Pink’s assertion that “there’s a mismatch between what science knows and what business does” challenges the classic “carrots and sticks” model of extrinsic motivation, instead of favouring intrinsic motivation for the tasks typical today’s workforce.
Part 1 unpacks why a reward and punishment, or “carrots and sticks,” approach to motivation often doesn’t achieve the expected result. While effective where tasks are simple and repeatable, extrinsic motivation tends to produce worse results where the task involves uncertainty or requires analysis or creativity. Of note, extrinsic financial rewards, like financial bonuses, can undermine intrinsic motivation and narrow one’s focus so as to reduce creativity – and be addictive in that people look to expect more bonuses. For example, paying blood donors can reduce the feeling of altruism that motivates most donors. It is an outmoded operating system, really only helpful for routine tasks and best offered after the task is complete. In these cases, genuine recognition, constructive feedback and useful information can be as valuable as financial rewards. Nevertheless, organisations from businesses and nonprofits to schools and Defence still resort to short-term incentives.
Pink describes “Type 1” behaviour, in contrast, as a way of thinking grounded in motivation emerging from our innate drive to direct our own lives, to learn and create, and to do better for ourselves and the world. It adopts Deci and Ryan’s (2000) Self-Determination Theory (SDT) and fosters success at personal, professional and organisational levels. Type 1 motivation explains why Wikipedia [and Wikileaks we could add] has flourished as an open-source platform that relies on people’s intrinsic motivation and creativity.
Part 2 explores the three elements of intrinsic motivation: Autonomy, Mastery and Purpose. Autonomy can be for task (what workers do), time (when they do it), technique (how they tackle it) and team (who they work with). It asserts we don’t need closer monitoring of our teams but more autonomy and cultivation of people’s potential for self-direction. Mastery helps us feel good about what we offer while engendering trust from our peers. It asserts we want to feel competent, underscoring the importance of deliberate practice. Finally, we don’t need more financial bonuses, but we do need purposeful work we feel is worthy of our time and energy.
Pink argues that money and a reasonable income are important but have diminishing returns past a point. Organisations that offer flexibility for family engagement, let people pursue projects for which they feel challenged and can get into a creative “flow,” and invite people to contribute their efforts to a cause greater than themselves are more likely to attract and retain motivated workers.
Helping people see how they can develop can be more powerful than external recognition. This is what intrinsically motivated athletes attest to. Two-time Olympic gold-medal runner Sebastian Coe comments, “Throughout my athletics career, the overall goal was always to be a better athlete than I was at the moment – whether next week, next month or next year. The improvement was the goal. The medal was simply the ultimate reward for achieving the goal” (p114). At DFSS, our CO urges us to ensure our learners leave with the competence and confidence to do their jobs well. That is good for building a capability for addressing the tasks they will face, but also good for what will motivate and focus them.
Part 3 is a Type I Toolkit for fostering motivation in individuals and groups, business and remuneration, but also in education, parenting and exercise. This includes ideas for peer recognition of achievement that could be applied to ADF values, tips for giving up control, letting employees work for a day on anything they choose, a reading list of inspiring books and a biographical list of wise business leaders who embody motivational leadership.
For those who prefer watching or listening over reading, watch the Dan Pink Drive Ted Talk or the Drive by Daniel Pink – Animated Core Message. Pink offers online assessments of your motivational type and a quarterly email newsletter at www.danpink.com/drive.html. Richard Brown offers this insightful critique for those interested in the link between Pink’s Drive and the more academically rigorous SDT. A Cove article, “Carrots and Sticks”, explores SDT and its application to motivation for Defence members and the appropriateness of different leadership styles.
About the Reviewers
Darren Cronshaw is a Chaplain at Defence Force School of Signals.
George Minns is studying for a Master of Education at Monash University and served for seven years at the Defence Force School of Signals, most recently as Officer Commanding of Network Engineering Wing.