MOTIVATION

ORGANIZATIONAL

BEHAVIOR

Practical situation that concern OB arise

Organizational Behavior SUMMER 2019

ORGANIZATIONAL

BEHAVIOR

Practical situation that concern OB arise

This report includes managerial recommendations to enhance the

organizational effectiveness.

Group
Trương Đình Phú
Hoàng Ngọc Trâm Anh
Lê Quốc Tuấn
Nguyễn Đức Phát
Vưu Thủy Ngân
Lê Thụy Thảo Vy

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Contents
I. ABSTRACT ........................................................................................................................................... 3

II. INTRODUCTION .................................................................................................................................. 3

III. ORGANIZATION’S BEHAVIOUR PROBLEM ...................................................................................... 4

IV. RECOMMENDATION AND CASE STUDY .......................................................................................... 6

1. Student ............................................................................................................................................. 6

2. Teacher............................................................................................................................................. 7

3. Method ............................................................................................................................................. 9

4. Environment ................................................................................................................................... 10

V. IMPLEMENTATION ........................................................................................................................... 11

Step 1: Improvement Goals ............................................................................................................ 12

Step 2: Activity Goals ...................................................................................................................... 12

Step 3: Resources ............................................................................................................................ 13

Step 4: Expectations ........................................................................................................................ 14

Step 5: Progress Checkpoints. .......................................................................................................... 15

VI. CONCLUSION ................................................................................................................................. 17

VII. REFERENCES………………………………………………………………………………………………………………18

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I. ABSTRACT

Motivation is probably the most important factor that educators can target in order to
improve learning. Numerous cross-disciplinary theories have been postulated to explain
motivation. While each of these theories has some truth, no single theory seems to adequately
explain all human motivation. The fact is that human beings in general and students in particular
are complex creatures with complex needs and desires. With regard to students, very little if any
learning can occur unless students are motivated on a consistent basis. There are some key
features affecting the student’s motivation The focus of this article is to provide the educator
with suggestions from each area that can be used to motivate students in studying or working.
What is the best way to motivate students? The short answer is that all of the strategies
enumerated in this paper can be used as often as possible. More importantly, educators could
watch themselves and their own behaviors to become self-aware of new understandings about
motivation.

II. INTRODUCTION

Why are students not interested in learning when their studies are "an essential part” of their
lives? Is the differences between "today" students and "old" students creates such a situation?
The fact that current students are not interested in studying and working has many reasons.

Let’s point out some reasons and some factors which affect directly to student’s motivations:

1. Learning and working without purpose: the majority of students when they were asked
why they choose this major to study, the popular answer is mostly due to hobby, but

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when we asked what criteria indicate that students like that discipline, there were no
answer.
Same as working, most of students just works to earn money or fulfill their free time with
a part-time job, they do not set clear goals which can lead to lack of motivations.
2. Afraid of failure: Some student lost their motivation because of their fear – the fear of
failures. Once failed, they will hesitate to start over, gradually their motivations would
disappear.
3. Social factor: Living in a society that is always moving and developing does not allow
people to stand still. However, society has also pulled people away from the original goal
and made people lose their motivation to accomplish that goal.
For example, a student in university has a poor family, which forces him to work. But when
he can earn enough money to spend by working, he will lose the motivation of study.

Lack of motivation is a real and pressing problem. Upwards of 40 percent of high school
students are chronically disengaged from school, according to a 2003 National Research Council
report on motivation. (Jame Marshall Crotty, 2013). For example in Vietnam, there were more
than 50% of students who do not have any efforts to keep study. According to a survey in 2018,
the results show that 7.8% of students drop out, 21.1% of students are at risk of dropping out,
31% of students are stressed and stressed. Worth mentioning, 53.8% of students do not have
motivation to study. This problem one by one become the Government’s burden, affect directly
to the individual and also the society.

III. ORGANIZATION’S BEHAVIOR PROBLEM

1. Unrealistic target:

It is important to keep a check on the expectations and demands that are being placed upon
student. If someone feels overburdened by a large, impossible target – they can soon become
disillusioned, stressed and lose motivation. Equally, if a student has a workload that’s too light
or not varied enough, they might quickly lose interest.

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2. Conflict:

Conflict in the school is hugely detrimental. Healthy debate is often productive, but it is
important to keep an eye out for any class intimidation or bullying. Some students may feel
worried to come forward about issues relating to a fellow - which is where an anonymous
student survey may help to reveal any problem areas.

3. Poor leadership (teacher):

Effective leadership is an essential factor in the motivation of student. If strong leadership is

lacking or is negatively affecting the outlook of the team – certain students may start to feel
demoralized.

4. Environment:

Environment plays a vital role in controlling one motivation, with external effect, such as:
parents, friends, or eventually living standard. In some cases, parents may discourage their
adolescent opinion or target, student tend to be upset and sometime disappointed. The lateral
external factor is living standard, in other word, student sets money as motivator to increase the
productivity of the plans and tend to get high level of motivation.

5. Applying inappropriate method:

In some theory, some people believe that Organizational Behavior may good at helping people
handling problem. However, applying inappropriate methods to set goal and motivation may
lead to some failure to achieved the target and may increase time criteria in performing stage.

6. Score pressure:

In most of case, especially in Asia, Parents, Teachers are also put on a lot of pressure on the
student. For instance, a Vietnamese student, who has recently received low mark in their Quiz
test, if the student has decided to tell his or her parents about their feeling and score, which
could make his or her parents upset.

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7. Involvement motivation:

The student has ownership of their work and is motivated to work with it. For example through
open learning processes such as setting their own education topics and project tasks.

8. Relationship motivation:

The student doesn’t feels included in the class and perceives acknowledgement from the
teacher. Sometimes, in the class, student can not have enough ability to communicated well with
teacher and friends.

IV. RECOMMENDATION AND CASE STUDY

1. Student:

The student’s role in education is crucial and should go beyond the traditional view of student
as customer or recipient of knowledge. In addition to the roles of buyer and recipient,

Students are the raw materials for education and the primary products of educational
transformations; and most important...students are key members of the labor force involved in
creating education. Also, the increasing diversity of individual differences among students can
be seen in time management, learning styles, maturity, demographics, experiential background,
cultural orientation, and interests. As such, schools should become learning habitats wherein
relationships are fostered between people, students develop their own individual instruction
plan, and a variety of investigating system options replace the passive receipt of information.
(Lengnick-Hall and Sanders, 1997 ) Some solutions for improving student contributions to
motivation as listed below.

▪ Intrinsic and extrinsic: Typical students bring varying degrees of both intrinsic and
extrinsic motivation to the learning arena. Intrinsic motivational factors found to

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be at work with most students include involvement (the desire to be involved),

curiosity (find out more about their interests), challenge (figuring out the
complexity of a topic), and social interaction (creating social bonds). Extrinsic
motivational factors include compliance (to meet another’s expectation, to do
what one is told); recognition (to be publicly acknowledged); competition; and
work avoidance (avoid more work than necessary).
▪ Hierarchy of needs: Regarding lower level needs, if a student is hungry or thirsty,
it is more difficult to focus on learning. Also, if the environment is physically,
mentally, or emotionally unsafe, then it will be hard for the student to put all of
his or her attention on learning. If the teacher always is critical of the student,
then the student will probably not feel accepted or that he or she belongs. Low
self-esteem and ego will make the student feel unappreciated and unrecognized.
As such, the educator must do what is necessary to support the student to a
higher level of need satisfaction so that the student can focus his or her attention
on learning. Even at the level of self-actualization, the educator may need to
provide encouragement or opportunities. ( Maslow, 1943)
▪ Study time and study habits: Students lead very busy lives. As a result, evidence
shows that students are devoting less time to their studies. While the quantity of
time spent studying has an influence on performance, this influence is moderated
by the students’ study habits. Also, the ability to concentrate influences student
performance positively. Having a good set of notes is important, but it still
depends on how study time is used. Ultimately, studying has quantitative aspects
as well as qualitative aspects, that is, amount of time studying and good study
habits are both important. (Nonis and Hudson, 2010)
2. Teacher

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Students display more motivational benefits from teachers they like over teachers they
dislike. However, education is much more than a personality contest. The role of teachers seems
to be shifting from preprogrammed knowledge dispensers to instead managers of student
learning and the learning environment. Therefore, teachers must be empowered to exercise
professional judgment in the classroom to attain clearly expressed goals. Professional educators
should be given latitude to test individual approaches based on strategic goals and incentive
systems. Also, teachers should be provided with training to support them in this expanded role
including more time for peer interaction to share views on what is effective. Overall, teachers
should do unto the students as they would want done unto themselves. The following
suggestions are offered regarding teacher contributions to student motivation

▪ Teacher skills: One important extrinsic factor in the educational environment is

the instructor. Teacher skills include staying calm, eliminating negative thoughts
or feelings, disengaging stress, remembering that students have their own
realities and are doing their best, not taking students’ actions personally,
remembering that students are not bad rather just in the process of
development, and maintaining a sense of humor.
▪ Scientific management and human relations: The educator must consider
whether to approach students from the viewpoint of scientific management,
human relations, or both. Here are some tips on how to add components of both
scientific management and human relations from Jamie Doran (1999).
- Use incentive teaching techniques
- Make learning both interesting and entertaining
- Make each student feel special
- Motivate them to achieve at their maximum level
- Share personal relevant experience
- Capture the interest of student.

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3. Method

The method or process is the way in which content is presented, that is, the approach used
for instruction. Two basic approaches for supporting and cultivating motivation in the classroom
are (1) creating a classroom structure and institutional method that provides the environment
for optimal motivation, engagement, and learning; and (2) helping the student to develop tools
that will enable him or her to be self-regulated. (Alderman, 1999) Some specific ideas or tips for
improving the method/process contributions to student motivation are:

▪ Positive social interactions: When students have positive social interactions with
their peers or teacher, they will become more engaged in learning. Social
interaction can occur when students work in groups, have group discussions,
group projects, and group presentations. However, the students need to be
properly prepared in the skills needed to make the group operate effectively.
Positive interaction with the instructor and in the classroom overall are important
▪ Storytelling: A good story is a good story, and storytelling has always had a place
in teaching. Storytelling can change the pace of a class, add a freshness to engage
students, motivate students in their discipline, give the students the mental
space to construct their own meanings, provide analogies between a story and a
discipline, help understand the world, can generate reflection, and create
common meanings and understandings. The instructor or the student can tell
factual and/or fictitious stories. When students tell stories, they take ownership
of their learning and become an integral part of the learning process. Students
will self-motivate if an activity such as storytelling is sufficiently challenging and
relevant. Any discipline can use stories, and stories can be used from other
disciplines as appropriate.

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4. Environment

First of all, an environment must be available and accessible. Thereafter, that

environment must be of a quality or caliber that contributes to the motivation of the
students. For example, if an environment is not safe, it is difficult and maybe even unwise to
put all of your attention on learning. On the other hand, an environment of openness and
freedom to learn from our mistakes can foster motivation to learn. Also, the environment
can be physical as well as mental, emotional, and even spiritual in some regard. Suggestions
for creating an environment conducive to student motivation are as follow:

- Create an effective environment: According to Rumsey (1998), when

creating an effective environment, educators need to consider the
following:
- Overall approach to material presentation and development,
- Examples coming before and after detailed discussions of the concepts,
- The use of engaging classroom activities,
- Using applications relevant to students’ everyday experiences or to their
chosen career fields,
- Motivating by example and by encouraging student discovery,
- Developing positive attitudes,
- Encouraging critical thinking (e.g., what do you mean, why, what if, what
works/does not work, and how would you...)

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V. IMPLEMENTATION

The purpose of this Motivation Improvement Plan is to define serious areas of concern, gaps
in the work performance, reiterate FPT University’s expectations, or more specific IB1401 class
and allow you the opportunity to demonstrate improvement and commitment.

• Students got suspended due to uncalculated absentee.

• Lack of interesting activities bores students and creates a discouraging atmosphere for
studying.

• Students are motivated to pass a subject yet acquire only the needed minimum to
accomplish this.

Before going to the step by step guidance, it is worth noticed that this plan will be carried
out with a view of meeting four main targets, ranging from the most influential to that of lesser
effect. These consists of:

• Building an encouraging environment by arranging various activities

• Recognizing the students’ effort
• Creating monetary incentives
• Reinforce the regulations’ implementation such as the maximum absent days and the
minimum average score

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Step 1: Improvement Goals: These are the goals related to areas of concern to be improved and
addressed:

1. Have an attendance of the class with at least 80% students present each school day

2. Have an average score of over 6.5 for at least 70% of the students

3. Have a minimum of 20% student in the class participate in extra curriculum activities

Step 2: Activity Goals: Listed below are activities that will help you reach each goal:

Goal # Activity How to Accomplish Start Date Projected

Completio
n Date

1 Building an encouraging Arranging 3 academic 1st of 30th of

environment by events and 3 recreational Septembe November
arranging various events in the 2019 Fall r
activities semester

2 Recognizing the Recognize Golden students 1st of 30th of

students’ effort of the semester, Good Septembe November
students and active r

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students in extra
curriculum activities

3 Creating monetary Reward Golden students 1st of 30th of

incentives and active students in Septembe November
extra curriculum activities r

4 Reinforce the Forbid students with lower 1st of 30th of

regulations’ than needed requirement Septembe November
implementation such as from taking the end-of- r
the maximum absent term-test or retaking the
days and the minimum subject.
average score

Step 3: Resources: Listed below are resources available to you to complete your Improvement
activities (may include other people’s time or expertise, funds for training materials and
activities, or time away from usual responsibilities.)
1. School fund for the golden students

2. The Good Student Merit Certificate

3. Bonus point for fully-attended students at the end of a semester

4. Bonus point for active students in extra curriculum events at the end of a semester

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Management Support: Listed below are ways in which your manager will support your
Improvement activities.
1. The Personal Development Department

2. The Department of Testing and Quality Assurance

3. Teachers responsible for IB1401’s 3rd semester

Step 4: Expectations: The following performance standards must be accomplished to

demonstrate progress towards achievement of each Improvement goal. We should take into
account 4 factors: Quality, Quantity, Timeliness, Cost-effective
• Quality refers to accuracy, appearance, usefulness, or effectiveness of the arranged
activities. All things above should be either academic related or help self-improving.
• Quantity ought to meet the figure mentioned in the Improvement goals.
• Timeliness addresses how quickly, when or by what date the work is produced. As with
other standards, timeliness standards should be set realistically in view of other
performance requirements and needs of the organization.
• Cost-Effectiveness addresses working within a budget. Cost-effectiveness standards may
include such aspects of performance as maintaining or reducing unit costs, reducing the
time it takes to produce a product or service, or reducing waste.

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Step 5: Progress Checkpoints: The following schedule will be used to evaluate your progress in
meeting your Improvement activities.

Goal Activity Checkpoint Type of Follow-up Progress Notes

# Date Expected
(memo/call/meeting)

1. Building an End of a Meeting 3 academic

encouraging semester events and 3
environment by recreational
arranging events
various activities

2. Recognizing the End of a Email and Meeting Recognize

students’ effort semester Golden
students of
the
semester,
Good
students
and active
students in
extra
curriculum
activities

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3. Creating End of a Email and Meeting Reward

monetary semester Golden
incentives students
and active
students in
extra
curriculum
activities

4. Reinforce the End of a Email and Call Forbid

regulations’ semester students
implementation with lower
such as the than needed
maximum requirement
absent days and from taking
the minimum the end-of-
average score term-test or
retaking the
subject.

Follow-up Updates: You will receive feedback on your progress according to the following
schedule:

Date Activity Conducted By Completion

Scheduled Date

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30-day Update Memo Class manager 30th of

September

60-day Update Memo Class manager 31st of October

90-day Status Memo Class manager 30th of

November

Timeline for Improvement, Consequences & Expectations:

Effective immediately, you are placed on a (insert 60, 75, or 90)-day. During this time you
will be expected to make regular progress on the plan outlined above. Failure to meet or exceed
these expectations, or any display of gross misconduct will result in further disciplinary action,
up to and including termination. In addition, if there is no significant improvement to indicate
that the expectations and goals will be met within the timeline indicated in this, your
employment may be terminated prior to (insert 60, 75, or 90) days. Furthermore, failure to
maintain performance expectations after the completion of the may result in additional
disciplinary action up to and including termination.

VI. CONCLUSION

Although motivation is one of the most determining factors for learners to succeed, many
students these days have to deal with the fact that they are unable to motivate themselves to
work or study. However, it is clear that they can be motivated in many ways and the important

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issue is that we have to recognize how and why they are motivated for academic achievements.
Through this report, we can understand the basic concept of motivation, its relevant theories,
the background of situations which result from students' lacking motivation. Additionally, this
report also identifies four main factors (students, teachers, method and environment) which
lead to this worrying problem. For each factor discussed, we define what it is, how it is related
to student achievement and learning. Based on these analyses, some recommendations are
offered so that it can be implemented to real life by not only schools, teachers but also students.
Our improvement plan is step-by-step instructions designed especially for educators to promote
students’ motivation. Nevertheless, it needs to emphasize that there is no theory or approach
which is perfectly fit for everyone because each person basically has different personalities and
perspectives on the concept of motivation. Therefore, before determining the most suitable
theories and strategies to enhance motivation, many aspects including students’ personalities,
their own thoughts about motivation, environment, should be considered.

VII. REFERENCES

Lengnick-Hall and Sanders, University of Southern California ( 1997 ), “ The Role of

Classroom Techniques in Teaching Management Skills ”

A.H.Maslow ( 1943 ), “ A theory of Human Motivation ”

Nonis and Hudson, Washington ( 2010 ), “Impact of Study Time and Study Habits”

M.Kay Alderman, ( 1999 ), “Motivation for Achievement: Possibilities for Teaching and
Learning”

Rumsey, ( 1998 ), “Cooperative Teaching Approach to Introductory Statistics”

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