Tuesday, February 23, 2010

Daniel Pink DRIVE: The Surprising Truth About What Motivates Us

I've just finished reading a very interesting book by an author I enjoy reading a great deal: Daniel Pink (author of A Whole New Mind).  Just as I was finishing the book, I had the good fortune to attend a webinar interview of Dan Pink.  I thought I'd try something new tonight, and share the executive summary of my notes from the webinar for anyone who might be interested.

Dan Pink-DRIVE
Elluminate Webinar, February 18, 2010

A Whole New Mind - Describes what people do at work
DRIVE - Explains why people do what they do at work

The DRIVE Cocktail Party Summary (from danpink.com)
When it comes to motivation, there's a gap between what science knows and what business does.  Our current business operating system–which is built around external, carrot-and-stick motivators–doesn't work and often does harm. We need an upgrade. And the science shows the way. This new approach has three essential elements: 1. Autonomy – the desire to direct our own lives. 2. Mastery — the urge to get better and better at something that matters. 3. Purpose — the yearning to do what we do in the service of something larger than ourselves.

Watch this Summary of Drive: Two Questions That Can Change Your Life (excellent!):  http://www.danpink.com/archives/2010/01/2questionsvideo

Science suggests that Creative/Conceptual/Knowledge work (i.e. teaching) does not typically experience success with "IF-THEN" motivators

Similar work completed/published by Alfie Kohn in "Published by Rewards"

There is a dichotomy between what business does and what science knows!  Premise of  DRIVE: Carrot/stick approach (standards, etc.) does not work. We need to build our systems to foster Autonomy, Mastery and Purpose in our employees!

Part of the problem for us in education....very few legislators with an education background...they don't understand the nature of the work!

Is rigor a bad term? If you don't hate it, then is it not rigorous? NO!  Rigor is about chasing your passion!!!

Rigor, relevance, relationships are crucial in education....always....

MY TAKEAWAY of the DAY #1: The world changes ONE conversation at a time, therefore administrators have to commit the time to engage with staff in those conversations!

Comfort with ambiguity means you will struggle in a world of tight standards....if you are not comfortable with ambiguity, you'll struggle in modern world....

AUTONOMY - desire for self-direction. Old systems that seek compliance are outdated. Mgmt is an old technology for getting people to comply, and is NOT good at getting people to engage.

MASTERY - The HIGHEST satisfaction at work comes on days when people feel they are making progress. Not solving problems, nec., just making progress!

PURPOSE - We want to be part of something bigger than ourselves. We want to know what it is all about.

Are we too focused on data?

BRUNER: "students should experience their success and failure not as reward and punishment but as information"

Teaching kids to self-assess changes the role of the teacher to one of coach....see Wooden's assessment of coaching philosophy: http://www.joebower.org/2010/01/information-vs-reward-and-punishment.html -- Red Deer teacher sharing reflections on using grades as motivation, etc.

John Wooden's Coaching Style Studied:  He gave 7% praise, 7% disapproval, and 86% STATEMENTS of information.  Offered 0bservations, asked questions, etc. Gave very very few speeches. Used Assessment FOR learning, all the time!!!

Grades are NOT EQUAL to feedback.  They are summative.  When your child gets a grade, look at it, ask the kid what they feel about their performance. Did you do your best? Why is your mark what it is? etc.

Have the discussion and establish the difference between grades and MASTERY with your children

In Summary, Pink wants the Two Questions (see video linked at start of presentation) to help drive us:

1 - What is my sentence?

2 - Am I better today than I was yesterday?

TAKEAWAY #2: As an administrator, what can I do to build 20% time into my school's master schedule to foster teacher autonomy, creativity, and passion? What would be the rules of it, and how can we do it for TEACHERS and STUDENTS?


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