1. To motivate or not to motivate?
Jitka Hlouskova
University of Pardubice
Czech Republic
BESIG 2010

2. To motivate or not to motivate?
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filling-in survey (I am preparing access to the results)
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3. 1 The average human being inherently dislikes work and will
THEORY X
THEORY Y
1 The average human being
inherently dislikes work and will
avoid it if he/she can.
1 The expenditure of physical and
mental work is natural as play or
rest. Work can offer satisfaction
and meaning.
2 Because of this dislike of work,
most people must be coerced,
controlled, threatened before
they work hard enough.
2 If people feel committed, they
do not need punishment or
threats or rewards to do their
work well.
3 The average human prefers to be
told what to do, to be directed.
3 Given the right conditions,
people can be intelligently self-
directing.
4 The average human wishes to
avoid responsibility, has relatively
little ambition and desires security
above everything else.
4 The average human learns,
under proper conditions, not only
to accept, but to seek
responsibility.
5 Only a very small percentage of
people have imaginative
problem solving abilities.
5 Imagination, creativity, and
ingenuity can be used by a large
number of people to solve work
problems.
McGregor ( , professor of management, MIT) proposed two theories which view employee motivation. He cooperated with Maslow and draw on his hierarchy of needs. Theory Y is the practical implication of his humanistic school of psychology.
McGregor, D.: The Human Side of Enterprise (1960)

4. in an ELT class: (Scrivener, J., 2006)
THEORY X and THEORY Y
in an ELT class: (Scrivener, J., 2006)
•I try to motivate the students (with
“fun” activities, persuasion,
coercion).
• I do not try to motivate learners. I
assume that they are motivated.
• I try to find ways to make games
or entertaining activities out of
dull material
• As far as possible, I find what is
engaging in the material we are
working with rather than grafting
on games and “fun” techniques.
• Usually I direct what happens in
the class and control the lesson
• We share responsibility for the
class. We agree what should be
done, when and how. At times I
direct; at other times individuals
or the groups are responsible.
• A typical lesson could be seen as
a sequence of activities, games,
etc. that I have chosen and
given to the class.
an interaction that brings in
appropriate tasks, exercises,
activities when useful.
• Learning is “filling” in gaps – e.g.
“there are three more things we
have to do”
• Learning is “unfolding” a path –
e.g. “this leads to that”. Teaching
is helping to create the structure
and value in that unfolding.
Theory Y in class is in harmony with requirements on learner autonomy
“The issue is not to motivate, but not to shut down the natural desire for motivation; start of course – talk about the books, the tests, the choices, make decisions together; as soon as I make a decision, I am motivated; give feedback
McGregor, D.: The Human Side of Enterprise (1960)

5. www.bbclearningenglish.com short discussion after slides 3-5
BESIG 2010

6. University of Pardubice, Faculty of Electrical Engineering and Informatics
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7. Tasks and activities With computers
online tasks and activities (for ICT: other tips)
The news
a) interesting stories
b) headlines (TV/radio presenters)
(mini-) presentations (products, services, websites, etc.)
role-plays (e.g. ICT for the disabled, buying a PC)
exchanging s
online forums (discussing/writing comments)
after clicking on With computers: go to the website and find out as much info as you can about UPce (3 minutes). Discuss with your colleague.
The news:
Interesting stories: Find an interesting article on the internet, read it and prepare to give a short summary
Headlines: in pairs, prepare to give headlines for 6 interesting stories from different areas of life
Online forums and discussions: this is a tip from one of my interview respondents
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8. Tasks and activities Without computers
role-plays (e.g. buying things, meeting business partners, organizing social events)
working with text
reading
a piece of text + questions
filling in blanks
reconstructing a piece of text
writing
assignments (incl. projects)
„simulations“ - letters, (e.g. invitations-INVEX, complaints, bookings)
Interesting stories: Find an interesting article on the internet, read it and prepare to give a short summary
Headlines: in pairs, prepare to give headlines for 6 interesting stories from different areas of life
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9. Tasks and activities
Using video
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10. References: Muñoz, C. Aprender idiomas. Barcelona, 2002.
Scrivener, J. Pushing Elephants Upstairs: The Motivation Paradox. [lecture]. Prague, 2006.
Theory X and Theory Y. [online, 4 Nov 2010]
BESIG 2010

11. jitka.hlouskova@upce.cz www.upce.cz
Thank you.
BESIG 2010