7

Motivation – De-motivation in

Youth Work

Guidelines Cesis, Latvia 2013

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Introduction

This manual was created and edited during the European Union international training

project "Motivation - De-motivation in Youth Work" (MD TC). The project was supported by

the European Commission within Youth in Action Programme Action 4.3.

The aim of the project was to introduce youth workers around the Europe with different

motivation theories in order to develop their understanding of their own motivation

factors in youth work, help to motivate the other young people and to develop their

communication skills.

This manual is a product of the team work of the group of 29 young people from Estonia,

Turkey, Croatia, Latvia and Poland who took part in the training course, which was held

in Cesis, Latvia 6th to 13th October 2013. All participants of this training contributed their

ideas, time and hard work to the development of the manual.

This manual will be a good resource for

- Youth workers, all those who work with young people and has a need to

understand their motivational and de-motivation factors for active participation;

- Young people who seeks to understand their own motivation and de-motivational

factors;

- Anyone who is interested in individual and group motivation and de-motivation

processes.

Contributors

Project was implemented by NGO „Youth Leaders Coalition” – resource centre for

everyone who is interested in the development of youth work in Latvia and abroad. Our

mission is to establish well developed, democratic network of youth coordination and

institutions in Latvia for developing youth cooperation, partnership, experience exchange

and enlarging communication methods of youth in Latvia and abroad. Youth Leaders

Coalition facilitates international youth exchanges, trainings, volunteer projects and

provides advocacy and consultation on different issues for youth. More information

about Youth Leaders Coalition – www.facebook.com/YouthLeadersCoaliton

Participants: Vladimir Zaitsev, Diāna Apinīte, Elanur Bektas, Nazli Binici, Onur Emre Uyar, Filip

Eterović, Rolands Fedotovs, Alex Jarvis, Pauls Krastiņš, Lana Kunštek, Gatis Laizāns, Viktorija

Minajeva, Pawel Mochocki, Denis Strelkov, Tomas Moleda, Kamil Wierzbowski, Agnieszka Tercz,

Anna Sledzinska, Ines Oštrić, Lisandra Roosioja, Julia Snahtsjan, Nurdan Terzioglu, Fadil Tutar, Anete

Vilne, Iva Čuka

Facilitators: Linda Kalniņa (Youth Leaders Coalition, Latvia), Anna Korjakina (Life Zone, Estonia),

Inese Šubēvica (Youth Leaders Coalition, Latvia), Rūta Keviešena (Youth Leaders Coalition, Latvia)

Partners: Raplection (Croatia), Istanbul Collective Arts and Culture Association (Turkey), Centrum

Inicjatyw UNESCO (Poland), Life Zone (Estonia)

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„This project has been funded with support from the European Commission. This material reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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Contents

1.What is motivation? .................................................................................................................... 5

1.1.Why do we need motivation in Youth Work? ....................................................................... 5

2.Motivation Theories .................................................................................................................... 6

2.1.Maslow’ hierarchy of needs .................................................................................................. 6

2.1.1.Biological and Physiological needs ................................................................................. 3

2.1.2.Safety needs .................................................................................................................... 3

2.1.3.Belongingness and Love needs ....................................................................................... 3

2.1.4.Esteem needs .................................................................................................................. 4

2.1.5.Self – actualization needs ............................................................................................... 4

2.2.HERZBERG’S THEORY ............................................................................................................. 5

2.3.THEORY “X” & “Y” .................................................................................................................. 7

2.4.McClelland’s Human Motivation Theory ............................................................................. 10

2.4.1.The needs for achievement .......................................................................................... 10

2.4.2.The needs for power ..................................................................................................... 11

2.4.3.The needs for affiliation ................................................................................................ 11

2.4.4.The steps for using McClelland's theory ....................................................................... 12

3.De-motivation theory and factors ............................................................................................ 13

3.1.What is de-motivation? ....................................................................................................... 13

3.2.Demotivation by the cause of fear (1) ................................................................................. 14

3.3.Demotivation by the unclear or wrong goals/tasks (2) ....................................................... 14

3.4.Demotivation by the limited autonomy (3) ......................................................................... 15

3.5.Demotivation by the conflict of values (4) .......................................................................... 15

3.6.Demotivation by the loneliness (5) ..................................................................................... 15

3.7.Demotivation by the lack of challenge (6)........................................................................... 16

3.8.Demotivation because the person don’t know the next steps (7) ...................................... 16

3.9.Demotivation by the cause of confusion (8) ....................................................................... 16

3.10.Demotivation because the person don’t have “the full picture” (9) ................................ 17

3.11.Demotivation by the cause of burning-out (10) ................................................................ 17

3.12.De-motivation at work ...................................................................................................... 18

4.How to motivate individuals and groups ................................................................................. 19

4.1.Individual intrinsic and extrinsic motivation ....................................................................... 19

4.2.How you can increase your intrinsic motivation? ............................................................... 19

4.3.Examples of extrinsic motivation factors ............................................................................ 22

4.4.Intrinsic and extrinsic group motivation ............................................................................. 23

4.5.Factors that motivate and inspire ....................................................................................... 23

5.YOUTH IN ACTION PROGRAMME ............................................................................................. 25

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1.What is motivation?

Motivation is related to the internal or external drive to do something, to satisfy

unsatisfied needs. It is the reason or reasons one has for acting or behaving in

a particular way (Oxford Dictionary).

Many authors have also defined the concept of motivation as:

1.1.Why do we need motivation in Youth Work?

Motivation is essential for young people, because it

determines the reasons why they want to participate

in different youth activities. Motivation helps

youngsters to be active in civic processes and do it

with joy, enthusiasm and positive attitude. Motivation

helps young people to deal with important issues in

their everyday life and to seek for their self-

development.

In order to understand individual motivation and de-

motivation for active participation everyone should

develop their understanding of individual needs.

This manual provides information and examples

about general motivation theories, motivational and

de-motivational factors for an individual and group

which are selected by the participants of

international project.

"the psychological process that gives behaviour purpose and

direction" (Kreitner, 1995);

"a predisposition to behave in a purposive manner to achieve specific,

unmet needs" (Buford, Bedeian, & Lindner, 1995);

"an internal drive to satisfy an unsatisfied need" (Higgins, 1994);

"and the will to achieve" (Bedeian, 1993).

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2.Motivation Theories 2.1.Maslow’ hierarchy of needs The earliest and most widespread version of Maslow's (1943, 1954) hierarchy

of needs includes five motivational needs, often depicted as hierarchical levels

within a pyramid. This five stage model can be divided into basic (or deficiency)

needs (e.g. physiological, safety, love, and esteem) and growth needs (self-

actualization).

One must

satisfy lower

level basic

needs before

progressing

on to meet

higher level

growth needs.

Once these

needs have

been

reasonably

satisfied, one

may be able to

reach the

highest level

called self-

actualization.

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2.1.1.Biological and Physiological needs (1)

In order to satisfy these needs in youth work, youth leaders or people who work

with youth can take several actions. While preparing for activities, many factors

should be taken into consideration.

For example, adequate space with

enough fresh air and light should be

used for the activities and

participants should be provided with

enough meals, allowed to take a

coffee break and have an adapted

timetable.

2.1.2.Safety needs (2)

The factors that should be considered when thinking of satisfying safety needs

differ. For example, language barriers can be a great source of stress for some

people and cause feeling of unsafe. Therefore, youth workers should try to

facilitate and create the atmosphere where cultural differences are overcome

and every task and opinion would be understandable to all the people involved.

Moreover, people hosting the activities should make their guests feel welcome

and create secure surroundings for them. Good youth workers should also be

able to use first aid kit and to ensure that youth have valid health insurance.

2.1.3.Belongingness and Love needs (3)

Youth work can help the youth to evolve positive emotions and make new

friendships. Also, youth work enables development of trust, respect and caring

between people from different cultural backgrounds by involving youth in

different interactive activities. That way they encourage need for belongingness

and love.

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2.1.4.Esteem needs (4)

Positive atmosphere of youth

work can improve active lifestyle

and promote developing

feelings of trust and respect

among youth. It can help youth

to improve not only self esteem

but also earn other people’s

respect and trust. Good youth

leader can be a very important

figure and his/her support and

esteem mean a lot for person’s

further development.

2.1.5.Self–actualization needs (5)

Certain behaviour leads to self-actualization:

(a) Experiencing life like a child, with full absorption and concentration;

(b) Trying new things instead of

sticking to safe paths;

(c) Listening to your own feelings in

evaluating experiences instead of the

voice of tradition, authority or the

majority;

(d) Avoiding pretence ('game playing')

and being honest;

(e) Being prepared to be unpopular if

your views do not coincide with those

of the majority;

(f) Taking responsibility and working hard;

(g) Trying to identify your defences and having the courage to give them up.

To understand this theory even better, we recommend

watching the following video:

“Hierarchy of Needs in Ratatouille”

http://www.youtube.com/watch?v=tzQ9vrvTAtk

Keep in mind! Needs are not universal,

because there are cultural, economical, gender differences.

According to other researchers self-actualization is not a level, but a process.

People may have basic unfulfilled needs and still seek to meet higher needs.

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2.2.HERZBERG’S THEORY

Herzberg was the first to show that satisfaction and dissatisfaction at work

nearly always arose from different factors, and were not simply opposing reactions to

the same factors, as had always previously been (and still now by the unenlightened)

believed. He divided the factors to hygiene and motivational.

In 1959 Herzberg wrote the following useful little phrase, which helps explain

this fundamental part of his theory, i.e.,

that the factors which motivate people at

work are different to and not simply the

opposite of the factors which cause

dissatisfaction:

Although Herzberg is most noted for

his famous 'hygiene' and motivational

factors theory, he was essentially

concerned with people's well-being at work. Underpinning his theories and

academic teachings, he was basically attempting to bring more humanity and

caring into the workplace.

"We can expand ... by stating that the job satisfiers’ deal with the factors involved in doing the job, whereas the job dissatisfiers deal with the factors which define the job context."

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He and others like him did not develop their theories to be used as

'motivational tools' purely to improve organisational performance. They sought

instead primarily to explain how to manage people properly, for the good of all

people at work.

Then as now, poorly managed organisations

fail to understand that people are not

'motivated' by addressing 'hygiene' needs.

People are only truly motivated by enabling

them to reach for and satisfy the factors that

Herzberg identified as real motivators, such

as achievement, advancement, development,

etc., which represent a far deeper level of

meaning and fulfilment.

To understand this theory even better, we recommend watching

the following video: Reinforcement Theory of Motivation:

http://www.youtube.com/watch?v=1yuQq5VPZmg

Herzberg’s research proved that

people will strive to achieve

‘hygiene’ needs because they are

unhappy without them,

But once they are satisfied the effect soon wears off – satisfaction is temporary.

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2.3.THEORY “X” & “Y”

Theory X and Theory Y are theories of human motivation created and developed

by Douglas McGregor at the MIT Sloan School of Management in the 1960s that

have been used in human resource management, organizational

behaviour, organizational communication and organizational development. They

describe two contrasting models of workforce motivation.

Theory X and Theory Y have to do with the perceptions managers hold on their

employees, not the way they generally behave.

It is the attitude not attributes.

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2.4.McClelland’s Human Motivation Theory

There are certain needs that are learned and

socially acquired as the individual interacts

with the environment. Such needs are

classified into three broad categories.

McClelland indicates that we all have these

three motivating drivers (needs) regardless of

our gender, culture or age. One of them is

dominant motivator and that is dependent on our culture and life experiences. Most

people possess and expose a combination of different

characteristics for each of these needs.

How to motivate a person with these dominant needs?

What are the characteristics for this person?

2.4.1.The needs for achievement (1)

A person whose dominant motivator is achievement always seeks for attainment and

challenging goals. They have a strong need for feedback during the process and a

sense of accomplishment.

They like to take risks and

usually prefer to work

alone.

McClelland believed that

achievement – motivated

people are generally the

ones who make things

happen and get results,

and they get results within

the organisation of other people and resources.

Achievement motivation make the best leaders, they are focused and results driven,

although there can be a tendency to demand too much of others if they believe that

they has similar motivators. Achievement for them is more important than material or

financial award, because achieving the aim or task give them greater personal

satisfaction than receiving praise or recognition. Achievement – motivated people

constantly seek improvements and ways of doing things better.

Giving challenges Taking risks

Telling successful stories Giving trust

Sharing experience with successful people Price/Punishment

Giving encourage

Helping to discover their skills

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McClelland argues that the achievement motive can be taught (learned) and

socially acquired as the individual interacts with the environment.

Achievement level can be raised by creating a healthy work atmosphere,

provision of reasonable freedom of more responsibilities and by making tasks

more interesting and challenging. According to McClelland, every person has

an achievement motive to some extent. Most people will put more efforts into

their work if they are challenged to do better.

2.4.2.The needs for power (2)

A person whose dominant motivator is power has a strong need to lead, to be

influential, effective and to make an impact. They enjoy status, recognition from

others and like to compete and to win. They are authority motivated that is why

they will produce a

determined work

ethic and

commitment to the

organisation. They

are attracted to the

leadership role, but

may not possess the

required flexibility

and people - centred

skills.

2.4.3.The

needs for

affiliation (3)

A person with dominant needs for affiliation

has a need for friendly relationships and is

motivated towards interaction with other

people. They have motivation and need to be

liked, that is why they usually are team players.

But this need to be liked can influence their

objectivity and capability of decision making.

They prefer collaboration over competition and

do not like to take high risks.

Give them responsibility and opportunity Influence Smart Optimistic

Give them Initiative Emotionally Strong

To Respect To Appreciate

Solidarity Cooperative Good Speaker

Evaluation/Motivation Meetings Open-mindedness to their ideas

Decision Making Determined Responsible

Respected Transparency

Leadership Skills Completes Work

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2.4.4.The steps for using McClelland's theory 1:

Step 1: Identify Drivers

Examine your team to determine which of the three motivators is dominant for each

person. You can probably identify drivers based on personality and past actions.

Step 2: Structure Your Approach

Based on the driving motivators of your workers, structure your leadership style and

project assignments for each individual team member. This will help ensure that they

all stay engaged, motivated, and happy with the work they are doing.

To understand this theory even better, we recommend watching the

following videos: http://vimeo.com/52130746

http://vimeo.com/21349143

1 http://www.mindtools.com

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3.De-motivation theory and factors

3.1.What is de-motivation? If the motivation factors are the reasons why we are doing something, the factors

that drives us to do something and to fulfil some

needs, then de-motivation also has its types and

characteristics. De-motivation is not just struggle

with the same problem whenever you are not

motivated for action – it is a category of problems

that has many distinctions within it.

Not so much studied as a motivational

phenomenon;

Standard motivational techniques can fail to

de-motivation;

When you feel de-motivated for

some action, the first step is to find

out WHY?

We have distinguished 10 different types

(factors) of de-motivation and some tips that

can help you to decrease de-motivation.

Influence:

Reduction of the efficiency;

The increase in costs (if any);

The innovative trend of declining;

Increase in the number of errors;

Atmospheric deterioration.

To understand this better, we recommend watching the following

videos:

http://www.youtube.com/watch?v=l-gQLqv9f4o

http://www.ted.com/talks/dan_pink_on_motivation.html

Goal setting, planning, organizing and structuring, prioritization is usually a solution to prevent de-motivation.

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3.2.Demotivation by the cause of fear (1) The fear is slowing down the activity and the achievement of the objectives of the

prevented.

What are the young people’s de-motivation factors of fear?2

What you can do?

• Define your fear;

• Answer to the questions - why are they? For what they warn? What are the

chances that it would really happen?

• Is there any other fear left? Consider risk management strategies.

• Development through small steps. Divide your strategy into smaller steps.

3.3.Demotivation by the unclear or wrong goals/tasks (2) Personal objectives v/s public,

organization pressure

What you can do?

Evaluate your aims in a

longer period;

Objective review;

Remind yourself what

makes you happy;

New aim definition.

2 We asked some young people in the streets

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3.4.Demotivation by the limited autonomy (3) It is necessary to make a decision about what should be done, how to do it and why?

What you can do?

Decision making for your own purposes;

Discussion with the management of organisation.

3.5.Demotivation by the conflict of values (4) Multiple values are in conflict and uncertainty about what are the priority values. It is

not enough to know what you don’t want. More important is to know what it is that

you want.

What are the young people’s de-motivation factors of values?3

What you can do?

Understand your values, write them down;

Write down the value directions (which values conflicts);

Work of the analysis and evaluation;

Conclusions that all values are identical in general, because they are your

values;

Prioritization.

3.6.Demotivation by the

loneliness (5) Do you feel that there is no one next to

you? There is no one to do things

together and to share with?

3 We asked some young people in the streets

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What you can do?

Activities with friends;

Events that inspire;

Regular compensation mechanism;

"Networking" in the areas of your interest.

3.7.Demotivation by the lack of challenge (6)

The lack of challenge can be a result of routine.

What you can do?

To review the goals and projects;

Transform them so that they are more ambitious for you;

Review of tactics on how to achieve your goals - choose those that forces you to

get new knowledge;

3.8.Demotivation because the person don’t know the

next steps (7) This can happen if you have set your goals and you know what should be the result,

but you haven’t indicated the small steps and the ways how to reach your goals.

What you can do?

Precisely formulate what you want and how you will get it?

Determine a clear time for small steps;

Clear expectations.

3.9.Demotivation by the cause of confusion (8)

Confusion, doubt, distrust.

What you can do?

Don’t rush things! Do this phase peacefully;

Tell other people who are able to listen to you;

Need to relax, to describe it and to live it through. Then it will disappear by itself.

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3.10.Demotivation because the person don’t have “the full picture” (9) If you don’t know the full picture, it is very difficult to do small steps (tasks), although

the long-term goal is clear, but the plan is not.

What you can do?

Define precisely what you want and how you want it to be done;

Make clear expectations.

3.11.Demotivation by the cause of burning-out (10) Continuous tiredness, overload, the desire to "switch

off", non-compliance with basic needs and preferences.

Long lasting exhaustion and diminished interest in

work.

What are the young people’s de-motivation factors

of burning-out?4

What you can do?

Have more sleep. The process of thinking will get stabilised (burnout syndrome

should not be as long-term);

Important things vs. Insubstantial;

Priority setting;

A division of labour.

„7 Strategies to Prevent Burnout”5 By Paula Davis-Laack, lawyer turned stress & resilience expert

4 We asked some young people in the streets

5 http://www.huffingtonpost.com/paula-davislaack/job-burnout_b_3530660.html

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Maintaining the Momentum 6

To understand this better, we

recommend watching the

following videos: „7 Signs of a Demotivated Workforce”

http://www.youtube.com/watch?v=U0F_ii1rv4A

„The Art of Demotivation”

http://www.youtube.com/watch?v=ZBdU9v5nLKQ

http://www.youtube.com/watch?v=Cpbpx3j0EdU 3.12.De-motivation at work 7

6 http://clarissacollakoppen.wordpress.com/tag/de-motivation/

7 For more information: http://www.authorstream.com/Presentation/Amal.Sanad-121012-de-motivation-work-

hrm-final-presentation-2003-education-ppt-powerpoint/

Motivation!

You start a new job, it’s exciting, and everything is new: new people, new tasks, new competition, and possibly a

higher salary and/or more benefits. Your goals finally seem in reach. It’s the

job that gets your adrenaline flowing and makes you look forward to work the

next day…

De-motivation!

Months later, that same job is one you dread waking up

for. The people, well you know their whole life story,

the boss favours them and they’ve been getting rewards that you should

have received. The new tasks, well they aren’t so

new anymore, in fact, you could probably do them blind folded and it’s not

challenging you in anyway. As for the salary…for the job

you’re doing, it’s no longer

worth it!

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4.How to motivate individuals and groups Youth work involves individuals and mostly they make formal or

informal groups to reach their goals, to support their community in

different ways, especially youth. Every youth group consists of

action by each member of a group and motivation factors may

vary not only for each individual, but also by each youth group.

4.1.Individual intrinsic and extrinsic motivation

Intrinsic motivation is powerful

source of individual motivation

because it is derived from a self-

concept, core beliefs and internal

needs.

Extrinsic motivation is different

rewards and punishments that come

from outside world. This motivation

is short term and the desired

behaviour will probably disappear

when the treat is gone (or forgotten)

or the promise has been delivered.

4.2.How you can increase your intrinsic motivation? "I can do it"

The first thing is to believe in you.

Any motivation has to come from

within the individual. The person has

to see their goal and be convinced

that their goal is achievable.

Ego

People want to feel good and better

about themselves. To create and

accomplice individual challenges

increases one's self-esteem and ego.

The difference = the reason why a person is doing something?

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Set goals and try to reach it (trying to succeed)

The first thing is to create a set of goals. These have to interest and inspire the

individual and they need to be achievable. The person has to see the path to the goal

in order to successfully achieve their initial aims.

Creating S.M.A.R.T. Goals

Specific - A specific goal has a much greater chance

of being accomplished than a general goal. To set a

specific goal you must answer the six "W" questions:

*Who: Who is involved?

*What: What do I want to accomplish?

*Where: Identify a location.

*When: Establish a time frame.

*Which: Identify requirements and constraints.

*Why: Specific reasons, purpose or benefits of

accomplishing the goal.

EXAMPLE: A general goal would be, "Get in shape."

But a specific goal would say, "Join a health club and

workout 3 days a week."

Measurable - Establish concrete criteria for measuring progress toward the

attainment of each goal you set. When you measure your progress, you stay on track,

reach your target dates, and

experience the exhilaration of

achievement that spurs you on

to continued effort required to

reach your goal.

Attainable - When you identify goals that are most important to you, you begin to

figure out ways you can make them come true. You develop the attitudes, abilities,

skills, and financial capacity to reach them. You can attain most any goal you set

when you plan your steps wisely and establish a time frame that allows you to carry

out those steps.

Relevant (Realistic) - To be realistic, a goal must represent an objective toward which

you are willing and able to work. Be sure that every goal represents substantial

progress. A high goal is frequently easier to reach than a low one because a low goal

exerts low motivational force. Your goal is probably realistic if you truly believe that it

can be accomplished.

Timely - A goal should be grounded within a time frame. "Someday" won't work. But if

you anchor it within a timeframe, "by May 1st", then you've set your unconscious

mind into motion to begin working on the goal.

To determine if your goal is measurable, ask

questions such as - How much? How many? How will I know when it is accomplished?

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Personal development

People feel the need to improve themselves. According

to Maslow's theory of hierarchy, this is the final stage of

a human's needs. People want to learn new skills and

challenge themselves. For many people, this is exciting

and so therefore is motivating in itself. In the developed

world, people have a greater opportunity to focus on

their inner selves.

Curiosity

Something in the physical environment attracts the learner's

attention or there is an optimal level of discrepancy

between present knowledge or skills and what these could

be if the learner engaged in some activity.

Fear

Humans are sometimes motivated by their fears. Many

people feel the need to prove themselves as they challenge

or face their fears. In terms of personal development,

people see their fears as something to overcome and by doing so, become stronger

individuals. This is one of the strongest motivational factors, but depending on

individual it can be a de-motivational factor as well.

Control

People have a basic tendency to want to control what happens to them.

Fantasy

Learners use mental images of things and situations that are not actually present to

stimulate their behaviour.

Competition

Learners feel satisfaction by comparing their performance favourably to that of

others.

Recognition

Learners feel satisfaction when others recognize and appreciate their

accomplishments.

To understand this better, we recommend watching the following

videos:Pursuit of Happiness, the basketball scene http://www.youtube.com/watch?v=dPEdwaLQLag

127 HOURS - Official Movie Trailer

http://www.youtube.com/watch?v=OlhLOWTnVoQ

Partly Cloudy

http://www.youtube.com/watch?v=-a6Pe1ovKHg

Part of a person's individual motivation is to develop themselves mentally as well as physically.

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4.3.Examples of extrinsic

motivation factors Financial Rewards

Commissions, bonuses, stock options

and employee stock plans are

compensatory rewards used to

motivate employees. Within the range

of extrinsic motivations, these are

"carrots." The drive for money and

success can often get people's feet

marching.

Praise and Recognition

Some people aim to please. And nothing pleases them more than receiving praise for

their hard work. This extrinsic motivation is one of the strongest, most common

motivations in the workplace. Numerous studies show recognition and praise contribute

more to job satisfaction than financial incentives. Regularly delivering sincere and

genuine compliments is a strong extrinsic motivational method.

Peer Pressure

A teenager - and anyone who has been a teenager - knows all about the power of groups

as extrinsic motivating factors. The pressure to feel accepted and valued can in fact be a

motivator. Perhaps at some point it was a motivator to try cigarettes. Or at work, it may

be the reason people work their hardest - to keep up with their team - or why they take

longer or shorter lunches. And ff the rest of the

kids are doing it.

Consequences and Punishment

When the heat's on, many people take action

or step up their performance. Knowing the

boss will be angry or their job may be on the

line is a reason many people get their work

done. Is fear the best motivational tool in the

arsenal? Psychologists and management

experts debate this. But it is definitely an

extrinsic motivation.

Motivation – De-motivation in Youth Work, Latvia, 2013

23

4.4.Intrinsic and extrinsic group motivation Motivational factors differ since the goals of the individual and the team are often not on

the same level. The individual will always fight to fulfil their higher level needs. These

needs are often not consistent with the needs of the team and of the individual. The

motivation of the individual is essential for successful motivation of the team. Team

members must be able to fulfil their higher level needs to be motivated and team

members must be committed to the team.

Along with good leadership that enables team

members to fulfil their goals all of these

qualities will motivate a team.

By realizing other factors besides intrinsic rewards that will motivate individuals, the

team will also be motivated. The sharing of knowledge, support, solidarity and

communication are all highly effective in motivating a team. All in all, a team that exists

within a collaborative, structured and communicative environment will be highly

motivated.

Overall, there are consequences when teams lack motivation. By examining the

consequences in the areas of task, structure, goals, and members, we are able to

recognize how motivation is lost and proactively address any issues in the future.

To understand this better, we recommend watching the following

videos:

L'Equip Petit - The little Team (Documentary on Young Football Players)

The Best Motivational Speech in the World

Motivational and inspirational video:

http://www.youtube.com/watch?v=_pEBz6PzF50

4.5.Factors that motivate and inspire

A clear team goal;

The interaction of team members, that when combined

produce results which are greater than the sum of the

individual members;

A show of commitment from the other team members

inspires the group as a whole;

If there are enough resources available for the team,

then this increases productivity and morale;

The motivational factors that drive a

team can be divided into four categories

– task, structure, goals, and members.

Motivation – De-motivation in Youth Work, Latvia, 2013

24

High standards should be maintained within the team;

A good team atmosphere;

The relationship between the ambition of the team and

the individuals is two way;

There should be direction and leadership within the

team; often from a select number of individuals;

The team members should help and support each

other;

The team members should feel free to express their opinions and views;

The team schedule should be realistic and followed as closely as possible;

It is essential for the team to be transparent and for the members to trust each

other;

A strong and clear team initiative is important for motivation;

The team members should be competent and respect each other’s talents and

abilities.

To understand this better, we recommend watching the following videos:

Motivation, Success, Greatness. -Will Smith

http://www.youtube.com/watch?v=M1W71fI1wCM

Group motivational quotes

Individual motivational quotes

Your days are your life in miniature. As you live your hours, so you create your years. As you live your days, so you craft your life. What you do today is actually creating your future. The words you speak, the thoughts you think, the food you eat and the actions you take are defining your destiny — shaping who you are becoming and what your life will stand for. Small choices lead to giant consequences over time. There’s no such thing as an unimportant day. Robin Sharma

Motivation – De-motivation in Youth Work, Latvia, 2013

25

5.YOUTH IN ACTION PROGRAMME

This Training Course „Motivation – De-motivation in Youth Work” was organised with

financial support of Youth in Action Programme.

Youth in Action is the Programme the European Union has set up for young people. It

aims to inspire a sense of active European citizenship, solidarity and tolerance among

young Europeans and to involve them in shaping the Union's future. It promotes mobility

within and beyond the EU's borders, non-formal learning

and intercultural dialogue, and encourages the inclusion

of all young people, regardless of their educational, social

and cultural background: Youth in Action is a Programme

for all. Every year, thousands of projects are submitted by

promoters in order to get financial support from the

Programme; a selection process aims at granting the best

projects.

The authors of this manual are not the authors of all used photos and videos. The

purpose of the use is for non-profit educational purposes, only.

The links from photo and video sources are attached. http://openphoto.net/gallery/image/view/22829

http://www.quickmeme.com/meme/32pe

http://www.thecelebsocial.com/hollywood/eminem/

http://www.disney.co.uk/ratatouille/#gallery

http://collectortech.com/blog/2013/03/motivating-collectors-the-herzberg-continuum/

http://www.accel-team.com/index.html

http://greenchambersd.wordpress.com/2010/07/20/did-you-know/

http://www.millermosaicllc.com/mlm/

http://izquotes.com/quote/135759

http://studentsuccess.unc.edu/setting-goals/

http://photo.net/photodb/photo?photo_id=6028333

http://www.loesje.org/node/126

http://www.fotosearch.com/photos-images/syndrome.html

http://www.fotosearch.com/clip-art/tired.html

http://www.authorstream.com/Presentation/Amal.Sanad-121012-de-motivation-work-hrm-final-presentation-2003-education-ppt-

powerpoint/

http://gayecrispin.wordpress.com/tag/anything/

http://www.planetofsuccess.com/blog/wp-content/uploads/2010/10/motivation2.jpg

http://iheartinspiration.com/quotes/dont-ever-let-somebody-tell-you-you-cant-do-something/

http://izquotes.com/quote/78594

http://izquotes.com/quote/160673

http://athleticpoetics.tumblr.com/post/61638338429/there-is-no-i-in-team-but-there-is-an-i-in

The new EU programme Erasmus+ for Education, Training, Youth and Sport for

2014-2020 is starting in January 2014. More information you can find here:

http://ec.europa.eu/programmes/erasmus-plus/