wise man will hear, and will increase learning; and a man of understanding shall attain unto wise counsels:"--Proverbs 1:5
What am I willing to do right now to improve my life?
What am I willing to do with the resources that I have right now (current living conditions, current finances, current relationships, current education, current employment, etc.) to improve my life right now?
What things, of all the things that I already know that it would be wise to do (eat better, sleep better, exercise more, manage my finances better, curb my spending, listen more, act kinder, practice acceptance, pray more, etc.), am I willing to do right now?
What is in the way of my choosing to make these improvements?
What am I willing to do right now to remove the obstacles to my success and happiness?
Who and what am I willing to use right now to help and support me in my positive thinking, feeling, and behavioral changes?
How can I use my negative emotions and-or stress to do better instead of worse?
What am I thinking or doing to maintain the problems?
What thinking is preventing me from taking corrective action?
What thinking is preventing me from coping with the situation?
What thinking do I need to change to do better?
What needs to change in me so that I can either problem-solve or cope better?
What could I tell myself to do better?
What negative evaluations am I making that are making the problem?
What am I sacrificing in order to keep the problem and is it worth it?
While life is NOT some magical school that creates problems for me to learn from, I will choose to use my challenges to develop my character, coping skills, and problem-solving skills.
How is your negative attitude supposed to either help or correct their negative attitude?
Do you feel that because you think it or because you experience it? Do you know the difference? How?
Would you want to repeat your life over and over again for eternity? If not, then why not?
Are you as keenly aware of what is there as you are of what is not there?
How do you relate to your experience? From what role? For instance, do you relate as victim? If you relate as victim, then why should life not relate back to you as victim?
7 Questions to Ask Yourself
1. What do I think about that?
2. How does thinking that way make me feel?
3. Feeling that way--what do I want?
4. If what I want is NOT to feel that way, then am I willing to change my thinking to change my feeling? Or do I need the bad feeling or pain to: motivate revenge, keep drama going, keep power over others, manipulate, emotional blackmail, sympathy, get rescued, procrastinate, laziness, avoidance, escape, quitting, act out, maintain pride, demanding, sell out, phoniness, ego, or another payoff? Or am I so identified with the feeling, pain, and-or problem that Ill lose my identity or sense of self if I surrender it?
5. What do I do about the way I feel? What am I sacrificing to do that? Is doing it worth the sacrifice?
6. If feeling that way is healthy for me, then what work am I willing to do to get what I want? Will I problem-solve and work on a solution or just lazily whine, blame, and damn?
7. What will I do to cope if work won't get me what I want? Will I accept it peacefully or whine, blame, and damn until I make it worse and get myself more problems and conflicts?
Questions to Ask Yourself
Will it cause a world-wide disaster? Then why make such a big deal over it?
Will my children remember me more as scolding or motivating?
Will my children remember more fun or pain from being with me?
On my death bed, will I regret not working or not living?
On my death bed, will I regret not playing or not loving?
On my death bed, will I regret not saving or not spending?
Must I try to control it?
Can I control it or only make it worse?
Can I control myself instead of it or them?
Is it so important that life will stop if I don't say it?
If I lighten up, then what disaster will occur?
Who gave me the power, authority, and responsibility to fix it?
Will my negative attitude help them to have a positive attitude?
Will my making them feel like a devil help them to act like an angel?
Will my making them feel bad help them to act good?
Will my convincing them that they don't love me get them to love me?
If I act like a porcupine, then why do I expect them to want to hug me?
Does my damning them help me to problem-solve or cope?
Isn't trying to run my own mind enough of a task without my trying to run anyone else's?
Will my whining make it better or worse?
Will my nagging make them love or hate me?
Will my hate hurt me or them?
How long do I think others spend thinking about me rather than themselves?
Will my negativity hurt my soul or my enemy's?
Garden Your Mind: Recognize, Remove, Replace
"Hear counsel, and receive instruction, that thou mayest be wise in thy latter end."--Proverbs 19:20
________________________________________
________________________________________
OBJECTIVE: Learn to manage your thinking by relating the management of your thinking to the management of a garden.
________________________________________
MOTIVATION: Wouldn't you agree that it would be nice to have a clear and easy way to understand how to improve your attitude? Don't you agree that by improving your attitude, you improve your life by improving at least your problem-solving and coping abilities?
________________________________________
GARDEN: The first thing that you must understand in order to be an effective gardener is the difference between weeds and plants. Else, how can you make good use of the soil?
Therefore, the first principle is RECOGNIZE. If you cannot recognize the problem, you certainly cannot either problem-solve how to fix the problem or learn to cope effectively with the problem.
Once you can recognize the difference between weeds and plants, then you need to remove the weeds. As any gardener can tell you, weeds steal the resources that your plants need and weeds will even choke out and kill your plants.
Therefore, the second principle is REMOVE. If you cannot remove the problem, you certainly cannot keep from having the problem over and over again.
Once you have recognized and removed the weeds, you then need to replace the weeds with plants. There is not much point to having clean soil if you are not going to plant in it. The fact is, if you do not plant in the clean soil, then the weeds will find their way back into your soil.
Therefore, the third principle is REPLACE. If you do not replace the weeds with plants, then the weeds will gradually come back.
________________________________________
ANALOGY REVIEW: The weeds are the self-defeating thoughts and scripts. The plants are the helpful and productive thoughts and scripts. The clean soil is the quiet and empty mind. The recognizing is the awareness of the short- and long-term results that your thinking provides: "Wherefore by their fruits ye shall know them."--Matthew 7:20. The removing is disputing or talking yourself out of the stinking thinking. The replacing is the planting and nurturing of practical, factual, logical, positive, problem-solving, coping, risk taking, etc., thinking that helps you to achieve your healthy goals. The replacing is making good use of your mind by devoting it to healthy and helpful thinking styles.
________________________________________
BRIEF SUMMARY: You need to RECOGNIZE the weeds in your mind, to REMOVE the weeds from your mind, and to REPLACE the weeds in your mind with productive plants. That is, recognize and remove your hurtful thinking and replace it with helpful thinking.
________________________________________
SELF AND GARDEN: You are the garden NOT the weeds or plants in the garden. You are the mind, NOT the weeds or plants in the mind. The weeds and plants come and go, but the garden remains constant. The weeds and plants grow, develop, and change, but the garden remains the same.
QUOTATIONS GARDENING
________________________________________
"In my garden there is a large place for sentiment. My garden of flowers is also my garden of thoughts and dreams. The thoughts grow as freely as the flowers, and the dreams are as beautiful."--Abram L. Urban
________________________________________
"You can bury a lot of troubles digging in the dirt."--Anonymous
________________________________________
"There can be no other occupation like gardening in which, if you were to creep up behind someone at their work, you would find them smiling."--Mirabel Osler
regards
Arun K Mishra
From India, Bahadurgarh
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