[Youtube Review][TED] The puzzle of motivation | Dan Pink

(Recommended)Popular Videos : [TED] The puzzle of motivation | Dan Pink

 

This time, I will review the popular YouTube videos.

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(Recommended)Popular Videos : [TED] The puzzle of motivation | Dan Pink

https://www.youtube.com/watch?v=rrkrvAUbU9Y

 

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Playtime Comments : [TED] The puzzle of motivation | Dan Pink

To********:

8:46 - 8:55 He knew about those 2017 "alternative facts" almost 8 years ago!! Bad omen?

To************:

Clearly an uncircumcised candle!   2:45

Gi***************:

10:52 now that was enlightening

Dr************************:

12:17 Autonomy, Mastery & Purpose are 3 building blocks for Intrinsic Motivation.
9:27 Rewards for Mechanical Skill
& Cognitive skills.
Different responses.
11:30 Financial Incentives vs Performance
14:53 20% Time for Things which not working normally; Passionate about.

Ca*************:

He sounds every once in a while scooby-doo 15:19

Wo**********:

Best part starts at 12:19

Dr************************:

1:58 Experiment of Candle, a Case Study... Story

Pe**********:

2:45 that's the first solution that came to my mind

 

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Top Comments : [TED] The puzzle of motivation | Dan Pink

th********:

Ohh, That's why brazilians politicians are so unmotivated and greedy at work, larger the payment lesser the motivation! ¬¬'

Ni*****:

I am the only one who is watching this for a homework ?.

Ci*****:

i was thinking about moving the table away from the candle xD

Jo*****:

"The science confirms what we know in our hearts", it's so true, we see it more and more each day in all facets of reality, trust your instincts people!

ko**********:

So this is what Bob Sagget is up to.

Ro**************:

The answer is a simple one by giving staff the responsibility to develop and show results and creativity. The 50s mentality is obviously a dead weight and has been for some time.

HI*******:

Autonomy, mastery and purpose are three main elements of the new operating system for our businesses, it's right. If we treat our job as a thing that brings us salary every month, we fail. Passion is always the important factor that lead to success.

st*******:

Sounds like Carlton from Fresh Prince of Bel Air.

Ga******:

Anyone else who's watching this video in order to write an essay?  :D

Sh********:

i think this can also be extended to marks and schools. the higher marks leading to better collages etc can be seen as motivation but that only makes us good test writers and not better thinkers. maybe, his theory can be extended tothis as well ?

Hu*************:

Dan Pink in 2009... Autonomy, Mastery, Purpose. Intrinsic motivators.

(I'm still too concerned with extrinsics and not engaged enough with intrinsics.)

Ma*****:

How to overcome depression.

This video:

Ab*********:

His book "Drive" offers some of the best life lessons. Truly one of the greatest Ted talks of all time.

Lu*****:

This makes me miss how good TED used to be.
Maybe in a couple of years it'll be great again.

Ev*******:

"that's how Mafia works"

Be************:

this guy is a great speaker

Br****************:

Smart man, Dan Pink. He speaks a strong case against money as a motivator of complex problem solving. Money works as a motivator for simple mechanical (non-cognitive) problems. Creative problems that require brain power and doing something that has not been done before demands for commitment. Dan says giving people Autonomony, drive to master the skill, and meaning purpose are superior motivators. 

De***********:

if you want to motivate other people, first you have to start with loving yourself.

sh*********:

I'm watching this as part of my college course Advanced Leadership Applications. Great insight from Pink.

Ro********:

I found this talk really thought provoking.

Ro*********:

Interesting concept: letting employees use their imagination and intrinsic motivation instead of forcing them to work on a certain assignment all of the time leads to greater productivity.

Se*********:

Well, I think, this approach is good, when you have firm knowledge about discipline of yourselves for doing your job well in free circumstances.

Th***************:

Brilliant video about how we should think about motivation.

Ti***:

second time watching this in two years and still love it, now I can finish my report for my Business class :)

Jo*************:

In college I studied motivation, influence, and persuasion. I also spent some time working as a counselor. Later on I entered sales. I met a sales manager at Electrolux that admired my education and background but offered to share with me his view on motivation. You see he coached college football over ten years and managed at Electrolux for just as long, successfully.

Paul was not what some would consider impressive. He spoke slowly, dressed casually, and was rather jolly. His take on what motivates people was this:

"People do what they want to do."

I still reflect on this some thirty five years later and I wish I had met Paul before I spent all the time and effort in college. He is absolutely right. Find the person that "wants to do the job," and you will have found the successful performer. Just like the business managers that "want to do it their way" even in the face of science proving that it won't work.

Money nor recognition will not. Wanting to do a task will raise an individual above those rather mundane and boring levels. For example, young adults go into college to study careers that are proven not to be rewarding financially. Why?

So, what do you want to do?

Su**************:

1) Rethink Reward. Science has proven that for simple, mechanistic tasks, reward incentivizes students to perform well, but for tasks that require thinking outside the box, reward leads to poor performance.

2) Atlassian Autonomy. The Australian software company Atlassian holds “FedEx Days” where engineers are expected to work on anything they want for 24 hours, then report back to the group. Many of their most lucrative ideas are born in these “overnight deliveries” of creativity. Try something like this with your students.

3) Make Mastery Cool. As Ashton Kutcher revealed to us all in a recent Teen Choice Awards speech, “The sexiest thing in the world is being smart.”

4) A Higher Purpose. Students who feel that they are working towards the greater good, or something larger than themselves, may have an easier time staying motivated.

5) Make students feel like education is a choice, not a requirement. You know the bunch of non-engaged students. As simple as it sounds, remind them that they are making the right choice by showing up and working hard.

6) Don’t use fear of punishment as a motivator. Despite what you read in The Prince, fear is not always the best motivator, especially for learners. The fear of failing a subject certainly has its place but should not be used as a substitute for intrinsic motivation.

7) For learning management, expect self-direction, not compliance. It happens – classes get out of hand. Even online ones. But motivating students to follow the rules by threatening or goading won’t help your students in the long run. Help them become more self-directed, so that they end up complying as a result of their own genuine efforts.

8) Visualize and Conquer. Have your students visualize a moment in their lives when they felt very proud of themselves for an accomplishment. Then let them loose on a task.

9) Make every student feel capable. This may be a simple point, but it’s surely one of the most important. Some students feel incapable of completing a task before they even try it. The power of “You can do it” has perhaps been diluted over the years. Try “You’re capable,” which speaks not only to the task at hand but to the student’s sense of self-worth.

10) Cooperation and Competition: Intrinsic motivation can be increased in situations where students gain satisfaction from helping their peers and also in cases where they are able to compare their own performance favorably to that of others.

11) Help students trust themselves to succeed. When students trust themselves to succeed at a task, they are more likely to challenge themselves in other situations. Be sure to recognize student achievement in terms of personal worth and not just success on a particular assignment; this will encourage the student to carry that confidence into other learning situations.

12) Make the attainment of goals probable but uncertain. Everyone is motivated to complete easy, reward-based tasks. It’s the more difficult ones, often accompanied by delayed gratification, that make us want to give up before we begin. On a day to day basis, aim for goals that are achievable but require just enough work to keep students engaged. It’s a fine line between interest and disengagement, but it’s this tension that keeps us all motivated.

13) Give accurate and authentic performance feedback. A large part of continued motivation is feedback, but be careful not to make it personal. They should change their behavior, not their self-worth, as a result of constructive criticism.

14) Relate achievement to students’ self-esteem. One teacher tells her students she “likes how they’re thinking” every time they provide a good response. This not only motivates her students to keep getting the right answer, but also to keep seeking praise for the way they use their heads.

15) Stimulate sensory curiosity by making abrupt changes that will be perceived by the senses. Change the learning environment around mid-way through the semester. Paint the walls a different color. Students will respond to the new environment and be inspired to think outside the box.

16) Stimulate cognitive curiosity by presenting a problem or question as a puzzle to be solved. Pose questions not as opportunities for reward or humiliation but as puzzles to be solved. Draw out the “right” answer by asking multiple sub-questions of different students, asking students to respond to each other’s answers, and making the conceptual investigation feel like a game or a riddle.

17) Make clear the cause-and-effect relationships between what students are doing and things that happen in real life. One way to do this is to always illustrate the concept at hand in another context after the students have fully grasped it in the current context. This is partly what word problems in math are for: How many ounces of cinnamon are in the muffins? But you can also point out that conversions are important for road trips in foreign countries, foreign currency calculations, and figuring out how much you get paid per hour as a freelance photographer!

18) Enable learners to believe that their work will lead to powerful effects. Students won’t remember everything you teach them – such is the limited capacity of the human brain. But the point is not to memorize every fact and concept. The point of school and homework is to cultivate an academic work ethic of sorts, so that someday, that million-dollar idea won’t be so hard to realize.

19) Allow learners to freely choose what they want to learn and how they will learn it. Ask students to fill out a survey detailing how they would like to spend the school day, what they would like to learn more about, less about, and what kinds of lessons or projects they enjoy the most. Better yet, hold a discussion on the topic.

20) Connect games and learning. You’ll agree that learning is fun. That’s why you are a teacher! But how do you expect Marcus to feel that special little thrill you feel when you sit down in front of your morning crossword or watch Jeopardy at night? The truth is, he does feel the thrill – when he gets a new personal best in the 800 meter dash. Try to connect his motivation on the track with his motivation in learning. Acing the test may not make him feel quite as good as winning the championship, but the two drives are related.

21) Encourage students to compete against themselves. Just as a runner, jumper, or thrower not only competes against others but also tries to achieve a new personal record, intrinsically motivated students are always hoping to better themselves.

22) Help students navigate the continuum of motivation. Intrinsic motivation isn’t built in a day. Help extrinsically motivated students move from lacking motivation completely to integrating an intrinsic attitude into their work to performing well for the sake of performing well.

23) Talk about it. Have your students heard of extrinsic versus intrinsic motivation? Simply making them aware of the difference might spark some useful discussion or thought.

24) Introduce “soft opening” between peers. In a controlled study, Kitsantas, Zimmerman, and Cleary (2000) found that girls (ages 14 – 16 years) who watched a person throw darts perfectly 15 times in a row were not as motivated as those who watched the person improve their skills over successive trials. The girls who had watched the person improve were more likely to attribute their successful shots to strategy (rather than ability), and this attribution led them to their experiencing greater self-efficacy and intrinsic interest. What is transferred that stimulates intrinsic motivation is not simply behaviors, it is the mental process of engaging with the challenges of an activity.

25) Model intrinsic behavior yourself. Educators’ demonstration of how they approach work, their expectations, values, and beliefs can be transmitted to students and facilitate their intrinsic motivation.

Br**********:

The entire point of the education system "Do well so you can get a job", sadly following the first model.

Ta*********:

In my art class we have "fed ex fridays" where we get to work on whatever we want all day

Da************:

You know it’s an old TEDTalk when it doesn’t start with the shoooooom shOooooooom Shoooooooom pLinG

Pi****:

This theory connects with our education system as well. I believe schools are failing in motivating students to perform higher level thinking or even any thinking at all. Grades act as incentives/rewards in the same way as money, etc. Teachers should focus on guiding students and motivate students to believe there is a purpose to the work they are doing to stimulate higher cognitive thinking. Some teachers do, some don't. However, this does not mean the grading system should be replaced, because high school kids are much younger and underdeveloped compared to adults in the work force. They need more rules and guidance to stay on task, but still a level of freedom that allows them to find their own reasons or motivation.

Ja*********:

I just realized something: we are taught to think in this rigid, confined manner from the very beginning! Education in the United States is built entirely on a similar premise of reward and punishment that limits creativity not only throughout the academic experience, but during the remainder of our lives. We are suffocating the people of tomorrow with an inexhaustible supply of abstract "knowledge" without giving them the space, time or autonomy to simply think. People don't think anymore, they just function according to whatever predefined principles were explained to them as students. Knowledge is useless if you don't understand it.

Do********:

I agree with this, when I have a task to accomplish but with a free schedule I'm the most productive and focused, but when I know I have to wake up or be somewhere at a certain time for a certain amount of hours it immediately makes me less motivated and actually try to find a way to get away from it, counting the seconds until I can leave even though I have nothing better to do afterwards. Maybe that's a personal flaw but I definitely see where he is coming from, if the economy followed some degree of this I bet people would be happier and more productive. Of course some people would take advantage, but people already do that in different ways.

 

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[TED] We gathered comments about popular videos and looked at them in summary, including play time, and order of popularity.

It's a good video or channel, but if you're sad because it's too long, please leave a YouTube channel or video link and I'll post it on this blog.

 

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