THERE IS MORE THAN MEETS THE EYE TO MOTIVATION

Josephine PalermoCoaching Leadership and Motivation (CALM)

Deakin University

August 2013

BEFORE WE START... Complete the survey – respond to each

scenario

MOTIVATIONTWO DISPARATE SYSTEMS

1. Organismic systems

Cognitive Psychology: Our perceptions of the world are a function of environmental stimulus and mental structures.

Humanistic Psychology: a self unifying system that responds to experience and meaning.

MOTIVATIONTWO DISPARATE SYSTEMS

2. Dialectic System

Focuses on the development and interaction between a person and their environment (social/contextual) where change and conflict are seen as ongoing necessary processes.

BRINGING THE TWO SYSTEMS TOGETHER

‘Individuals have natural, innate, and constructive tendencies to develop an ever more elaborate and unified sense of self’ (Deci & Ryan, 2004).

This tendency involves integrating both autonomy (self) and homonomy (self with others). The integration process can be enabled or thwarted by (social/contextual) factors.

SELF DETERMINATION THEORY (SDT)

>Others

>Self

Aims to explain factors that enable (nurture) or thwart (impede) this innate tendency within the

system of integration

Why we pursue goals:Three needs: Autonomy Competence Relatedness

Need strength and satisfaction are important.

SELF DETERMINATION THEORY

Why we pursue goals: Motivation is multidimensional

with multiple levels (strengths) and multiple orientations (types).

Motivation can be conceptualised along a continuum between instrinsic and extrinsic motivation.

Needs satisfaction positively predicts motivation in a number of contexts.

(Grouzet, Vallerand, Thill, & Provencher, 2004; Hagger, Chatzisarantis, & Harris, 2006; Sheldon & Filak, 2008; Standage, Duda, & Ntoumanis, 2006).

SELF DETERMINATION THEORY

MOTIVATION CONTINUUM

Intrinsic Motivation

Extrinsic Motivation

Amotivation

Integrated

Regulation

Identified

Regulation

Introjected

Regulation

External

Regulation Non-regulation

More self-determined Less self-determined

>Extrinsic motivation

>Intrinsic motivation

>Integrated Regulation

Contexts can be informational, promoting autonomy and internalisation, or controlling, undermining internalisation and self-determined motivation

(Deci, La Guardia, Moller, Scheiner, & Ryan, 2006)

CONTEXTUAL INFLUENCES

MOTIVATION CONTINUUM

Intrinsic Motivation

Extrinsic Motivation

Amotivation

Integrated

Regulation

Identified

Regulation

Introjected

Regulation

External

Regulation Non-regulation

More self-determined Less self-determined

>Where is your coachee on this

continuum? >How could you

know?

>High autonomy support

>Low autonomy support

AUTONOMY SUPPORTIVE ENVIRONMENTS / CONTEXTS PREDICTED: Staff well-being, job

satisfaction and motivation for carrying out treatment programs in psychiatric patient sample (Lynch, Plant and Ryan, 2005);

Similar effect has been found in non-psychiatric patients (Williams, Rodin, Ryan, Grolnick, & Deci, 1998);

Swimmers autonomous motivation (Pelletier, Fortier, Vallerand, & Brière, 2001);

Student’s autonomous motivation (Black & Deci, 2000);

Engagement (Reeve, Jang, Carrell, Jeon, & Barch, 2004);

Self-determined learning (Williams & Deci, 1996);

Patient’s long-term medication adherence from physicians (Williams, et al., 1998);

Increased autonomous motivation for smoking cessation (Williams, Gagné, Ryan, & Deci, 2002);

Employees’ acceptance of organisational change, both cross-sectionally and longitudinally over a 13-month period (Gagne, Koestner and Zuckerman, 2000).

Perceived autonomy support from managers predicted needs satisfaction of employees, which in turn predicted performance and adjustment (Baard et al., 2004).

COACHES WHO ARE AUTONOMY SUPPORTIVE SHOULD EXPECT...

Increases in needs satisfaction Increases in self determined motivation Maximal or optimal work performance in

coachees...

CALM STUDY 1 Blind experimental coaching study

(N=58) 3 conditions:

High autonomy supportiveLow autonomy supportive (controlling)Self coaching

Coaches trained to deliver both conditions.

Study also measured and controlled for causality orientation

WHAT DOES IT MEAN TO BE AUTONOMY SUPPORTIVE IN COACHING?

Taking coachee’s feelings and perspectives into account, providing choice, encouraging initiative and

independent action, providing feedback in an informational manner, and providing a

meaningful rationale.

Discuss how you might create a coaching condition That is “high autonomy supportive”...That is “standards (control) supportive”...

COACHING CONDITIONSCondition Autonomy Support GROW SMARTERAutonomySupport(AS)

Autonomy support high. Coachees with complete autonomy in all aspects of the coaching program such as selection of goals and goal attainment strategies. Coaches enact provisions of autonomy support.e.g. “Are there any specific goals that you would like to focus on?”

Goal - coachee chooses specific objective of coaching. Reality – what is happening at the moment? Options – options from coachee.Wrap-up – commit to action, agree on support, next steps.

Specific.Measurable: how will others / coachee know?Attractive: to coachee.Realistic.Timely.Ethical.Recorded: by coachee.

StandardsSupport(SS)

Autonomy support low. Coaches act as expert advice givers, suggest goals and objectives, and use evidence from leadership literature to influence and evaluate coachee strategies.e.g. “Based on our discussion, I think that you should focus on improving...”

Goal - coach suggests specific objective of coaching.Reality – what is happening at the moment? Options – options (advice) from coach.Wrap-up – commit to action, agree on support, next steps.

Specific.Measurable: coach will measure / know.Accountable: to coach.Realistic.Timely.Ethical.Recorded: by coach.

YOUR AUTONOMY SUPPORT

Remember that questionnaire you completed...

Use the scoring guide... Higher scores (closer to 100) reflect a

more autonomy supportive orientation and a lower score or negative scores reflect a more controlling orientation.

CALM STUDY 1 FINDINGS Satisfaction of all three basic

psychological needs was found to be significantly and strongly related to autonomous motivation.

Perceived autonomy support was significantly associated with satisfaction of the three needs and increased coachee autonomous motivation.

Autonomy support and standards support conditions did not differ significantly in relation to autonomous motivation.

CALM STUDY 1 FINDINGS (CONT)

Means over time in the low autonomy supportive condition actually increased to a greater extent than means in the autonomy supportive condition

Note: (not a statistical significant difference).

CALM STUDY 1 IMPLICATIONS Autonomy supportive coaching

processes may facilitate coachee internalisation of behaviours, and increased self-determined regulation.

Relationships expected from research in relation to causality orientation, needs satisfaction and self-determined motivation were shown to also exist within a coaching context.

No significant differences between coaching conditions.

LET’S DEVELOP YOUR LEVEL OF AUTONOMY SUPPORT...

You completed an assessment earlier. Think about a development goal related

to developing autonomy support within your own coaching practice.

Please think about something you ideally would like to do in relation to your development as a practitioner.

In other words, please think about a hope or aspiration you currently have.

REGULATORY FOCUS THEORY SDT addresses the reasons for pursuing a

goal... RFT addresses the purpose of pursuing a goal... Goals serve a more general purpose that is

thought to be related to different motivational dispositions or internal drives rather than external demands.

Goal pursuit itself is motivational and increasing the strength of engagement.

Feedback in coaching that matches goal pursuit can increase motivation and strength of engagement?

REGULATORY FOCUS THEORYPromotion focus: individuals are dispositionally motivated to minimize discrepancies between actual and ideal end states.

Success is represented as the presence of positive outcomes (achieving goals), while failure is the absence of positive outcomes (not achieving goals).

Prevention focus: individuals are dispositionally motivated to minimize discrepancies between actual and ought end states.

Success is represented as the absence of a negative outcome (not missing a goal) while failure is represented as presence of a negative outcome (missing a goal).

(Higgins, 1997, 1998)

REGULATORY FIT Individuals will have

a higher level of motivation if they apply an eagerness approach when in promotion focus

or if they apply a vigilant approach when in prevention focus

…compared to the non-fit situations.

TWO EXPERIMENTS SPIEGEL, GRANT AND HIGGINS (2004)

Complete a written report:

“capture as many details as possible to make the report vivid and interesting” (eagerness)

“avoid forgetting detail and being careful not to make the report bland and boring” (vigilance).

Participants in the regulatory fit condition were 50 percent more likely to hand in the

report than participants in the non-fit condition

Recommended to eating more fruit and vegetables:

Achieving health (promotion focus)

Avoiding illness (prevention focus)

Participants in the fit condition were found

to eat 20 percent more fruit the

following week than participants in the non-fit condition.

CALM STUDY 2 Prevention and promotion states can be

primed.. Will framing feedback to recipient’s

particular regulatory focus (after priming) increase motivation?

RF INDUCTION: PRIMING FOR A PROMOTION FOCUS You have now spent a few weeks

focusing on a particular goal relating to your leadership style development.

Now, you are asked to think about an additional goal. Please think about something you ideally would like to do in relation to your leadership development.

In other words, please think about a hope or aspiration you currently have.

FEEDBACK, FIT CONDITION (PROMOTION)Congratulations, you have achieved an ideal score on the Leadership Skills test by successfully finding the majority of correct answers. You have achieved above 90 percent of the correct answers.

Your score indicates that you are considering the full range of leadership behaviours in order to achieve an optimal match between your skills and a particular situation.

FEEDBACK, NON - FIT CONDITION (PREVENTION)Congratulations, you have met the performance standard set by the test producers and successfully avoided most of the incorrect answers. You avoided 90 percent of incorrect answers.

Your score indicates that you are carefully considering which type of leadership behaviour is appropriate for a particular situation in order to avoid substandard performance.

CALM STUDY 2 FINDINGS Level of motivation increased following feedback that contained promotion goals and eagerness means (fit) compared to feedback that contained prevention goals and vigilance means (non-fit).

7

7.5

8

8.5

9

9.5

10

Before feedback Post feedback

Moti

vatio

n Le

vel

Fit

Non-Fit

CALM STUDY 2 FINDINGS (CONT)

Dispositional Focus

MotivationT1

MotivationT2

Mean SD Mean SD

Promotion (n=19)

8.60 1.92 8.97 1.67

Prevention (n=10)

7.30 2.40 7.98 2.41

There was no significant interaction between dispositional RF and time

IMPLICATIONS FOR COACHING Feedback effectiveness can be increased

by framing feedback to the individuals’ regulatory (promotion) focus.

In situations where it would be difficult or impossible to frame feedback, the coach may induce a regulatory promotion focus that matches the feedback to be provided.

The organisational context may provide cues for the coach about the coachee’s goal orientation and how to frame feedback to increase motivation accordingly.

THANK YOU