Motivation

What motivates you?

This question, like "how do you learn" can be openers when working with a new group of adult learners. Why does it matter that you understand each different student or classes motivation? Because it's highly variable. Offering a carrot is a common form of motivation, but if you don't know that your current group of beasties actually prefer chocolate cake, that carrot is going to be a serious waste of your energy and your classes time.

Maslow's Hierarchy of Needs

Motivation can be many things for many groups. In my recent experiment "Beach Day" I anticipated each term had a slightly different level of need, particularly between the year 1 and year 2 groupings.

I projected that Term 1 and 2 students sought safety in knowledge, ample resources and personal support (mentorship) from the term 3 and 4 students. While our 3rd and 4th terms could benefit from leadership roles "teaching" and thusly reviewing and summarizing the material. This would serve to improve their confidence and self esteem in what they knew.

I appealed to each group independently, speaking with them in class, so that questions could be clarified immediately. For Term 1 and 2, I proposed the ratio of mentors to students (3 to 1 for term 1, and 1 to 1 for term 2).

Term 1's required multiple conversations (I have the weakest link this this group, which may have had an impact; lower trust and lack of experience in my "off the wall" activities).

For the senior years I reminded them how frustrating it was to have your research project thrown off by a participant who was non compliant, or reduce statistical significance because the volume you were evaluating dropped. Because these groups had already done or were just finishing their research case studies, this REALLY made an impact. I did however have to address the Term 4 class twice, because 3/4 shut down when I said the word "research" and missed the rest of the message. (Mental note - research curriculum still needs tweaking.) Term 4 is in a burnt out stage of our industries 2 year diploma process. Being 2 short months to graduation at the time of "Beach Day", the strongest motivator for them was simply a day at the beach.

Making it personal

Secondarily, I had a more intimate working knowledge with the senior classes from the past 2 years of 3 or 4 classes with myself, and a good rapport. I asked for their help.

In these groups, of the 55 students, we had an 83% participation ratio (apart from 3 conflicts who advised me well in advance).

In a very real way, motivation was from a place of mutual respect and appreciation.

I have not reviewed the previous week's attendance yet, but instructors assured me, the past Friday afternoon and throughout the past week attendance was significantly lower.

Actualizing change

From a survey participants completed in the week following "Beach Day" all terms indicated benefit from the enhanced sense of community or friendship experienced from the day. While some groups were more functional at achievement than others, the overall sense from the event was a positive change and opportunity to get to know more students they would not normally interact with.

At term end a final survey will be released and analyzzed. I am interested to see if any students provide feedback about further elevation on the Maslow Hierarchy to improved self actualization that they ARE in the right place, and WILL succeed in their chosen field of study.

I hope this is the case.