1. Part 1: Allison Farrell A whole new mind Easy to read, good voice
Geared toward businesses, but motivation is an enormous part of schools!
Part 1: Allison Farrell

2. “Mastery/Autonomy/Purpose!”
Traditional belief, $money$ is the greatest motivator.
By offering rewards or threatening punishments you can get the
most out of your employees.
The latest research is finding that- this isn’t true!
People want the empowerment to explore their
interests and fulfill a task.
Leaders need to be able to facilitate these workers,
rather than micromanage and stifle them.
“Mastery/Autonomy/Purpose!”
Found this out through research from the 70’s by Hawthorne which resurfaced in the 90’s by Deci. This notion was considered ‘too controversial’ to pursue further.

3. 3 types of Motivation 1.0- Basic needs
2.0- People will work for rewards and punishments. (this works best for menial tasks)
3.0- Humans also want to learn, create, make a difference in society
3.0, looking to achieve autonomy (indep), mastery (which you don’t realize until you’ve surpassed it), and purpose (do stuff bc its important!)
Teachers generally fit into 3.0, and schools can easily achieve this. It is up to the principal to keep the environment- culture and climate- nurturing and growing. To act as a facilitator of learning, growth, listening to their faculty.

4. Tasks in the workplace are either Algorithmic Heuristic
These can be outsourced
They follow set steps
Punishment works
Critical thinking tasks
Don’t always have one solution
Punishment doesn’t work
You need to ensure that you are giving your teachers heuristic, real problems, during staff development. In addition, when evaluating we want to see similar heuristic tasks in the classroom.

5. The consequences of “if-then” rewards (when you could be assigning broader tasks)
People become extrinsically motivated- Type X
They perform only the assigned task
Stifle creativity
Encourage cheating
No incentive for good behavior
Workers become “addicted” to reward
Short term thinkers emerge
People WANT to feel purposeful, to think outside of the box, be allowed to explore tasks-
A/M/P is the reward
If-then = contingent
These are even more rampant in secondary school classrooms. Again, staff development, make team meanings a place to learn things and not just plan or talk about kids.

6. Sometimes… we have to do things we don’t want to
Sometimes… we have to do things we don’t want to. Leaders need to acknowledge this to stay relevant and respectful in their employees eyes.
In these cases (think PSSA’s) rewards can be highly effective, but you have to tell people-
This is going to be boring
Explain why it is necessary
Make the completion of the task mandatory, but leave the road to completion open.

7. On the flip side…

8. Offering too much reward circumvents the desire to achieve A/M/P
… You need creative people to break down
The barriers of
Functional Fixedness
Nlcb, race to the top… uh oh
Creative people will break down the barrier of Functional Fixedness
People need to be allowed time and freedom to complete a task. Given these things they are more likely to arrive at the correct answer, be fulfilled by it, and potentially come across multiple solutions.
Money = pressure in these situations. Will see an example from india in the video
Tom Sawyer reference- cajoles everyone into the painting the fence for him bc he says its soo fun!
Offering too much reward circumvents the desire to achieve A/M/P

9. Self Determination Theory (hurray! Go me!!)
Human needs- competence, autonomy, relatedness. When we have them we are motivated, productive, happy!
+Positive psychology movement+
Type A & B, Type X & Y
Humans NEED to be competent in their tasks and work. They want to feel a sense of ownership over what they do, and they want their interests to relate to their job.
When these 3 come together- you get motivated, productive, and happy people/employees.
Positive psych, think happy thoughts! A brighter outlook on human capability and human condition. Think about the toxic people in your workplace, or the kid who is unmotivated to learn. We can (and will) be able to turn them around by catering their interests and praising them as they make progress.

10. Try this- “But Now” rewards vs. “If Then”
Positive praise in the form of notes, s, verbal thanks, mentor positions, assigning to other tasks around the building.
A valentine for each of you with a positive note.

12. Type I Type X Mazlow Self Determination Theory freedom challenge
purpose
Long distance runners
Skinner/Pavlov
External rewards
$$$
Sprinters
In these cases (think PSSA’s) rewards can be highly effective, but you have to tell people-
This is going to be boring
Explain why it is necessary
Make the completion of the task mandatory, but leave the road to completion open.

13. -Autonomy- -Mastery- -Purpose-
You need to feel this to be an effective leader and pass it along to your faculty.
Set school wide goals that are achievable in time
Assess your culture and climate, listen to where improvement needs to be made.
Establish routines for your school day
Personal goals