Motivation

Mary’s arrival in England triggered the discontent among some Catholic sympathisers to become prevalent, as Mary provided a clear leader to focus their religious dissatisfactions with the moderately Protestant settlement imposed by Elizabeth. This is why religious motivations behind some of the laity were the most dangerous threat from Mary. Political advantages from individuals supporting Mary are contributory factors to threaten Elizabeth, without the laity’s religious motivations however they cannot amount to a crucial significance.

International implications from Mary’s presence were potentially huge but were never anything more than potential. All these factors revolving around Mary that threatened Elizabeth were compounded by the way Elizabeth mismanaged situations. Mary can be seen as the reaction pathway in the threat towards Elizabeth, she does not do much herself to endanger Elizabeth, however she provided the discontented with the motivation to threaten Elizabeth because she was the next Catholic heir. Those who felt discontented about Elizabeth’s moderate Protestant settlement now had a clear leader to focus their ambitions of a Catholic England.

The Northern Rebellion is a prime example of this religious discontent of many of the laity being focused on releasing Mary to restore Catholicism to England (5600/6000 were individuals not tenants of the landowners who would have been forced into fighting). The reason why this is the paramount threat to Elizabeth is because of the number of people who had grievances against the religion and saw Mary Stuart as the way to gain their religion back.

Tied into this is the political danger of those Nobles who also had Catholic sympathies but were also in a position to challenge Elizabeth i. e. he Duke of Norfolk who was under demands from Mary Stuart to gain her release from prison by force if needed. Mary was always going to be the main centre of Catholic plots against Elizabeth because she was the heir to the throne. Catholic dissatisfactions were already present before her arrival but were compounded and given direction with her arrival. Therefore Mary can be seen as the instigator behind the Catholic threat to Elizabeth. This is shown by the fact that until 1568 Elizabeth was relatively free from Catholic threats, however with the arrival of Mary Stuart the question of Elizabeth’s successor arisen and the Catholic plots began.

Moreover with a Catholic heir to the throne available to the Catholics in England then Elizabeth’s life was under increased threat. This is because the extreme Catholics were undoubtedly prepared to kill Elizabeth, their Queen, to gain their religion. After all their route to heaven or hell was controlled by Elizabeth and if she got it wrong then they would not gain salvation. This personal threat to Elizabeth is shown by the St Bartholomew’s Day massacre, where French Catholics killed their Protestant King in the name of their religion.

This threat is also emphasised by the assassination of William of Orange by Dutch Catholics. Mary behaves like a catalyst in the Catholic threat to Elizabeth, without her the plots that surrounded her would have no meaning because there is nobody to restore Catholicism for them. However as Mary was in England then repeats of what had happened in France and Spain to Protestant leaders similar to Elizabeth could also happen. Politically Mary Stuart provides an alternative for those Nobles who were not content with their position under Elizabeth.

Nobles who were isolated from power under Elizabeth may see supporting Mary Stuart as a way to gain power in court or getting back positions that they had deprived under Elizabeth. Example of these nobles includes the Earl of Northumberland who under Elizabeth had his wardship of the Middlemarch deprived. This plan by Elizabeth to decrease the power of the magnates in the North had loosened the allegiance between Elizabeth and nobles such as Northumberland to such an extent that they saw taking a risk on Mary Stuart as being more advantageous than serving under Elizabeth an having their power and prestige slowly eaten away.

Once again Mary has not done anything herself to threaten Elizabeth but inversely her position as heir to the throne has attracted supporters who are willing to threaten Elizabeth, therefore Mary is the main pathway for Catholic threats. Tied in with the threats from isolated Nobles were the threats from within Elizabeth’s court involving Mary Stuart, which were also very dangerous to Elizabeth. The main court intrigue was the proposed marriage between the Duke of Norfolk and Mary Stuart. This faction came to be mainly because of the fact that they wanted Elizabeth to name Mary as her heir.

However this faction contained many powerful Nobles, who it seemed were plotting against Elizabeth around Mary. International threats revolving around Mary Stuart were potentially huge, especially from Spain who at that time were the major Catholic leaders in Europe. In theory it would be thought that Spain would want to support Mary Stuart onto the English throne because of her Catholicism. However because Mary Stuart was in the Guise family who controlled France and Scotland, then Spain would rather not have France effectively controlling England as well.

Despite the disadvantages of Spain supporting Mary Stuart there are still examples of how Mary Stuart’s presence in England gave rise to danger to the security of Elizabeth’s throne from Spainish involvement, nor could Elizabeth ignore this potentially massive threat. For example the Ridolfi Plot which once again aimed to secure Mary’s release and position on the English throne also included military assistance from Spain, however the plot was discovered and the troops did not come.

Although the military did not come form Spain, Mary Stuart’s qualities as a ruler i. e. she is Catholic, once again means that these international threats are going to see her as a means to weaken Elizabeth if not to replace her altogether. Foreign involvement centring around Elizabeth also came from France, after all Mary was half-French and therefore a clear motivation for France can be seen to control England as well. This is shown by the Throckmorton plot were the Duke of Guise was planning to lead an army to depose Elizabeth and place Mary on the throne.

Although it failed it shows that Mary was the link between almost all the people who felt unhappy with Elizabeth’s reign from the English laity in the North to some of the French Catholics. She united people who felt frustrated with Elizabeth’s reign and those who saw advantages from supporting Mary. The security of Elizabeth’s throne is definitely challenged here, although it does not go ahead, it is warning of what can happen, and foreign involvement from the leading two Catholic powers in Europe, i. e. Spain and France in supporting Mary Stuart cannot be taken lightly.

Elizabeth’s mismanagement of situations that may have deflated the threats aimed towards her centring around Mary Stuart made them worse. Politically Elizabeth tried to reduce the power of the magnates in the North by setting up councils. This alienated Nobles such as Northumberland from power and therefore distanced the Noble’s allegiance to Elizabeth. This is a major factor in why the Revolt of the Northern Earls took place. This would not have been such a problem if not for the fact that Mary Stuart was present in England. She gave the isolated Nobles a chance to avenge their disfavour from Elizabeth.

Elizabeth can also be identified in mismanaging the religious settlement to make some Catholics discontented enough to support Mary, a French women, over their own English Queen. To drive 5400 individuals to a point where they felt they had to rebel in the Northern Rebellion must have been down to something Elizabeth did. For example Elizabeth introduced the use of the Protestant prayer Book. Therefore Elizabeth created support for Mary Stuart with her own actions. This increases Mary’s threat and shows that the security of Elizabeth’s throne was intensified by some actions taken by Elizabeth.

Elizabeth also hampered the security of her own throne by not taking the opportunities to subdue the threat from Mary. This could have easily been done by naming Mary Stuart as her heir, this would have pleased a lot of people and had a lot to commend itself. Including the fact that the Catholic threat, the main threat centring around Mary, would have decreased significantly because they would have been most likely been content with knowing that the next Monarch of England was going to restore Catholicism. However instead Elizabeth hesitated and refused to make her decision by ignoring the subject.

For example during the court intrigue she refused to name her heir under significant pressure from her court. Once again Elizabeth has intensified the threat orbiting around Mary, not taking the opportunities to relieve the pressure that Mary is placing on the security of Elizabeth’s throne. Mary Stuart’s threat to Elizabeth not only came from the fact that she was the Catholic heir but she did have tremendous political skill and personal magnetism. This is clear to see from the way she manipulated the Duke of Norfolk into trying to secure her release.

For example before the Northern Rebellion when Mary met Norfolk and she old him to get her released by force if necessary and Norfolk undoubtedly did what he was told and was involved in a number of plots to release Mary. Cecil knew about Mary’s personal danger an tried to persuade Elizabeth to have her executed much earlier than she was, however Elizabeth refused, this is another example of how Elizabeth’s indecision over crucial matters failed to remove the danger of Mary Stuart and is clearly linked to her mismanagement of matters as shown above.

Mary Stuart’s arrival in England was the instigator in many of the plots against Elizabeth. She was the turning point in the security of Elizabeth’s throne, from being relatively calm pre 1568, to continuous strain on Elizabeth’s throne after 1568. Mary herself was not the actual threat to Elizabeth, but she was the motivation for them. Most significantly religious threats orbiting around the fact that Mary was Catholic and placing Mary on the throne were paramount compared to all other motivations.

Political factors were contributory to religion and international threats were conceivable but never got off the ground. However Mary’s overall threat could have been reduced by Elizabeth but of her mismanagement. Nobody troubled Elizabeth more than Mary Stuart in her reign due to the fact that she was the Catholic heir and therefore Catholics who felt religiously dissatisfied were prompted to threaten Elizabeth.

This theory also Illustrates the Importance of Glenn trust and responsibility to students. It could be said that students should also be given the autonomy to discuss disruptive behavior in the classroom and it helps them to reinforce classroom rules. Ideally, this serves as a way to get the students to feel a sense of belonging.

That said, it is safe to assume that students who do not feel the same way may result to attention gaining, power seeking, revenge or displaying inadequacy, none of which loud do any good to both teacher and students during teaching and learning session. The implementation of this theory might vary. Regardless, a teacher has to provide lessons with social interest in mind to at least obtain the minimum result out of it. It is also wise to provide a teaching environment that supports students’ sense of belonging. That being said, teacher has to Include students In decision making In the classroom. En of the possible ways to achieve that Is to come up with a set of classroom rules as a group. That way, they would feel responsible and the fact that heir opinions matter is a good kick start of the first class interaction. Teacher could also encourage students rather than praise them. This serves as a good motivation factors especially to the students to do more. Punishment should also be avoided at all costs, instead provide students with logical consequences to “mistaken goals” to support responsibility. Deriders democratic teaching offers many benefits.

One of them Is It promotes a degree of autonomy which serves as a medium for students to “take control” of their own classroom based on mutual agreement with teacher. Preventive approach to spieling is also incorporated in this theory. It helps students to understand why they behave as they do thus students will see and learn correct behavior. Mutual respect can also be achieved through this theory. Besides, It relies on logical consequences than arbitrary. Students will realize the choices they made may be wrong in which teacher will show the correct one and the consequences if they happen to make a bad one.

On the contrary, some teachers might misidentify actual motives of the students If they were to Implement this theory. They may find it difficult to be non-controlling engendering the agreement that they have with students. Arguably, it can also be 1 OFF that some students may take advantage of. It can be argued that Deriders’ theory can be applied in most average classroom. It offers a fair benefit to students as it gives students a responsibility of managing a classroom side-by-side with teacher. They will feel a sense of belonging and respectful to teachers and friends.

Besides, it teaches valuable social skills for good character development such as respect, accountability and care for others. It also invites students to discover a true potential in them. Students will learn to use the power vested in them in constructive ways. Granted, this theory may seem to be most effective for upper primary classes, but teacher should be thinking to use this theory to lower primary classes. Giving them chance to take over’ their own classroom can be good for their development. They should learn to be responsible from the very beginning.

Teacher might want to also explore more by assigning tasks or roles to some of these students. I would incorporate Drinkers’ in my teaching plan and practices as it gives options to explore more about the students and I do believe dents should be independent no matter what classes they are in. On the other hand, Cousin’s theory of instructional management integrates instructional and disciplinary aspects of the classroom. The very basic concept of this theory is it depends on teacher’s careful observation and management on every activity that takes place in the classroom.

Cousin suggests that the prime factor is connected with the ability of the teacher to monitor every aspect and activity at all times and figure out ways to minimize all the problems before it gets worse. Cousin’s theory introduces techniques called: whiteness, overlapping, momentum, monotones, and group focus. (“Classroom Management Theorist and Theories/Jacob Count. “2009). Whiteness is the ability of a teacher to be aware of what is going on in all parts of the classroom at all times to counter discipline problem before they arise.

Having this skill is crucial for teacher and at the same time students have to also believe that their teacher is “within”. It is necessary to keep it that way for students will continue to disrupt teaching and learning session if they feel that they are not being noticed. There are few ways of keeping track of the students’ activity and behavior. Teacher can start with containing misbehaving and find the root of the cause which in this case is the student who initially began the problem. Cousin’s theory also suggests that it is fundamental to know students on personal level.

This way teachers will have slight advantage and able to handle problems faster. It could be said that whiteness and overlapping illustrate the same concept. Able to attend to multiple classroom events at one time while not Jeopardizing all other classroom activities is the basic concept of overlapping. For example, “Nadia, keep reading your answer, I’m listening. Daniel, stop speaking and listen to Indian’s answer”. This extract illustrates a good way of overlapping. Effective transitions or momentum is keeping lessons moving while avoiding abrupt changes.

A slow, delayed teaching and learning session might contribute to probability of misbehaving to happen more often. Students will get bored, lost of interests and motivations to continue learning. Teacher has to avoid lecturing for a long period of time as stated by Cousin. Therefore, delays and interruptions have to lesson. While keeping the lesson smooth, we can know for sure what students are after. Smoothness is significant to momentum. While lecturing, a teacher must maintain direction and not drift off on tangents, be diverted with irrelevant questions and information or fall victim to “flip flops,” “dangles,” or “truncation. Otherwise, students will be confused and act out from loss of interest. (“Classroom Management Theorist and Theories/Jacob Cousin,” 2009). This is fundamental to keep the students focused and engaged in classroom lesson at all times. Lastly, Cousin refers to group focus as the ability to keep members of the class or group paying attention to the task given. There are a few factors that need to be considered in this aspect. One of them is students’ sitting arrangement. It is important to note that a perfect arrangement might be needed in order for the teacher to see and understand what students are doing.

Teacher on the other hand needs to sit on a higher position, preferably a small stage in the classroom so that all the students can see. Layout of the classroom has to be taken into account. Certain layout may block students’ view on the main focus points in the classroom for example the whiteboard, or teacher. Cousin’s theory offers a lot of advantage to teachers. I believe that some skills in this theory requires years of practice and perfection it order to achieve the optimal result. Attending two or more event at a time, maintaining smoothness and momentum, keeping students engage may take more than what they appear to be.

The fact that this theory displays an effective approach to classroom management suggests that it takes into account the crucial details of having a successful teaching and lesson session. On one hand, it appears that Cousin does not address the fundamental aspect of keeping a classroom “intact”. He does not address specifically his procedure on splicing which happens to be the basic segment of controlling as classroom. It might be confusing to teachers especially when dealing with discipline problems that are outside of their power.

The application of this theory in normal classroom may work but things could go differently when using this theory in a packed classroom. Classroom with more than thirty students may not be suitable as it can be hard for teacher to control everyone. For obvious reason, this may work well in a classroom with fewer students. Minor improvement to this theory such as setting up ground rules or giving penalty to every savories may also work if this theory were to be applied in a classroom with larger number of students. Meanwhile, Carter’s theory of Assertive Tactics seems to offer a slightly different approach.

Dealing with behavior in an organized and calm way is the main key in this theory. Under various circumstances, teachers have to be fully prepared to handle such situations or otherwise it will cause chaos. Canter also suggests that parents and administration have to play their part in handling discipline. Contrary to both theories mentioned before, Canter stresses more on discipline aspect. Canter believes that in order to achieve a conducive classroom environment, both teacher and students’ need have to be fulfilled.

This can be achieved by setting some rules, reinforcement will be given to them that comes in a form of appreciations or praises. Canter also suggests that teachers have to lead their students to show the desired behavior. Constantly giving positive attention, interact with misbehaving students and create a trustworthy and respectful relationship between each other are few of the suggestion Canter proposes. The main concept of this theory is that teachers have the right to uninterrupted caching and students have the right to learn.

These rights can be executed if teachers are being responsible and make sure that there is nothing that can stop the students from getting what they deserve. Therefore, Canter underlines three types of teachers; assertive teacher, hostile or aggressive and the last one is non-assertive teacher. Assertive teacher is a confident, clear and states their expectations firmly. They build relation with their students based on trust. They lead their students to exemplify the desired behavior. Furthermore, they also encourage their students to work together. They will also tell their feelings and expectation to students’ behavior.

Teachers will then model the desired behavior to support their actions. Students will be told about the consequences if they happen to break the rules. It will be explained in a form of a discussion instead of a threat-like warning. Instructions will be given clearly and firmly, as such, “raise your hand and wait silently, I will call you”. Conversely, non-assertive teachers use a passive approach to their students. They fail to help students displaying the desired behavior and inconsistent in dealing with misbehaving. They appear to be very clumsy, inconsistent to a point where students will no longer respect these kinds of teachers.

Consequently, they will lose hope in dealing with their students. It will not be surprising if they keep getting angry out of nothing. The inconsistent actions displayed by such teacher will confuse students and somewhat will put the entire teaching and learning session in chaos. Correspondingly, hostile teachers will be born out of this situation. They are aggressive, rough, unfriendly and inconsiderate. The false perception that they have may put the students in a vulnerable state. They will show that they are in power and therefore nobody should ever object.

At the same time, they will set the rules without compromise. Evidently, they use firm form of instructions such as “Sit! “, “Silence! “, and muff listen here! ” These kinds of instruction will scare the students and they will see teachers as threats for they are not being treated Justly. Certainly, using this theory in classroom may be wise for teachers who stress mostly on disciplinary aspects. Teachers can provide a singed behavior plans for consequences. This way, students who misbehave will be recorded. By the same oaken, teachers can also use a colored card system.

For the first mistake, they will be given a yellow card, second orange and red for the third mistake. Teachers should also consider re-explaining all the rules and how they are conducted. Students must understand that if they display the desired behavior, they will be rewarded in a timely fashion. Indeed, assertive discipline also calls for positive reinforcement. Appropriate behaviors have to be addressed at all time. For this reason, children will be happy if their good behavior are being recognized and rewarded. Others will follow and titivated thus giving them opportunity to prove themselves worthy.

In my standpoint, I firmly believe that Canter’s theory adheres the importance of managing behavior effectively in a classroom. Noting the compelling nature of this theory, teachers will be more consistent and fair in managing classroom. Not to mention, I will be able to take control of the classroom in accordance with students needs. Moreover, positive reinforcement suggested in the previous paragraph will work as motivators for students to continue positive behavior. It can also be a basis on which to build a more comprehensive model of discipline, an raise and clarify teacher expectations for behaviors. McDaniel, 1989). It is important however not to assume the applicability of this theory in all classroom. Charles, 2002, states that sometime it can be unnecessarily harsh and too focused on suppressing unwanted behavior rather than helping students to learn to control their own behavior. Having that said, teachers have to approach students and try to get their trust. Attention and needs that they require should be given to them. To be able to understand students, teacher must also find ways to regularly monomaniac with their problematic students.

In essence, I firmly believe that Assertive Discipline is one of the best models out there. It focuses on children behavior in a manner that every needs of both parties are fulfilled accordingly. Given the advantage of assertive discipline outlined in the previous paragraph, it is safe to consider that this model can keep teachers fair and constant. In corresponding to consistency, teachers will be able to take control of their classroom while being firm at the same time. Being assertive as a teacher also portrays a good leadership quality.

Research conducted in this field has indicated that there is a positive relationship between goal setting and performance outputs. The prime principles of the goal setting theory state that successful goal setting needs to be assessed on five dimensions: goal clarity, goal challenge, goal commitment, performance feedback, and task complexity. The insights Of the empirical studies discussed in this paper imply that when goal setting is done correctly and thoroughly throughout each stage, it leads to a significant increase in motivation.

Various methods and strategies have been developed to complement the goal setting theory, an example being, the popular mnemonic acronym S. M. A. R. T. Which uses the words specific, measurable, achievable, realistic, and timely to aid in eating effective goals. Goal setting theory is both measurable and quantifiable. Empirical evidence from both experimental and field settings have supported that the benefits (increase in employee performance, increase in employee motivation, increase in profits, etc. ) far outweigh the drawbacks (results from application error, organization costs, human resource efforts).

Based off current research output and the abundance of research still conducted and revised on this theory, it can be concluded that the goal setting theory is an effective theory of motivation and, moving forward, will be a leader in workplace motivation in North America. INTRODUCTION According to Callus’s employee study, workplace disengagement is an alarming issue around the world. In North America, the region with the highest ratio of engaged workers compared to the rest of the world, the proportion of engaged workers is only 29% (Gallup, 2011).

In other words, the vast majority of workers are not reaching their full potential. This has significant implications to the economy, companies, and individuals. With the great deal of emphasis on productivity in today’s marketplace, managers within organizations are constantly searching for effective strategies in motivating staff to achieving organizational goals. The theory of motivation discussed in this paper will be the goal-setting theory, which is arguably one of the most dominant theories in the field of motivation with over a thousand articles and reviews published within the last 30 to 40 years (Lethal, 2006).

The objective of this paper is to produce a summary and evaluation Of the goal setting theory of motivation. The paper will be divided into two sections. The first section will discuss the foundation of the theory along with its main tenets. The second section will provide real life examples of the theory application and critically examine the applicability of the theory in the North American managerial workplace supported by empirical work. FOUNDATION OF THEORY The foundation of the goal setting theory was first developed and refined by the American psychologist, Edwin Locke, in the 1 sass.

Locke was inspired by the final cause in Arteriole’s theory of causality, which states “that for the sake of which” or can be defined as the end or purpose of something. Stemming from Aristotle theory, Locke continued to research on goal setting for thirty years. With the contribution of Locke and other scientists, this theory has now been popularized and become one of the most widely used horses regarding motivation. During Locker’s primary research, he studied the relationship between goal setting variables and task performance.

There were two major sets of initial studies conducted – the difficulty of the goal (difficult versus easy), and the specificity of the goal (specific versus vague) goals. He concluded that difficult goals led to higher performance than easy goals, given that the difficulty was within an attainable limit. His second conclusion was that specific goals were more effective than vague ones (Locke, 1968). Following Locker’s study, Gary Lathe’s research established animal conclusions in his workplace – there was indeed a link between goal setting and workplace performance.

Together, in 1990, they published their seminal work in a book called “A Theory of Goal Setting and Task Performance” (Locke & Lethal, 1990). Along with the two original characteristics of successful goal setting, three additional characteristics have been identified as crucial. The goal setting theory is now guided by five principles: goal clarity, goal challenge, goal commitment, performance feedback, and task complexity. The following paragraphs will briefly discuss each of the five principles and the supporting research.

TENETS OF THE THEORY Research indicates that clear goals can reduce absenteeism, tardiness, and turnover, which all aid in increasing organizational productivity (Locke & Lethal, 2002). A clear goal is defined as being specific and measurable. As Locke mentions in his paper, when the goal is specific and measurable, it provides an external reference such as a time frame, which reduces overall ambiguity (Locke & Lethal, 2002). In six of the eight studies that Locke conducted, the level of performance was significantly higher in the group that was given a specific goal compared to the group that was given a vague goal.

An example of a specific goal would be to “complete X amount in Y time” and a vague goal would be to “do your best”. Another primary issue researched on goal setting was the goal challenge or difficulty. In a meta-analysis of goal setting studies, easy goals were defined as those with greater than 50% probability of attainment and moderate goals being 16%-D% probability of attainment (Klein et al. , 1999). When participants were given these two types of goals, data indicated that, harder goals resulted in higher levels of performance (Klein et al. , 1999).

Optimally, a goal should not be too difficult o a point where it is unattainable and motivation suffers (Bennett, 2009). However, overall on average, the performance level in individuals with higher goals was still significantly higher than those with very easy goals (Klein et al. , 1999). This can be explained by the idea that high goals lead to high performance, which is associated with rewards, and rewards often result in high satisfaction. In other words, individuals are motivated by more difficult goals because of the anticipated accomplishment involved (Locke & Lethal, 2002).

Goal commitment has been said to be a secondary characteristic cause it interacts with goal difficulty to produce performance. It has been found that commitment is crucial for difficult goals, but does not necessarily result in high performance when given an easy goal (Klein et al. , 1999). In a review of the literature, on average across all goal difficulty, it has been concluded that the higher the level of goal commitment, the higher the level of performance output (Klein et al. , 1999). Commitment to a goal can be increased when the goal is individually set or when the individual agrees to the assigned goal.

In environments with high group cohesion, goal ointment of individuals is also found to be high because of the strong influence of group norms (Locke & Lethal, 1991). Furthermore, self-efficacy is also a topic often discussed when relating to goal setting. Self-efficacy refers to an individual’s judgment of their own ability to perform particular activities given their level of skill and ability (Bandeau, 1986). As this is a topic in and of itself, it is important to just note here that self-efficacy plays an important role in goal commitment.

A higher level of self-efficacy in relation to goal attainment (I. E. If the individuals believes he can achieve the goal) exults in a higher level of goal commitment (Lethal & Locke 1991). Performance feedback is necessary for goal setting to be effective because it helps individuals gauge how well they are doing and the adjustments required for improvement. It has been found that when people know they are below their target, they are most likely to increase their effort or devise a new strategy (Lethal & Locke, 1991 Feedback can be provided both during the process of achieving the goal or after the outcome.

Additionally, feedback is also linked to increasing self-efficacy, which in turn leads to a higher performance (Lethal & Locke, 1991). Finally, in 1 996, Lethal examined the relationship between complex goals and performance levels. It was found that complex goals result in higher learning within individuals and thus led to a higher performance when compared to less complex goals. This can be explained by the idea that performance is not always achieved because of effort and persistence, but rather due to the cognitive understanding of the task and the development of various methods in solving the complex task (Lethal & Locke, 1991).

Although this condition has to be addressed with care, complex tasks have been found to have an overall positive effect on reference levels (Lethal, 1996). THEORY IN ACTION The history of workplace motivation was initially driven by the belief that money was the primary source for employee motivation, but it was later found that various factors are motivators in determining workplace satisfaction, which is a predictor of job performance (Lethal, 2006).

In the following decades, it will be crucial for leadership around the world to address the issue of workplace disengagement. In an organization, managers do not have the time and resources to constantly keep track of an employee’s work or motivation. Most organizations use some form of goal setting in operation. Setting goals implies that there is a need or desire to attain a certain object or outcome (Locke & Lethal 2006). In essence, goals tell employees what needs to be accomplished and how much effort should be exerted.

In the North American workplace, the direction of the goal setting theory appears to be an effective strategy in motivating staff to meeting organizational goals; this explains the abundant amount of evidence in us port of the theory and the various strategies constantly being developed. Based off of goal setting theory by Locke and Lethal, a popular mnemonic acronym developed for effective goal setting is S. M. A. R. T by George Doran. The outlined criteria for S. M. A. R. T. Goal setting states that goals should be specific, measurable, assignable, realistic, and time-bound.

There have been other variations of S. M. A. R. T. That are also interchangeable such as using “achievable” and “relevant” instead of “assignable” and “realistic”, respectively. These goal-setting criteria can all be linked back to the five principles summarized by Locke and Lethal and is a popular management strategy used in the workforce. The implications of new strategies and discoveries suggest that goal setting is not an innate attribute that individuals are born tit. It a skill that can be taught, learnt, and practiced.

The resources required by an organization to train its employees on successful goal setting is practical and the return can be significant. Large organizations such as General Electric (GE) and Federal Express Company (Faded) have also implemented this theory in their organizations. GE applies goal setting theory in all levels of the organization and refers to goal setting as a key ingredient of their success. After a trial run, Faded found that employees had greater accountability, clearer expectations, and more precise feedback towards their jobs. The initiative was then executed throughout other departments in the organization.

In Locke and Lathe’s report, they found truck drivers saved the company $250,000 in 9 months when the logs loaded on the trucks were increased as a result of upping the assigned goals (Locke & Lethal, 2002). In 1967, it was found that, United Fund communities that set monetary goals higher than the previous year’s performance raised more money than communities that set goals lower than their previous years performance. More recent studies show, negotiators who have clear, challenging, and complex goals achieve higher profits than those with no goals (Locke &

Lethal, 2002) and telecommunication employees that set specific high goals had higher job satisfaction and high performance (Locke & Lethal 2002). These are just a few empirical examples of successful goal setting evidence in this field. The goal setting theory is especially prominent in individualistic cultures such as North America. This can be explained by the notion that goals have the ability to function as a self-regulatory mechanism that helps individuals prioritize tasks; also why managers widely accept goal setting as a means to improve and sustain performance (Dublin, 2012).

The insights to all he studies show that when goal setting is done correctly and thoroughly throughout each stage, it significantly increases motivation, which is then associated with numerous other positive outcomes such as an increase in job satisfaction, an increase in organizational commitment, an increase in performance, and more (Locke & Lethal, 2002). Aside from the countless examples of goal setting successes, there are still some limitations and weaknesses of the theory. The goal setting theory cannot be applied in segments and because of that, the outcomes of the set goals can be different than the initial intent.

For instance, if a goal is not clear (I. E. It does not address the specific and measurable outcome), it is easy for the individual to lose track of the goal and the goal may never be achieved. Another consequence of the goal being unclear, the performance feedback aspect of the goal can be difficult to execute because there is no measurable component and it will be challenging to determine the adjustments required. On the other hand, if the goal encompasses all five principles, but is too difficult, the individual will not be able to achieve it regardless. It may even result in a hindrance in motivation and performance.

Apart from the error in application, some other weaknesses include: individuals setting too many goals and not being able to follow through, individuals concentrating on only one goal and losing sight of the others resulting in tunnel vision, and individuals focusing too much attention on the outcome and forgetting about the process (Lethal, 2004). There are various extensions of the goal setting theory that are beyond the scope of this paper. Advances in the research are currently leaning towards studying how other goal setting variables such as learning goals, goal framing, and subconscious goals, interact with reference (Lethal, 2004).

This chapter introduces the core theories of employee motivation. It begins by introducing employee engagement, an increasingly popular concept associated with motivation. This definition relates to the four cornerstones of individual behavior and performance identified in the MARS model which was discussed in chapter 2. MARS means Motivation, Ability, Role Perceptions, and Situational Factors. Next, this chapter distinguishes between drives and needs wherein Eve learned how needs are shaped through the individual’s self-concept and other personal factors.

On this topic, needs-goal-directed ores that people experience are shaped by the individual’s self-concept (including personality and values), social norms, and past bioscience. There are 3 theories that focus on drives and needs. First is the Mascots need hierarchy. This theory focuses into a hierarchy of five levels and states that the lowest needs are initially most important but higher needs become more important as the lower ones are satisfied.

Next, hinterland’s learned needs theory. This theory argues that needs can be strengthened through learning. The three needs studied in this respect have been need for achievement, deed for power, and need for affiliation. And lastly, four-drive Theory. Four-drive theory states that everyone has four innate drives and this drives activate emotions that we regulate through a skill set that considers social norms, past experience, and personal values.

I’ve even learned the levels of performances which are the E-to-P expectancy and O-to-P expectancy which as discussed on expectancy theory. This chapter also talked about the key elements of goal setting and feedback. And on the last part is about the organizational justice, including the dimensions and dynamics of equity theory and procedural justice. On this one, I’ve learned that companies need to consider not only equity of the distribution of resources but also fairness in the process of making resource allocation decisions.

This chapter talks about money and other financial rewards which are a fundamental part Of the employment relationship, but their value and meaning vary from one person to the next. Organizations reward employees for their membership and seniority, job status, competencies, and performance. Competency-based rewards are becoming increasingly popular because they improve workforce flexibility and are consistent with the emerging idea of employability. However, they tend to be subjectively measured and can result in higher costs as employees spend more time learning new skills.

It also tackled about the awards and bonuses, commissions, and other individual performance-?based rewards that have existed for centuries and are widely used. Many companies are shifting to team-based rewards such as shanghaiing plans and to organizational rewards such as employee stock ownership plans (Seeps), stock options, profit sharing, and balanced scorecards. Other thing I’ve learned is about the Job specialization which subdivided work into separate jobs for different people.

This increases work efficiency because employees master the task quickly. However, , job specialization may reduce work motivation, create mental and physical health problems, lower product or service quality, and increase costs through discontentment, absenteeism, and turnover. Another one is about empowerment. Empowerment is a psychological concept represented by four dimensions: self-determination, meaning, competence, and impact regarding the individual’s role in the organization. Last on is about self-leadership.

Self- leadership is the process of influencing oneself to establish the self-direction ND self-motivation needed to perform a task. This includes personal goal setting, constructive thought patterns, designing natural rewards, self- monitoring, and self-reinforcement. Constructive thought patterns include self-talk and mental imagery. Self-talk refers to any situation in which a person talks to himself or herself about his or her own thoughts or actions while mental imagery involves mentally practicing a task and imagining successfully performing it beforehand.

The title of this chapter is Team dynamics so literally it talks about teams, their characteristics, benefits and limitations and others. Teams are groups of two or more people who interact and influence each other, are mutually accountable for achieving common goals associated with organizational objectives, and perceive themselves as a social entity within an organization. All teams are groups, because they consist of people with a unifying relationship and not all groups are teams, because some groups do not exist to serve organizational objectives.

I’ve discovered for reasons why people join informal groups. First, people have an innate drive to bond, second is that group membership is an inherent ingredient in a person’s self-concept. Third, mom personal goals are accomplished better in groups, and lastly, individuals are comforted in stressful situations by the mere presence of other people. Teams have become popular because they tend to make better decisions, support the organizational learning process, and provide superior customer service.

The model of team effectiveness considers the team and organizational environment, team design, and team processes. Three team design elements are task characteristics, team size, and team composition. Teams develop through the stages of forming, storming, morning, performing, and eventually adjourning. Within these stages are two distinct team development processes: developing team identity and developing team competence. Team development can be accelerated through team building-any formal activity intended to improve the development and functioning of a work team.

Teams develop norms to regulate and guide member behavior. These norms may be influenced by initial experiences, critical events, and the values and experiences that team members bring to the group. This chapter discussed what is communication and explained why it is important in an organization. Communication is the process by which information is transmitted and understood between two or more people. Communication supports work coordination, organizational learning, decision making, and employee wellbeing.

Communication is the vehicle through which people clarify their expectations and coordinate work, which allows them to achieve organizational objectives more efficiently and effectively. Chester Bernard, a telecommunications CEO and a respected pioneer in organizational behavior theory, stated this point back in 1938: “An organization is born when there are individuals who are able to communicate. Communication also aids employee well-being. Information enunciated from co-workers helps employees manage their work environment, telling them, for instance, how to complete work procedures correctly or handle difficult customers.

Communicating with others is an important means through which individuals validate their self-worth and maintain their social identity. This occurs even in the virtual world of Second Life. “In Second Life we gather and mingle before the meeting, and when it finishes, some people stop and talk again,” explains Ian Hughes, an IBM employee who attends the virtual meetings as a pudgy avatar with spiky green hair Some companies try to encourage communication through aerospace design, as well as through Web-based sites.

They can be counted up to 3, if they get a 3 they eave to go for a time out In another classroom to reflect on their behavior and actions. They spend a minute for each year of their age In time out. – Attendance policy – rewards are given for the children that attend school every day for the year. Each child that attends school every day for a term gets a certificate home. There is also a class attendance award which is given every Friday to the class who had the best attendance the previous week. – Ann-bullying policy: all children know school’s take a zero tolerance attitude towards bulling.

Any child found to bullying will be dealt with according to the school’s policy. 1. 2 All staff in the school must be made aware of all the policies and procedures in place. They must follow each one if necessary. All staff should be consistent with the way they carry out the policies and procedures to ensure the children respond positively, if there Is Inconsistency within the behavior managing then It Is likely that pupil learning will suffer. Pupils should know of the rewards policy and the discipline policy and should know the consequences of their actions and behavior.

All staff, whether it be support staff, midday supervisors or senior members of staff should all have the same status when disciplining a child. They should all follow the same steps and reach the same outcome (time out). This will give the pupils better and clearer boundaries for them to follow. Encouraging and rewarding positive behavior lets the children know and reminds them that their behavior is noticed and accounted for. Some children may get the impression that more emphasis is on the bad behavior because that may be what is pointed out more often.

Giving the incentive of a reward gives motivation to do well, but also reassurance that It’s not only bad behavior that gets the teachers attention. Whilst It’s Important to reward all children It Is also equally, If not more Important to reward and encourage those children who tend to be told off more than the others. This may be down to a medical condition they have, but to ensure they don’t feel victimized or singled out, their positive behavior needs rewarding. Research shows that for every negative thing we do, we need 6 positives to cancel out the negative.

We need to be careful not to purely focus on the negatives all the time as some times this can happen when things become busy and unreasoned. Children will learn that reward, they will register the feeling they get when praised and will want that feeling again; so consequently will continue to behave well in order to be praised. 3. 2 Sometimes you will find yourself in a situation where to have to deal with someone’s behavior or discipline them without having prior experience, this problem should be raised with someone who is more experienced than you and they will be able to vive you advice on what to do.

Whilst you may be experienced enough or feel confident enough to deal with problems on your own, there are some situations where other members of staff should be present. These include: – When pupils are a danger to themselves and/or anyone around them – If you are dealing with a pupil whose behavior is unpredictable and you don’t feel comfortable on your own – If you aren’t in control of a situations and/or pupil aren’t following your instructions – If the incident is serious enough to need the involvement of a senior member of staff.

Depending on the severity of the situation and the pupil’s involved you may need to refer to different members of staff. Sometimes it may Just be support from another member of staff (for example if you need to team teach a child), but in other cases you may need specialist support. These are the people within school who can give specialist support: ESSENCE or supervisor, other teachers or support staff and Head Teacher or Deputy Head. There are also people outside of the school who can give specialist support. There include: behavior unit, educational psychologists and councilors.

Personalities are usually described as how introverted or extroverted someone is. And introvert is someone who is usually more quiet and thoughtful whereas as an extrovert is someone who is more loud and excitable. If you are either introvert or extrovert it often affects the types of sport you like e. G. And introvert character would usually play something Like tennis as it’s a sport they can play as one and not In a team, an extrovert person would usually Like team sports more such as football and rugby. Introverts enjoy sports with more concentration, precision with intricate skills.

Introvert characters are usually more self-motivated. Extroverts tend to enjoy sports which are faster paced, exciting and where you need a lower concentration. These are usually team sports and they tend to be motivated by others around them. Extroverted people are often Involved in sports which require a degree of aggression. There are 2 types of aggression: Indirect aggression – this means taking out your aggression on an object. Direct aggression – The aggression is in the direction of another player. It involves physical contact such as a rugby tackle or in wrestling or boxing.

Essence’s theory – The Essence’s theory was thought of by a German man who Identified two dimensions f personality which act as continuous, with an individual’s personality falling anywhere along the two lines, as shown below These two dimensions are stable/unstable and introverted/extroverted. For example, if an Individual Is introverted (shy of social contact) but stable, they are likely to be reliable, calm and controlled. An extroverted (enjoys social affiliation) unstable individual is likely to be tough, aggressive and excitable. Rationality, there are 3 different types of body types; Stepmother – these are people with a tall slim figure, Sheldon thought these people tended to be more Self- unconscious, tense, private (keeps to themselves), and introverted. Endomorphism – these people are shorter and are a bit fatter, Sheldon thought these people were more tolerant, sociable and relaxed. Monochromes – these are people who have broad shoulders and are more muscular, Sheldon thought these people were more extrovert, assertive, and are risk takers.

The Giordano theory (trait theory) – this theory is split into to 2, there are 2 types of people Type A and Type B. Type A – these are more introvert people which enjoy their own company, they have a strong desire to succeed, they like control, often suffers tress and are never happy with what they have (they always want more). Being a type A person will benefit their performance if they are doing a sport which involves only themselves. Type B – these tend to be more extrovert people who are more laid back and happy with what they have, they’re less competitive and often work at a slower pace.

They do not enjoy control and they’re able to relax easily. Being a type B person will often benefit them if they’re playing a team sports and where they can have the help of others. Motivation – a reason or reasons for acting or behaving in a particular way. There are several theories to do with motivation, these include; The attribution theory – a belief required overtime that one has no control over events and that failure is inevitable / out of their hands. It’s a feeling of hopelessness.

There are 3 attribution categories these are stability, locus of casualty, locus of control. These 3 categories all go two ways. Stability – you can either be stable or unstable. Locus of casualty – you can either be internal or external. Locus of control – the person can either be in control of themselves or out of control of themselves. Athlete’s that attribute their performance outcome to stable internal factors such as effort and ability and to factors under their control are more likely to achieve in sport.

Athlete’s that attribute their performance outcome to unstable-external factors such as luck and difficulty and to factors out of their control are more likely to fail in sport and as they have no goals set out for themselves. Intrinsic motivation comes from within the body, therefore it will be the performer driving themselves to be better. Intrinsic people tend to be able to overcome tasks eave goals set out for themselves to keep progress and maintain motivation. They will have a feeling of pride and enjoyment in their performing the skill.

I believe it’s better for a performer to be intrinsic because its they are driving themselves to better, they want to be better, therefore they will get better. Extrinsic motivation comes from outside of the performer. These are things which can encourage the athlete to perform and fall into two groups: Tangible rewards: These are physical rewards like medals, trophies and money. These should not be used as much with young athletes o avoid a situation where winning a prize is more important than competing.

Education and Schooling: The Mental Fork In The Road Understanding the difference between schooling and educating is important. Many people use the two terms education and schooling interchangeably. Education refers basically to the education system such as: schools, colleges, Tech centers, universities in public and private. The belief is that these institutions are creating original thinkers. The system of schooling uses discipline and motivation as a method to motivate young people to learn.

Within the School system students experience frustration when they attempt to make changes or improve because there is confusion between what is schooling and what is education. This confusion is caused because there is often overlapping and contradictory goals and objectives within each system. The term schooling is use as a way of pointing out the historical, cultural, political and social processes of transforming people into citizens and members of particular social groupings. School is meant to determine each student’s proper social role (Gatto page 157).

This is a form of domesticating people, making them “fit in” to whatever the demands of the social group into which they are born and/or live in. You don’t have to learn anything original. What you really learn in college or any other level of schooling is how to navigate the system. Though you may be exposed to many ideas, theories, and discoveries, they are only side effects if you choose to gain the knowledge. Schooling depends on there being an authority to authorize what is going to be counted as correct and worthy of some certificate or other form of reward for conforming.

Emphasis is given to learning information and repeating this information in tests that are marked according to the extent that the repetition is faithful to some original text. Schooling is about following norms of “behavior and thinking” that have been desired by authorities such as: governments, examination boards, and tradition. Memory therefore is accorded prime place under schooling. This method is commonly use but rarely noticed by the population it controls. Schooling can be compared to animal taming and boarder line brainwash.

Schooling should be deemed wrong due to its more recent historical associations with controlling, forming and fashioning the minds of behaviors of American youth. The emphasis upon the meaning of schooling is ‘leading’ the individual to engage in the teacher’s desired forms of behavior. It sounds like we are a collection of domesticated animals. Without the gift of original thought, students are given the idea that they are now an educated person, they cease to be a force of change and movement in the intellectual universe.

They are no longer a threat to the status quo, but another piece of the puzzle of our society. You will get a fine job, a credit card, and work your life to promote the thoughts, ideas, and passions of other people. This may suggest that schooling is necessary, but would you want to become another robot. Education can be described as the antithesis to schooling. Education is the process of exploring alternative ways of thinking, actions, believing, and expressing one’s self. It is the process through which one forms one’s own judgment independently and using cognitive thought processes.

Education depends on dialogue between people on an intellectual level. Education is about freedom of thought and action. It means making judgments about knowledge. Education requires Students to ask why, not just what and how. After the why is answered, it requires students to ask, “what now?! ” We all need ‘information’ as a basis for reflection. Becoming educated may seem like the opposite; however the idea of schooling comes back into play. Who you can be and what you can accomplish are not so clear cut. Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our own make available different types of educational experience and curriculum…[for] different social classes (Anyon page 174). This creates a disadvantage for the poorer areas. Even if you absorb all the information you could, you would still fall short to the student being educated somewhere with better resources. Many people who go to school, building up debt and spending valuable years.

It is through the educative process that creativity and spontaneity, innovation possibilities for realization and action. Education is a fundamental process for democracy as schooling is a fundamental process for non democratic forms of political organization. Anyone engaged in a process of improvements would do themselves well by understanding these distinct differences and clarifying their own goals and objectives relative to each system. The completion of school is not the completion of an education; it is simply a point of departure.

There are dangers that come when someone completes their schooling and makes the mistake of thinking they’re finished. A degree comes with it a grave responsibility to continue a quest for an education for the rest of your life. Within that phase of your life it is time to evaluate what you know and understand. The truth is…we know nothing without experiencing it ourselves. This experience, we should be striving to broaden, with enthusiasm every day. In conclusion, schooling and education are to opposing forces that work together.

You can either become a robot with no original thought of your own, or a educated individual with the of cognitive thinking. As stated before school prepares you for the system that we identify as the real world. Through the schooling process many great things are highlighted for the benefit of the student to absorb. The student must be willing to take his education as Malcolm X did when he was in prison. He didn’t have the advantages like others may have been exposed to, but her took his education.

Teachers should focus more on inspiring the students to want to absorb an education instead of just attending to be domesticated and looked after. The moral to this story is that schooling is unavoidable, but there is a great chance to take advantage of the knowledge that is available. Will you take your education by the horns or just let it push you by? Works Cited Anyon, Jean. Rereading America Cultural Context for Critical Thinking and Writing: Social Class. Bedford/St. Martin’s; 7th edition April 12, 2007 Felder, Richard. “SCHOOLING VERSUS EDUCATION AND OTHER BALANCING ACTS. Educational Research and Methods Division, June 23, 1999 http://www4. ncsu. edu/unity/lockers/users/f/felder/public/Papers/ERM_Plenary. htm Gatto, John. Rereading America Cultural Context for Critical Thinking and Writing: Against school. Bedford/St. Martin’s; 7th edition April 12, 2007 Moore, Michael. Rereading America Cultural Context for Critical Thinking and Writing: Idiot Nation. Bedford/St. Martin’s; 7th edition April 12, 2007 Rodriguez, Richard. Rereading America Cultural Context for Critical Thinking and Writing: The Achievement of Desire. Bedford/St. Martin’s; 7th edition April 12, 2007