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OMS Weekly Staff E-Newsletter 2010_04_12
The Complexities of Motivation:The Uncertainty of PredictingBehaviorsPart III - Dr. Robert Brooks
In my past two articles I have addressed thetheme of motivation, drawing from DanielPink’s thought-provoking new book Drive:The Surprising Truth About What MotivatesUs. Based on the large number of responses Ihave received to these articles it is obviousthat this theme is of significant interest to parents and professionals alike. Prior tosharing some new thoughts, a quick review of several key points from the previous articlesis warranted.Pink highlights the work of a number of researchers, including psychologists EdwardDeci and Richard Ryan at the University of Rochester in New York. Deci and Ryan havecontributed significantly to our understandingof the differences between extrinsic motivation(i.e., motivation based on external rewards and punishments that may lead to a feeling of beingcontrolled) and intrinsic motivation (i.e.,motivation based on what Deci terms“authenticity and responsibility” and a feeling
of having choice). Pink introduces the label“
The Motivation 2.0 Operating System
,” asystem that is predicated on the belief that theways in which we encourage people to do whatwe want isto reward them for the behavior weseek and punish them for behavior we do notwant to appear. In contrast to the principles of Motivation 2.0 is the self-determination theory(SDT) advanced by Deci and Ryan in whichthey contend there are three basic, innate, psychological needs that we all possess: theneed to belong or feel connected, the need tofeel competent, and the need for autonomy or self-determination. Pink writes, “When thoseneeds are satisfied, we’re motivated, productive, and happy. When they’re thwarted,our motivation, productivity, and happiness plummet.”Pink adds, “Human beings have an innate driveto be autonomous, self-determined, andconnected to one another. And when that driveis liberated, people achieve more and live richer lives.”
The Limitations of Motivation 2.0
Several of the questions I received in responseto my first article in this three-part series asked
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OMS Weekly Staff E-Newsletter 2010_04_12
if the application of Motivation 2.0 principlesis ever indicated. I noted in last month’sarticle that it was, but in a much more limitedway than many may believe. Pink concurs,“Carr ots and sticksaren’t all bad. If they
were,Motivation 2.0 would never have
flourished so long or accomplished so much.
While an operating system centered around
rewards and punishmentshas outlived its
usefulness and badly needs an upgrade, thisdoesn’t mean we should scrap its every piece.”Pink adds, “For routine tasks, which aren’t veryinteresting and don’t demand much creativethinking, rewards can provide a smallmotivational booster shot without the harmfulside effects. In some ways, that’s just commonsense.” In capturing the limitations of Motivation2.0, Deci, Ryan, and Richard Koestner posit,“Rewards do not undermine people’s intrinsicmotivation for dull tasks because there is little or no intrinsic motivation to be undermined.” DanAriely, author of Predictably Irrational, found thatwhen a task required “even rudimentary cognitiveskill, a larger reward led to poorer performance.As long as the task involved only mechanicalskill, bonuses worked as they would be expected:the higher the pay, the better the performance.”
Whenever Motivation 2.0 or the carrot and stick approach is employed, one must ask if analternative practice would be mor e likely tonurture what I have called a “motivatingenvironment,” that is, an environment in whichthose involved are eager to participate andcooperate —not because of external rewards or punishments but based on intrinsic motivation.Pink expands upon his views of Motivation 2.0 by introducing the concepts of Type I and Type X behaviors. He explains:The Motivation 2.0 operating system dependedon, and fostered, what I call Type X behavior.Type X behavior is fueled more by extrinsicdesires than intrinsic ones. It concerns itself lesswith the inherent satisfaction of an activity andmore with the external rewards to which thatactivity leads. The Motivation 3.0 operatingsystem—the upgrade that’s needed to meet the
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ngaging students in rigorous learningnew realities of how we organize, think about,and do what we do—depends on what I callType I behavior. Type I behavior is fueled more by intrinsic desiresthan extrinsic ones. It
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Weekly Oregon Middle School E-Newsletter for Staff 4/12/2010
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