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Educational Management

Notes 3. Task Significance - is the impact of the task upon the lives or work of others
4. Autonomy - is the degree of independence or freedom allowed to complete a job

5. Task Feedback - individually obtaining direct and clear feedback about the effectiveness of the
individual carrying out the work activities
The JCM links these core job dimensions listed above to critical psychological states which results in
desired personal and work outcomes. This forms the basis of this ‘employee growth-need strength.”
The core dimensions listed above can be combined into a single predictive index, called the Motivating
Potential Score. Motivating Potential Score See also: Work motivation and Job satisfaction
Jobs that are high in motivating potential must be high on at least one of the three factors that lead

to experienced meaningfulness, and also must be high on both Autonomy and Feedback.If a job has
a high MPS, the job characteristics model predicts that motivation, performance and job satisfaction
will be positively affected and the likelihood of negative outcomes, such as absenteeism and turnover,
will be reduced.
Motivation is of particular interest to educational psychologists because of the crucial role it plays
in student learning. However, the specific kind of motivation that is studied in the specialized
setting of education differs qualitatively from the more general forms of motivation studied by
psychologists in other fields.
Motivation in education can have several effects on how students learn and how they behave towards
subject matter. It can:
[13]
1. Direct behavior toward particular goals
2. Lead to increased effort and energy
3. Increase initiation of, and persistence in, activities
4. Enhance cognitive processing
5. Determine what consequences are reinforcing
6. Lead to improved performance.
Because students are not always internally motivated, they sometimes need situated motivation, which
is found in environmental conditions that the teacher creates.
If teachers decided to extrinsically reward productive student behaviors, they may find it difficult
to extricate themselves from that path. Consequently student dependency on extrinsic rewards
represents one of the greatest detractors from their use in the classroom.
The majority of new student orientation leaders at colleges and universities recognize that distinctive
needs of students should be considered in regard to orientation information provided at the beginning
of the higher education experience. Research done by Whyte in 1986 raised the awareness of
counselors and educators in this regard. In 2007, the National Orientation Directors Association
reprinted Cassandra B. Whyte’s research report allowing readers to ascertain improvements made
in addressing specific needs of students over a quarter of a century later to help with academic
success.
Generally, motivation is conceptualized as either intrinsic or extrinsic. Classically, these categories
are regarded as distinct. Today, these concepts are less likely to be used as distinct categories, but
[16]
instead as two ideal types that define a continuum:
staffing
Employees are the building blocks of an organization. Organizational success depends on the
collective efforts of the employees. The employees will collectively contribute to organizational
growth when they are motivated.
Below mentioned are some tips for motivating the staff / employees in an organization:

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