Expectations, Tasks, & Goals
Clear, concise, effective, and purposeful expectations are often sought out by external-motivators. A lack of any of these traits might lead a teacher or staff member to become stricken with self-doubt; therefore, great leaders will evaluate the individual before assigning them expectations that are not meant for individual success. Examples of these expectations would be simple events that could be applied without a tangible conclusion; such as: positive outlook at work, seeking assistance when necessary, collaborating with others outside of the department, and the prioritizing of projects. Even though these expectations will not always be visibly tangible they will lead to a more structured worker during task assignments. Workers will perform to the expectations set before them; thus, by giving them the ability to expect great things during a task, they will deliver. These expectations must be shaped to address the needs of each task.
Tasks should be viewed as short term accomplishments that lead to the successful completion of individual and organizational goals. By following this outline for needs of tasks, teachers and staff would be assigned a minimal amount of duties that would not be deemed by the individual as unnecessary. The perception of necessity of a task is integral for the worker to accomplish the task completely. Proper tasks might be: creation of a master list of all Open Response questions for the department with connections to core content. Another task could be the creation of supplemental reading tests that are similar in format to the ACT and CATS tests. These tasks offer the external-motivator some freedom to make decisions and integrate the expectations listed above. However, caution should be taken for if the external-motivation for tasks is deemed to be less than another task, than those may not be completed promptly. Thus by default the administrator has created a cycle within groups leading not to success but instead to a reduction of achievement. Externally-motivated workers can become extremely successful if assigned the proper tasks. Under the appropriate guise they may even develop into the managerial leader of larger projects. With the successful completion of these tasks and growing leadership expectations the externally-motivated may eventually adapt to a position of goal setting.
Goals should be visionary ideas similar to expectations but larger and less based on individual tasks or short-term success. External-motivators may at first try to adapt expectations to meet the requirement of goals but these should not be supported. External-motivators should seek out results from the successful completion of expectations and tasks. An example of a proper goal could be the creation of an annual assessment cadre to evaluate the successes of interdisciplinary activities school wide. This is a goal that can be traced back to not one but all expectations listed before and can be measured through the completion of tasks listed as well. Transversely, these goals show accomplishment for both the individual and the organization. At first, the externally-motivated teacher may not be ready to create a school wide program but through the prompting and guidance of a leader that is seeking the growth of individuals, the teacher is able to become a new leader with the school.
Growth is the key to creating a school of motivation. Leaders that take on the role of developing teachers that are both self-motivated and externally-motivated will be able to create multiple groups of successful teachers. Additionally not all of the roles for growth need to be directed by the school administrator. Self-motivated teachers can become prime candidates for developing others but only if they are trained appropriately and viewed by co-workers in a positive and respectable manner. These groups must be watched closely and shown that they have the ability to change and not be stagnant within their current confines.
Furthermore, this idea begins to create small groups within the school and leadership positions where there may have not been any. The self-motivator will eventually become bored with positional requirements if they are not rewarded with additional means to develop leadership skills. As an administrator it is imperative that these teachers and staffers are reengaged in the school hierarchy in such a way that yields success for both the individual and the organization. One of the greatest failures of an administration can be the development of great talent only to see them walk away.
Summerville, C. John. The Rise and Fall of Childhood. Yahoo! References: “motivation.”