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Eda 575 Motivational Plan

Running head: Motivational Plan

Motivational Plan

Jennifer McCreight

Grand Canyon University: EDA 575

August 28, 2012

“Motives are sometimes defined as needs, wants, drives, or impulses within the individual and are directed toward goals that may be conscious or subconscious.” (Hersey, et.al 2008) A working definition of motivation can be “giving a reason to act: the act of giving somebody a reason or incentive to do something” (www.bing.com) It is important to have a working definition of motives or motivation before creating a plan for it. Motivation or the motives of someone will always depend on the individual, their perceptions, their needs and their beliefs. When a person’s perception is skewed, their needs high and their belief of what can be done that is when trying to motivate them in another direction is difficult. A leader is able to meet someone where they are, understand their perceptions, needs and beliefs and guide them into a new understanding in order to meet their needs and ultimately change their beliefs; in order to motivate them. Maslow’s Hierarchy of Needs (1943) states that everyone has several levels needs beginning with a person’s physiological needs, safety needs, social needs, esteem needs, and self-actualization needs. (Hersey, et.al 2008) According to Hersey, et.al a person’s “needs, wants, drives, or impulses” ultimately drive a person.

When determining a motivational plan it is imperative to look the person or persons to whom the plan is for as a whole. A leader must understand the people to whom they are leading; starting with the group’s physiological needs. The physiological needs of a group of teachers range from their personal physical needs to their needs within the classroom such as; tables, chairs, books, supplies, etc. When teachers don’t have the resources they need and constantly have to “deal” with the lack of resources their motivation deteriorates. The basic need of having all the components to successful teach is what every teacher thrives from, without it they can and sometimes do become bitter or obstinate and then it becomes a difficult situation for everyone. A simple plan for this basic need is to supply the basic necessities within a classroom such as; chairs, tables, books, etc. Make sure that those basic necessities are in good working order and all within the classroom. The leader should then allow the teacher(s) to identify their own physical needs other than the basics within their own classroom such as; white boards vs. chalk boards, technology needs, etc. By allowing the individual teacher to determine what he/she needs within their personal classroom gives the teacher a sense of ownership which interns gives them the perception that they are cared for and acknowledged as a professional.

Once the physiological needs have been met the next need would be that of safety. Some would say that safety should be first on a teachers list of needs; however, teachers need to have a classroom and supplies in order to teach then making sure that they are personally safe in all areas in turn guaranteeing the safety of their students. The need of safety is the need to be “free from the hazards of life” (Hersey, et.al 2008). In today’s society the myriad of hazards that everyone knows or believes they know is enormous. As an administrator it can be very difficult to make sure that all hazards are gone. However, an administrator can offer as many professional development trainings possible to give people as much knowledge as they can in order for the individual to make as wise a choice as possible in any given situation. A person can only be as safe as the amount of knowledge they have in any given situation; knowledge is power.

After an administrator meets the physiological and safety needs of the teachers then meeting the social need could probably be a need that can only be...
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