Created for MELS 618

1. “A basic rule of motivation is that no two people are motivated
exactly alike. A wise administrator, therefore, will be able to match
the correct motivational style to the situation and the individual.
“Pearson Custom: EDUCATION: Power, Politics, and Leadership in
the Schools, John A Kaufhold
Created by: Jennifer Croymans
Strategic Leadership MELS 618

2. Table of Contents
1. Three Common Models of Motivation
2. Theory X and Y
3. Needs Theories
4. Constructive Discipline
5. Proper Uses of Discipline Techniques With Adults
6. Dismissal Procedure

3. Known as the carrot-stick system.
Developed during the 1930’s.
Management treated workers as
Developed during the Industrial
complete human beings and not Revolution.
just mindless drones. Impersonal and dominated
Traditional
Workers are made to feel that they completely by management.
were useful and appreciated.
Model
Managements role is to
Workers are allowed to participate prod, threaten or otherwise coerce
in planning and to make decisions workers to do their jobs under
about their jobs.
Understanding and compassion
penalty of dismissal.
replaced threats and coercion and Motivation given to workers was the
group incentives were used to wages they received or the forfeiture
foster teamwork. of wages if they were fired.
Models of
Motivation
Human Human
Relations Resources
Model Model
Emerged during the 1960’s.
Evolved from the human relations models.
Considered human relations model to be manipulative.
Allows people to meet their PERSONAL GOALs.
Offered the idea that everyone is motivated differently
and each person has special talents and resources.
This model is best described by the Theory X and Theory
Y.

4. Theory X and Theory Y
The differences in the motivational models can be illustrated by the
Theory X and Theory Y which was developed by Douglass McGregor.
• Most workers have a negative disposition about work and will try to avoid it
when possible.
Theory • Most workers are not especially intelligent, and therefore, a manager can easily
lead them.
X • Most workers must be forced and then they must be closely supervised.
• Most workers want to be directed by someone in authority because this
alleviates responsibility for making decisions.
• Most workers view work as a natural activity; any negative views about work are
Theory attributed to past experiences and not to innate characteristics.
• Most workers can be highly committed to organizational objectives if they are
Y motivated and rewarded properly.
• Most workers accept responsibility if conditions in the organization are favorable.

5. Hierarchy of Human Needs
Abraham Maslow, developed this theory.
In ascending order
and also in order of
importance.
http://www.youtube.com/watch?v=LjArLRXMH58&feature=related

6. Maslow’s Hierarchy of Needs
 Believed that man was motivated to achieve each of these
needs and once one set of needs was met, he moved to the
next level.
 The top level was self-actualization or fulfillment of
oneself.
 Maslow felt that man was driven by a COGNITIVE NEED or
a “need to Know” as an ASTHETIC NEED which was a
desire to move toward beauty and away form ugliness.
Maslow leans toward intrinsic motivation with a Theory Y mode.

7. Different Ideas from Other Theorist
1. David McClelland- ACHIEVEMENT
AND AFFLIATION
2. Alfred Adler- NEED FOR POWER
3. B.F. Skinner- CONTINGENCIES OF
REINFORCEMENT

8. David McClelland-
ACHIEVEMENT AND AFFLIATION
ACHIEVEMENT AFFLIATION
1. Reasoned that people were 2. Reasoned that people also had a
motivated be a need for need for affiliation.
achievement.  People have a strong desire for
 His idea was that all human approval and reassurance.
beings had an innate need to  People will conform to the wishes
achieve. (They have a need to be and norms of those they trust and
challenged, to solve problems, to value
take risks and to be autonomous  Workers need supportive
and get feedback. feedback instead of mere task-
 Felt that humans could not accept related feedback
boredom or routine tasks.
McClelland leans toward intrinsic motivation with a Theory Y mode.

9. Alfred Adler:
NEED FOR POWER
Had a different theory entirely
1. Believed that mankind was motivated by a NEED FOR POWER.
2. The guest for power was behind all human activity.
3. People have an instinctive need to influence others, control their
environment and to try to lead those around them.
4. People have a quest to try to talk others into their beliefs, to give
opinions and to gain personal power.
This personal power orientation is by some followed with an institutional
power orientation.
Believed that humans are motivated extrinsically. Behavior is controlled
and motivated by those in authority. This is largely a theory X
philosophy.

10. B.F. Skinner-
CONTINGENCIES OF REINFORCEMENT
1. Felt that all living being-including animals-are directed and
motivated by CONTINGENCIES OR REINFORCEMENT.
Using experiments with rats and pigeons, he proved that the
behavior of living beings could be controlled by controlling the
reinforcement.
2. People can be directed to achieve any behavior toward a
positive consequence and away from a negative consequence.
3. Leaders must provide consequences that were positive to the
individual at appropriate behavioral intervals.
4. Motivation is a task of supplying the proper reinforcement for
the desired behavior.
Believed that humans are motivated extrinsically. Behavior is controlled and
motivated by those in authority. This is largely a theory X philosophy.

11. Extrinsic Motivation and Intrinsic
Reinforcement
 Both are effective in directing workers behavior.
 Positive and Negative reinforcement can be used to successfully
direct behavior.
 It is believed that intrinsic motivation is more permanent and is
more satisfying to the individual.
 Intrinsic motivation cannot be controlled by outside force and
can only be fostered under the best of circumstances.
 The supervisor must determine which type of motivation is best
for the circumstances.

12. Constructive Discipline
There comes a time when an individuals job performance
does not measure up to a standard and an intervention by
the leader or supervisor is necessary.
This must be done with a good deal of skill, otherwise, the
situation could escalate to the point where nothing can be
salvaged in the relationship between the supervisor, the
worker and the organization.
It is important to remember that there is no one best way to
motivate all employees, there is no best way to discipline
people either.

13. Keys to Constructive Discipline
1. Must be able to “read” the individual’s personality in
order to decide what action is best to take.
This “action” will necessarily take two forms: negative
motivation or punishment.
The wise leader or principal should use great
caution, therefore, when employing these tactics.

14. Negative Motivation
Is motivation by removing something that the subject considers to be
unpleasant.
Negative implies subtracting something that the individual dislikes.
Examples:
The presence of officers of the law who hide in “speed traps” In order to
avoid getting a ticket, the driver must keep a constant vigil on their
speed.
In a school setting, a principal may use negative motivation by offering to
remove lengthy after school meetings in exchange for compliance
with desired behaviors.

15. Punishment
Denotes a plus or minus-adding something unpleasant or subtracting something
pleasant. A leading proponent of behavioral psychology B.F. Skinner, noted that
punishment is a highly efficient way of motivating individuals.
His research with animal behavior, revealed that most organisms human or animal-
when given a choice will gravitate toward what is considered to be pleasant and will
avoid what is unpleasant.
Skinner noted that while punishment as well as negative motivation might be effective
in deterring undesirable behavior, it also carries undesirable side effects and must
be used with great care and only after other forms of motivation have been tried and
have failed.
Examples:
A costly fine to drivers who break the law and speed. A result of this type of
punishment is that people might develop unpleasant feelings about police officers
and the duties they are called upon to perform in regulating traffic.
In a school setting, this could consist of adding a few more rules of behavior that
teachers find unpleasant (such as signing in each morning before they report to
class) or by subtracting something pleasant (such as the freedom to leave the school
to perform short personal errands).

16. Proper Uses of Disciplinary Techniques
With Adults
Negative reinforcement or punishment should be applied only when
other measures have been tried first.
Punishment may show one what NOT to do it does very little to direct
them in what TO DO.
Something CONSTRUCTIVE should come out of any disciplinary
situations that arises. The management of personnel is what
separates the outstanding leaders from the mediocre ones.
It takes skill, patience, experience and a thorough study of human
nature.

17. Application Procedures
1. Choosing the right time- act sooner rather than later.
2. Be Specific- be careful to not “tar everyone with the same brush”-
this technique can only have the effect of causing frustration as
well as bitterness in those who are performing up to par.
3. Containing the emotional level- speak softly in direct
proportion to the loudness of the other person.
4. Focusing on performance- focus on the performance task and
not on attacking someone’s personality.
5. Keeping it Private- do not discipline in a public place or a
hallway, this can only serve to embarrass a person and will not
lead to fostering any sort of corrective behavior.
6. Explaining the “big picture”- People do not like to be kept in
the dark and compliance is easier to achieve if it can be shown
how the improper behavior affects the entire organization.
7. Avoiding generalities- provide statements in the lines of “Your
progress reports have been consistently late and this reflects on
your entire department”. This is much more to the point and
illustrates the correct behavior to be preformed.

18. Harry Levinson
He wrote a timely article entitled “Getting Past the Bad News”
in the Management Review Journal.
Levinson advised:
1. Don’t be apologetic- don’t apol0gize for facing the facts or
making tough decisions. Remember, you will never make
everyone happy.
2. Be honest- Be direct, be firm and lead people to re-direct
themselves voluntarily.
3. Be constructive- Talk the problem through with the
employee and solicit his or her suggestions for
improvements.

19. Dismissal Procedure
 An extremely poor or incompetent teacher should never be
kept on the staff of a school simple because dismissal is
difficult.
 The law establishes definite rights for employer and
employee. Procedural due process is guaranteed but due
process does not mean that teachers cannot be dismissed.
 “What is does mean is that teachers have specific
rights, such as the right to a hearing, the right to be treated
in a fair and nondiscriminatory fashion, and the right to
require that just cause be shown for dismissal.”
(Ubban, 2001)

20. Making the Decision….
Decisions for dismiss should not be made quickly.
A tentative decision not to rehire a first year teacher for
the following year should be contemplated three or
four months before the deadline.
For a tenure teacher, often two or three years are needed
to build a case defensible in court.

21. Questions the Courts May Ask During a
Hearing
 Was procedural due process used?
 Is the evidence appropriate and supportive of the case?
 Was the employee discriminated against?
 Were efforts made to help the employee?
 Did the employee have prior knowledge that his or her
work was unsatisfactory?
 Was the employee provided time and opportunity to
improve or correct whatever deficiencies existed?
 Was anything done to or for this employee that was not
done or available to other employees?
 Was the assignment fair?
 Was supervision uniform?
 Was the teacher asked to do more or less than the rest of
the staff?

22. Procedures
 Employees must be informed that they have the opportunity for
and the right to a hearing. The hearing time, date and place
should be stated in the letter. All evidence should be
firsthand, factual and documented accurately with appropriate
dates. Finally, the courts will want to know what was done to
make the teacher an effective employee. Was adequate
supervision of a helping nature developed? Was adequate time
give for the improvement effort? (Ubban, 2001)
 If these procedures are not followed, the courts may not uphold
the dismissal action and reinstate the employee with the
suggestion that the supervisory staff provide continuous
assistance. Most cases resulting in a failure to dismiss are caused
by poor preparation and improper procedure on the part of the
school district.

23. Questions?