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The Science of Motivation

The Science of Motivation

The Science of Motivation

    What motivates you?

    While there are thousands, millions, maybe billions of answers to that question, a growing body of research, some of it dating back 50 years, shows two things that don’t motivate us very well – the promise of rewards and the threat of punishment.

    It seems counter-intuitive, since after all we take it for granted that we need incentives to do work. It’s the basis of our whole economic system, for crying out loud! And yet, the research is abundantly clear: once a reasonable standard of living is achieved, rewards and punishment not only don’t motivate us to do more, better, or faster, they often demotivate us.

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    One classic example of this is a study involving lawyers asked to provide legal services for low-income persons. One group was asked to do so for a low fee, $10 or $20 an hour, while the other was asked to do so for free. Interestingly, the subjects asked to provide services for a fraction of their typical rate were unwilling to do so, while those asked to do so for free were overwhelmingly willing. By offering a small fee, the subjects were actually less motivated, since they could only think of the work in relation to their normal, much larger fees. The other subjects were not pushed to think about their work as an economic transaction (in which the fee was nothing) and so were able to imagine other ways in which the work itself was its own reward.

    Rewards force us to consider our work in a limited way, even work that we might gain great satisfaction from doing without the promise of reward. In fact, offering incentives can limit not only one’s perception of the work but one’s ability to even do the work. Consider the “candle problem” (watch author Dan Pink’s TED talk on the candle problem for more information). Subjects are seated at a table against a wall, given a candle, some matches, and a box of tacks, and told to work out a way to burn the candle without getting wax on the table. In one study, one group was offered money for figuring the puzzle out, while another wasn’t – and the subjects who were not offered any reward did remarkably better.

    (The solution, by the way, is to empty the box of tacks and set the candle up inside of the box – most people ignore the box at first, because they see it only as a holder for the tacks and not as part of the equipment available to them. People working for a reward have a much harder time making the creative leap to seeing the box as part of the puzzle than people who are not being incentivized except by the pleasure of solving the puzzle itself.)

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    I should clarify here: it should be clear by now that it’s not rewards in the abstract that demotivate us, it’s rewards that are external to the task at hand. We are actually very easily motivated by any sort of challenging work, which is why so many of our hobbies involve complex problem-solving (working on motorcycles, woodworking, gourmet cooking, reading mysteries, sailing, training pets, collecting rare things, fantasy sports, and so on). But when someone else offers us money (or some other reward) to complete the same problems, it gets shunted into the category of “work” and our creativity shuts down.

    The trick to motivation, then, is to find the intrinsic reward in our work and to enjoy it. Note that this doesn’t mean that nobody should ever accept money for anything – before our drive for mastery and personal challenge lies our drive to survive! But there’s a reason why so many painters are willing to suffer for their art while so few people are willing to become hobby investment bankers – one kind of work has its own intrinsic motivation while the other, except for a very rare few of us, does not.

    Knowing all that, there are a few things you can do to keep yourself motivated.

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    1. Have a mission.

    Perhaps the single most motivating factor in our lives is the sense that we’re fulfilling a greater purpose. That’s why lawyers will do for free what they won’t do for cheap – the sense that they’re contributing to something greater than themselves. A lot of people have taken a page from the corporate world and written a short, one- or at most two-sentence mission statement, against which their actions can be evaluated. If your mission is, for example, “to make the world a better place” (which is maybe too vague to be all that effective, but it’ll do for illustration purposes) then knowing that some task is helping to make the world better can be very motivating, indeed!

    2. Measure improvement.

    While work that engages with the rest of the world can be very intrinsically rewarding and thus very motivating, so too can work that makes us better people. Personal growth is an important motivating factor. But most of us take little time to determine just what constitutes being “better” – we set goals like “be more moral”, “spend more time with family”, or “do my job better” but those aren’t very powerful motivators because they’re not concrete. This is the idea behind S.M.A.R.T. goals, goals that are Specific, Measurable, Attainable, Relevant, and Time-bound. Set goals whose progress you can measure – according to whatever metric matters most to you! – and keep track of your progress.

    3. Make learning a primary goal.

    An important part of personal growth is achieving or moving towards mastery – of a body of knowledge, of a tool or system, of a particular task. Work that helps us move closer to mastery is generally rewarding in its own right.

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    But it’s not always clear what, if anything, we’re learning. So I’d like to borrow an idea from marketing “guru” Seth Godin. Godin advises readers of business books, to “Decide, before you start, that you’re going to change three things about what you do all day at work. Then, as you’re reading, find the three things and do it.” This can apply to just about anything: ask yourself, as you start a new project or a new job or anything else, “What three things am I going to learn from doing this?” This will put you in a mastery frame of mind so that you’re aware of the learning you’re doing as you move through your various tasks.

    4. Examine your life.

    Alan Webber, the founder of Fast Company, keeps two lists in his pocket on index cards. One is a list of things that get him up in the morning, the other of things that keep him awake at night. Ask yourself what gets you out of bed in the morning, and what keeps you up at night. If your answers are positive things, you’re in pretty good shape – but if they’re not, you’re begging for a motivation problem. When you get out of bed eager to tackle the challenges of the day, and lay awake at night dreaming up new challenges, new projects, and new directions to take your life in, motivation comes pretty easily!

    5. Separate work from rewards.

    This is a tough one, because we often battle procrastination by depriving ourselves of something positive and promising ourselves we can have it once we’ve gotten some work done. The problem is that it paints the work we’re doing as something undesirable, something we wouldn’t do unless we had that grand latte, trip to the mall, or afternoon swim as a reward. In his classic, The Now Habit, Neil Fiore suggests that procrastination comes not from the nature of the work but from our relationship with it – work we see as drudgery that we have to do in order to get something we want is ripe for procrastination. Instead, he suggests we change the very language we use to talk about our work, emphasizing that we choose to work on a task or project. Work we choose to do – like hobbies – rarely suffers from motivation problems!

    With all that we’ve discovered about what motivates people, it will be interesting to see how businesses, who have until now depended on perks, stock options, and other bonuses to increase motivation, will adapt. It’s become clear that, while rewards and punishments might have increased productivity on the factory floor, it actually hinders the kind of knowledge work that makes up the vast bulk of our economy these days. Already a few companies are experimenting, quite successfully, with ways of helping employees to discover the intrinsic rewards of their own work – Google’s 20% time, which gives engineers one day a week to work on whatever project they choose and which has resulted in products as crucial to the company as Gmail, AdSense, and Google News, is one prominent example – most managers remain convinced that their employees will never do work without the promise of a reward or the threat of punishment.

    Which is kind of a sad commentary on all of our lives, isn’t it?

    More by this author

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    Last Updated on September 18, 2019

    How to Take Notes Effectively: Powerful Note-Taking Techniques

    How to Take Notes Effectively: Powerful Note-Taking Techniques

    Note-taking is one of those skills that rarely gets taught. Almost everyone assumes either that taking good notes comes naturally or, that someone else must have already taught about how to take notes. Then, we sit around and complain that our colleagues don’t know how to take notes.

    I figure it’s about time to do something about that. Whether you’re a student or a mid-level professional, the ability to take effective, meaningful notes is a crucial skill. Not only do good notes help us recall facts and ideas we may have forgotten, the act of writing things down helps many of us to remember them better in the first place.

    One of the reasons people have trouble taking effective notes is that they’re not really sure what notes are for. I think a lot of people, students and professionals alike, attempt to capture a complete record of a lecture, book, or meeting in their notes — to create, in effect, minutes. This is a recipe for failure.

    Trying to get every last fact and figure down like that leaves no room for thinking about what you’re writing and how it fits together. If you have a personal assistant, by all means, ask him or her to write minutes; if you’re on your own, though, your notes have a different purpose to fulfill.

    The purpose of note-taking is simple: to help you work better and more quickly. This means your notes don’t have to contain everything, they have to contain the most important things.

    And if you’re focused on capturing everything, you won’t have the spare mental “cycles” to recognize what’s truly important. Which means that later, when you’re studying for a big test or preparing a term paper, you’ll have to wade through all that extra garbage to uncover the few nuggets of important information?

    What to Write Down

    Your focus while taking notes should be two-fold. First, what’s new to you? There’s no point in writing down facts you already know. If you already know the Declaration of Independence was written and signed in 1776, there’s no reason to write that down. Anything you know you know, you can leave out of your notes.

    Second, what’s relevant? What information is most likely to be of use later, whether on a test, in an essay, or in completing a project? Focus on points that directly relate to or illustrate your reading (which means you’ll have to have actually done the reading…). The kinds of information to pay special attention to are:

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    Dates of Events

    Dates allow you to create a chronology, putting things in order according to when they happened, and understand the context of an event.

    For instance, knowing Isaac Newton was born in 1643 allows you to situate his work in relation to that of other physicists who came before and after him, as well as in relation to other trends of the 17th century.

    Names of People

    Being able to associate names with key ideas also helps remember ideas better and, when names come up again, to recognize ties between different ideas whether proposed by the same individuals or by people related in some way.

    Theories or Frameworks

    Any statement of a theory or frameworks should be recorded — they are the main points most of the time.

    Definitions

    Like theories, these are the main points and, unless you are positive you already know the definition of a term, should be written down.

    Keep in mind that many fields use everyday words in ways that are unfamiliar to us.

    Arguments and Debates

    Any list of pros and cons, any critique of a key idea, both sides of any debate or your reading should be recorded.

    This is the stuff that advancement in every discipline emerges from, and will help you understand both how ideas have changed (and why) but also the process of thought and development of the matter of subject.

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    Images

    Whenever an image is used to illustrate a point, a few words are in order to record the experience.

    Obviously it’s overkill to describe every tiny detail, but a short description of a painting or a short statement about what the class, session or meeting did should be enough to remind you and help reconstruct the experience.

    Other Stuff

    Just about anything a professor writes on a board should probably be written down, unless it’s either self-evident or something you already know. Titles of books, movies, TV series, and other media are usually useful, though they may be irrelevant to the topic at hand.

    I usually put this sort of stuff in the margin to look up later (it’s often useful for research papers, for example). Pay attention to other’s comments, too — try to capture at least the gist of comments that add to your understanding.

    Your Own Questions

    Make sure to record your own questions about the material as they occur to you. This will help you remember to ask the professor or look something up later, as well as prompt you to think through the gaps in your understanding.

    3 Powerful Note-Taking Techniques

    You don’t have to be super-fancy in your note-taking to be effective, but there are a few techniques that seem to work best for most people.

    1. Outlining

    Whether you use Roman numerals or bullet points, outlining is an effective way to capture the hierarchical relationships between ideas and data. For example, in a history class, you might write the name of an important leader, and under it the key events that he or she was involved in. Under each of them, a short description. And so on.

    Outlining is a great way to take notes from books, because the author has usually organized the material in a fairly effective way, and you can go from start to end of a chapter and simply reproduce that structure in your notes.

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    For lectures, however, outlining has limitations. The relationship between ideas isn’t always hierarchical, and the instructor might jump around a lot. A point later in the lecture might relate better to information earlier in the lecture, leaving you to either flip back and forth to find where the information goes best (and hope there’s still room to write it in), or risk losing the relationship between what the professor just said and what she said before.

    2. Mind-Mapping

    For lectures, a mind-map might be a more appropriate way of keeping track of the relationships between ideas. Now, I’m not the biggest fan of mind-mapping, but it might just fit the bill.

    Here’s the idea:

    In the center of a blank sheet of paper, you write the lecture’s main topic. As new sub-topics are introduced (the kind of thing you’d create a new heading for in an outline), you draw a branch outward from the center and write the sub-topic along the branch. Then each point under that heading gets its own, smaller branch off the main one. When another new sub-topic is mentioned, you draw a new main branch from the center. And so on.

    The thing is, if a point should go under the first heading but you’re on the fourth heading, you can easily just draw it in on the first branch. Likewise, if a point connects to two different ideas, you can connect it to two different branches.

    If you want to neaten things up later, you can re-draw the map or type it up using a program like FreeMind, a free mind-mapping program (some wikis even have plug-ins for FreeMind mind-maps, in case you’re using a wiki to keep track of your notes).

    You can learn more about mind-mapping here: How to Mind Map: Visualize Your Cluttered Thoughts in 3 Simple Steps

    3. The Cornell System

    The Cornell System is a simple but powerful system for increasing your recall and the usefulness of your notes.

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    About a quarter of the way from the bottom of a sheet of paper, draw a line across the width of the page. Draw another line from that line to the top, about 2 inches (5 cm) from the right-hand edge of the sheet.

    You’ve divided your page into three sections. In the largest section, you take notes normally — you can outline or mind-map or whatever. After the lecture, write a series of “cues” into the skinny column on the right, questions about the material you’ve just taken notes on. This will help you process the information from the lecture or reading, as well as providing a handy study tool when exams come along: simply cover the main section and try to answer the questions.

    In the bottom section, you write a short, 2-3 line summary in your own words of the material you’ve covered. Again, this helps you process the information by forcing you to use it in a new way; it also provides a useful reference when you’re trying to find something in your notes later.

    You can download instructions and templates from American Digest, though the beauty of the system is you can dash off a template “on the fly”.

    The Bottom Line

    I’m sure I’m only scratching the surface of the variety of techniques and strategies people have come up with to take good notes. Some people use highlighters or colored pens; others a baroque system of post-it notes.

    I’ve tried to keep it simple and general, but the bottom line is that your system has to reflect the way you think. The problem is, most haven’t given much thought to the way they think, leaving them scattered and at loose ends — and their notes reflect this.

    More About Note-Taking

    Featured photo credit: Kaleidico via unsplash.com

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