Drive - Daniel Pink (2009)

In Drive, Daniel Pink cites extensive research supporting the fact that intrinsic motivation is far more powerful than extrinsic motivation in promoting the creative type of work required in today's  economy.  Pink reviews the history of motivational theory going back to Frederick Taylor.  The author cites several studies that reveal Taylor's Carrot and Stick approach to have a negative effect on employee motivation. Extrinsic rewards, Pink points out, were more suited to the boring, repetitive factory work prevalent in Taylor's day.

Pink identifies "Seven Deadly Flaws" associated with Carrots and Sticks.  They can:
1. Extinguish intrinsic motivation,
2. Diminish performance,
3. Crush creativity,
4. Crowd out good behavior,
5. Encourage cheating, shortcuts, and unethical behavior,
6. Become addictive,
7. Foster short-term thinking.

Despite the research showing the lack of effectiveness of extrinsic motivators, businesses continue to rely on them, often through the use of performance goals.  Pink quotes scholars from the Harvard Business School, Northwestern's Kellogg School of Management, the University of Arizon's Eller College of Management and the Wharton School who state, "Goals may cause systematic problems for organizations due to narrowed focus, unethical behavior, increased risk taking, decreased cooperation, and decreased intrinsic motivation."

Pink uses the metaphor of a software upgrade when calling for a move from Type X, extrinsic motivators,  to Type I, intrinsic motivators by businesses.  He cites three elements for intrinsic motivation:
1. Autonomy
2. Mastery
3. Purpose

The ability to feel in control of one's own work contributes greatly to intrinsic motivation.  Pink describes how several successful companies, such as Google, provide time for employees to choose and work on their own projects. 

The second element, Mastery, refers to the desire of most employees to get better and better at a task that they view as important.

Finally, the sense that one's efforts are for a greater cause is essential to intrinsic motivation.  This sense of "purpose" provides context for the work.

When one considers the school environment today, how does it promote intrinsic motivation within students?  The traditional classroom offers little opportunity for autonomy.  What changes must we make in order to give students more control over their learning?  Is this possible in the age of academic standards?

The desire to achieve mastery is a powerful intrinsic motivator.  The caveat, however, is that the individual must view the material to be mastered as important.  How can we make our learning activities more relevant and meaningful?

Finally, intrinsic motivation requires students to understand why they need the skills and information that they are learning and how it will help them in the future.  We can no longer rely on the response, "Because it will be on the test."