Drive:- The Surprising Truth about what motivates us. By Daniel pink.
Drive
I see “connections” in the books that we read as part of LSP.
We started with identifying what is “excellence” and how to achieve the same consistently using “protocols” and now this book helps us connect with “motivation” to be consistent and strive for excellence.
For long Motivation seems as Trial and Error method in a classroom situation or as Carrot and Stick, Goal setting, mechanical follow-up and so on… Some things always click and some things always fail. As teachers we mostly follow instinctive behavior and keep wondering about success and failure based on our experiences.
This book has helped me look at ‘motivation’ scientifically, through the journey and history of human behavior. What we thought were fixed laws had plenty of loopholes. Understanding that there are loopholes and they can be bridged is the greatest help from this book.
For me this book is understanding; Art and Science of motivation- Page 145
The science shows that the secret of high performance is not our biological drive, or our reward and punishment drive, but our third drive- our deep seated desire to direct our own lives to extend and expand our own abilities and to live a life of purpose.
Drive the Reading and Understanding
Is this book really new? Isn’t this the question that mankind has been attempting to address since its known history? What drives us… what is our journey… why have we made this journey… and why we still see gaps in our learning and at times accept set patterns as norms! What makes this book special and worth a read is its connection with 21st century work, bringing in concepts like Autonomy, Mastery and Purpose. These 3 words have been crucial for me to understand and reflect as I read/reread this book. Here are some questions that helped me reflect and understand the deeper meaning of each of these and in turn Motivation.
Autonomy- who does not like it? Who does not crave for it? But why is it that we control so much? Are we control freak and afraid of fierce learning that will emerge from Autonomy? How will we make this a learning point that “control leads to compliance; autonomy leads to engagement” (Page 110) Do we want a society wherein in a select few have Autonomy? Is this self actualization?
Mastery: Who is a master? When does one become master? Can one be a Master by being a rote learner? What is our understanding of mastery in school set up? What is it that we ask our students when we ask them to think of masters? Has technology changed the meaning of who is a Master? Is this accepting diversity and accepting that there can be more than one master? Maybe known masters aren’t Real masters? Roles do not define Masters? Are setbacks inevitable for Mastery? Is Mastery pain? Outliers- by Malcolm Gladwell also describes mastery uniquely and I am now able to connect both these ideas. J
Purpose: Is purpose just the ‘exams and grades’? How does one differentiate between reason and purpose? How will a young adult visualize his/her purpose? What roles does a school play in crafting or clarifying “purpose” for its learners? I feel the idea is summed up by the following: “Effort is one of the things that give meaning to life. Efforts means you care about something, that something is important to you and you are willing to work for it. It would be an improvised existence if you were not willing to value things and commit yourself to working toward them.” Carol Dweck- Mindset.
The concept of Motivation 1.0 to 3.0 actually takes one through the journey of our evolution, from our basic needs to the need better our world—which eventually takes up this turn of intrinsic and extrinsic motivation. Having been influenced by Eastern philosophy, I had a dilemma while reading and interpreting this aspect but once the differentiation and the purpose of the boom became clear I could connect with these aspects (According to me, at times this book sways between journey and not the definite destination, though concept of mastery and purpose in the last chapter deal with these aspects).
One very specific dilemma that I have is about ‘goals’. Having set goals for self that are connected with mastery seems healthy. But goals imposed by others, say for things like standardizations, seem to have a dangerous effect!
“When institutions- families, schools, businesses and athletic teams, for example focus on the short term and opt for controlling people’s behavior” they do considerable damage’ – Page 39
This quote is loaded, if one attempts to reflect upon this quote, one understands what one does unknowingly to a generation- limit them! Do we realize this? Do we understand the impact of the same? Do we understand the impact of this on our society and what we are today? It takes longer to understand this and even longer to see the impact in classrooms, into our systems and into our society. But when this realization dawns, one starts all over again! But a generation is lost!
How does one as a facilitator in class room environment get this imbibed into class culture, where competitions, marks, grades, success are seemingly interdependent and are accepted as norm? All said and done, admission to Ivy League schools is matter of pride for all stakeholders as compared to completing graduation from other universities!
How does one decide about extrinsic rewards, choice of destination and route that people opt for? Isn’t that their choice? Their decision? Their world? But then, that reward is the activity itself, the deep learning, by doing one’s best and not getting trapped in shortcuts.
My dilemma begins with my mixed feelings. I feel sometimes a short term goals seem to work in class and school set up. It helps a student to achieve in the near future and we feel happy that our formula has worked! We continue to follow the same! But it does harm and that realization comes much later. Also, young adults who actually see these short cuts in real life situations get blinded by the glitter that these short cuts reflect and their own craving for success, however short-lived it is.
Goals may cause systematic problems for organizations due to narrowed focus, unethical behavior, increased risk taking, decreased cooperation, and decreased intrinsic motivation. Use care while applying goals in your organization. –Page 51
This awareness is overwhelming, frightening and scary! What one considered as one of the best models to bring in rewards and motivation suddenly seem to create clouds of uncertainty and one sees loop holes and evaluates results with newer understanding.
Carrot and sticks, dealt in Chapter 2 actually helps to use them effectively and not as ONE solution for all situations. A fine distinction between rule based routing task and conceptual task helps clarify this point and guides reader for using them effectively for tangible and non tangible rewards.
This book reflects that use of research actually helps in creating knowledge database and decision making. Various studies and research work from different work set ups helps the reader to connect and find situations pertaining to his/her own set up.
I quite like this idea of a default setting! That our default setting is to be autonomous and self directed. Results only work environment – people do not have schedules, they show up when they want. Also, ROWE was interesting though understanding and comprehending this particular aspect was the most challenging. People, teams, individuals do not have to be in office at a certain time; they just have to get their work done! Can this work in school environment? Schools seem to have the most structured time table, need, and reflect a process seemingly tested!
One must have good debate on “why are we afraid of Autonomy?’. Do we want control? Or we are happy with mediocrity? What is our understanding and what it means to be accountable? When will we learn and understand importance of Task, Time, Team, and Technique?
“Hire good people and leave them alone” - by President/ chairman 3M- William McKnight – Page 94
The 20th century model of management seems outdated and we as schools need to inculcate these values in students wherein they grow to feel empowered with this concept! Students need to be taken away from management models that exist currently. It may mean that schools too will have to change, they may have to adapt to newer learning models, using technology and blended learning models that will help students and stakeholders to understand accountability and meaning of ‘autonomy’ better.
“It’s about creating conditions for people to do their best work”- Page 86
As I read this line, earlier drafts and notes for reading take a new meaning and things start becoming clearer: classrooms that can be different, the how and why of which was identified earlier. I am also reflecting upon whether I am able to create this for my team. Is this about perception? Is this about intrinsic motivation?
My personal reflection for myself, my work with school: Do I as an individual have this privilege? Is my school in its current form able to practice this? What will it take for TGES to have Autonomy for all our stakeholders?
The journey from motivation 2.0 which basically means control and required compliance to autonomy motivation 3.0 (which demands engagement, which can help produce mastery!) is enriching and interesting read. Examples and research work sited helps reader to understand and differentiate both.
Mastery begins with flow; goals become crystal clear and efforts to achieve them are black and white; people live so deeply engaged that their sense of time, place, and self merges with the cause! Flow is essential to mastery… I feel connected to this as I think teenagers are capable of understanding this “flow”. Engagement in classrooms can produce mastery, for which practice, stamina, persistence is required. Mastery is Mindset, wherein it is a test of one’s capacity seen as infinitely improvable opportunities. On the other hand, results, options, learning outcomes from carrot and stick models could be fluke!
It was here that I felt schools in their existing form need to shift their focus and bring in components of Flow rather than following ‘carrot and stick’ models!
Can one lead a life that is truly excellent without feeling that one belongs to something greater and more permanent than one self?
Words matter. And if you listen carefully, you might begin to hear a slightly different- slightly more purpose oriented-dialect. Words lack the power to arouse human hearts, till we humanize the words….Once the words are humanized, people humanize what they do!
This ‘Drives’ me…..
I see “connections” in the books that we read as part of LSP.
We started with identifying what is “excellence” and how to achieve the same consistently using “protocols” and now this book helps us connect with “motivation” to be consistent and strive for excellence.
For long Motivation seems as Trial and Error method in a classroom situation or as Carrot and Stick, Goal setting, mechanical follow-up and so on… Some things always click and some things always fail. As teachers we mostly follow instinctive behavior and keep wondering about success and failure based on our experiences.
This book has helped me look at ‘motivation’ scientifically, through the journey and history of human behavior. What we thought were fixed laws had plenty of loopholes. Understanding that there are loopholes and they can be bridged is the greatest help from this book.
For me this book is understanding; Art and Science of motivation- Page 145
The science shows that the secret of high performance is not our biological drive, or our reward and punishment drive, but our third drive- our deep seated desire to direct our own lives to extend and expand our own abilities and to live a life of purpose.
Drive the Reading and Understanding
Is this book really new? Isn’t this the question that mankind has been attempting to address since its known history? What drives us… what is our journey… why have we made this journey… and why we still see gaps in our learning and at times accept set patterns as norms! What makes this book special and worth a read is its connection with 21st century work, bringing in concepts like Autonomy, Mastery and Purpose. These 3 words have been crucial for me to understand and reflect as I read/reread this book. Here are some questions that helped me reflect and understand the deeper meaning of each of these and in turn Motivation.
Autonomy- who does not like it? Who does not crave for it? But why is it that we control so much? Are we control freak and afraid of fierce learning that will emerge from Autonomy? How will we make this a learning point that “control leads to compliance; autonomy leads to engagement” (Page 110) Do we want a society wherein in a select few have Autonomy? Is this self actualization?
Mastery: Who is a master? When does one become master? Can one be a Master by being a rote learner? What is our understanding of mastery in school set up? What is it that we ask our students when we ask them to think of masters? Has technology changed the meaning of who is a Master? Is this accepting diversity and accepting that there can be more than one master? Maybe known masters aren’t Real masters? Roles do not define Masters? Are setbacks inevitable for Mastery? Is Mastery pain? Outliers- by Malcolm Gladwell also describes mastery uniquely and I am now able to connect both these ideas. J
Purpose: Is purpose just the ‘exams and grades’? How does one differentiate between reason and purpose? How will a young adult visualize his/her purpose? What roles does a school play in crafting or clarifying “purpose” for its learners? I feel the idea is summed up by the following: “Effort is one of the things that give meaning to life. Efforts means you care about something, that something is important to you and you are willing to work for it. It would be an improvised existence if you were not willing to value things and commit yourself to working toward them.” Carol Dweck- Mindset.
The concept of Motivation 1.0 to 3.0 actually takes one through the journey of our evolution, from our basic needs to the need better our world—which eventually takes up this turn of intrinsic and extrinsic motivation. Having been influenced by Eastern philosophy, I had a dilemma while reading and interpreting this aspect but once the differentiation and the purpose of the boom became clear I could connect with these aspects (According to me, at times this book sways between journey and not the definite destination, though concept of mastery and purpose in the last chapter deal with these aspects).
One very specific dilemma that I have is about ‘goals’. Having set goals for self that are connected with mastery seems healthy. But goals imposed by others, say for things like standardizations, seem to have a dangerous effect!
“When institutions- families, schools, businesses and athletic teams, for example focus on the short term and opt for controlling people’s behavior” they do considerable damage’ – Page 39
This quote is loaded, if one attempts to reflect upon this quote, one understands what one does unknowingly to a generation- limit them! Do we realize this? Do we understand the impact of the same? Do we understand the impact of this on our society and what we are today? It takes longer to understand this and even longer to see the impact in classrooms, into our systems and into our society. But when this realization dawns, one starts all over again! But a generation is lost!
How does one as a facilitator in class room environment get this imbibed into class culture, where competitions, marks, grades, success are seemingly interdependent and are accepted as norm? All said and done, admission to Ivy League schools is matter of pride for all stakeholders as compared to completing graduation from other universities!
How does one decide about extrinsic rewards, choice of destination and route that people opt for? Isn’t that their choice? Their decision? Their world? But then, that reward is the activity itself, the deep learning, by doing one’s best and not getting trapped in shortcuts.
My dilemma begins with my mixed feelings. I feel sometimes a short term goals seem to work in class and school set up. It helps a student to achieve in the near future and we feel happy that our formula has worked! We continue to follow the same! But it does harm and that realization comes much later. Also, young adults who actually see these short cuts in real life situations get blinded by the glitter that these short cuts reflect and their own craving for success, however short-lived it is.
Goals may cause systematic problems for organizations due to narrowed focus, unethical behavior, increased risk taking, decreased cooperation, and decreased intrinsic motivation. Use care while applying goals in your organization. –Page 51
This awareness is overwhelming, frightening and scary! What one considered as one of the best models to bring in rewards and motivation suddenly seem to create clouds of uncertainty and one sees loop holes and evaluates results with newer understanding.
Carrot and sticks, dealt in Chapter 2 actually helps to use them effectively and not as ONE solution for all situations. A fine distinction between rule based routing task and conceptual task helps clarify this point and guides reader for using them effectively for tangible and non tangible rewards.
This book reflects that use of research actually helps in creating knowledge database and decision making. Various studies and research work from different work set ups helps the reader to connect and find situations pertaining to his/her own set up.
I quite like this idea of a default setting! That our default setting is to be autonomous and self directed. Results only work environment – people do not have schedules, they show up when they want. Also, ROWE was interesting though understanding and comprehending this particular aspect was the most challenging. People, teams, individuals do not have to be in office at a certain time; they just have to get their work done! Can this work in school environment? Schools seem to have the most structured time table, need, and reflect a process seemingly tested!
One must have good debate on “why are we afraid of Autonomy?’. Do we want control? Or we are happy with mediocrity? What is our understanding and what it means to be accountable? When will we learn and understand importance of Task, Time, Team, and Technique?
“Hire good people and leave them alone” - by President/ chairman 3M- William McKnight – Page 94
The 20th century model of management seems outdated and we as schools need to inculcate these values in students wherein they grow to feel empowered with this concept! Students need to be taken away from management models that exist currently. It may mean that schools too will have to change, they may have to adapt to newer learning models, using technology and blended learning models that will help students and stakeholders to understand accountability and meaning of ‘autonomy’ better.
“It’s about creating conditions for people to do their best work”- Page 86
As I read this line, earlier drafts and notes for reading take a new meaning and things start becoming clearer: classrooms that can be different, the how and why of which was identified earlier. I am also reflecting upon whether I am able to create this for my team. Is this about perception? Is this about intrinsic motivation?
My personal reflection for myself, my work with school: Do I as an individual have this privilege? Is my school in its current form able to practice this? What will it take for TGES to have Autonomy for all our stakeholders?
The journey from motivation 2.0 which basically means control and required compliance to autonomy motivation 3.0 (which demands engagement, which can help produce mastery!) is enriching and interesting read. Examples and research work sited helps reader to understand and differentiate both.
Mastery begins with flow; goals become crystal clear and efforts to achieve them are black and white; people live so deeply engaged that their sense of time, place, and self merges with the cause! Flow is essential to mastery… I feel connected to this as I think teenagers are capable of understanding this “flow”. Engagement in classrooms can produce mastery, for which practice, stamina, persistence is required. Mastery is Mindset, wherein it is a test of one’s capacity seen as infinitely improvable opportunities. On the other hand, results, options, learning outcomes from carrot and stick models could be fluke!
It was here that I felt schools in their existing form need to shift their focus and bring in components of Flow rather than following ‘carrot and stick’ models!
Can one lead a life that is truly excellent without feeling that one belongs to something greater and more permanent than one self?
Words matter. And if you listen carefully, you might begin to hear a slightly different- slightly more purpose oriented-dialect. Words lack the power to arouse human hearts, till we humanize the words….Once the words are humanized, people humanize what they do!
This ‘Drives’ me…..