Hacking the Motivation Equation

Outline

• Content and engagement: What content will be presented? How will you connect and engage the audience? What activities will the audience participate in?
• Time: How much time will be spent on each content component?
• Process: Include specifics on the frequency and tactics you plan to use to engage the audience (e.g., peer-to-peer interaction, device-based activities, games or contests, etc.).

• Welcome and introduction
• The three faces of motivation (participants record their own experiences and turn and talk)
• Defining how motivations work [motivation=value/effort] (participants will actively choose from options from the presenter)
•  Moving from judgement to curiosity (why and how the equation helps leaders)
• Exploring why to understand where the equation is imbalanced (participants will look at the whys in their own experiences and share)
• Sharing three ways to increase motivation by adding value [immediacy, relevance, relationships] (participants explore how to add value to their past experiences; turn and talk)
• Sharing three ways to increase motivation by decreasing effort [skill development, scaffolding, safety] (participants explore how to decrease effort to their past experiences; turn and talk)
• Conclusion and call to action (how to apply the learning)

Outcomes

Following this session, participants will be able to work through resistance using a more collaborative approach. More specifically, participants will learn to:
• View resistance as feedback
• Meet resistance with empathy
• Pause to ask “why?” in the face of resistance
• Apply three basic strategies for increasing value.
• Apply three basic strategies for decreasing effort.

Supporting research

• Bondie, R., & Zusho, A. (2018). Differentiated instruction made practical: Engaging the extremes through classroom routines. Routledge.
• Jensen, Eric (2005). Teaching with the Brain in Mind. ASCD.
• Pinder, Craig C. (2014). Work Motivation in Organizational Behavior.
• Rosenthal, R. & Jacobson, L. (1969). Pygmalion in the Classroom: Teacher Expectation and Pupils Intellectual Development. Psychology in the Schools, 6(2), 212-214.