1. MD/SD Centennial Coordinator Training
Motivation
Introduction (2:00)
Welcome participants to the session.
Motivation is a concept that is sometimes overlooked, but can have a critical impact on people’s behavior and performance. It’s required to move people to ACTION, and is an important component of how we encourage behaviors and actions we want to increase, and discourage behaviors and actions we want to decrease.
Each of you were appointed to the position of MD/SD centennial coordinator because you have already demonstrated that you are a strong leader and have the ability to engage Lions. Over the next two years, you will be called on to utilize those skills to create an environment of sustained motivation among your district centennial coordinators and the other members of your Centennial team. Ultimately, this will help us achieve the goals, objectives, and initiatives that are part of the Centennial Celebration Program.
MD/SD Centennial Coordinator Training

2. MD/SD Centennial Coordinator Training
Session Objectives
Recognize the differences between external and internal motivation
Utilize the appropriate type of motivation to enhance behavior/performance
Identify 3 components of internal motivation
Implement strategies to develop motivation among Centennial team members
By the end of this session, each of you will be able to:
Recognize the differences between external and internal motivation
Utilize the appropriate type of motivation to enhance behavior and performance
Identify three components of internal motivation
Implement strategies to develop motivation among Centennial team members
MD/SD Centennial Coordinator Training

3. MD/SD Centennial Coordinator Training
Types of Motivation
MODULE 1: Types of Motivation (22:00)
We will begin by discussing two main types of motivation.
MD/SD Centennial Coordinator Training

4. Daniel Pink
Author of Drive: The Surprising Truth About What Motivates Us
Two types of motivation:
extrinsic and intrinsic
external and internal
Refer participants to page 1 in the Participant Manual.
Daniel Pink is a popular American author in the field of behavior, management, and business. In 2009, Pink published a best-selling book called, Drive: The Surprising Truth About What Motivates Us.
In his book, Pink describes two main ways people are motivated, and the conditions and components necessary for each type to result in successful performance outcomes: extrinsic motivation and intrinsic motivation.
For the purposes of our session today, we will simplify these terms and refer to them as:
External motivation
Internal motivation
MD/SD Centennial Coordinator Training

5. MD/SD Centennial Coordinator Training
External Motivation
External motivation aligns with our traditional understanding of how people are motivated. It refers to the motivation to act as the result of some external and tangible reward or consequence.
Ask: Can anyone think of an example of external motivation? Your examples can be something from your daily life, or something Lions-related.
Allow several participants to respond with examples as necessary; capture responses on a flipchart, and encourage participants to make note of the definition and examples on page 1 of the Participant Manual.
Some general examples follow; you may wish to relate these to some specific examples in your area/culture:
Money
Awards
Public recognition
Promotion and/or increased authority/responsibility
Fear of losing one’s position, authority, and/or reputation
When people are motivated by external rewards or consequences, they are generally less concerned with and invested in the action itself, and more focused on the benefit they receive from taking action. This is not necessarily a negative characteristic of this type of motivation, but does necessitate that it be used with caution. We will discuss this aspect of external motivation more in a few minutes.
Motivation to act as a result of an external, tangible reward or consequence.
MD/SD Centennial Coordinator Training

6. MD/SD Centennial Coordinator Training
Internal Motivation
Motivation to act as the result of internal desire or the self-satisfaction one believes will be gained from taking action.
The second type of motivation Daniel Pink describes is internal motivation, which refers to being motivated to act as the result of internal desire or the self-satisfaction one believes will be gained from taking action.
Ask: Can anyone think of an example of internal motivation? Again, your examples can be basic or Lions-related.
Allow several participants to respond with examples as necessary; capture responses on a flipchart, and encourage participants to make note of the definition and examples on page 1 of the Participant Manual.
Some general examples follow; you may wish to relate these to some specific examples in your area/culture:
Sense of pride or accomplishment
Satisfaction or joy derived from the action/task
Personal development/improvement
Feelings of commitment toward a larger purpose/goal
MD/SD Centennial Coordinator Training

7. External vs. Internal
Refer to page 2 in the Participant Manual.
As I mentioned, motivation is an important component of how we can encourage behaviors and actions we want to increase, and how we can discourage behaviors and actions we want to decrease. Daniel Pink states that both types of motivation can be extremely effective to this end, but their effectiveness is based on the situation in which you are trying to apply motivation.
The type of motivation to use depends on the situation.
MD/SD Centennial Coordinator Training

8. MD/SD Centennial Coordinator Training
External Motivation
Using external motivators is typically more effective when the action (behavior, task/project, goal) is distinct and the path to achievement is defined.
An example of this type of situation would be the encouraging the completion of a straight-forward task, such as submitting reports on time.
Ask: Can you think of any other examples of a situation that could benefit from external motivation?
Allow 2-3 participants to respond; two additional examples are included below:
Motivating others to meet the requirements of an awards program
Motivating others to attend a meeting
External motivation is most effective when the path to achievement is defined.
MD/SD Centennial Coordinator Training

9. MD/SD Centennial Coordinator Training
Internal Motivation:
Internal motivation is more effective when the action (behavior, task/project, goal) is more complex and requires the use of critical thinking and problem-solving skills for achievement.
An example of this situation would be a complex task, such as developing a comprehensive plan to promote the Centennial to clubs.
Both external and internal motivation can be effective, and can often be used together in a motivational strategy that promotes both short- and long-term success.
However, the distinction between how the two types of motivation can be applied to different situations is an important concept to grasp as a leader. Using the wrong type of motivation in a situation can actually have a negative impact on your outcome.
Internal motivation most effective when the path to requires critical thinking and problem-solving.
MD/SD Centennial Coordinator Training

10. MD/SD Centennial Coordinator Training
Consequences
Diminished creativity
Skipped steps or processes
Increased expectations
Short-term thinking
Refer participants to page 3 in the Participant Manual.
External motivation – which, as you remember, is most effective when the path to achievement is straight-forward and defined - can have consequences when used to elicit performance in complex situations that require critical thinking and problem-solving skills. These consequences include:
Diminished creativity: Many projects and challenges require creative thinking to find an effective solution. Using an external motivator (like a reward for achievement or consequence for failure), to move people to action can drastically narrow their focus and hinder their creative process.
Skipped steps or processes: By offering an external incentive to motivate performance, many people will narrow their focus to find the quickest way to achieve the goal. This may result in purposefully or inadvertently skipping key steps or processes essential for a quality outcome.
Increased expectations: If people are consistently motivated externally, they will always expect to receive something for their performance. Eventually, their expectations of what they should receive will also increase, which may not be sustainable in the long-term.
Short-term thinking: Providing an external motivator as a reward or consequence to performance can limit one’s thinking to only the immediate future and invalidate the long-term. It prevents the development of a foundation and commitment toward a future goal.
Ask: Has anyone experienced the consequences of using external motivation to motivate people in the wrong situation? What was the outcome?
Allow 1-2 volunteers to share their experiences if applicable. If participants do not have relevant experiences to share, you may wish to share something from your own Lions or personal experience.
MD/SD Centennial Coordinator Training

11. Developing Motivation
MODULE 2: Developing Motivation (35:00)
Motivating people in theory seems relatively simple, but motivating people in practice can actually be a more complex endeavor. While it can be simple to consider ways to implement external motivational strategies with the members of your team, developing internal motivation can be a more complex endeavor.
Before you proceed with the module, which includes an activity and discussion, direct participants to find a partner and provide each pair with a sheet of flipchart paper and a marker. If you have an odd number of participants, create one group of three.
To save time, you may wish to prepare the flipcharts with the appropriate sections/labels prior to the start of the session.
MD/SD Centennial Coordinator Training

12. MD/SD Centennial Coordinator Training
Components
Internal Motivation
Autonomy
Mastery
Purpose
Refer participants to page 4 of the Participant Manual.
As the MD/SD centennial coordinator, you have the opportunity to promote the development of three components of internal motivation among the members of your Centennial team: autonomy, mastery, purpose.
MD/SD Centennial Coordinator Training

13. Flipchart Instructions:
Autonomy
Purpose
Mastery
Using your flipchart paper, create 3 columns. At the top of each column, write one of the three components: autonomy, mastery, and purpose.
Let’s start by first defining each of these components. As we define each, record the definition on page 4 of your Participant Manual. You will also have an opportunity to make some notes on your flipchart, but please wait for my instructions to do so.
MD/SD Centennial Coordinator Training

14. MD/SD Centennial Coordinator Training
Autonomy:
The desire to be self-directed in one’s actions and behaviors.
Autonomy refers to being self-directed in one’s actions and behaviors. In an autonomous environment, individuals are given primary control over decisions, actions, and behaviors rather than being directed by someone else.
Creating an environment where autonomy is encouraged does not sacrifice goals, team structures, or accountability. Rather, giving people the opportunity to drive their own actions can create a sense of ownership of established goals and timelines, can promote collaboration, and can increase satisfaction and performance.
Promoting autonomy among your district centennial coordinators and Centennial team members while still maintaining structure, goals and consistency can be somewhat challenging.  Collaborative goal-setting is one method you could consider integrating into your management of your coordinators. Including the members of your team in the goal-setting and action planning process promotes personal ownership of the process and self-direction toward contributing to the established goals.
MD/SD Centennial Coordinator Training

15. Autonomy: Discuss strategies you could use to promote autonomy
Purpose
Mastery
Activity:
With your partner, use the next five minutes to discuss some other strategies you could use to promote autonomy among your district centennial coordinators and Centennial team members. List your strategies in the “Autonomy” column on your flipchart and be prepared to share them with the group.
Call time after five minutes, and provide the opportunity for the participants to share their strategies.
If you classroom group is small, you may ask each group to share all of the strategies they identified.
If you have a larger group, you may wish to ask each group to only share one of their strategies.
Responses will vary, but could include:
Promoting creativity (such as a group brainstorming session on how to achieve 100% CSC reporting at the club level), and encouraging team members to identify innovative ideas and approaches to address challenges and opportunities
Delegating specific tasks or responsibilities to members of the group (such as the creation of a group Facebook page for coordinators and club chairpersons to share ideas and information) which allows you to provide some direction yet gives individuals the autonomy to make decisions about their approach to completing the task, project, or responsibility.
Encourage participants to take notes on page 5 of the Participant Manual.
Providing members of your team with some autonomy in their tasks, projects, and approaches to carrying out responsibilities will increase their engagement, which contributes to the second component of internal motivation – mastery.
Discuss strategies you could use to promote autonomy
List your strategies in the “Autonomy” column
Be prepared to share
MD/SD Centennial Coordinator Training

16. MD/SD Centennial Coordinator Training
Mastery:
The desire to continually improve one’s skills or performance.
Mastery refers to the desire to continually improve one’s skills or performance.
As an example of mastery in practice, consider your journey as a Lions leader. During your development, you have not received monetary gain or an external incentive from pursuing leadership development opportunities; however, your desire to improve your skill set has resulted in personal growth, satisfaction, and success.
Encouraging mastery among your district centennial coordinators and the other members of your Centennial team is an important way to ensure that members feel challenged and supported as they strive to improve and achieve their goals. Coaching is one skill that you can leverage to support this process by helping your coordinators recognize any skill or knowledge deficiencies and encouraging additional personal development or training to enhance their effectiveness.
MD/SD Centennial Coordinator Training

17. Mastery: Discuss strategies you could use to promote mastery
Autonomy
Purpose
Mastery
Activity:
With your partner, use the next five minutes to discuss some other strategies or skills you could implement to encourage mastery among the district centennial coordinators and Centennial team members. List your strategies in the “Mastery” column on your flipchart and be prepared to share them with the group.
Call time after five minutes, and provide the opportunity for the participants to share their ideas.
If you classroom group is small, you may ask each group to share all of the strategies/skills they identified.
If you have a larger group, you may wish to ask each group to only share one of their strategies/skills.
Responses will vary, but could include:
Recognizing and celebrating progress and achievement toward projects or established goals (both individually and as a group)
Offering regular opportunities to members of the team to advance their knowledge and skills (quarterly webinars or meetings, education sessions at area forums or multiple district events)
Making yourself available to offer guidance and encouragement when necessary
Encourage participants to take notes on page 5 of the Participant Manual.
Discuss strategies you could use to promote mastery
List your strategies in the “Mastery” column
Be prepared to share
MD/SD Centennial Coordinator Training

18. MD/SD Centennial Coordinator Training
Purpose:
The desire to make a contribution and be part of a cause greater than oneself.
The final component of internal motivation is purpose, which provides the context for autonomy and mastery.
Purpose refers to the desire to make a contribution and be part of a cause greater than oneself. People who feel autonomous in their actions often work to achieve mastery, and as a result, attain a high level of performance. Those who do so in service to a larger objective, or purpose, are the most productive, satisfied, and successful.
Ask: What is our purpose in celebrating our Centennial?
Allow several participants to offer responses. Responses will vary but will likely include comments related to celebrating our history, reenergizing our membership and engaging potential new members, achieving new goals, creating opportunities for future success and growth.
Identifying one’s purpose is an individual activity that requires some self-reflection and careful consideration. To assist the members of your team in identifying their purpose, start by asking WHY instead of HOW when discussing goals, projects, challenges, and opportunities.
For example, before asking “how” the district centennial coordinators should address a lack of public awareness about the Centennial in local communities, focus on identifying “why” it is important that they pursue this opportunity to build awareness and connect with their community – to enhance community support, recruit new members, etc.
Ask: “WHY?”
MD/SD Centennial Coordinator Training

19. Purpose: Discuss strategies you could use to promote purpose
Autonomy
Purpose
Mastery
Activity:
With your partner, use the next five minutes to discuss some other strategies or skills you could implement to encourage members of your Centennial team to identify their own purpose as part of the Centennial. List your strategies in the “Purpose” column on your flipchart and be prepared to share them with the group.
Call time after five minutes, and provide the opportunity for the participants to share their ideas.
If you classroom group is small, you may ask each group to share all of the strategies they identified.
If you have a larger group, you may wish to ask each group to only share one of their strategies.
Responses will vary, but could include:
Conduct a group activity where each team member has an opportunity to independently identify his/her purpose as a part of the Centennial, and then shares it with the rest of the team to establish accountability and inspire one another (this could even be done virtually, on a Facebook page/social media site or via ).
Share promotional items related to the Centennial, such as a Touchstone story or Centennial video with the members of the team, and elicit some discussion about how it connects to their individual purpose or inspires their efforts.
Keep a record of each team member’s identified purpose, and remind them of it to encourage and support their efforts.
Encourage participants to take notes on page 5 of the Participant Manual.
Ask: Are there any questions about the three components of internal motivation?
Address questions as needed, and then transition to the conclusion.
Discuss strategies you could use to promote purpose
List your strategies in the “Purpose” column
Be prepared to share
MD/SD Centennial Coordinator Training

20. MD/SD Centennial Coordinator Training
Conclusion (1:00)
Encouraging the members of your team to develop their autonomy, gain mastery, and identify their purpose is an important supportive action that you can leverage to ensure that all of your Centennial team members are committed to success. Supplementing those strategies with various external motivators in the appropriate setting will strengthen that support and further promote the achievement of important goals and initiatives of our Centennial Celebration Program.  
MD/SD Centennial Coordinator Training

21. MD/SD Centennial Coordinator Training
Session Objectives
Recognize the differences between external and internal motivation
Utilize the appropriate type of motivation to enhance behavior/performance
Identify 3 components of internal motivation
Implement strategies to develop motivation among Centennial team members
Let’s review the objectives of our session today:
Recognize the differences between external and internal motivation
Utilize the appropriate type of motivation to enhance behavior and performance
Identify three components of internal motivation
Implement strategies to develop motivation among Centennial team members
Ask: Have we met these objectives?
Address any final questions as needed.
MD/SD Centennial Coordinator Training

22. MD/SD Centennial Coordinator Training
Evaluation
Conclude the session and ask participants to complete the session evaluation.
MD/SD Centennial Coordinator Training