[FONT="] I believe there are many ways to "motivate" and inspire others. It can also be argued that one person really cannot motivate another, but only create an environment that promotes one to motivate him/herself. In reality to motivate anyone can be difficult, dynamic, and frustrating. To be effective, motivating others takes insight into the individuals goals and patience (time).[/FONT]
[FONT="]There are three rather broad categories that motivation strategies fall: fear, incentives, and/or purpose. Fear and incentives are usually short-term "motivators" and providing purpose (or meaningful) is more long-term. [/FONT]
[FONT="]1. Motivation Through Fear [/FONT][FONT="][/FONT]
[FONT="]Instilling fear in others is simple (and it can quickly motivate some people) but over time, fear can easily breed resentment and disloyalty. The person who is motivated by fear is more likely trying to avoid something rather than achieving something (e.g., losing a position or making a mistake, having to do extra work or physical punishment). This person tends to focused on what not to do, rather than what to do. This can become stressful and lead to a strong sense of resentment and/or disloyalty toward the one instilling the fear.[/FONT]
[FONT="]2. Motivation Through Incentives[/FONT][FONT="][/FONT]
[FONT="]Incentives[/FONT][FONT="] too can be effective for the short-term. Dangling the "carrot" (e.g. rank, stripes, trophies, money, accolades, money, etc.) is a strong motivator for many but these extrinsic means usually last but a short time before the "incentives" need be increased or made more appealing. The less appealing the incentive, the less motivation one will generally show. [/FONT]
[FONT="]3. Motivation Through Purpose[/FONT][FONT="] [/FONT]
[FONT="]Lastly, developing a strong sense of purpose is usually the most effective for promoting long-term motivation. Creating a sense of purpose and/or meaning is about changing the way one thinks about his/her roles, their reasons for coming to train and practice, their influence on the other students, their membership on the team, and their reasons for continuing to train at the school. Providing purpose and meaning is about creating an environment that is conducive to the individuals personal growth and encouraging them to motivate themselves, as well as inspire their fellow students. Developing purpose and meaning takes a lot more time and energy but it can lead to that long-term motivation for which most instructors are attempting to get.[/FONT]
[FONT="]Get input from your students (and most importantly your student leaders)[/FONT][FONT="] - check with them to determine if what you are communicating to them is understood, what they need, and what they want. Encourage your leaders to make suggestions as to how things (e.g., practices and training) might be improved. Also when you are asking for input... at least be willing to incorporate something (a suggestion) at some point. Don’t just ask for the sake of asking. Be open to trying something new or different.[/FONT]
[FONT="]Keep your students informed as to when, where, how, and why (and WHY is most important)[/FONT][FONT="] - people are not generally motivated to start (or finish) an task that is not clear in terms of when, where, how, or why. Take away any questions or doubts that your students may have by clearly and consistently communicating your expectations and intentions. Be clear as to when, where, and how . . . but most important, be sure your students know "why" they are being asked to do something. It isn’t about you or about you having a good time; it’s about the student understanding what they are learning/practicing and how it meets the student’s goals. [/FONT]
[FONT="]Create an environment that allows for challenge, recognition, appreciation, and quality[/FONT][FONT="] - some will be motivated by a challenge, some by recognition, some by appreciation, and some by quality of performance. It is important to know your students and what is ‘their’ primary motive might be. Challenge some, recognize others in front of their teammates, appreciate others in private, and provide others with a chance to show you a quality performance (quality over quantity of work). Different people are motivated by different situations and feedback. [/FONT]
[FONT="]Give your students a desire to want to work hard[/FONT][FONT="] - take the time to develop genuine, honest, caring, and trusting relationships with your students. People will work harder (and longer) for someone they know genuinely believes in them, cares about them, and is committed to helping them achieve their potential. At the heart of motivation . . . is the quality of the instructor-student relationship. [/FONT]
[FONT="]Be a Model of what you want to see[/FONT][FONT="] - be motivated yourself. If you want someone to work hard, you better be working hard. If you want someone to put in extra time, you better be putting in extra time. Students do what they see. This is why the motivation of the staff is so important and why it is important to have quality team leaders who lead by example, hold accountable, and promote a climate of excitement and inspiration. Set the "standard" by what you do, say, and expect. Say it, expect it, but also make sure you do it! [/FONT]
