Motivation: A Two-Way Street

Motivation is often perceived as a straightforward process: a leader or influencer provides encouragement or pressure, and the recipient responds positively, achieving the desired outcome. However, this linear view oversimplifies the complex nature of motivation, which is, in fact, a two-way street. People can believe they are motivating someone by pushing them to accomplish a task, but if the act leads to negative feedback, it can result in demotivation.

The Complexity of Motivation

Motivation is influenced by various factors, including personal attitudes, environmental conditions, and the nature of the feedback received. According to Deci and Ryan's Self-Determination Theory, motivation is driven by the needs for autonomy, competence, and relatedness (Deci & Ryan, 2000). When individuals feel pressured or coerced into performing a task, their intrinsic motivation can be undermined, even if the intention behind the pressure is to motivate.

The Impact of Negative Feedback

Negative feedback can have a significant impact on motivation. While constructive criticism can foster growth, harsh or unconstructive feedback can lead to feelings of inadequacy and decreased motivation. A study by Ilies and Judge (2005) found that negative feedback often leads to negative emotions, which can demotivate individuals and reduce their performance levels.

Case Study: “Mr. Tanner” by Harry Chapin

Consider the following lyrics to the song “Mr. Tanner,” and then answer the critical thinking questions:

Mister Tanner was a cleaner from a town in the Midwest.

And of all the cleaning shops around he'd made his the best.

But he also was a baritone who sang while hanging clothes.

He practiced scales while pressing tails and sang at local shows.

His friends and neighbors praised the voice that poured out from his throat.

They said that he should use his gift instead of cleaning coats.

But music was his life, it was not his livelihood,

and it made him feel so happy and it made him feel so good.

And he sang from his heart and he sang from his soul.

He did not know how well he sang; It just made him whole.

His friends kept working on him to try music out full time.

A big debut and rave reviews, a great career to climb.

Finally they got to him, he would take the fling.

A concert agent in New York agreed to have him sing.

And there were plane tickets, phone calls, money spent to rent the hall.

It took most of his savings but he gladly used them all.

But music was his life, it was not his livelihood,

and it made him feel so happy and it made him feel so good.

And he sang from his heart and he sang from his soul.

He did not know how well he sang; It just made him whole.

The evening came, he took the stage, his face (voice) set in a smile.

And in the half filled hall the critics sat watching on the aisle.

But the concert was a blur to him, spatters of applause.

He did not know how well he sang, he only heard the flaws.

But the critics were concise, it only took four lines.

But no one could accuse them of being over kind.

"Mr. Martin Tanner, Baritone, of Dayton, Ohio made his

Town Hall debut last night. He came well prepared, but unfortunately

his presentation was not up to contemporary professional standards.

His voice lacks the range of tonal color necessary to make it consistently interesting.

(sung) Full time consideration of another endeavor might be in order."

He came home to Dayton and was questioned by his friends.

Then he smiled and just said nothing and he never sang again,

excepting very late at night when the shop was dark and closed.

He sang softly to himself as he sorted through the clothes.

Music was his life, it was not his livelihood,

and it made him feel so happy and it made him feel so good.

And he sang from his heart and he sang from his soul.

(And) he did not know how well he sang; It just made him whole.

Now consider these critical thinking questions:

• What lyrics point out how did Mr. Tanner met his physiological, safety/security and belonging needs?
• What lyrics point out how did Mr. Tanner met his esteem and self-actualization needs?
• After the concert, why didn’t Mr. Tanner ever sing in public again?
• What is meant by the lyric “He did not know how well he sang; it just made him whole?”
• What was the focus of the motivation for Mr. Tanner’s friends for his career in singing?
• What was the focus of motivation for Mr. Tanner for his own singing?

Although this song was first released by Harry Chapin in 1973, this same situation replays over and over again today on some of the TV talent shows. I am often curious how the rejected contestants handle their feedback, short-term and long-term, when not on TV.

The Consequences of Demotivation

Demotivation, the state of reduced or absent drive to perform tasks, can have significant and far-reaching effects on individuals and organizations. Understanding these consequences is crucial for leaders, educators, and managers aiming to maintain a motivated and productive environment. This article explores the various outcomes of demotivation and the implications for performance and well-being.

Decreased Performance and Productivity

One of the most immediate and visible effects of demotivation is a decline in performance and productivity. When individuals are not motivated, they are less likely to put forth the effort required to complete tasks effectively. According to a study by Locke and Latham (2004), motivation is directly linked to goal-setting and achievement. Without motivation, goals are either not set or not pursued vigorously, leading to subpar performance.

Lowered Job Satisfaction and Engagement

Demotivation can significantly impact job satisfaction and engagement. Individuals who are demotivated often feel disconnected from their work and are less likely to find it fulfilling. This disengagement can lead to a decrease in the overall morale of the team or organization. Research by Harter, Schmidt, and Hayes (2002) highlights that employee engagement is a key driver of organizational success. When engagement levels drop, the organization can suffer from higher turnover rates and decreased innovation.

Increased Absenteeism and Turnover

Demotivated individuals are more likely to exhibit higher rates of absenteeism and turnover. When people are not motivated, they may seek to avoid their responsibilities, leading to increased absenteeism. In the long term, chronic demotivation can result in employees leaving their jobs in search of more fulfilling opportunities. A study by Steers and Rhodes (1978) found that motivation and job satisfaction are significant predictors of employee attendance and retention.

Negative Impact on Mental and Physical Health

Demotivation can also have adverse effects on an individual's mental and physical health. Chronic demotivation can lead to stress, anxiety, and depression, which can further exacerbate feelings of disengagement and dissatisfaction. Moreover, the stress associated with demotivation can manifest physically, leading to issues such as headaches, fatigue, and other stress-related ailments (Quick, Gavin, Cooper, & Quick, 2000).

Diminished Creativity and Innovation

Creativity and innovation thrive in environments where individuals feel motivated and valued. When people are demotivated, their willingness to think creatively and contribute innovative ideas diminishes. Amabile and Pratt (2016) note that intrinsic motivation is a critical component of the creative process. Without it, the flow of new and innovative ideas can be severely restricted, stifling organizational growth and development.

Strategies for Effective Motivation

To effectively motivate others, it is crucial to adopt a balanced approach that considers both positive reinforcement and the potential impact of feedback. Leaders should:

1. Encourage Autonomy: Allow individuals to have a say in their tasks and responsibilities to foster a sense of ownership and intrinsic motivation (Gagné & Deci, 2005).

2. Provide Constructive Feedback: Offer feedback that is specific, actionable, and focused on improvement rather than simply highlighting shortcomings (Kluger & DeNisi, 1996).

3. Recognize Effort and Progress: Acknowledge efforts and improvements, no matter how small, to build confidence and encourage continued growth.

4. Foster a Supportive Environment: Creating a positive and supportive work environment can help mitigate the effects of demotivation and encourage a culture of engagement and collaboration (Ryan & Deci, 2000).

Conclusion

Motivation, like many other scientific leadership theories works in multiple ways and needs to be studied for what it really is and does, and not just what sounds good to the masses. Motivation is a nuanced process that requires careful consideration of the individual's needs and the type of feedback provided. While the intention to motivate through pressure and challenges is often well-meaning, as we observed in “Mr. Tanner’s” case, it can backfire if it leads to negative feedback and demotivation.

Demotivation has a broad spectrum of negative consequences, affecting performance, job satisfaction, health, and creativity. Understanding these effects is crucial for creating strategies to foster a motivated and engaged workforce. By addressing the root causes of demotivation and implementing supportive measures, leaders can help ensure that their teams remain motivated and productive. Understanding the two-way nature of motivation and adopting strategies that support and encourage rather than undermine can lead to more effective and sustainable motivation.

References:

Amabile, T. M., & Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning. Research in Organizational Behavior, 36, 157-183.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.

Harter, J. K., Schmidt, F. L., & Hayes, T. L. (2002). Business-unit-level relationship between employee satisfaction, employee engagement, and business outcomes: A meta-analysis. Journal of Applied Psychology, 87(2), 268-279.

Ilies, R., & Judge, T. A. (2005). Goal regulation across time: The effects of feedback and affect. Journal of Applied Psychology, 90(3), 453-467.

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.

Locke, E. A., & Latham, G. P. (2004). What should we do about motivation theory? Six recommendations for the twenty-first century. Academy of Management Review, 29(3), 388-403.

Quick, J. C., Gavin, J. H., Cooper, C. L., & Quick, J. D. (2000). Executive health: Building strength, managing risks. Academy of Management Executive, 14(2), 34-44.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Steers, R. M., & Rhodes, S. R. (1978). Major influences on employee attendance: A process model. Journal of Applied Psychology, 63(4), 391-407.