TT 1st Seminar Professional development through supervision and intervision 10 GUIDING PRINCIPLES TO ENSURE MOTIVATON IN PROFESSIONAL DEVELOPMENT

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TT 1st Seminar Professional development through supervision and intervision 10 GUIDING PRINCIPLES TO ENSURE MOTIVATON IN PROFESSIONAL DEVELOPMENT AT WORKPLACE I.

The inner conditions that give direction to behavior in adult life are wishes, interests and goals.

Motivation may also be rooted in a basic impulse to optimize wellbeing, minimize physical pain and maximize pleasure but the information below looks into the

1 TT 1st Seminar Professional development through supervision and intervision 10 GUIDING PRINCIPLES TO ENSURE MOTIVATON IN PROFESSIONAL DEVELOPMENT AT WORKPLACE I. Framing the concept of motivation I.1.Definition. Motivation is looked upon as an inner drive that generates an act, a behavior of a certain manner. The inner conditions that give direction to behavior in adult life are wishes, interests and goals. Motivation has been shown to have roots in physiological, behavioral, cognitive, and social areas. Motivation may also be rooted in a basic impulse to optimize wellbeing, minimize physical pain and maximize pleasure but the information below looks into the motivational theories form the perspective of adult education and training at workplace. The topic of motivation plays a central role in the field of supervision and intervision. It is the engine and final scope of the institutional enterprise that aims at generating quality work in the judiciary. 1

2 The word motivation derives from the Latin term for movement and it has been widely acknowledged as a critical determinant of human behavior. Motivation affects the way in which and to what extent we people utilize their skills and abilities at workplace. Unmotivated judges and prosecutors are less willing to be cooperative and supportive, and they may decrease work effort, time on the job, productivity, and performance. Thus, we need to motivate all the active players in the judiciary. To be successful in this job one has to be able to motivate others! To this end, researchers are studying the factors that energize, direct, and sustain work related behavior and one of the results of the research is that although organizations are designing incentive systems to motivate employees, self-motivation is one of the most powerful ways to get a job well done. The Motivation Cycle Motivation can be looked upon as a cycle where desire/ interests generate thoughts influence behaviors and behaviors drive performance. Performance will impact thoughts and the cycle becomes cyclic. The cycle is conditioned by attitudes, beliefs, effort, as they affect the amount of motivation one has. DESIRE INTEREST Beliefs THOUGHT PERFORMANCE Attitude Effort BEHAVIOR 2

3 I.2.Types of Motivation. For educational purposes, motivation is divided into two types: intrinsic (internal) motivation and extrinsic (external) motivation. Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on external pressures of any kind or a desire for reward.. Intrinsic motivation is a natural motivational tendency and is a critical element in cognitive, social, and physical development. Learners who are intrinsically motivated are more likely to engage in the task willingly as well as in work to improve their skills, which will increase their capabilities. Adult learners are likely to be intrinsically motivated if they: attribute their developmental results to factors under their own control, also known as autonomy; believe they have the skills to be effective agents in reaching their desired goals, also known as self-efficacy beliefs; are interested in mastering a topic, not just in achieving recognition. Extrinsic motivation refers to the performance of an activity in order to attain an outcome, whether or not that activity is also intrinsically motivated. Extrinsic motivation comes from outside of the individual. Common extrinsic motivations are rewards for showing the desired behavior, and the threat of punishment following misbehavior. Competition is in an extrinsic motivator because it encourages the performer to win and to beat others, not simply to enjoy the intrinsic rewards of the activity. Social psychological research has indicated that extrinsic rewards can lead to a reduction in intrinsic motivation. It is important to outline the fact that another theory, the self-determination theory proposes that extrinsic motivation can be internalized by the individual if the task fits with their values and beliefs. Self-determination theory This theory focuses on the degree to which an individual s behavior is self-motivated and selfdetermined. It identifies three innate needs that, if satisfied, allow optimal function and growth: competence, relatedness, and autonomy. These three psychological needs motivate the self to initiate specific behavior that are essential for psychological health and well-being. When these needs are satisfied, there are positive consequences, such as well-being and growth, leading people to be motivated, productive and content with themselves. 3

4 There are three essential elements to the theory: Humans are inherently proactive with their potential and mastering their inner forces; Humans have an inherent tendency towards growth, development and integrated functioning; Optimal development and actions are inherent in humans but they do not happen automatically. Generally, motivation is conceptualized as either intrinsic or extrinsic. Classically, these categories were regarded as distinct. Today, these concepts are less likely to be used as distinct categories, but instead as two ideal types that define a continuum within the framework of selfdetermination. II. Motivation in Adult Education Motivation is of particular interest in adult education because of the crucial role it plays in learning. Motivation in adult education can have several effects on how people learn and how they behave towards a subject matter or in a professional role at workplace. It can: 1. Direct behavior toward particular goals; 2. Lead to increased effort and energy; 3. Increase initiation of, and persistence in, activities; 4. Enhance cognitive processing; 5. Determine what consequences are reinforcing; 6. Lead to improved performance Although a person may be classed as highly intelligent as measured by many traditional intelligence tests (IQ), they may remain unmotivated to pursue intellectual endeavors. Therefore, a lot of research has been done and several theories have been framed to assist the developmental processes in adult education and at workplace. The selected theories stand at the foundation of the 10 guiding principles that are being put forward through this conceptual framework. 4

1. THE INCENTIVE THEORY WITH STANDARDS, GIVE ME FEEDBACK TO GROW WE LIVE IN A PROFESSIONAL COMMUNITY A reward is defined as a tangible or intangible act, presented after the occurrence of an action

5 1. THE INCENTIVE THEORY WITH STANDARDS, GIVE ME FEEDBACK TO GROW WE LIVE IN A PROFESSIONAL COMMUNITY A reward is defined as a tangible or intangible act, presented after the occurrence of an action (i.e. behavior) with the intention of causing the behavior to occur again. This is done by associating positive meaning to the behavior. Studies show that if the person receives the reward immediately, the effect is greater, and decreases as delay lengthens. Repetitive action-reward combination can cause the action to become habit. The reinforcement principles of behavior differ from the way in which a reward is constructed. A reinforcer is any stimulus change following a response that increases the future frequency or magnitude of that response. Positive reinforcement is demonstrated by an increase in the future frequency or magnitude of a response due to in the past being followed contingently by a reinforcing stimulus. Negative reinforcement involves stimulus change consisting of the removal of an aversive stimulus following a response. The Incentive theory in psychology treats motivation and behavior of the individual as they are influenced by beliefs, such as engaging in activities that are expected to be profitable. The Incentive theory is promoted by behavioral psychologists, such as B.F. Skinner, to mean that a person's actions always have social ramifications: and if actions are positively received people are more likely to act in this manner, or if negatively received people are less likely to act in this manner. When giving and receiving feedback at workplace the incentive theory should be considered since both intangible rewards and reinforcement stimulus could be used. The psychological impact of positive reception and negative reception of a professional behavior is powerful and could determine the quality of further performance. 2. ACHIEVEMENT MOTIVATION 5

6 IT IS ME WHO IS DOING THE JOB! Achievement motivation is an integrative perspective based on the premise that performance motivation results from the way broad components of personality are directed towards performance. As a result, it includes a range of dimensions that are relevant to success at work but which are not conventionally regarded as being part of performance motivation. The emphasis on performance seeks to integrate formerly separate approaches as need for achievement with. Personality is intimately tied to performance and achievement motivation, including such characteristics as tolerance for risk, fear of failure, and others. Achievement motivation was studied intensively by David C. McClelland, John W. Atkinson and their colleagues since the early 1950s. Their research showed that successful endeavors was attained by people with a high need to achieve no matter the culture. There are three major characteristics of people who have a great need to achieve according to McClelland s research. 1. They would prefer a work environment in which they are able to assume responsibility for solving problems. 2. They would take calculated risk and establish moderate, attainable goals. 3. They want to hear continuous recognition, as well as feedback, in order for them to know how well they are doing. 3. THE GOAL SETTING THEORY 6

7 IF I DO NOT KNOW WHAT IS EXPECTED OF ME WHAT IS THE USE OF LEARNING? Goal-setting theory is based on the notion that adult learners have a drive to reach a clearly defined end state. Adults are highly motivated by clear goals. It takes them out of the state of insecurity and confusion that are effective de-motivators. Often, this end state is an incentive in itself. A goal's efficiency is affected by three features: proximity, difficulty and specificity. Good goal setting incorporates the SMART criteria, in which goals are: specific, measurable, accurate, realistic, and timely. An ideal goal should present a situation where the time between the initiation of behavior and the end state is close. A goal should be moderate, not too hard nor too easy to complete. In both cases, most adults are not optimally motivated, as many want a challenge (which assumes some kind of insecurity of success). At the same time adults want to feel that there is a substantial probability that they will succeed. Specificity concerns the description of the goal in their class. The goal should be objectively defined and intelligible for the individual. A classic example of a poorly specified goal is to get the highest possible grade. Most children have no idea how much effort they need to reach that goal. 4. THE ATTRIBUTION THEORY 7

8 IT IS NOT ME IT IS SOMEONE ELSE S FAULT IT IS MY MISTAKE, I CAN SEE THAT A form of attribution theory developed by psychologist, Bernard Weiner describes an individual s beliefs about how the causes of success or failure affect their emotions and motivations. Individuals formulate explanatory attributions to understand the events they experience and to seek reasons for their failures. When individuals seek positive feedback from their failures, they use the feedback as motivation to show improved performances. For example, using the intrapersonal perspective, a student who failed a test may attribute their failure for not studying enough and would use their emotion of shame or embarrassment as motivation to study harder for the next test. A student who blames their test failure on the teacher would be using the interpersonal perspective, and would use their feeling of disappointment as motivation to rely on a different study source other than the teacher for the next test. 5. APPROACH VERSUS AVOIDANCE MOTIVATION MY STRATEGIES I AVOID THE FEELING OF LOSS, I HAVE Approach motivation is a motivation to experience a positive outcome. In contrast, avoidance motivation is a motivation not to experience a negative outcome. Research suggests that avoidance motivations tend to be more powerful than approach motivations. Because people expect losses to have more powerful emotional consequences than gains, they will take more risks to avoid a loss than to achieve a gain. III. Specific workplace motivation issues and the JC MODEL 8 An adult professional must be motivated to work in any organization. If no motivation is present, then the quality of work will deteriorate. Supervision, intervision, mentoring,etc. are

9 processes that are meant to ensure the motivational factors that differ since there is the so called locus of control. This variable refers to the professional's beliefs about the location of the factors that control their behavior. At one end of the continuum are those who believe that the opportunity to control their own behavior rests within themselves. At the other end of the continuum there are those who believe that external forces determine their behavior. When motivating professionals, whatever the institutional strategy, there needs to be considered the personality types. Logical appeals, emotional appeals, advice and praise and sometimes pressure, ranking should be considered. Job characteristics model The job characteristics model, as designed by Hackman and Oldham attempts to use job design to improve employee motivation. They show that any job can be described in terms of five key job characteristics: 1. Skill Variety - the degree to which the job requires the use of different skills and talents 2. Task Identity - the degree to which the job has contributed to a clearly identifiable larger project 3. Task Significance - the degree to which the job has an impact on the lives or work of other people 4. Autonomy - the degree to which the employee has independence, freedom and discretion in carrying out the job 5. Task Feedback - the degree to which the employee is provided with clear, specific, detailed, actionable information about the effectiveness of his or her job performance As consequence, a motivating potential score (MPS) can be calculated, using the core dimensions discussed above, as follows: 9

Jobs that are high in motivating potential must be high on at least one of the three factors that lead to experienced meaningfulness, and also must be high on both Autonomy and Feedback.

10 Jobs that are high in motivating potential must be high on at least one of the three factors that lead to experienced meaningfulness, and also must be high on both Autonomy and Feedback. If a job has a high MPS, the job characteristics model predicts that motivation, performance and job satisfaction will be positively affected and the likelihood of negative outcomes, such as absenteeism and turnover, will be reduced. Adult Professional Recognition Programs The adult professional recognition is not about gifts and points. It's about the institutional culture to meet goals and initiatives and most importantly to connect employees to the courts and prosecutor s offices core values and beliefs. IV. Motivational Foundations Probably, any context based motivational theory should be rooted down to Maslow s theory about the Hierarchy of Needs since direction of any action or behavior is influenced by what the American motivation psychologist has classified in a pyramid. According to Maslow, people are motivated by unsatisfied needs. The needs, listed from basic (lowest-earliest) to most complex are as follows: 10

If there are deficits on this level, all behavior will be oriented to satisfy this deficit. Essentially, if you have not slept or eaten adequately, you won't be interested in your self-esteem desires.

11 Physiology (hunger, thirst, sleep, etc.) Safety/Security/Shelter /Health Belongingness/Love/Friendship Self-esteem/Recognition/ Achievement Self actualization The basic requirements build upon the first step in the pyramid: physiology. If there are deficits on this level, all behavior will be oriented to satisfy this deficit. Essentially, if you have not slept or eaten adequately, you won't be interested in your self-esteem desires. Subsequently we have the second level, which awakens a need for security. After securing those two levels, the motives shift to the social sphere, the third level. Psychological requirements comprise the fourth level, while the top of the hierarchy consists of self-realization and self-actualization. Maslow's Hierarchy of Needs theory can be summarized as follows: 11

12 Human beings have wants and desires which influence their behavior. Only unsatisfied needs influence behavior, satisfied needs do not. Needs are arranged in order of importance to human life, from the basic to the complex. The person advances to the next level of needs only after the lower level need is at least minimally satisfied. The further the progress up the hierarchy, the more individuality, humanness and psychological health a person will show. Another motivation theorist, Frederick Herzberg's in the two-factor theory concludes that certain factors in the workplace result in job satisfaction, but if absent, they don't lead to dissatisfaction but no satisfaction. The factors that motivate people can change over their lifetime, but "respect for me as a person" is one of the top motivating factors at any stage of life. He distinguished between: Motivators; (e.g. challenging work, recognition, responsibility) which give positive satisfaction, and Hygiene factors; (e.g. status, job security, salary and fringe benefits) that do not motivate if present, but, if absent, result in demotivation. V. The process of training at workplace becomes effective if the training program and the human interactions are set up according to those premises that enhance motivation. 12

13 Therefore, here are THE 10 GUIDING PRINCIPLES that could be applied in order to ensure motivation at workplace in the process of professional development: 1. Incentives always work. 2. Personality is tied to performance and achievement. 3. Adults are highly motivated by clear goals. 4. Individuals formulate explanatory attributions to understand the events they experience and to seek reasons for their failures. 5. For adult professionals losses have more powerful emotional consequences than gains so they will take more risks to avoid a loss than to achieve a gain. 6. Skill variety, task identity and significance, autonomy, feedback are the key elements in on job training design. 7. The adult professional should be in a recognition program that is value and belief oriented. 8. Respect me as a person is at the bases of any interaction at workplace. 9. Personal needs should not be neglected whatever the context of supervison/intervision/ mentoring. 10. Self-determination, self-evaluation, self-oriented processes are most effective. Bibliography 1. Brian Tracy, Motivation, 2. Daniel H. Pink, Drive, 3. M.G.Seo, L.F. Barrett and j.m. Bartunek, ( 2004)The Role Affective Experience in Work Motivation, Academy of Management Review, E.Herzberg,( 1968) One More Time: How do you motivate employees, Harvard Business Review. 5. Taylor, J. Rodney,( 1982) Lifelong Learning: The Adult Years, v5 n5 p8-9, McClelland, D. C. (1987). Human motivation. Cambridge: Cambridge University Press. 13

14 7. Mas McClelland, D. C., & Boyatzis, R. E. (1982). Leadership motive pattern and longterm success in management. Journal of Applied Psychology, 67, low, H. A. (1987). 8. Locke, E. A., & Latham, G. P. (1984). Goal setting: A motivational technique that works. Englewood Cliffs, NJ: Prentice Hall. 9. Weiner, B. (1981). Theories of Motivation: From Mechanism to Cognition. Markham Publishing Company 10. Hackman, J. R. & Oldham, G. R. (2005). How job characteristics theory happened. The Oxford handbook of management theory: The process of theory development,

Reflect on the Types of Organizational Structures. Hierarch of Needs Abraham Maslow (1970) Hierarchy of Needs

Reflect on the Types of Organizational Structures 1 Hierarch of Needs Abraham Maslow (1970) Self- Actualization or Self- Fulfillment Esteem Belonging, Love, and Social Activities Safety and Security Psychological