This document discusses different types of motivation and how they have evolved. Motivation 1.0 focused on basic biological needs, while Motivation 2.0 involved rewards and punishments. Motivation 3.0 recognizes additional intrinsic drives for learning, creativity, and bettering the world. Autonomy, mastery, and purpose are important for Motivation 3.0. The document also examines what motivates different age groups like kids, teenagers, and adults, as well as motivations for exercise. Common exercise motives include health, fitness, and feeling good, while barriers include lack of time and energy.

1. Behavior
Change
Communication
Presentation by
Smith Boonchutima
Chulalongkorn University

3. Motivation
http://vchrspace.wikispaces.com/2.+Motivation

4. Motivation
http://vchrspace.wikispaces.com/2.+Motivation

5. Motivation
http://vchrspace.wikispaces.com/2.+Motivation

6. Motivation
Extrinsic
Operant
Conditioning
Social
Cognition
Intrinsic
Cognition
Affection
Conation
Biology
Spiritual
Huitt, W. (2011). Motivation to learn: An overview. Educational Psychology Interactive. Valdosta,
GA: Valdosta State University. Retrieved from
http://www.edpsycinteractive.org/topics/motivation/motivate.html

7. Paradigm
Shift

8. http://rattanasak.jigsawoffice.com/content/content.php?mid=2862&did=340&tid=4

9. Motivation 1.0 – presumed
that humans were
biological creatures,
struggling to obtain our
basic needs for food,
security and sex.
Daniel H. Pink . Drive . http://www.marshallcf.com/assets/book_reviews//Drive.pdf

10. Motivation 2.0 – presumed
that humans also
responded to rewards and
punishments. That worked
fine for routine tasks but
incompatible with how we
organize what we do, how
we think about what we
do, and how we do what
we do. We need an
upgrade.
Daniel H. Pink . Drive . http://www.marshallcf.com/assets/book_reviews//Drive.pdf

11. • Motivation 3.0 – the
upgrade we now need,
presumes that humans
also have a drive to learn,
to create, and to better
the world.Daniel H. Pink . Drive . http://www.marshallcf.com/assets/book_reviews//Drive.pdf

12. Autonomy
Our “default setting” is to be
autonomous and self-directed.
Unfortunately, circumstances –
including outdated notions of
“management” – often conspire to
change that default setting and
turn us from Type I to Type X.

13. Autonomy
To encourage Type I behavior, and
the high performance it enables,
the first requirement is autonomy.
People need autonomy over:
Task – What they do,
Time – When they do it,
Team – Who they do it with and
Technique – How they do it.

14. v
Mastery
Mastery begins with “flow” – optimal
experiences when the challenges we
face are exquisitely matched to our
abilities. In flow,
•Goals become crystal clear and efforts to
achieve them are very black and white.
•People live so deeply engaged, that their
sense of time, place and even self melt
away.

15. Mastery
Flow is essential to mastery; but
flow doesn’t guarantee mastery.
Flow happens in a moment;
mastery unfolds over months,
years, sometimes decades.

16. Hire good people, and leave
them alone.”
3M’s president and chairman

17. profit
maximization
purpose
maximization
Motivation 2.0 Motivation 3.0

19. People who are very high in
extrinsic goals for wealth are more
likely to attain that wealth, but
they’re still unhappy. Satisfaction
depends on not merely having
goals, but on having the right goals
– goals that are greater than their
own self-interest.

21. Before designing, consider…..
• which target groups are most vulnerable;
• which risk / vulnerability factors are most important;
• which factors may be related to the impact of conflict
and displacement;
• which target groups and risk / vulnerability factors
the community wants to address;
• what could be motivators for behaviour change;

22. Before designing, consider…..
• what could be barriers to behaviour change;
• what type of messages will be meaningful to each
target group;
• which communication media would best reach the
target group;
• which services/resources are accessible to the target
group;
• which target groups and risk / vulnerability factors
are feasible in terms of expertise, resources and
time.

23. What motivates Kids?
• that parents who believe and show high
support for their children, will give their
children more self confidence and higher
motivation. Again, the role of the parent on
the child is very significant in early stages of
development.

24. • Young children are motivated by their parent’s
beliefs, desires and goals.

25. What motivates Kids?
• A child must be sufficiently eating, and
sufficiently loved before they can worry about
fractions and grammar

26. What motivates teenagers?
• In high school, those who participated in
these clubs or activities were often considered
“nerds”. This labeling often scares potential
club members from joining because they need
to protect their “image”.

27. What motivates Adults?
• “Honor is the motive that connects people to
their parents, ancestors, and heritage; family
is the motive that connects parents to their
children; and idealism is the motive that
connects people to their society or
community”

28. • At young ages, they don’t know any better,
and whether they are conscious of it or not,
their young lives are highly affected by who
their parents are. On the other side of the
spectrum, older adults are also focused on
love and family because they’ve lived life, and
have gained so much wisdom that they
understand what is really important.
Developmental Motivation: Motivation Through the Ages
http://sitemaker.umich.edu/356.mcdermott/motivation_in_adults

29. Exercise Motivation
• Results showed that the most common
perceived motives for exercise were
– 'general health',
– 'maintain fitness',
– to 'feel good',
– 'strength and endurance' and
– to 'feel energized'.
Exercise motivation and barriers among men and women of different age groups
LOUW, A. J.; VAN BILJON, A.; MUGANDANI, S. C.
African Journal for Physical, Health Education, Recreation & Dan;Dec2012, Vol. 18 Issue 4, p759

30. • Females indicated 'control weight' to be a
stronger exercise motive while the senior group
agreed that exercise to 'manage stress' was more
important.
• Common barriers for exercise included
– 'lack of time',
– 'other priorities',
– the perception that 'daily routine provides a workout',
– 'lack of energy'
– 'health issues'.

31. • Barriers to exercise among the groups
included,
– 'I don't have an exercise partner' which was more
of a concern among younger groups and
– a 'lack of knowledge' which was more prevalent
among the senior groups.