Articles About Motivation

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A corollary of this finding is that anyone can become an inspirational leader by focusing on his or her strengths. An inspired employee gives his or her all to their employer, and is constantly striving to be and do their best; to use their skills and talents to their full potential. One of the surest paths to happiness is to know your strengths and build your life around them.

A skilled doctor cures patients internal and makes a good living instrumental. We know that individual inspiration is the gateway to employee discretionary energy, and that, in turn, is critical to making the most of your scarcest resource — your human capital. Do you know of any other good motivational business quotes I may have missed?

Inspiration

THERE are two kinds of motive for engaging in any activity: internal and instrumental. Often, people have both internal and instrumental motives for doing what they do. What mix of motives — internal or instrumental or both — is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success. We analyzed data drawn from 11,320 cadets in nine entering classes at the United States Military Academy at West Point, all of whom rated how much each of a set of motives influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life an instrumental motive and a desire to be trained as a leader in the United States Army an internal motive. How did the cadets fare, years later? And how did their progress relate to their original motives for attending West Point? We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military as evidenced by early promotion recommendations than did those without internal motives and were also more likely to stay in the military after their five years of mandatory service — unless and this is the surprising part they also had strong instrumental motives. Remarkably, cadets with strong internal and strong instrumental motives for attending West Point performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military. The implications of this finding are significant. Whenever a person performs a task well, there are typically both internal and instrumental consequences. A conscientious student learns internal and gets good grades instrumental. A skilled doctor cures patients internal and makes a good living instrumental. But just because activities can have both internal and instrumental consequences does not mean that the people who thrive in these activities have both internal and instrumental motives. Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also — counterintuitive though it may seem — their financial success. There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. While this strategy may lure more recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning, financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students. The same goes for motivating teachers themselves. It is possible that teachers do this because of an overreliance on accountability that transforms the instrumental consequences of good teaching things like salary bonuses into instrumental motives. Accountability is important, but structured crudely, it can create the very behavior such as poor teaching that it is designed to prevent. Rendering an activity more attractive by emphasizing both internal and instrumental motives to engage in it is completely understandable, but it may have the unintended effect of weakening the internal motives so essential to success.

Rather, they identify the challenges and the opportunities which are presented to them at the moment - whatever the adversity. In employer surveys that we conducted with the Economist Intelligence Unit, we found that less than half of respondents said they agree or solo agree that their leaders were inspiring or were unlocking motivation in employees. It is always difficult to separate great quotes from the personalities who said them. The pair started making organic purees for their own babies and couldn't believe how few options were available in stores. Are you social with your life. Vitality, humility, and empathy help leaders connect. There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. But he wasn't satisfied. Take your Halloween pumpkin game up a notch by showing off your responsible design skills with business inspiration articles custom carving, and get inspired with these Halloween pumpkin ideas!.