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− | [[File:Created-by.png | 20px | Created By ]] [[User:Nils.zimmermann | N. Zimmermann]]
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| <div class="teaser-text">Supporting people in exploring their passions and interests helps stimulate action. One example of this is schools or universities, where students are provided with structure and schedule. Another example is working in non-formal education, where otivation and self-organization are mainly decided by the participants themselves. But motivations for actions are varied. Some motivations involve a feeling of responsibility, some a material gain, still others a gain in power. Yet another motivation is an attraction to the idea of vita active - a purposeful active life. </div> | | <div class="teaser-text">Supporting people in exploring their passions and interests helps stimulate action. One example of this is schools or universities, where students are provided with structure and schedule. Another example is working in non-formal education, where otivation and self-organization are mainly decided by the participants themselves. But motivations for actions are varied. Some motivations involve a feeling of responsibility, some a material gain, still others a gain in power. Yet another motivation is an attraction to the idea of vita active - a purposeful active life. </div> |
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| According to Apter<ref name=apter1>http://michaelapter.net/</ref>, motivation expresses itself in four ways: Relationships, rules, transactions and means. Everyone has preferences here, but at the same time, living a healthy life entails experiencing every type of these. The types are formed by pairs of opposites. For example, there are two sides to a "relationship": a self-oriented and an other-oriented one. One cannot act in both ways at the same time; however, a "reversal" can occur in which ''"the opposite state takes over at that moment."'' Apter concludes that people should ''"experience all these states at work, and in this way to display motivational versatility and psychodiversity, especially since organizations tend to privilege the serious, conformist, and achievement states.” <ref name=apter>M. J. Apter, S. Carter: Mentoring and motivational versatility: an exploration of reversal theory in Career Development International 7/5 [2002]; p. 293</ref> | | According to Apter<ref name=apter1>http://michaelapter.net/</ref>, motivation expresses itself in four ways: Relationships, rules, transactions and means. Everyone has preferences here, but at the same time, living a healthy life entails experiencing every type of these. The types are formed by pairs of opposites. For example, there are two sides to a "relationship": a self-oriented and an other-oriented one. One cannot act in both ways at the same time; however, a "reversal" can occur in which ''"the opposite state takes over at that moment."'' Apter concludes that people should ''"experience all these states at work, and in this way to display motivational versatility and psychodiversity, especially since organizations tend to privilege the serious, conformist, and achievement states.” <ref name=apter>M. J. Apter, S. Carter: Mentoring and motivational versatility: an exploration of reversal theory in Career Development International 7/5 [2002]; p. 293</ref> |
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− | ===Navigation:=== | + | |
− | [[File:back.gif | back to the main section]] [[Understanding]] | + | |
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| + | [[File:Created-by.png | 20px | Created By ]] [[User:Nils.zimmermann | nez]] |
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| + | ===Related:=== |
| *[[Empowerment]] | | *[[Empowerment]] |
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| <hr class=simpleline> | | <hr class=simpleline> |
− | | + | ===Also interesting:=== |
− | ===Related=== | |
| *[[My motivation(s)]] | | *[[My motivation(s)]] |
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| '''Handbook''' | | '''Handbook''' |
− | [[File:Empowerment-book-cover.png |260px | link=Handbooks for Facilitators]] | + | [[File:Empowerment-book-cover.png | link=Handbooks for Facilitators]] |
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− | M. Gawinek-Dagargulia, E. Skowron, <br>N. Zimmermann | + | M. Gawinek-Dagargulia, E. Skowron, N. Zimmermann |
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| ===Steps toward action=== | | ===Steps toward action=== |
− | First handbook of our Handbooks for Facilitators: [[Handbooks for Facilitators | Read more]]
| + | [[Handbooks for Facilitators | Read more]] |
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| </div> | | </div> |
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| </div> | | </div> |
Supporting people in exploring their passions and interests helps stimulate action. One example of this is schools or universities, where students are provided with structure and schedule. Another example is working in non-formal education, where otivation and self-organization are mainly decided by the participants themselves. But motivations for actions are varied. Some motivations involve a feeling of responsibility, some a material gain, still others a gain in power. Yet another motivation is an attraction to the idea of vita active - a purposeful active life.
According to Apter[1], motivation expresses itself in four ways: Relationships, rules, transactions and means. Everyone has preferences here, but at the same time, living a healthy life entails experiencing every type of these. The types are formed by pairs of opposites. For example, there are two sides to a "relationship": a self-oriented and an other-oriented one. One cannot act in both ways at the same time; however, a "reversal" can occur in which "the opposite state takes over at that moment." Apter concludes that people should "experience all these states at work, and in this way to display motivational versatility and psychodiversity, especially since organizations tend to privilege the serious, conformist, and achievement states.” [2]
Case study: Personalities, attitudes, polarities
A team established a cross-generational club in their community. Two team members talk about their intrinsic motivations - why they are active in this project:
Team member 1:
I want
- to discuss things.
- to overcome my shyness about speaking publicly.
- harmony in the team.
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Team member 2:
I want
- a functioning meeting group.
- to try out leadership abilities.
- to work productively and effectively.
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The motivation profiles for both team members are quite different:
Team member 1
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Feeling self-sufficiency
Playfulness
Gaining influence
Following the plan
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Supporting others
Envisionsing results
Deepening personal relations
Shaping something new
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Team member 2
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Feeling self-sufficiency
Playfulness
Gaining influence
Following the plan
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Supporting others
Envisionsing results
Deepening personal relations
Shaping something new
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Reversal Training
Reversal training is pushing people from their comfort zone into a learning zone, grounding on a reflection of their preferred motivational style. For example, a facilitator can help a participant who has a strong tendency to take control by encouraging him to experience an affectionate state of mind or to stimulate a different motivational pair with a specific task. Especially individual settings like coaching or mentoring seem to be helpful for such reversal training. [3]
Some people's predispositions support a group process in a training. People who tend to be “other-oriented” instead of “self-oriented” may be better suited to working on common outcomes. Also, having a “playful” approach may help you to deepen the relationship to other participants (in contrast to concentrating primarily on achievements). These people make your life as a facilitator easier. However, there are as well the other ones. They want as well benefit from a comfortable learning atmosphere. Seen through this lens, the idea of reversal training advocates for diversity of methods and styles of facilitation.
References
nez
Related:
Also interesting:
Handbook
M. Gawinek-Dagargulia, E. Skowron, N. Zimmermann
Steps toward action
Read more