Marcum, J. W. (2000), Out with motivation, in with engagement. Natl. Prod. Rev., 19: 57–60. doi: 10.1002/npr.4040190410
Strategies to improve productivity, essentially from the point of view of employee situations but relevant for students in learning situations too.
To make employees more focused and effective
This is about the central role of the mind and the part played by perception, values, social circumstances and the development of the self in determining behaviour. With maslows theory that places self actualisation as the goal.
Marcum suggests that we need to move away from carrot and stick, where stick has been proved not to be motivating, and carrots are not effective as rewards kill interest as the focus stops being the work and becomes the reward. And the action is being performed through manipulation and their fore is not for its own merit. Rewards destroy commitment.
New tools included
mission: stressing the importance of the work
Agenda control : to allow people greater influence over their work lives
Ongoing learning : by both the individual and the group
Reputation : crucial for professionals
Engagement as a concept is replacing motivation
Engagement is linked to self-determination as people choose to be engaged they are not assigned it.
Engaging activities are interesting and enjoyable
Engagement requires direct participation, tactile experience rather than just observation.
Engagement is characterised by persistence.
Engagement involves the selection of challenging tasks routine work is not engaging.
Engagement can not be static, it is a dynamic process, activity is a given and action is a primary goal..
An activity is a braid concept, contains cognition, motivation, emotion, and process.
This theory allows room for peer and social influences on behaviour without losing site of the importance of individual interests and the need for self direction.
The role of the teachers in fostering emotional engagement as opposed to disaffection. Through coaching, modelling, enthusiasm, confidence building, sincere praise and reinforcement.
Coaching as opposed to instruction.
However
Engagement isthe relationships and process of communication that engage the intentions of others in the absence of coercion. Involving dialogue and a measure of introspection. It cannot occur when a situation is closed or complete, but involves the ability to presence something before it is well formulated or complete.
And the amount of engagement is inversely proportional to the amount of authority is being excesses.
Differences between motivation and engagement, as they seem to be synonyms
Participants are independent. Agents acting with self determination and an ongoing quality of endeavour rather than episodic.
Engagement is based on learning and involvement.
Therefore teachers should scan for interests and competencies rather than past records. Focus on achievements not processes.
Negotiate projects avoiding assignments
Test people with challenges and opportunities for personal growth.
Where engagement provides its own rewards.
The engaging leader is a coach and facilitators scrambling to keep up with the pack.
Burleson W.(2005) Developing creativity, motivation, and self-actualization with learning systems, International Journal of Human-Computer Studies, Volume 63, Issues 4–5, October 2005, Pages 436-451, ISSN 1071-5819, http://dx.doi.org/10.1016/j.ijhcs.2005.04.007.
There is a synergistic cycle between self actualisation, learning and creativity.
Learners must have opportunities to develop multiple and flexible perspectives to facilitate deep understanding.
Self-actualisation is the desire to become more and more what one is, to becomes everyone that one is capable of becoming – fundamentally equivalent to the goals of education, learning environments and creativity. Learning and creativity are essential to self -actualisation, but also that self awareness, intrinsic motivation, and self-actualisation are fundamental to learning and creativity as well. – if pinterest is a creative space and a learning space then it can also be a space for self actualisation.
The definition for creativity is frequently debated but there is some consensus that it deals with a process which results in a novel or useful product.
Flow – intense concentration, absorption, feeling of control, loss of self-consciousness and a contortion of time all facilitating learning and creativity.
Constructivism – emphasises active knowledge construction through experience, particularly through creating and experimenting.
To achieve learning one needs intrinsic motivation, achievement, discovery, experimentation, imagination and increasing exposure to cultural influences.
A self-directed concept of knowledge ownership and personal franchise in the cultures knowledge base develops the self actualised learner.
Well conceived Learning environments should be contentious and even disturbing by focusing on contrasts and inconsistencies instead of absolutes.
Conclusions
Society must produce diverse skills, resources and intellectual strategies to face its challenges. .connecting individuals, peers and social groups as part of their own feedback loops holds great potential for learning, personal growth, motivation, creativity and life enhancement. Realising self actualisation, perhaps in the process.