Summary of "Drive" by Daniel H. Pink (PDF)

**Drive** **The Surprising Truth About What Motivates Us** By Daniel H. Pink **Harry F. Harlow** = a professor of psychology at the University of Wisconsin studied primate behavior Experiment 1: An experiment with 8 rhesus monkeys they had to solve a puzzle easy 3 steps \- pull out the vert...

**Drive** **The Surprising Truth About What Motivates Us** By Daniel H. Pink **Harry F. Harlow** = a professor of psychology at the University of Wisconsin studied primate behavior Experiment 1: An experiment with 8 rhesus monkeys they had to solve a puzzle easy 3 steps \- pull out the vertical pin \- undo the hook \- lift the hinged cover they succeed with no knowledge, nobody rewarded them with food, affection or an applause. On day 13 and 14 the monkeys could solve the puzzle in less than 60 seconds. =\> three main drives powered behavior - The biological drive (ate to state hunger, drank to quench thirst) - The rewards and punishments the environment delivered for behaving in certain ways (raise our pay we work harder) - **Edward Deci** = a Carnegie Mellon University psychology student looked in the playbook of Harlow. Experiment 2: **Soma puzzle** = players can assemble the 7 pieces into a few million combinations.  He divided the participants in two groups \- experimental group (group A) \- control group (group B) each participant had to make combinations with the pieces and Deci sat on the opposite site to explain the instructions and to time the performance Day 1 Day 2 Day 3 --------- ----------- ----------- ----------- Group A No reward Reward No reward Group B No reward No reward No reward Midway through each session Deci went to an adjoining room connected to the experiment room by a one-way window. Day 1 Day 2 Day 3 --------- ------------------------------- ---------------------------------------------------------------- ------------------------------------- Group A Playing with puzzle (3-4 min) REALLY interested in the puzzle reward me and I'll work harder Playing less with puzzle Group B Playing with puzzle (3-4 min) Playing with puzzle (3-4 min) Playing with puzzle a little longer When money is used as an external reward, the subjects lose intrinsic interest for the activity Rewards = short-term boost reduce the motivation to continue the project Human being have an inherent tendency to seek out novelty and challenges, to extend and exercise their capacities, to explore an to learn 3th drive needed the right environment to survive. PART 1 will look at the flaws in our reward-and-punishment system and propose a new way to think about motivation PART 2 will examine 3 elements of Type I behavior and show how individuals and organisations are using them to improve performance and deepen satisfaction Chapter 4: will explore autonomy, our desire to be self-directed Chapter 5: will look at mastery, our urge to get better at what we do Chapter 6: will explore purpose, our yearning to be part of something larger than ourselves PART 3 Type I Toolkit **[CHAPTER 1: the rise and fall of motivation 2.0]** 1995: prediction of the future of the encyclopedia's Microsoft and Wikipedia in 2010\ predicted Wikipedia 2009: Microsoft pulled the plug and Wikipedia became the argest and most popular encyclopedia in the world.\ - Microsoft: professional writers + editors get paid have to pay\ - Wikipedia: created by tens of thousands of people who write and edit articles for fun free - Operating system **Motivation 1.0** trying to survive an operating system based purely on the biological drive was inadequate Operating system **Motivation 2.0** to seek reward and avoid punishment has been essential to economic progress around the world (right work in the right way at the right time) carrots and sticks (hang a carrot on a stick, in that way we move in the right direction) **Motivation 2.1** not really an upgrade but rather an improvement =\> the modest upgrade will not solve the problem, but a full-scale upgrade will - **Three incompatibility problems** Motivation 2.0 is unreliable sometimes it works and many times it doesn't =\> understanding its defects will help determine which parts to keep and which to delete The glitches *(= fouten, storingen)* 1. How we organize what we do 2. How we think about what we do 3. How we do what we do - **How we organize what we do** Companies that rely on external rewards to manage their employees run some of their most important systems with products created by nonemployees who don't seem to need such rewards open-source websites, open-source textbooks, open-source designs,... open-source depends on intrinsic motivation the motives of the participants are: fun, enjoyment, the challenge of the problem Used to be only 2 types of business organisations: **profit** and **non-profit** but new varieties For example: \- low-profit limited liability corporation (L3C) = operates like a for-profit business generating at least modest profit, but its primary aim is to offer significant social benefits. \- social businesses = companies that raise capital, develop products and sell them in an open market but do so in the service of a larger social mission - **How we think about what we do** Economics is the study of human economic behavior this new way of thinking is hard to reconcile *(verzoenen, verenigen)* with Motivation 2.0 =\> intrinsic motivation is of great importance for all economic activities. It is inconceivable *(onvoorstelbaar)* that people are motivated solely or even mainly by external incentives. - **How we do what we do** Behavioral scientists divide what we do on the job or in school in 2 categories: =\> people that do routine work are facing competition with computers that do the same job faster and cheaper =\> external rewards and punishments can work for algorithmic tasks, but can be devastating for heuristic ones. Motivation 2.0 may impair (*schaden)* the performance of the heuristic work on which modern economies depend. work has become more creative, less routine and more enjoyable so we don't need the rewards or punishments **[\ ]** **[CHAPTER 2: seven reasons carrots and sticks (often) don't work]** Comparison between: **Baseline rewards** = salary, contract payments, some benefits, a few perks *(extraatjes)* if someone's baseline rewards aren't adequate or equitable, her focus will be on the unfairness of her situation and the anxiety of her circumstance. =\> you'll get very little motivation at all Carrots and sticks/ rewards and punishments can achieve the opposite of their intended aims!! they can give us less of what we want and more of what we don't want - **Less of what we want** Rewards can perform a weird sort of behavioral alchemy **Sawyer effect** = rewards can transform a interesting task into a drudge. They can turn play into work. And by diminishing intrinsic motivation, they can send performance, creativity, upstanding behavior topping like dominoes - **Intrinsic motivation** Mark Lepper, David Greene and Robert Nisbett did an experiment with children who loved drawing to test the effect of rewarding an activity that they enjoyed They divided them in 3 groups Expected-award group Unexpected-award group No-award group --------------------------------------------------------------- ------------------------------------------------------------ ---------------- Asked to draw in order to receive a "Good Player" certificate Asked to draw without knowing they would get a certificate Asked to draw the second an third group draw just like they did before, but the first group showed less interest and spent much less time drawing =\> the rewards had turned play into work. Extrinsic awards have a negative effect on intrinsic motivation. **If-then rewards** = if you do this, then you will get that negative effect: require people to forfeit *(opgeven)* some of their autonomy and activate the Sawyer Effect they snuff out *(verdoven)* the third drive BUT if those if-then rewards activate the Sawyer Effect and suffocate the third drive, maybe they actually get people to perform better? - **High performance** A quartet of economists recruited 87 participants and asked them to play several games. There were small, medium and large rewards. the people offered the medium-sized bonus didn't perform any better than those offered the small one. The group offered the large reward did worst =\> rewards have a negative effect on the performance of the task - **Creativity** The **candle-problem by Karl Duncker** ASU iGEM E - Case Study \#1: Innovation\--The Candle Problem You have to attach the candle to the wall so that the wax doesn't drip on the table The key is to overcome the **functional fixedness** you look at the box and see only one function (container for the tacks), but eventually you see that the box can have another function (a platform for the candle) the solution isn't algorithmic, but heuristic!\ If-then motivators are terrible for challenges like the candle problem =\> the drive to do something because it's interesting, fun, challenging (third drive) is essential for high levels of creativity Rewards can be effective for algorithmic tasks but not for heuristic tasks. - Richard Titmuss (British sociologist) said that paying for blood will be inefficient. Two Swedish economists decided to test that. they divided participants in 3 groups Group 1 Group 2 Group 3 ------------------------- ------------------------------------ ------------------------------------------------------------------------------------- Offered blood voluntary Received 7\$ if they donated blood Received the payment and had the option to donate it to a children's cancer charity offering to pay people decreased the number of donors, but the people who were willing to donate blood were in the first and third group the same. The second group did worse because the desire to do something good disappeard. Adding a monetary incentive didn't lead to more of desired behavior. It tainted an altruistic act and crowded out he intrinsic desire to do something good. - **More of what we don't want** Extrinsic motivators can have another consequence: they can gives us more of what we don't want carrots and sticks can promote bad behavior, create addiction and encourage short-term thinking - **Unethical behavior** Goals that people set for themselves and that are devoted to attaining mastery are healthy, BUT goals imposed by others (sales targets, quarterly returns, test scores,...) can have negative side effects goals may cause systematic problems for organizations due t narrowed focus, unethical behavior, increased risk taking, decreased cooperation, and decreased intrinsic motivation a narrows focus exacts a cost. Experiment with **child care facilities** form the economists Uri Gneezy and Aldo Rustichini. The centres opened at 7 A.M. and closed at 4 P.M. Parents had to retrieve their children vy the closing time or the teachers would have to stay late during the first 4 weeks the economists recorded how many parents arrived late. after the 5^th^ week they announced that parents have to pay 20 Israeli Shekels if they picked their child up after 4.10 P.M. They believed that if their was a punishment, the parents will stop showing up late BUT **the number of parents that came late increased** (almost twice) Why? The parents that showed up on time had a relationship with the teachers because they took care of their child and they wanted to treat them fairly (intrinsic desire). The fine edged aside the third drive. It shifted the parents' decision from a partly moral obligation (be fair to my kids' teachers) to a transaction( I can buy extra time) =\> the punishment didn't promote good behavior, it crowed it out. - **Addiction** Cash rewards and shiny trophies can provide a delicious jolt of pleasure at first, but the feeling soon dissipates and to keep it alive they require even larger and more frequent doses. **Principal-agent theory** by the Russian economist Anton Suvorov **-** principal = the motivator: the employer, the teacher, the parent **-** agent : the motivatee: the employee, the student, the child = the principal tries to get the agent to do what the principal wants, while the agent balances his own interests with whatever the principal is offering. by offering a reward, a principal signals to the agent that the task is undesirable and the agent will do not the same task without the reward. =\> rewards are addictive in that once offered, a contingent reward makes an agent expect it whenever a similar task is faced, which in turn compels the principal to use rewards over and over again. After a while the current reward will no longer suffice so the principal must offer a larger reward to achieve the same effect. =\> anticipation of rewards activates the **nucleus accumbens**, which may lead to an increase in the likelihood of individuals switching from risk-averse *(risicovermijdend)* to risk-seeking behavior *(risico-zoekend gedrag)*. Getting a reward bust of chemical dopamine in brain = same feeling of addiction Reward addictive qualities can also distort decision-making. - **Short-term thinking** Rewards can limit the **breadth** *(breedte)* of our thinking and extrinsic motivators (if-then) can also reduce the **depth** (diepte) of our thinking! They can focus our sights on only what's immediately before us rather than what's off in the distance. =\> the short-term prize crowds out the long-term learning **RECAP: Carrots and sticks: the 7 deadly flaws** 1. 2. 3. 4. 5. 6. 7. **[\ ]** Sometimes carrots and sticks do their job really well for example: when you ensure that the baseline reward (wages, salaries, benefits,...) are adequate and fair without a healthy baseline, motivation of any sort is difficult and often impossible. **The candle problem presented differently:** Instead of giving participants a full box of tacks, he emptied the tacks onto the desk. the participants vying *(strijdend om)* for the reward solved the problem faster! the solution was revealed by removing the tacks =\> he transformed a challenging right-brain task into a routine left-brain one =\> for routine tasks rewards can provide a small motivational booster shot "as long as the task involved only mechanical skill, bonuses worked as they would be expected: the higher the pay, the better the performance." BUT that's not always possible if-then rewards must be used Carrots might help then (poster example) You increase the success of **routine tasks** with 3 important practices \- offer a rationale for why the task is necessary \- acknowledge that the task is boring (an act of empathy) \- allow people to complete the task their own way To avoid the 7 deadly flaws of extrinsic motivators by a challenging right-brain task, is to avoid them altogether. But how can you motivate people that do nonroutine work? any extrinsic reward should be unexpected and offered only after the task is complete = **now that -- rewards** BUT repeated 'now that' bonuses can quickly become expected 'if-then' rewards!! By limiting rewards for nonroutine, creative work to the unexpected 'now that' variety, you're in less dangerous waters. You'll do even better if you follow 2 more guidelines 1: consider nontangible *(niet-materieel)* rewards. For example: praise and positive feedback can have an enhancing effect on intrinsic motivation 2: provide useful information. informational or enabling motivators can be conducive For example: great use of color The more feedback focuses on specifics and the more the praise is about effort and strategy rather than about achieving a particular outcome, the more effective it can be. **RECAP :**  **[CHAPTER 3: type I and type X]** Edward Deci and Richard Ryan **Self-determination theory** (SDT) = the theory begins with a notion of universal human needs. = important part of a broad swirl of new thinking about the human condition. We have 3 innate psychological needs \- Competence \- Autonomy \- Relatedness when those needs are satisfied, we're motivated, productive and happy They have explored self-determination and intrinsic motivation in laboratory experiments and field studies conclusion = Human beings have an innate inner drive to be autonomous, self-determined and connected to one another. When that drive is liberated, people achieve more and live richer lives - Meyer Friedman and Ray Rosenman = cardiologists Type A behavior vs Type B behavior ??? Type A = This person has an excessive competition drive, is aggressive and impatient, and has a harrying sense of time urgency they help us understand a complex web of behaviors and guide us toward a better and more effective way to live Type B = This person has a considerable amount of drive, but his character steads him and gives him confidence and security Theory X and Theory Y the way to make business organizations work better, was to shift management thinking away from Theory X and toward Theory Y - = author's own alphabetic way to think about human motivation **Type X behavior** = motivation 2.0 (second drive) = is fueled *(aangedreven)* more by extrinsic desires than intrinsic ones main motivator is external rewards **Type I behavior** = motivation 3.0 (third drive) = is fueled more by intrinsic desires than extrinsic ones =\> if we want to strengthen our organizations, get beyond our decade of underachievement and address the inchoate (gekreukeld) sense that something's gone wrong in our businesses, our lives and our world. We need **to move from Type X to Type I** - Type I behavior is made, not born It does not depend on age, gender or nationality. any Type X can become a Type I - Type I's almost always outperform Type X's in the long run intrinsically motivated people usually achieve more than their reward-seeking counterparts Difficult to sustain and doesn\'t assist in mastery. - - One reason fair and adequate pay is so essential that it takes the issue of money off the table so they can focus on the work itself. - Type I behavior is a renewable resource Type X is as coal *(steenkool)* and Type I as the sun Coal: it produces nasty things like air pollution and greenhouse gases and getting more if it becomes difficult and expensive each year like Type X Sun: the resource are easily replenished and inflict little damage like Type I - Type I behavior promotes greater physical and mental well-being - People oriented toward autonomy and intrinsic motivation have higher self-esteem, better interpersonal relationships and greater general well-being than those who are extrinsically motivated = Type I = Type A Type I behavior depends on: autonomy, mastery and purpose Type I behavior is self-directed, devoted to becoming better and better at something that matters and it connects that quest for excellence to a larger purpose. **Part 2**: the three elements **[CHAPTER 4: Autonomy]** The reason why it works is because of how it works.\ Jeff Gunthers\ ROWE = results-only work environment\ no schedules\ show up when wanted\ don't have to be at the office\ JUST get the work done how, when and where they do it, is up to them With the ROWE the employees accomplished more. The freedom they have is more valuable and harder to match than a pray raise. - Management does not emanate from nature, it is something that humans invented a technology Idea of management = built on certain assumptions about the basic natures of those being managed take action/move forward absent in a reward/punishment Basic nature = curious and self-directed flipped default setting = passive and inert Deci & Ryan: categorizing autonomous\ **autonomous motivation** involves behaving with a full sense of volition and choice (link between autonomy & well-being greater job satisfaction)\ **controlled motivation** involves behaving with the experience of pressure and demand toward specific outcomes that comes from forces perceived to be external to the self. A sense of autonomy has a powerful effect on individual performance and attitude\ promotes greater conceptual understanding, better grades, higher productivity, less burnout,... Management = the problem - Scott Farquhar & Mike Cannon-Brookes business Atlassian\ FedEx day (people have to deliver something overnight: 24 hours bursts of freedom and creativity spending a whole day on any problem they wanted FedEx day = autonomy plan motivation 3.0 Type I behavior emerges when people have autonomy over the four T's: task, time, technique and team - FedEx days are working fine employees of Atlassian could spend 20% of their time working on any projects they wanted Example:\ - 3M (William McKnight): spend 15% of their time on projects they wanted post-it notes\ - Google: spend one day a week on projects they wanted Gmail, Google Translate,... FedEx days aren't easy to execute in the working world but they're become urgent in an economy that demands nonroutine, creative, conceptual abilities. - Focus turns from the output of their work to its input. If the rewards come from time, then time is what firms get = drain intrinsic motivation The billable hour:\ For routine tasks + fit in motivation 2.0\ Not for nonroutine tasks & don't fit in motivation 3.0 Without sovereignty over our time, it's nearly impossible to have autonomy over our lives.\ NOT putting in time and then getting results BUT getting results and putting in time - Example:\ A call center routine work\ Zappos using If-then rewards\ JetBlue Productivity and job satisfaction are generally higher in homeshoring than in conventional agreements in part because employees are more comfortable and less monitored at home - You don't get to say in which team you will be when you take a new job. That is one reason why people are drawn to entrepreneurship (chance to build their own team) Grouplet = a small, self-organized team that has almost no budget and even les authority, but that tries to change something within the company. Autonomy over team = the least developed of the 4 T's the ever-escalating power of social networks and the rise of mobile apps make this brand of autonomy easier to achieve and in ways that reach beyond a single organization. People working in self-organized teams = more satisfied\ People that are high in intrinsic motivation = better coworkers - Encouraging autonomy doesn't mean discouraging accountability. Whatever operating system is in place, people must be accountable of their work different ways to achieve this. Different individuals = different aspects of autonomy (prefer task, time, technique, team) Different individuals = different desires figure out what each employee finds important Born to be player NOT to be prawns + born to be autonomous individuals NOT individuals automatons + born to be Type I **[CHAPTER 5: Mastery]** - Control compliance (motivation 2.0) Autonomy engagement (motivation 3.0) mastery ( the desire to get better and better at something that matters) = essential Csikszentmilhalyi autotelic experiences = the goal is self-fulfilling; the activity is its own reward flow **Flow:**\ - goals are clear, feedback is immediate, the relationship between what a person has to do and what he could do was perfect\ - people lived so deeply in the moment, and felt zo utterly in control, that their sense of time, place and self melted away The highest most satisfying experiences in people's lives were when they were in flow. - The concept of flow was not an immediate game-changer. The cost in human satisfaction and organizational health are high when a workplace is a no-flow zone. Creating flow-friendly environments helps people move towards mastery and it can increase productivity and satisfaction at work. Goldilocks tasks: challenges that are not too hot and not too cold, neither overly difficult nor overly simple. Goldilocks tasks offer us the powerful experience of inhabiting the zone, of living on the knife's edge between order and disorder. Opportunities for mastery = trigger the positive side of the Sawyer Effect. - Flow = essential to mastery BUT flow doesn't guarantee mastery because the 2 concepts operate on different horizons of time.\ - Flow = in a moment\ - Mastery = unfolds over months, years, decades - Carol Dweck: psychology professor studied motivation and achievement Our beliefs about ourselves and the nature of our abilities determine how we interpret our experiences and can set the boundaries on what we accomplish. Entity theory: believe that intelligence is just that. It exists within us = fixed quantity\ Incremental theory: believe that intelligence is something what, with effort, we can increase = growth quantity 2 self-theories: performance goals vs. learning goals:\ - Performance goal = getting an A in French class\ - Learning goal = being able to speak French 2 types of thinking: helpless vs. mastery-oriented\ - brainpower = fixed gave up on though problems\ - brainpower = expansive NOT gave up on though problems Type X behavior: entity theory, performance goals, fixed\ Type I behavior: incremental theory, learning goals, growth - Best predictor of success = cadets' rating on a noncognitive, nonphysical trait known as grit Grit = perseverance and passion for long-term goals Mastery is pain = requires effort over a long time\ Moment of flow can help people through the rough parts, you need these moments of flow from time to time. Effort:\ - one of the things that gives meaning to life.\ - means you care about something, that something is important to you and you are willing to work of it. - An asymptote = a straight line that a curve approaches but never quite reaches Nature of mastery:\ You can approach it, you can home in on it, you can get really close to it BUT you can never touch it.\ Mastery is impossible to realize fully the mastery asymptote is a source of frustration & a source of allure. - Experiment of Csikszentmilhalyi:\ Asked people to record all the things they did in their lives that were noninstrumental. To stop doing what they enjoyed = to scrub their lives of flow. 48 hours without flow people in a state similar to a serious psychiatric disorder Flow = deep sense of engagement = necessity People are much more likely to reach that flow state ate work than in leisure clear goals, immediate feedback, challenges **[CHAPTER 6: purpose]** Huge amount of American boomers turn 60: 3 stage reaction:\ - Surprised and alarmed Ho did I get 60?\ - Relief I can expect to live for another 25 years\ - Purpose = context for autonomy + mastery Overall: reckoning with mortality + asking Q's about meaning, significance, unrealized dreams + purpose - Type I: autonomy, mastery & purpose (provides a context) The most deeply motivated people hitch their desires to a cause larger than themselves. Motivation 2.0: profit maximization Motivation 3.0:\ - Purpose provides activation energy for living\ - Places equal emphasis on purpose maximization 3 aspects of purpose: goals, words and policies. - Boomers and generation Y are redefining success are willing to accept a radically remixed set of rewards. Neither generation rates money as the most important form of compensation. Instead they choose a range of nonmonetary factors (great team,...) TOMS = a for-profit company with giving at its core:\ Every time they sell a pair of shoes they give away a pair of shoes to a child in a developing country. "For benefit" organizations, B corporations and low-profit limited-liability corporations all recast the goals of the traditional business enterprise. goal: pursue purpose + use profit as the catalyst rather than the objective. - MBA Hippocratic oath: a Hippocratic oath for business grades in which they pledge their fealty to causes above and beyond the bottom line.\ Link with 3.0: part of intrinsic drive world will be a better place as a result of their leadership Management = efficiency, advantage, value, superiority, focus & differentiation\ Purpose = honor, truth, love, justice & beauty Pronoun test: if employees refer to the company and respond using the pronoun "we" rather than "they" motivation 3.0 wins - Between the words businesses use and the goals they seek sit the policies they implement to turn the former into the latter. Max Bazerman:\ When you give a set of fairly weak ethical guidelines to people who are motivated to behave nicely, this acts like a set of standards in which they have to check off all the boxes, meeting minimal ethical standards to avoid punishment (do it because it's the right thing to do). By reducing ethics to a checklist, an affirmative action is just a bunch of requirements that the organization must meet to show that it isn't discriminating. Better approach: enlist the power of autonomy in the service of purpose maximalization.\ - Correlation between money and happiness is weak (past a certain level) BUT how spend their money is at least as important as how much\ - Purpose-centered policy prescription: spending 1 day a week on a meaningful aspect in your job, reduces exhaustion - Goals of students:\ 1. Extrinsic aspirations = profit goals (becoming wealthy or achieve fame)\ 2. Intrinsic aspirations = purpose goals (help others to improve their lives, to learn and to grow) 1-2 years after they graduated:\ - Group 2: they were attaining them reported higher levels of satisfaction and subjective well-being and quite low levels of anxiety and depression\ - Group 1: were no happier when reaching their goals and increasing anxiety, depression,... It isn't about having goals but on having the right goals lead sensible people down self-destructive paths It's our nature to seek purpose. But that nature is now being revealed and expressed on a scale that is demographically unprecedented and scarcely imaginable **CENTRAL IDEA** A central idea of this book has been the mismatch between what science knows and what business does. Science shows: - That carrot-and-stick motivators can sometimes work NOT effective - That if-then rewards are ineffective in many situations and also crush the high-level, creative, conceptual abilities that are central to current and future economic and social progress - That the secret to high performance is our third drive (our deep-seated desire to direct our own lives, to extend and expand our abilities, and to live a life of purpose We're designed to be active and engaged. The richest experiences in our lives are from when we're listening to our own voice doing something that matters, doing it well, and doing it in the service of a cause larger than ourselves. Repairing the mismatch and bringing our understanding of motivation into the 21^st^ century is an essential move for business & it's an affirmation of our humanity **Part 3**: the type I toolkit **[TYPE I FOR INDIVIDUALS: Nine strategies for awakening your motivation]** - Set a reminder on your phone to go off at 40 random times in a week. Each time your device beeps, write down what you're doing, how you're feeling, and whether you're in flow.\ - Which moments produced flow? where, what, with who, when\ - How to increase the number of optimal experiences and reduce the moments of distracted\ - What does it say about your true source of intrinsic motivation **First, ask a big question: What's your sentence?** **Small question: Was I better today than yesterday?** At the end of each day Take a sagmeister: planning and saving - Figure out your goals (learning + performance) and then every month, call yourself to your office and give yourself a appraisal this exercise is aimed at helping you improve performance and achieve mastery - Set smaller and larger goals - Make sure to understand how every aspect of your work relates to your larger purpose - Be honest - Deck of cards with simple questions to deal with pressure packed moment or moments your motivation is struck great way to keep your mind open despite constraints you can't control. - - Remember that deliberate practice has one objective: to improve performance - Repeat, repeat, repeat - Seek constant, critical feedback - Focus ruthlessly on where you need help - Prepare for the process to be mentally and physically exhausting - A smart and simple exercise for assessing whether you're on the path to autonomy, mastery and purpose. What gets you up in the morning? What keep you up at night? What to do about it - **[TYPE I FOR ORGANIZATIONS: Nine ways to improve your company, office or group]** - Organizations encourage employees to spend 1/5 if their hours working on any project they want. help people to act on their great ideas and convert their downtime into more productive time - At any point anyone can reward someone in the company with a bonus - Ask everyone in the department to respond with a scale of 10\ - How much autonomy do you have over you tasks at work?\ - How much autonomy do you have over your time at work?\ - How much autonomy do you have over your team at work?\ - How much autonomy do you have over your technique at work? Compare the average number with that of the boss - - Involve people in goal-setting - Use noncontrolling language - Hold office hours - This is another exercise designed to close the gap between perception and reality.\ Hand everyone a blank card and ask for the purpose/sentence of the company and compare - Do employees talk about the company with the pronoun "we" or "they" - - Create an environment that makes people feel good about participating - Give users autonomy - Keep the system as open as possible - - Begin with a diverse team - Make your group a no competition zone - Try a little task-shifting - Animate with purpose, don't motivate with rewards - Employees can work on anything they want but they must deliver something **[TYPE I FOR PARENTS AND EDUCATORS: Nine ideas for helping our kids]** - Before the teachers gives tasks: - Am I offering students any autonomy over how and when to do this work? - Does this assignment promote mastery by offering a novel, engaging task? - Do my students understand the purpose of this task? Answer = no? reform the task make homework, home learning - Do not give your kids money for chores. Let them do it without a reward (if-then reward) - - Praise effort and strategy, not intelligence - Make praise specific - Praise in private - Offer praise only when there's a good reason for it - Students often have no idea why they're doing what they're doing Whatever they're studying answer on questions Why am I learning this? How is this relevant to the world I live in now? Apply what they're studying in the real world - Most schools around the world are still built atop the motivation 2.0 operating system - Big Five Learning - Sudbury Valley School - The Tinkering School - Puget Sound Community School - Montessori Schools - Unschoolers: families that don't use a formal curriculum and instead allow their children to explore and learn what interests them. - Promote autonomy to decide what they learn and how they learn it - Courage mastery by allowing children to spend as long as they'd like to go as deep as they desire on the topics that interest them - One of the best ways to know whether you've mastered something is to try to teach it. Each pupil studies a different aspect of the broader topic and they try to teach their classmates wider audience