 | This article needs additional citations for verification .(November 2017) |
The 3H-model of motivation ("3H" stands for the "three components of motivation") was developed by professor Hugo M. Kehr, PhD., at UC Berkeley. [1] The 3C-model is an integrative, empirically validated theory of motivation that can be used for systematic motivation diagnosis and intervention.
"3C" stands for the three components of motivation, which can be illustrated as three partially overlapping circles (see Fig. 1). In psychological terminology, the three components are explicit (self-attributed) motives, implicit (unconscious) motives, and perceived abilities. For practical applications, the metaphor "head", "heart" and "hand", which goes back to Johann Heinrich Pestalozzi, is being used.
Fulfilment of the components head and heart results in intrinsic motivation: The person is fully concentrated and likes to perform the activity at hand. Hereby, it does not matter whether the component hand is also fulfilled: Skills and abilities are not a prerequisite for intrinsic motivation.
Optimal motivation results from all three components being fulfilled (represented by the overlap section of the three circles in Figure 1). Here, the person is intrinsically motivated and also has all the skills and abilities needed. This situation is associated with the experience of flow. However, if one of the two components head or heart is not fulfilled (i.e., the person is lacking cognitive support for the activity or experiences unpleasant belly-aches), the person will struggle when performing the activity. This situation may be experienced as "demotivation". Here, willpower (volition) is needed in order to perform the activity and suppress aversion or doubt. Volitional self-control can be momentarily successful – but it also induces a loss of energy and can, in the long run, lead to over-control and health problems.
Two kinds of volition need to be distinguished: [2] [3] Volition Type 1 is needed for tasks which are supported by the head but lack support from the heart. This is the case, for instance, when important, but aversive tasks need to be fulfilled. Volition Type 2 is needed for tasks that are supported by the heart but not the head; such situations may be experienced as temptation or fear.
Lacking support by the component hand requires problem-solving mechanisms to compensate one's lacking skills and abilities, for instance by asking others for help.
In practical application, for instance in self-management, [4] [5] in coaching, [6] in leadership training, [7] or in change management, [8] the 3C-model can be used for systematic diagnosis of motivation deficits and intervention.
For diagnostical purposes, fulfillment of the three components of motivation can be assessed with the so-called 3C-check. The following questions can be used (see Figure 2):
Based on the answers to these questions, appropriate support can be sought (see Figure 3).
Interventions based on the 3C-check can best be illustrated with an example. Let us assume a sales manager has performed a 3C-check with her sales representative with respect to a guided sales pitch.
If the 3C-check shows that the sales pitch in use is supported by the components head and heart, but not the component hand (this combination is represented by Section A in Fig. 3), it should first be discussed whether the lack of skill and ability is only subjective (i.e., felt by the sales representative) or also objective. In case of an objective skill and ability deficit, (e.g., when the co-worker is not yet familiar with the guidelines or the calculation methods used), measures like training, coaching, or collegial advice may be appropriate. Moreover, other colleagues may be asked to assist the sales representative and help overcome the hand-related obstacle. In case of a subjective skill and ability deficit, the manager could try to increase the sales representative's self-efficacy by providing positive feedback about her employee's prior performance.
The 3C-check might also reveal lacking support by the components head (represented by sector B in Fig. 3): The sales representative may not be convinced, that the guided sales pitch in use is instrumental, or she prefers other sales channels. Here, the supervisor is well advised to try to increase her employee's cognitive support. For instance, she could convince her with arguments, set extrinsic rewards (e.g., a bonus) or solve goal conflicts by reprioritizing goals.
But what if the 3C-check shows that the components head and hand are fulfilled, but not the component heart (represented by sector C in Fig. 3)? That is if the sales representative finds the task important and instrumental and has all the required skills and abilities, but still does not like her task?
Perhaps she does not like following the rigid sales pitch guideline, she may not like to visit customers at home, or she may be anxious to receive a negative response from her customers. Here, her manager is well-advised to not ignore her lacking emotional support but to seek possible solutions. She could try to modify the task so that it better matches her employee's underlying motives or to find motive-congruent incentives. Kehr and von Rosenstiel [5] call this "metamotivation". For example, if her employee's has a strong need for affiliation, she could try to preferably allocate uncomplicated, friendly customers to her, or to organize the sales pitch as a team event. In addition, the manager could assist her employee in finding a personal vision which matches her employees motives. These measures, if successful, arouse the component heart and increase one's emotional support. [9] Otherwise, the managers may consult her sales representative in finding effective volitional strategies to overcome her motivational barriers. Kehr und von Rosenstiel [5] call this "metavolition". Here, it seems advisable to reduce overcontrol (e.g., negative fantasies, excessive impulse control, too much planning) and rather motivate oneself by reframing (positive fantasies) or by changing aversive framework conditions, for instance by conducting the sales pitch in a neutral environment.
If the 3C-check shows support from all three components (represented by the overlap section of the three circles in Fig. 3), the manager can delegate the task to her co-worker and trust her co-worker's self-management. However, she might still want to keep in touch with her employee and be wary that the boundary conditions could become aversive or her co-workers motivation might change. Further, the manager should also consider future challenges for her co-worker.
Initially, the 3C-model was published as the "compensatory model of work motivation and volition". [1] The original title referred to one of the central assumptions of the model, namely that volition compensates for insufficient motivation. Because of the potential confusion with "worker compensation," however, the name was changed to "3C-model." The notion of three independent components of motivation is based on McClellands [10] [11] differentiation of "motives, skills, and values". The 3C-model relates this approach with other researchers' conceptions of volition, [12] [13] intrinsic motivation [14] and flow. [15]
Ruth Kanfer, renowned expert for work motivation, calls the result from this integration a "radical, complementary new paradigm" (Applied Psychology, 2005, p. 190). [16]
The 3C-model has attracted considerable empirical research conducted at the University of Munich, UC Berkeley, MGSM in Sydney and the Technische Universität München, amongst others. An overview of the research regarding the 3C-model is given by Kehr (2014). [3] Key results are:
Certain education styles are conducive for the development of discrepancies between head and heart, so-called motive discrepancies. [17]
Discrepancies between head and heart impair well-being [2] and lead to burnout. [18]
Discrepancies between head and heart reduce one's willpower. [19] [2]
Fear motives, e.g. fear of rejection, reduce one's willpower and well-being. [20]
Flow results from all three components of the 3C-model being fulfilled. [21] [22]
Instructional design (ID), also known as instructional systems design (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation.
Creativity is a phenomenon whereby something new and valuable is formed. The created item may be intangible or a physical object.
Need for achievement (N-Ach) is an individual's desire for significant accomplishment, mastering of skills, control, or high standards. The term was first used by Henry Murray and associated with a range of actions. These include: "intense, prolonged and repeated efforts to accomplish something difficult. To work with singleness of purpose towards a high and distant goal. To have the determination to win". The concept of N-Ach was subsequently popularized by the psychologist David McClelland.
Motivation is the reason for which humans and other animals initiate, continue, or terminate a behavior at a given time. Motivational states are commonly understood as forces acting within the agent that create a disposition to engage in goal-directed behavior. It is often held that different mental states compete with each other and that only the strongest state determines behavior. This means that we can be motivated to do something without actually doing it. The paradigmatic mental state providing motivation is desire. But various other states, such as beliefs about what one ought to do or intentions, may also provide motivation. Motivation is derived from the word 'motive', which denotes a person's needs, desires, wants, or urges. It is the process of motivating individuals to take action in order to achieve a goal. The psychological elements fueling people's behavior in the context of job goals might include a desire for money.
Volition or will is the cognitive process by which an individual decides on and commits to a particular course of action. It is defined as purposive striving and is one of the primary human psychological functions. Others include affect, motivation, and cognition (thinking). Volitional processes can be applied consciously or they can be automatized as habits over time.
In positive psychology, a flow state, also known colloquially as being inthe zone, is the mental state in which a person performing some activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity. In essence, flow is characterized by the complete absorption in what one does, and a resulting transformation in one's sense of time. Flow is the melting together of action and consciousness; the state of finding a balance between a skill and how challenging that task is. It requires a high level of concentration; however, it should be effortless. Flow is used as a coping skill for stress and anxiety when productively pursuing a form of leisure that matches one's skill set.
Content theory is a subset of motivational theories that try to define what motivates people. Content theories of motivation often describe a system of needs that motivate peoples' actions. While process theories of motivation attempt to explain how and why our motivations affect our behaviors, content theories of motivation attempt to define what those motives or needs are. Content theory includes the work of David McClelland, Abraham Maslow and other psychologists.
Self-determination theory (SDT) is a macro theory of human motivation and personality that concerns people's innate growth tendencies and innate psychological needs. It pertains to the motivation behind people's choices in the absence of external influences and distractions. SDT focuses on the degree to which human behavior is self-motivated and self-determined.
Self-regulation theory (SRT) is a system of conscious, personal management that involves the process of guiding one's own thoughts, behaviors and feelings to reach goals. Self-regulation consists of several stages. In the stages individuals must function as contributors to their own motivation, behavior, and development within a network of reciprocally interacting influences.
Motivation crowding theory is the theory from psychology and microeconomics suggesting that providing extrinsic incentives for certain kinds of behavior—such as promising monetary rewards for accomplishing some task—can sometimes undermine intrinsic motivation for performing that behavior. The result of lowered motivation, in contrast with the predictions of neoclassical economics, can be an overall decrease in the total performance.
Expectancy–value theory has been developed in many different fields including education, health, communications, marketing and economics. Although the model differs in its meaning and implications for each field, the general idea is that there are expectations as well as values or beliefs that affect subsequent behavior.
Determination is a positive emotional feeling that involves persevering towards a difficult goal in spite of obstacles. Determination occurs prior to goal attainment and serves to motivate behavior that will help achieve one's goal. Empirical research suggests that people consider determination to be an emotion; in other words, determination is not just a cognitive state, but rather an affective state. In the psychology literature, researchers have studied determination under other terms, including challenge and anticipatory enthusiasm; this may explain one reason for the relative lack of research on determination compared to other positive emotions.
Job performance assesses whether a person performs a job well. Job performance, studied academically as part of industrial and organizational psychology, also forms a part of human resources management. Performance is an important criterion for organizational outcomes and success. John P. Campbell describes job performance as an individual-level variable, or something a single person does. This differentiates it from more encompassing constructs such as organizational performance or national performance, which are higher-level variables.
Procedural memory is a type of implicit memory which aids the performance of particular types of tasks without conscious awareness of these previous experiences.
Sport psychology was defined by the European Federation of Sport in 1996, as the study of the psychological basis, processes, and effects of sport. Otherwise, sport is considered as any physical activity where the individuals engage for competition and health. Sport psychology is recognized as an interdisciplinary science that draws on knowledge from many related fields including biomechanics, physiology, kinesiology and psychology. It involves the study of how psychological factors affect performance and how participation in sport and exercise affect psychological and physical factors. Sport psychologists teach cognitive and behavioral strategies to athletes in order to improve their experience and performance in sports. In addition to instruction and training of psychological skills for performance improvement, applied sport psychology may include work with athletes, coaches, and parents regarding injury, rehabilitation, communication, team building, and career transitions.
Goal orientation, or achievement orientation, is an "individual disposition towards developing or validating one's ability in achievement settings". In general, an individual can be said to be mastery or performance oriented, based on whether one's goal is to develop one's ability or to demonstrate one's ability, respectively. A mastery orientation is also sometimes referred to as a learning orientation.
Cognitive evaluation theory (CET) is a theory in psychology that is designed to explain the effects of external consequences on internal motivation. Specifically, CET is a sub-theory of self-determination theory that focuses on competence and autonomy while examining how intrinsic motivation is affected by external forces in a process known as motivational "crowding out."
In social and developmental psychology, an individual's implicit theory of intelligence refers to his or her fundamental underlying beliefs regarding whether or not intelligence or abilities can change, developed by Carol Dweck and colleagues.
In psychological theories of motivation, the Rubicon model, more completely the Rubicon model of action phases, makes a distinction between motivational and volitional processes. The Rubicon model "defines clear boundaries between motivational and action phases." The first boundary "separates the motivational process of the predecisional phase from the volitional processes of postdecisional phase." Another boundary is that between initiation and conclusion of an action. A self-regulatory feedback model incorporating these interfaces was proposed later by others, as illustrated in the figure.
Intrinsic motivation in the study of artificial intelligence and robotics is a mechanism for enabling artificial agents to exhibit inherently rewarding behaviours such as exploration and curiosity, grouped under the same term in the study of psychology. Psychologists consider intrinsic motivation in humans to be the drive to perform an activity for inherent satisfaction – just for the fun or challenge of it.