Faculty Motivation from the Inside Out

1. Faculty Motivation from the Inside Out Jennifer Patterson Lorenzetti Hilltop Communications jcpatterson@prodigy.net (937) 232-1618

2. What is Motivation? • “You can’t motivate anybody…but you can demotivate people.” --- Mark McGuinness • www.wishfulthinking.co.uk/2008/10/29/motivate-creative-people • Motivation is like curling – the impetus, force, and direction has to come from the employee; the manager can only sweep the ice. • There are two types of motivation: • Intrinsic: the joy of work; the internal motivation to do the job • Extrinsic: the rewards for doing the work

3. Intrinsic Motivation • Intrinsic motivation is internal; you can’t create it. • You can, however, kill it. • And, you can hire for it. • Research supports the idea that intrinsic motivators are stronger than extrinsic motivators. • (McGuire, L., OJDLA , Spring 2005)

4. Motivation to Use Technology Some faculty members see online instruction as a way to use or learn to use technology. These are people who are comfortable with technology-mediated instruction and who want to use technology to teach. Ask: “What is your perspective on using technology to teach?”

5. Intellectual Challenge Research consistently shows faculty members go into higher education at least partially for the opportunity to continue learning. A good online instructor might see teaching online as a new intellectual challenge to master. Ask: “What do you think you can learn from teaching online?”

6. Job Satisfaction Job satisfaction goes hand-in-hand with the ability to learn and grow. Some faculty find that teaching online adds to their job satisfaction level. Ask: “Tell me about the things that give you a sense of satisfaction in your work.”

7. Good Working Conditions This might be both an intrinsic and an extrinsic motivation. Research has shown that “locus of control” issues decrease work stress. Teaching online can give a faculty member a greater sense of control over their working conditions. Ask: “Why is teaching online a good fit for your work style?”

8. Extrinsic Motivation • These are external rewards. • You can provide them. • However, they are weak without the intrinsic motivation to back them up. • Once you have hired instrinsically-motivated faculty, make sure the extrinsic factors back them up.

9. Money The good news is: money never ranks as the most important motivating factor. However, it DOES rank highly. There is no substitute for paying fairly. Remember: BS <= $$ Do: Consult salary surveys for comparable positions, regions, experience levels and adjust salary or expectations accordingly.

10. But Money isn’t All About Financial Compensation Different people are motivated by different incentives. If you can’t impact one side of the equation, look to the other. Consider time, recognition, perks. Do: Ask your online instructors what would be a meaningful incentive for them.

11. Time Time = Money Faculty consistently report that they are unsure if administration understands the amount of time and energy it takes to teach online. A simple one course = one course conversion may not be adequate. Do: Find out how much time it really takes to teach online at your institution, then provide credit for a full-time schedule, release time, or extra vacation time to those who do.

12. Time Flexibility = Motivation There is evidence to suggest that online education attract an “entrepreneurial” faculty member. Expectations are fine, but limiting constraints may drive these faculty members away. Do: Set reasonable expectations that allow for flexibility of faculty schedule.

13. Recognition Newer faculty, especially, report concern about the degree to which online teaching count in the promotion and tenure equation, especially given the time pressures during the first years of teaching and the increased demands of teaching online. Do: Have a written and recognized policy about how online instruction will count in the promotion/tenure equation. Do not let the culture treat online instruction as “less than.”

14. Perks There is a possibly apocryphal story about a dean who wanted to reward a particularly valuable faculty member….. Lesson: Never assume that what motivates your faculty will be difficult or expensive to provide.

15. Support Training: Remember that these faculty members are often intrinsically driven by the desire to use technology in instruction or to learn more. Provide training classes, tutorials, and a help desk.

16. Support Mentoring: Mentoring goes both ways. Instructors want the opportunity to be mentored while new at online teaching, and they want the opportunity to interact with a diverse group of students. Do: Put measures in place for faculty to receive mentoring. Give recognition for student mentoring in the same way you would faculty academic advising.

17. Addressing Concerns about Quality The most common concern among faculty (particularly those who don’t teach online) is about quality of the courses, dilution of the prestige of the program, and possibility of eliminating the need for “professional” faculty. Do: Provide statistics about outcomes of online courses. Cultivate the faculty who may grow into online instructors, and honor those who will finish their careers in the traditional classroom.

18. Thank You! Jennifer Patterson Lorenzetti Owner Hilltop Communications jcpatterson@prodigy.net (937) 232-1618