Course Title: EDM 211-SEMINAR ON PROBLEMS IN EDUCATIONAL MANAGEMENT

Module 3: MOTIVATION AND REWARD SYSTEM

Submitted by: ARMEE C. MADRID
ACTIVITY 1: With your groupmates, discuss the terms related to motivation given in the
table below.
TERMS ASSOCIATED QUALITIES
Approach to work - Work motivation plays Emery - It can mean industrious, powerful,
a vital role in the development of or ruler. That is why this quality is
organizations, as it increases employee associated on what approach are we going
productivity and effectiveness. Employers, to use in doing our work.
therefore, need their employees to work
with complete motivation rather than just
showing up at their workplaces. We have
different approaches in terms of how we
work. We are motivated in accomplishing
due to various reasons.
Orientation to Work – this may refer to the Drive - In terms of motivation, “drive”
approach or mindset a person has towards refers to the internal and external forces
their job and professional responsibilities. that propel a person to pursue goals,
It encompasses several aspects, including overcome challenges, and maintain
attitudes, behaviors, and practices. If we sustained effort towards achieving
have clear outlook towards our job, we will objectives. It's the energy and
be motivated to finish all our duties and determination that fuel your actions and
responsibilities. persistence.
Commitment - Commitment at work is a Work Appetite- refers to an individual’s
crucial factor that influences job enthusiasm and readiness to engage with
performance, satisfaction, and their job responsibilities and work
organizational success. It refers to the environment. It's a measure of how eager
degree to which an employee is dedicated someone is to tackle their work, take on
to their role, the organization, and its new challenges, and contribute effectively
goals. If we are committed to our work, we to their organization.
will motivate ourselves to do our best to
achieve our goals and purpose.

ACTIVITY 2: In your own school/agency, make a list of three ways in which your
school/agency meet the social needs of their staff/faculty members.
Here are the following ways in which our school meet the social needs of the faculty
members:
1. Social and Team-Building Events
Description: Organizing regular social events, such as team-building activities, retreats,
or informal gatherings.
Purpose: To strengthen relationships among staff and faculty, promote collaboration, and
create a sense of community.
Example: Hosting monthly potluck lunches, organizing annual staff retreats, or holding
team-building workshops.
2. Employee Resource Groups (ERGs) or Social Clubs
Description: Providing opportunities for staff and faculty to join interest-based groups or
social clubs.
Purpose: To connect individuals with shared interests or backgrounds, fostering a sense
of belonging and providing support networks.
Example: Establishing ERGs focused on various interests or demographics, such as a
wellness group, book club, or diversity and inclusion group.
3. Recognition and Appreciation Programs
Description: Implementing programs to acknowledge and celebrate the achievements
and contributions of staff and faculty members.
Purpose: To enhance morale and foster a positive work environment by recognizing hard
work and dedication.
Example: Regularly featuring staff achievements in newsletters, holding awards
ceremonies, or providing shout-outs during meetings.

ACTIVITY 3: Read the propositions below and decide whether you agree or disagree
with them.
1. The average human being has an inherent dislike of work and will avoid it if he or
she can.
I agree with the statement above because there are some extent or reasons that it will
happen. We have natural disinclination. There is a natural tendency for people to avoid
tasks that are perceived as difficult, unpleasant, or stressful. This can be related to the
basic human desire for comfort and ease. That is why, individuals might procrastinate or
seek to minimize effort when tasks seem burdensome. The next one is evolutionary
perspective. From an evolutionary standpoint, conserving energy and avoiding
unnecessary effort would have been advantageous for survival. This might influence
contemporary attitudes toward work. This could contribute to a tendency to avoid
strenuous or unappealing tasks.
2. Commitment to objectives is the functions of the rewards associated with their
achievement.
I agree with the statement because when rewards are clearly defined and valued, they
can enhance motivation and commitment to achieving goals. Well-designed incentive
structures can align individual goals with organizational objectives, encouraging
employees to pursue and commit to these goals. So, a clear links between objectives
and rewards can increase focus and effort towards achieving set targets.
3. The average human being prefers to be directed, whether to avoid responsibility,
has relatively little ambition, and wants security above all.
I agree because it provides a sense of stability and reduce uncertainty, which is naturally
comforting. However, this doesn’t necessarily mean they’re avoiding responsibility or
lack ambition. In many cases, individuals are quite driven but seek clear paths and
frameworks to achieve their goals more effectively. So, we can still do our best with the
direction of others. Others might help us overcome our weaknesses and improve our
skills and abilities.
4. The average human being learns under proper conditions, not only to accept but to
seek responsibility.
Agree. Many people, under the right conditions, do come to accept and even seek out
responsibility. Proper conditions often include a supportive environment, clear
expectations, and opportunities for growth. When people are given the chance to take on
responsibilities in a way that aligns with their interests and skills, and when they are
recognized and rewarded for their contributions, they’re more likely to embrace and
seek out those responsibilities. However, it's important to note that individuals vary
widely. Factors like personal experiences, cultural influences, and individual personality
traits all play a role in how people respond to responsibility. Some may thrive on it and
actively seek it out, while others might be more cautious or resistant, especially if
they’ve had negative experiences with it in the past. Overall, while not universal, the
trend for many is to grow into seeking responsibility when conditions support and
encourage it.
ACTIVITY 4: Making again your own institution as a frame of reference, list some
rewards system implemented to staff employees. What is the legal basis of such? Are
these rewards system motivates you to strive toward work excellence? Are these
motivating forces shown in Maslow and MacGregor’s theories discussed? Write down
your answers in your study sheet and give your personal reflections.
1. Performance Bonuses
Monetary rewards given based on individual or team performance. This is
governed by employment contracts and, in some cases, collective bargaining
agreements. Must comply with wage and hour laws to ensure that bonuses are
properly calculated and paid.
2. Recognition Programs
Non-monetary rewards like “Employee of the Month” awards, plaques, or
certificates. It is generally not subject to specific legal requirements but should be
administered fairly and without discrimination. Ensuring that all recognition is
consistent with organization’s policies and employment law.
3. Professional Development Opportunities
Funding for training, conferences, or educational courses. It must comply
with equal opportunity and non-discrimination laws. Ensuring that development
opportunities are accessible to all eligible employees and that any related benefits
are properly documented.

In my point of view these reward systems motivating and effective in encouraging

work excellence.