Finally, students may have joined your organization to have a place where they “be-
long”—where they feel satisfied and needed. Providing opportunities for these peo-
ple to make contributions to the organization is an especially important means of
motivation. Acknowledge their accomplishments frequently and publicly. Let them
know that they are important! Of-course, this applies to all members, no matter why
they joined the group. The following methods of motivation tend to have “universal”
application, too. Try these with all your members:
Use people’s names often—a person’s own name is the sweetest sound in the
Build prestige into jobs by giving titles.
Be courteous and respectful.
Give individual attention and demonstrate that you understand members and ac-
cept their strengths and weaknesses.
Keep members informed—what they’re not up on, they’re likely to be down on.
Listen to others.
Be fair, honest, and consistent—show no favoritism.
Provide honest feedback—praise their successes publicly, and privately give con-
structive criticism to help them learn from their mistakes.
Involve members in goal-setting and decision-making.
Clarify your expectations of members and their expectations of you.
Occasionally serve food or have some kind of treat at your meetings.
Have a contest and give a small prize to the person who designs the best program,
Use teambuilding activities to re-energize the group and strengthen loyalty and
commitment. (People will work harder for other people than an impersonal entity
called an organization).
Motivation comes from inner needs, drives and goals. As a leader, your task in
motivating others is to tap into these to supply a channel for their fulfillment. The
individual members must do the rest.
Here are some ways to help each of your people feel better about him/herself:
When you talk to him, give him your undivided attention.That will help him see that
he’s important to you.
When you give out responsibility, let him do it his way. And don’t take it back if you
feel things aren’t going well.
When there’s a conflict between two workers, involve them in resolving it.
Learn to express your feelings honestly, and let your worker do the same.
Admit it when you make a mistake.
Let each worker express himself creatively within the parameters allowed by his
Look for the good in what the person is doing, not just the bad.
Show your worker that you trust him.
Avoid comparisons between one worker and another.
Separate the worker from his acts. When there’s a problem, let the worker know
that you’re displeased with what he did, not with him as a person.
Share the power of decision-making.
Don’t require more of the worker than he’s able to do. (If he can’t measure up to
the needed standards, it will be doing everyone a favor to help himwork else-
Be kind and considerate
Set clear rules-and be consistent in enforcing them.
It’s all a matter of how and where you spread it.
You can apply this principle in your motivation. If you want people to do better, simply
fertilize them better. Give rewards for what you want to get. If your employee or stu-
dent is giving you weeds, don’t make them grow bigger by rewarding him for it. Give
him the reward only when he gives you good grass-and the grass will get better and
In a garden what is fertilized and cared for grows the best and produces the most.
Should growing people be different?
WHAT ARE LISTENING SKILLS?
Sure, we all listen; we all talk don’t we? Don’t listening and talking just go together?
The listening that we’re talking about is different from a conversation with a friend on
the way to class. The listening we’re talking about is LISTENINGWITH THE THIRD
EAR. Try to determine by using your ears your eyes, your senses, and your brain what
is going on with the person you’re “listening” to.
Listening skills can be broken down into four very important parts:
Attending: noting verbal and nonverbal behaviors.
Paraphrasing: responding to basic messages.
Clarifying: self-disclosing and focusing discussion.
Perception Checking: Determining accuracy of hearing.
Well, what is attending? It’s making contact with the person, eye contact. Not fixing
the person with a cold stare, but establishing eye contact at a comfortable distance.
Attending is assuming a posture that is comfortable, leaning forward slightly in a re-
laxed manner, not standing over the person with your arms crossed. Your gestures are
important, too; wild hands flying through the air can make that person think you’re
going to fly off any second, as soon as you get clearance from the tower. However,
your hand movements can help keep the person talking. Your verbalizations can shut
the person up or keep him/her talking. Don’t lead the person, or change the direction
he/she is going; indicate that you’re following what he/she is saying. If you don’t un-
derstand what is being said or you don’t follow the train of thought, say “I don’t under-
stand what do you mean by…“ or I don’t follow that.”