March 30, 1 Comment Leadership is a dying art in the world today. The great leaders of the past are found few-and-far between these days.
Understanding Internal Motivation Most schools and classrooms operate on the reward or punishment model, and use stimulus-response, behavior modification, or assertive discipline techniques. Rooted in 19th-century wisdom, this model is based on the belief that human behavior is the result of environmental factors.
Explaining the impetus for great works of art and other spontaneous human behaviors requires us to identify the shortcomings of the reward or punishment model and to reject it as incomplete.
Given that we've spent a century or so believing that external stimuli explain human behavior, teacher training programs typically require educators to learn how to systematically reward and punish students. Many educators thus see themselves as responsible for shaping the behavior of students by extrinsically rewarding them for compliance.
Yet ironically, our system of rewarding students for academic achievement devalues the very thing we say we want: We send an alarmingly clear message, even if it is unintended: According to William Powersdeveloper of perceptual control theory, one of the first articulated theories of internal control, People control their own experiences.
The only way you can truly force them to behave as you wish is through the threat or actuality of overwhelmingly superior physical force—and even that is only a temporary solution. Renowned author, consultant, and speaker Alfie Kohn notes: Young children don't need to be rewarded to learn.
At any age rewards are less effective than intrinsic motivation for promoting effective learning. Rewards for learning undermine intrinsic motivation. If the learner is doing the task to get the reward, it will be understood, on some level, that the task is inherently undesirable.
Forget the use of rewards. Make school meaningful, relevant, and fun. Then you won't have to bribe students. What happens outside of us has a lot to do with what we choose to do, but the outside event does not cause our behavior.
What we get, and all we ever get, from the outside is information; how we choose to act on that information is up to us. To help you take full advantage of the case studies that make up the bulk of Activating the Desire to Learn, this chapter provides a comprehensive overview of internal control psychology with an emphasis on choice theory.
I highlight choice theory for several reasons: Choice theory is a fully developed theory of human behavior, not simply a collection of strategies. William Glasser has been involved in schools for over 40 years. His ideas have stood the test of time and have improved the quality of education.
Choice theory is the approach I have practiced personally and professionally for more than 20 years. On the other hand, if you believe in free will and personal responsibility, then you must be troubled by the prevailing fascination with rewards, punishment, and the desire to externally control others.
If you believe that our accomplishments cannot be explained by enticements laced with the fear of being punished, then internal control psychology will make sense to you. You already sense that we are motivated from the inside out. As someone who believes in personal responsibility, I reject the notion that I have been shaped by rewards and punishment.
I accept responsibility for my success and my failure. Freedom, choice, and responsibility are the essence of humanity, and I embrace them fully.
I share that with the students, teachers, and parents I work with every day. It is why I have written this book.
It is what I believe. Motivation from the Inside Out Internal control psychology is based upon the belief that people are internally, not externally, motivated. Powerful instructions that are built into our genetic structure drive our behavior.
The outside world, including all rewards and punishment, only provides us with information. It does not make us do anything. Our reliance on the principles of external control psychology has unwittingly spawned a population alarmingly unwilling to accept personal responsibility and to recognize that our lives are largely a product of the choices we make.
The most comprehensive, fully developed psychology of internal control is William Glasser's choice theory, a biological theory that suggests we are born with specific needs that we are genetically instructed to satisfy.
All of our behavior represents our best attempt at any moment to satisfy our basic needs or genetic instructions.of an external practitioner working directly with an internal practitioner to initiate and facilitate change programs (known as the external-internal practitioner team).This is probably the most effective.
Internal and External Migration Cues Then have students follow along as you introduce the information on external and internal migration cues.
Allow students to ask any questions they may have about migration cues. natural signal, such as a change in temperature, to which animals respond by migrating to more hospitable habitats.
Sep 19, · External hires may want higher pay to reflect the unfamiliar environment that they face coming into a new position. Bidwell noted one particular difference between the external hires and those who are being promoted internally. Older, more established firms traditionally give preferences to internal candidates while fast-growing and more innovative firms tend to focus more on external hires.
Although most firms end up using a mixed strategy, the target ratio of internal to external hires is always a topic of hot debate. Internal Factors: Unlike the external factors that we have no control over, our internal factors are made up of our own reactions to the events in our life.
Since these reactions happen within us, we have the power to change them. Internal and External Factors September 14, Internal and External Factors There are four management functions that are typically found in most of the business environments around the world.
The four functions of management are planning, organizing, leading, and controlling.