Dan Pink on Motivation
Dan Pink argues that recent research into motivation illuminates the fallacies inherent in traditional carrot and stick incentivisation. He suggests that when considering simple mechanical tasks, linear incentive models apply, however when considering creative or significant cognitive processes, linear incentive programs actually hinder performance.
Pink suggests that three key factors drive motivation. Considering these factors in relation to the classroom, particularly to vocabulary learning, is interesting. For example, during explicit vocabulary learning and memorization, using word lists or spaced repetition software, which are based on carrot-stick incentive models, we find student performance to be enhanced. However, to enhance long term recall and understanding of vocabulary, the factors listed below become more influential.
Pink maintains that the following factors lead to better performance:
Pink maintains that the following factors lead to better performance:
- Autonomy - defined as the desire to be self-directed. Maximizing choice leads to increased engagement. This supports constructivist models.
- Mastery – defined as the urge to get better. Pink points to mastery as the reason behind creative products like Linux, Wikipedia and Apache which rely on talented people behaving collaboratively and creatively. He argues the this kind of behavior is unattributable to financial or carrot type incentives, but rather to challenge-mastery motivation and to making a contribution to a larger whole.
- Purpose - defined as the transcendent purpose for action. Pink points to repeated problems in companies when profit motive becomes unmoored from purpose motive. In these instances, individuals cannot create great ideas or products. Perhaps this applies to learning as well.