Tag: Problems

  • Participative Budgeting Meaning Advantages Disadvantages

    Participative Budgeting Meaning Advantages Disadvantages

    Participative Budgeting with their Meaning, Definition, Problems, Types, Advantages, and Disadvantages; It is a budgeting process that involves people at lower levels of government in the budgeting process. In contrast to the forced budgeting process, participatory budgeting shares the responsibility with subordinate managers to give them a sense of ownership of the company.

    Here is the article to explain, Participative Budgeting with their important poots of Meaning, Definition, Problems, Types, Benefits, Advantages, Disadvantages, and also limitations!

    Participatory budgeting also tends to result in more accessible budgets, as lower-level employees are better able to tell their managers when funds need to allocate. When an organization implements participatory budgeting, it shows the trust that management has in its employees. Employees’ sense of responsibility motivates them to work hard and achieve the goals they have set.

    What does mean participative budgeting? It is a method of budgeting in which the people who run the budget; and, those who will affect by the budget participate in the budgeting process. With this type of budgeting, top managers share responsibility for budget decisions with managers at the lowest level. As a result, it gives them a greater sense of participation in the company.

    Budgeting is an important control tool. This is an annual financial report that shows the estimated income and expenses for a unit. Units can be projects, departments, organizations, or entire countries. A budget is made for a certain period in the future. This could be a day, a month, a quarter, or a year. The budget serves as the plan for the management plan. Several budgeting methods can be used depending on the needs of the organization.

    Meaning of Participative Budgeting;

    It is a process in which the people affected by the household actively involved in the budgeting process. The bottom-up approach to budgeting results in a budget that is more accessible than the top-down budget imposed on the company by management, with far fewer employees involved. It’s also better for work ethic and tends to result in greater effort on the part of employees to get what they budgeted for. However, a purely participatory budget does not take into account comprehensive strategic considerations, so management must provide orientation assistance to employees for the overall direction of the company and the classification of individual departments.

    When participatory budgeting use across the organization, tentative budgets collect through the corporate hierarchy, reviewed, and possibly amended by mid-level executives. After being collected in the general budget; it turned out that the proposed budget was not appropriate. In this case, they return to the creator for one more iteration, usually with guidelines specifying what senior management is looking for.

    Definition of Participative Budgeting;

    It is a situation where budgets design and set based on input from subordinate managers, not just imposed. Participation in budgeting aims to divide the responsibilities of subordinate managers and determine the form of personal accountability for the final budget. In the budgeting approach, where the subordinate involves in setting the budget, he provides his own information, based on which the superior formulates the self-determined budget or the participation budget. It expects that organizational performance will improve significantly by enabling managers to allocate resources more efficiently. According to information from subordinates, the right decisions are made for the allocation of resources, they improves organizational efficiency.

    Participation in budgeting has the desired impact on the work of the organization, which includes conveying information from subordinates to superiors to increase the job satisfaction of subordinates. Benefits also include greater budgetary responsibility and motivation to achieve goals. In addition to the desired effect, they also have side effects, including time-consuming budgeting. The conditions that determine the success of an investment budget depend on various factors, such as job-related information, level of involvement, minor influencing factors, and budget complexity.

    Types of Participative Budgeting;

    It two ways to introduce participatory budgeting;

    1. Pure participatory budgeting is a place where budgetary power fully decentralize. You have the freedom to make choices. Management will not interfere. Therefore, sometimes top-level strategies cannot consider. Does not matter.
    2. In the second case, we can call it top-down together with the participation budget that management provides for the guidance or goals of the company’s subordinates. You tell them how to put their own goals under those of the company.

    Additional information is provided considering the second approach as it is more practical. For the budget to be effective and efficient, management must take an open approach. That is, it must support new ideas and suggestions from stakeholders. In other words, they should not criticize the budget directly. However, they can offer suggestions or suggest necessary changes.

    In top-down budgeting, managers make resources available to different departments. However, it takes a bottom-up approach. Departments communicate their needs to manage and set their own standards. In short, it’s to enable the people who actually “do” the work to improve the planning process.

    What are the Problems with participative budgeting?

    Because more people involve in participatory budgeting, budgets usually take longer to prepare than top-down budgets prepared by a much smaller number of people. The labor costs associated with setting such a budget are also relatively high. Another problem with participatory budgeting is that participants tend to use conservative budgets with additional reimbursement; because, the people who make the budgets are also the people whose results compare to be reasonably sure of achieving this budget.

    This trend more pronounces when employees pay bonuses based on their performance relative to the budget. This budget allocation problem can reduce by requesting a budget review by a member of management; who is likely to know when the budget will disburse and who can correct it if necessary. This is the only way to integrate the stretched goals into the budget.

    Benefits or Advantages of participative budgeting;

    It certainly has several advantages, including conveying information from subordinates to greater satisfaction with subordinates’ work, budgetary responsibilities, and adherence to goals. Sharing information from subordinates to superiors is one of the benefits of budgeting. Subordinates have the opportunity to communicate directly with superiors and discuss organizational questions with superiors to exchange information and ideas, solve problems and incorporate future perspectives. Information sharing is very important when it is a very difficult task, the more difficult the task, the greater the need to consult with subordinates.

    They also allow subordinates to discuss organizational issues with supervisors, where sharing information and ideas can help solve problems and coordinate future actions. Sharing this information is especially important when the problem is of high difficulty, because the more difficult the task, the greater the need to consult with subordinates. They have a higher rate of execution when dealing with more difficult and unstable household tasks without consultation. In addition, people involved in budgeting recognize as team members; they share budgetary responsibilities, and motivation is higher when they achieve their own goals together than goals impose. Here are some of the benefits of implementing a participatory budgeting approach:

    Transfer of information to the top;

    One of the advantages of participatory budgeting is the exchange of information between executives from the departmental level to senior management. This means that subordinate managers allow expressing their views on certain organizational issues. Managers also have the opportunity to discuss the difficulties involved in budgeting and consider ways to resolve issues. Both top and bottom managers can express their views on certain issues.

    Employee motivation and encouragement;

    When employees involve in the budgeting process; they own part of the budgeting process. This gives them a sense of ownership when their suggestions take into account by the management. They also feel valued by management when they allow to sit down with top managers and exchange views on particular interests. The participation of employees in the process improves their work ethic and gives them a greater desire to work harder to achieve the goals they have set for themselves.

    Goal matching or congruence;

    Goal Matching refers to the correspondence between employee goals and the company’s overall goals. To create a company with an achievable budget, management and employees need to set unidirectional goals. For example, if the company has a goal to double production capacity in the next year; this should share with employees as they will be responsible for implementing the proposal. Without a match between the goals of the company and the goals of subordinate managers, the goals set cannot achieve.

    Disadvantages or limitations of Participative Budgeting (Lack of budget with participation);

    In addition to the desired effect, they also has side effects for the organization. Wasting time is the biggest disadvantage of participating in budgeting. Indecision and procrastination can arise when you have too many meetings.

    The downside of budget negotiations is that they can create over-participation, which can take a long time and lead to delays and delays. Failure to reach an agreement in negotiations where the boss has the final say can also be detrimental to the business as it only serves to lower the manager’s morale and confidence in the work he is trying to accomplish. Second, the attitude of the negotiator can significantly affect the outcome.

    Time-consuming;

    The most common budget constraint in attending is that it takes a lot of time compared to the budget charged. Since budgeting starts from the departmental level upwards, there may be too much involvement, which can derail the process. Involving everyone in every department means negotiations may take too long to reach an agreement. If an agreement cannot reach, management must make a final decision; which means that employees must make a forced decision.

    Budgetary slack (budget allocation);

    Another limitation is budget allocation. Employees may overestimate costs and/or underestimate revenue estimates to manipulate budgets to their advantage. This means that subordinate managers set goals that they are sure to achieve and even achieve in the next financial year. This mostly happens when the manager’s performance measures against the achievement of the budget. By making budgets achievable, managers assume to exceed their goals.

    Participative Budgeting Meaning Definition Problems Types Benefits Advantages Disadvantages limitations Image
    Participative Budgeting Meaning Advantages Disadvantages; Image by Mohamed Hassan from Pixabay.
  • What are the Financial Problems of Merger and Consolidation?

    What are the Financial Problems of Merger and Consolidation?

    Financial Problems of Merger and Consolidation: Entrepreneurial Marketing in a merger is when two or more corporations come together but only one of the corporation or policy or contract stays exists afterward. For example, if company X and Company Y merge to and only company X or Y exists afterward. While In consolidation, when two or more corporations come together to form a completely new corporation or policy or contract.

    Here the expiration of Financial Problems of Merger and Consolidation.

    After merging and consolidation, companies face several financial problems. The liquidity of the companies has to establish afresh. The merging and consolidating companies pursue their financial reports or policies when they are working independently. Some adjustments are required to make in financial planning and policies so that consolidated efforts may enable to improve short term and long term finances of the companies.

    Merger and Consolidation both are different from each other but some Financial Problems of Merger and Consolidation, the companies are following discussed below;

    Cash management:

    The Liquidity Problem is the usual problem faced by acquiring companies. Before merger and consolidation, the companies had their method of payments, cash behavior pattern, and arrangements with financial institutions. The cash pattern will have to adjust according to the present needs of the business.

    Credit policy:

    The credit policies of the companies are unified so that the same terms and conditions may be applied to the customers. If the market areas of the companies are different, then the same old policies may be followed. The problem will arise only when operating areas of the companies are the same and the same credit policy will have to pursue.

    Financial planning:

    The companies may be following different financial plans before merger and consolidation. After merger and consolidation, unified financial planning follows. The divergent financial control will unify to suit the needs of acquiring concerns. The methods of budgeting and financial controls may also be different.

    Dividend policy:

    The companies may be following different policies for paying dividends. The stockholders will be expecting higher rates of the dividend after merger and consolidation on the belief that financial position; and, earning capacity have increased after combining the resources of the companies. This is a ticklish problem and management will have to devise an acceptable pay-out policy. In the earlier stages of merger and consolidation, it may be difficult to maintain even the old rates of dividends.

    Depreciation policy:

    The companies follow different depreciation policies. The method of depreciation, the rate of depreciation, and the amount to take to revenue accounts will be different. After merging and consolidation, the first thing to decide will be different. After merger and consolidation, the first thing to decide will be about the depreciable and non-depreciable assets. The second will be about the rate of depreciation. Different assets will be in different stages of use and appropriate amounts of depreciation should decide.

    Here is the Mobile App for maintaining your Financial Problems.

    What they are? It calls Khata Book, you may download it on Google Play Store or iOS store. Khata Book (Ledger Account Book) – Replace your traditional debit account book (Udhar Bahi Khata) by a new digital ledger cash book. It is 100% Free, Safe, and Secure for all types of businesses to maintain their customer’s accounts. It is Tally for mobile. Shop owners can use the app to record credit (Jama) and debit (Udhaar) transactions for their trusted customers.

    Financial Problems of Merger and Consolidation Image
    What are the Financial Problems of Merger and Consolidation? Image from Pixabay.

    Differences between Statutory Merger and Consolidation:

    The following differences below are;

    1. In a statutory merger, one of the two parties retains its entity and another party merges into the other by losing its entity. While statutory consolidation, when two parties come together, both of their legal entities cease to exist, and a new identity creates.
    2. In a merger, a union whereby one or more existing corporations and absorbed by another corporation that survives and continues the combined business. While consolidation, a union of two or more existing corporations to form a new corporation called the consolidated corporation
    3. In a merger, the assets and liabilities of the merging company (one that loses its identity after the merger) become the property of the acquiring company (one that retains its identity intact even after the merger). While consolidation, the assets, and liabilities of both of the companies become the assets and liabilities of the larger company that forms after consolidation.
    4. In a merger, all constituent corporations, except the surviving corporation, dissolve. While consolidation, all constituent corporations dissolve and absorb by the new consolidated enterprise.
    5. In both mergers and consolidation, the federal and state government can stop the process of merger or consolidation by using anti-trust laws; if they find that by merger or consolidation; a company (new or old) gets an unfair advantage over others or can affect the market by becoming a monopoly.
  • What is Strategic Management? Meaning and Definition

    What is Strategic Management? Meaning and Definition

    What is Strategic Management? Strategic management involves the formulation and implementation of the major goals and initiatives taken by a company’s top management on behalf of owners, based on consideration of resources and an assessment of the internal and external environments in which the organization competes. Strategic management can also define as a bundle of decisions and acts which a manager undertakes and which decides the result of the firm’s performance.

    Here explains read and learn; What is Strategic Management? Meaning and Definition.

    Strategic management provides overall direction to the enterprise and involves specifying the organization’s objectives, developing policies and plans designed to achieve these objectives, and then allocating resources to implement the plans. Academics and practicing managers have developed numerous models and frameworks to assist in strategic decision making in the context of complex environments and competitive dynamics. Strategic management is not static; the models often include a feedback loop to monitor execution and inform the next round of planning.

    Michael Porter identifies three principles underlying strategy: creating a “unique and valuable market position”, making trade-offs by choosing “what not to do”, and creating “fit” by aligning company activities with one another to support the chosen strategy. Dr. Vladimir Kvint defines strategy as “a system of finding, formulating, and developing a doctrine that will ensure long-term success if followed faithfully.

    The corporate strategy involves answering a key question from a portfolio perspective: “What business should we be in?” Business strategy involves answering the question: “How shall we compete in this business?” In management theory and practice, a further distinction is often made between strategic management and operational management. Operational management is concerned primarily with improving efficiency and controlling costs within the boundaries set by the organization’s strategy.

    Definition of Strategic Management:

    Strategic management involves the formulation and implementation of the major goals and initiatives taken by a company’s top management on behalf of owners, based on consideration of resources and an assessment of the internal and external environments in which the organization competes.

    The strategy is defined as;

    “The determination of the basic long-term goals of an enterprise, and the adoption of courses of action and the allocation of resources necessary for carrying out these goals.”

    Strategies are established to set direction, focus effort, define or clarify the organization, and provide consistency or guidance in response to the environment. As well as, Strategic management involves the related concepts of strategic planning and strategic thinking. It is analytical and refers to formalized procedures to produce the data and analyses used as inputs for strategic thinking; which synthesizes the data resulting in the strategy. Strategic planning may also refer to control mechanisms used to implement the strategy once it determines.

    In other words, strategic planning happens around strategic thinking or strategy making activity. Strategic management often describes as involving two major processes: formulation and implementation of a strategy. While described sequentially below, in practice the two processes are iterative and each provides input for the other. Also, Strategic Management is all about identification and description of the strategies; that managers can carry to achieve better performance and a competitive advantage for their organization. An organization is said to have a competitive advantage if its profitability is higher than the average profitability of all companies in its industry.

    Explanation;

    The manager must have a thorough knowledge and analysis of the general and competitive organizational environment to make the right decisions. They should conduct a SWOT Analysis (Strengths, Weaknesses, Opportunities, and Threats), i.e., they should make the best possible utilization of strengths, minimize the organizational weaknesses, make use of arising opportunities from the business environment and shouldn’t ignore the threats.

    Strategic management is nothing but planning for both predictable as well as unfeasible contingencies. It applies to both small as well as large organizations as even the smallest organization faces competition; and, by formulating and implementing appropriate strategies; they can attain sustainable competitive advantage.

    It is a way in which strategists set the objectives and proceed about attaining them. It deals with making and implementing decisions about the future direction of an organization. They help us to identify the direction in which an organization is moving.

    Strategic management is a continuous process that evaluates and controls the business and the industries in which an organization involve; evaluates its competitors and sets goals and strategies to meet all existing and potential competitors; and then reevaluates strategies regularly to determine how it has been implemented and whether it was successful or does it needs replacement.

    Strategic Management
    What is Strategic Management? Meaning and Definition.

    More things;

    Strategic Management gives a broader perspective to the employees of an organization; and, they can better understand how their job fits into the entire organizational plan; how it co-relate to other organizational members. It is nothing but the art of managing employees in a manner that maximizes the ability to achieve business objectives. The employees become more trustworthy, more committed and satisfied; as they can co-relate themselves very well with each organizational task.

    They can understand the reaction of environmental changes in the organization; and, the probable response of the organization with the help of strategic management. Thus the employees can judge the impact of such changes on their job and can effectively face the changes. Also, the managers and employees must appropriately do appropriate things. They need to be both effective as well as efficient.

  • Strategy

    Strategy

    What is Strategy?


    A method or plan has chosen to bring about the desired future, such as achievement of a goal or solution to a problem.

    The art and science of planning and marshaling resources for their most efficient and effective use. The term is derived from the Greek word for generalship or leading an army. See also tactics.

    A strategy is a high-level plan to achieve one or more goals under conditions of uncertainty. In the sense of the “art of the general”, which included several subsets of skills including “tactics”, siege craft, logistics etc., the term came into use in the 6th century C.E. in East Roman terminology and was translated into Western vernacular languages only in the 18th century. From then until the 20th century, the word “strategy” came to denote “a comprehensive way to try to pursue political ends, including the threat or actual use of force, in a dialectic of wills” in a military conflict, in which both adversaries interact.

    Companies now face increasingly turbulent, complex and threatening environments. In the past, they could succeed by focusing virtually all management efforts on running their day to day affairs as efficiently as possible. Although such focusing is still important, adapting the firms to changing environmental conditions have become an essential gradient for success.

    The strategic management perspective highlights the significance of devoting more attention to analyzing environments and formulating strategies that relate directly to environmental changes. The ultimate purpose of strategic management is to help the organization increase its performance through increased effectiveness, efficiency, and flexibility.

    A strategy is a way of doing something. It usually includes the formulation of an objective and a set of action plans for the accomplishment of the objective.

    Strategic management may be understood as the process of formulating, implementing and evaluating business strategies to achieve organizational objectives. It is a set of managerial decisions and actions that determine the long-term performance of a corporation. It involves environmental scanning, strategy formulation, strategy implementation, evaluation, and control.

    The study of strategic management emphasizes on monitoring and evaluating environmental opportunities and threats in the light of corporation’s strengths and weaknesses.

    Step 01: Analyze opportunities and threats or constraints that exist in the external environment.

    Step 02: Formulate strategies that will match the organization’s strengths and weaknesses with opportunities and threats or constraints that exist in the external environment.

    Step 03: Implement the strategies.

    Step 04: Evaluate and control activities to ensure that organizations objectives are achieved.

    It is important because the resources available to achieve these goals are usually limited. Generally involves setting goals, determining actions to achieve the goals, and mobilizing resources to execute the actions. A strategy describes how the ends (goals) will be achieved by the means (resources). This is generally tasked with determining strategy. The strategy can be intended or can emerge as a pattern of activity as the organization adapts to its environment or competes. It involves activities such as strategic planning and strategic thinking.

    Henry Mintzberg from McGill University defined strategy as a pattern in a stream of decisions to contrast with a view of strategy as planning, while Max McKeown (2011) argues that “strategy is about shaping the future” and is the human attempt to get to “desirable ends with available means.” Dr. Vladimir Kvint defines strategy as “a system of finding, formulating, and developing a doctrine that will ensure long-term success if followed faithfully.”

    Many Definitions of Strategy

    In 1988, Henry Mintzberg described the many different definitions and perspectives on strategy reflected in both academic research and in practice. He examined the strategic process and concluded it was much more fluid and unpredictable than people had thought. Because of this, he could not point to one process that could be called strategic planning. Instead, Mintzberg concludes that there are five types of strategies:

    As plan: A directed course of action to achieve an intended set of goals; similar to the strategic planning concept.

    As pattern: A consistent pattern of past behavior, with a strategy realized over time rather than planned or intended. Where the realized pattern was different from the intent, he referred to the strategy as emergent.

    As position: Locating brands, products, or companies within the market, based on the conceptual framework of consumers or other stakeholders; a strategy determined primarily by factors outside the firm.

    As ploy: A specific maneuver intended to outwit a competitor; and

    As perspective: Executing strategy based on a “theory of the business” or natural extension of the mindset or ideological perspective of the organization.

    In 1998, Mintzberg developed these five types of management strategy into 10 “schools of thought” and grouped them into three categories. The first group is normative. It consists of the schools of informal design and conception, the formal planning, and analytical positioning. The second group, consisting of six schools, is more concerned with how strategic management is actually done, rather than prescribing optimal plans or positions. The six schools are entrepreneurial, visionary, cognitive, learning/adaptive/emergent, negotiation, corporate culture and business environment. The third and final group consists of one school, the configuration or transformation school, a hybrid of the other schools organized into stages, organizational life cycles, or “episodes”.

    Michael Porter defined strategy in 1980 as the “Broad formula for how a business is going to compete, what its goals should be, and what policies will be needed to carry out those goals” and the “Combination of the ends (goals) for which the firm is striving and the means (policies) by which it is seeking to get there.” He continued that: “The essence of formulating the competitive strategy is relating a company to its environment.”


  • What is My Goal Orientation?

    What is My Goal Orientation?


    Educators have determined that students have different reasons or purposes for achieving in different courses. Dweck and Leggett (1988) believe that the achievement goals students pursue “create the framework within which they interpret and react to events.” They have identified two types of achievement goals: mastery and performance. A mastery goal is oriented toward learning as much as possible in a course for the purpose of self-improvement, irrespective of the performance of others. A performance goal focuses on social comparison and competition, with the main purpose of outperforming others on the task. Think about how you approach different classes. Are you interested in learning as much as you can in a class, or is your major goal simply doing better than the majority of students so you can attain a satisfactory grade? Of course, in some classes, you may value both learnings and be getting good grades because you can have multiple goals in school. It is not uncommon for students to have a mastery goal orientation in one class and a performance goal orientation in another. It is also possible to have a performance and mastery goal orientation in the same class. An analysis of the distinction between mastery and performance goals in Table shows how students define schooling and learning in different ways.

    Mastery Performance
    Success defined as Improvement, progress, mastery, innovation, creativity High grades, high performance compared with others, relative achievement on standardized measures
    Value placed on Effort, academic venture some ness Demonstrating high performance relative to effort
    Basis for satisfaction Progress, challenge, mastery Doing better than others, success relative to effort
    Error viewed as Part of the learning process, informational Failure, evidence of lack of ability
    Ability viewed as Developing through effort Fixed

    The goal orientation that students adopt in a course influences the effort they exhibit in learning tasks and the type of learning strategies they use. Thus, when students adopt a mastery goal orientation, they are more likely to have a positive attitude toward the task (even outside the classroom), monitor their own comprehension, use more complex learning strategies, and relate newly learned the material with previously learned the material. In contrast, students who adopt a performance orientation tend to focus on memorization and other rote learning strategies and often do not engage in problem-solving and critical thinking. In general, they do not think about what they learn but rather look for shortcuts and quick payoffs. Students with performance goals want to look competent (e.g., Safe Susan) or avoid looking incompetent (e.g., Defensive Dimitri). In general, the research suggests that adopting a mastery goal orientation has positive academic outcomes (Ames, 1992). However, it has been found that performance goals, but not mastery goals, were related to academic performance in introductory college classes (Harackiewicz, Barron, Carter, Lehto, & Elliot, 1997).

    The researchers argued that in large lecture classes where instructors’ grade on a curve and success is defined as outperforming others, performance goals can lead to academic success. Another important issue to consider is that multiple-choice tests often are used in such settings and may assess more factual rather than deeper understanding of the material. Thus, the grading method and/or type of tests used may create a performance oriented classroom environment. In the same investigation, the researchers found that mastery goals predicted interest in the introductory class, whereas performance goals did not. We have an interesting dilemma: each goal was related to one indicator of success (academic performance or interest) but not the other. In this situation, it appears that students who endorsed both goals were most likely to like the course and achieve well.

    In the following section, two students present different views on goal orientation. The first student admits that his primary goal orientation is to meet requirements, not learn. The second student reports that his goal orientation is influenced by the value he placed on different courses. What factors influence your goal orientations?

    Your goal orientation in a particular course can greatly impact your motivation, even before you ever open a textbook or take your first lecture notes. Analyze your goal orientation in each of the classes you are currently taking. Do you have the same goal orientation in all of your classes? Do you think you exhibit both orientations in some classes? Do you find that your learning behavior differs depending on your goal orientation? Also, think about a hobby or particular interest you have. How long can you persist on the task before getting tired or bored? How is your behavior related to your goal orientation?

  • What are Motivation and Factors Influence IT?

    What are Motivation and Factors Influence IT?


    Student motivation in the college classroom involves three interactive components (adapted from Pint rich, 1994). The first component is the personal and sociocultural factors that include individual characteristics, such as the attitudes and values students bring to college based on prior personal, family, and cultural experiences. The second component is the classroom environment factors that pertain to instructional experiences in different courses. The third component is internal factors or students’ beliefs and perceptions. Internal factors are influenced by both personal and sociocultural factors and classroom environmental experiences. Current research on motivation indicates that internal factors (i.e., students’ beliefs and perceptions) are key factors in understanding behavior. Most of the attention is given to the internal factors of motivation. I begin this section with a discussion of what behaviors determine students’ motivation and then discuss how personal and sociocultural, classroom environmental, and internal factors influence motivated behavior.

    Motivated Behavior


    If you want to understand your own motivation, you might begin by evaluating your behavior in the following three areas:

    Choice of behavior.

    Level of activity and involvement, and

    Persistence and management of effort.

    Students make choices everyday about activities and tasks in which to engage. Many students choose to learn more about a subject or topic outside of class, whereas others limit their involvement to class assignments. As an undergraduate, I had a roommate who slept until noon each day. This behavior would not have been problematic if his classes were in the afternoon. Unfortunately, all his classes were in the morning. Another student I knew could not say no when someone asked if she wanted to go to a movie or have pizza, even though she had to study for an exam or write a paper. Students do not have to be productive every moment. Having fun or wasting time is a part of life. However, the choices they make play important roles in determining the number of personal goals they will attain throughout life. A second aspect of motivated behavior is level of activity, or involvement in a task. Some students are very involved in their courses. They spend considerable effort after class refining notes, outlining readings, and, in general, using different learning strategies to make sense of what they are learning. Other students are less engaged in their courses and do the minimal amount required to get by. The third aspect of motivated behavior is persistence. The willingness of students to persist when tasks are difficult, boring, or unchallenging is an important factor in motivation and academic success. In many cases, students have to learn how to control their efforts and persistence in the variety of academic tasks they experience. Let’s now examine the factors that influence motivated behavior.

    Personal and Sociocultural Factors


    The attitudes, beliefs, and experiences students bring to college based on their personal and sociocultural experiences influence their motivation and behavior, and even their persistence or departure from college. When you walk into your first college class, you bring all your precollege experiences with you, such as your study and learning strategies, attitudes and beliefs about your ability to succeed in college, your coping strategies, and the level of commitment to meet personal goals. All of these attributes will influence the way you interact with the college environment. If you receive a low grade on a paper or exam, will you remind yourself of your ability to succeed, or will you say something like: “Here we go, just like high school. I don’t know if I can do well in this course?” All your past experiences with stressful situations and the way you handled them will influence your ability to deal with new stressful situations in your college environment. You are going to learn new copying strategies in this course that should result in a reduction of stress and increase confidence in your ability to succeed in college. You also are influenced by your family and cultural experiences. Family characteristics such as socioeconomic levels, parental educational levels, and parental expectations can influence motivation and behavior. For example, first-generation and ethnic minority students have a more difficult time adjusting to college than do second- or third-generation college students (Ratcliff, 1995). Transition to college can be difficult for any student, but when an individual has family members who have experienced this transition, he or she is less likely to feel lost in a new or unfamiliar environment or unsure about what questions to ask. Also, Reglin and Adams (1990) reported that Asian American students are more influenced by their parents’ desire for success than are their non–Asian American peers. They pointed out that the desire by Asian American students to meet their parents’ academic expectations creates the need to spend more time on academic tasks and less time on nonacademic activities. In what ways has your family influenced your goals, motivation, and behavior? Here is a list of some other student characteristics that can influence adjustment and involvement in college (adapted from Jalomo, 1995):

    • Married students with family obligations Single parents.
    • Students who never liked high school or who were rebellious in high school.
    • Students who were not involved in academic activities or student groups during high school.
    • Students who are afraid or feel out of place in the mainstream college culture.
    • Students who have a hard time adjusting to the fast pace of college.
    • Students who lack the financial resources to take additional courses or participate in campus-based academic and social activities in college.

    Stereotype Threat


    A distressing research finding is that African American and Latino students from elementary school through college tend to have lower test scores and grades, and tend to drop out of school more often than White students (National Center for Education Statistics, 1998). In addition, regardless of income level, they score lower than White and Asian students on the Scholastic Achievement Test (SAT). For years, educators have been concerned with these statistics, especially when capable minority students fail to perform as well as their White counterparts. Professor Claude Steele (1999) and his colleague (Aronson, 2002) believe they have identified a possible explanation for this dilemma. They think the difference in academic performance has less to do with preparation or ability and more to do with the threat of stereotypes about the students’ ability to succeed. They coined the term stereotype threat to mean the fear of doing something that would inadvertently confirm a stereotype. The following is an explanation of this phenomenon. Stereotypes can influence an individual’s motivation and achievement by suggesting to the target of the stereotype that a negative label could apply to one’s self or group.

    For example, the commonly held stereotype that women are less capable in mathematics than men have been shown to affect the performance of women on standardized math tests. When female’s students were told beforehand of this negative stereotype, scores were significantly lower compared to a group of women who were led to believe the tests did not reflect these stereotypes (Spencer, Steele, & Quinn, 1999). In another investigation (Levy, 1996), half of a group of older adults were reminded of the stereotype regarding old age and memory loss while the other half were reminded of the more positive stereotype that old people are wise. The older adults performed worse on a test of short-term memory when they were presented with the negative stereotype than when they were reminded of the more positive stereotype. Why do you think the women and older adults scored lower under the stereotype threat condition? Now let’s review the research as to how stereotype threat may help to explain the low achievement of certain minority group members.

    There exists a stereotype that many African American and Latino students may not have the academic ability to succeed in college. As a result, many minority students may feel at risk of confirming this stereotype and wonder if they can compete successfully at the college level. Thus, just the awareness of the stereotype can affect a student’s motivation and behavior. Steele and Aronson (1995) asked African American and White college students to take a difficult standardized test (verbal portion of the Graduate Record Examination). In one condition, the experimenters presented the test as a measure of intellectual ability and preparation. In the second condition, the experimenters reduced the stereotype threat by telling the students that they were not interested in measuring their ability with the test, but were interested in the students’ verbal problem solving. The only difference between the two conditions of the experiment was what the researchers told the students: the test was the same; the students were equally talented and were given the same amount of time to complete the exam.

    The results of the experiment indicated a major difference for the African American students. When the test was presented in the no evaluative way, they solved about twice as many problems on the test as when it was presented in the standard way. Moreover, there was no difference between the performance of African American and White test takers under the no-stereotype threat condition. For the White students, the way the test was presented had no effect on their performance. The researchers believed that by reducing the evaluative condition, they were able to reduce the African American students’ anxiety, and, as a result, they performed better on the exam. Aronson (2002) pointed out that in numerous investigations, researchers have found that the stereotype threat condition doesn’t reduce effort, but makes individuals try harder on tests because they want to invalidate the stereotype. Not all individuals are equally vulnerable to stereotype threat. Individuals who are more vulnerable include those who care most about doing well, people who feel a deep sense of attachment to their ethnic or gender group, and individuals who have higher expectations for discrimination in their environment. Students under the stereotype threat condition appear more anxious while taking a test. In addition, they also reread questions and recheck their answers more often than when they are not under stereotype threat.

    As a result, students placed in a stereotype threat condition become poor test takers! Are you vulnerable to stereotype threat as a member of a minority group, a woman, an older student who has come back to college a number of years after graduating from high school? Can student-athletes experience stereotype threat? Could the stereotype threat “absentminded professor” influence your instructor’s behavior? Has stereotype threat influenced your motivation or behavior in any way? Are you aware of such influence? What can educators do about reducing the influence of stereotype threat? Aronson (2002) pointed out that stereotype threat appears to be especially disruptive to individuals who believe that intelligence is fixed rather than changeable. In this course, you are learning that academic performance can be improved through the use of different learning and motivational strategies. Do you believe that you can become a more successful student and compete with other students at your college or university? There also is some evidence that stereotype threat may be reduced through cooperative learning and other forms of direct contact with other students.

    In a successful program that improved the academic achievement of a group of African American freshman at the University of Michigan (Steele et al., 1997), students lived in a racially integrated “living and learning” community in a part of a large dormitory. The students were recognized for their accomplishment of gaining admission to the university and participated in weekly rap groups to discuss common problems they all faced. In addition, they participated in advanced workshops in one of their courses that went beyond the material in the course. All of these activities were useful; however, the weekly rap sessions appeared to be the most critical part of program. The researchers believed that when students of different racial groups hear the same concerns expressed, the concerns appear to be less racial. The students also may learn that racial and gender stereotypes play a smaller role in academic success than they may have originally expected. It is important to realize that the researchers exploring the impact of stereotype threat are not saying that this phenomenon is the sole reason for underachievement by certain minority students. We have already discussed a number of other important academic and motivational factors that can make a difference between a successful and unsuccessful college experience. Nevertheless, stereotype threat must be considered an important factor in understanding underachievement of certain minority students.

    Classroom Environmental Factors


    Many classroom environmental factors influence student motivation. These include types of assignments given, instructor behavior, and instructional methods. Ratcliff (1995) reported that a successful transition to college is related to the quality of classroom life. In particular, student motivation and achievement is greater when instructors communicate high expectations for success, allow students to take greater responsibility for their learning, and encourage various forms of collaborative learning (i.e., peer learning or group learning). In an interesting book, Making the Most of College, Light (2001) interviewed hundreds of college seniors to identify factors that made college an outstanding experience. Here are some findings about college instruction that appeared to motivate students: First, the students reported that they learned significantly more when instructors structured their courses with many quizzes and short assignments. They liked immediate feedback and the opportunity to revise and make changes in their work. They did not like courses when the only feedback came late or at the end of the semester. Second, the students reported that they liked classes where the instructors encouraged students to work together on homework assignments. They mentioned that some of their instructors created small study groups in their courses to encourage students to work together outside of class. This activity helped students become more engaged in their courses. Third, many students found that small-group tutorials, small seminars, and one-to-one supervision were the highlights of their college careers. They highly recommended that undergraduate students find internships and other experiences where they can be mentored by faculty members. Fourth, students reported the beneficial impact of racial and ethnic diversity on their college experiences. They reported how much they learned from other students who came from different backgrounds— ethnic, political, religious, or economic. Fifth, students who get the most out of college and who are happiest organize their time to include activities with faculty members or with other students. Most students need recommendations from faculty members for graduate study or jobs. Yet, they often fail to meet with their instructors to get a letter of recommendation. Light (2001) pointed out the advice he gives all his advisees: “Your job is to get to know one faculty member reasonably well this semester. And also to have that faculty member get to know you reasonably well.” He reported that as his first-year advisees approach graduation, they tell him that this advice was the most helpful suggestion they received during their freshman year.

    Professors differ as much as any other group of individuals; some are easy to approach, whereas others make it appear that they are trying to avoid students. In fact, in many large universities, a student has to work hard to make contact with some professors. Nevertheless, think about the challenge of getting to know at least one instructor or professor well each semester. Not only will you find that the experience will motivate you to achieve in his or her class, but when the time comes for letters of recommendation, you will have a list of professors to ask. So, try not to be intimidated by your instructors: go to office hours, sign up for study sessions, and get a few students together and invite the instructor to lunch if you don’t want to do it by yourself.

    Although it is important for students to understand that the classroom environment can influence their motivation, they need to take responsibility for their own behavior. My daughter came home one day during her freshman year and told me that she received a low C on a midterm exam. In the same breath, she reported that she did not like the instructor, implying a relationship between the low grade and her dislike of the instructor. I responded that my expectations for her academic performance were not based on her like or dislike of courses or professors, and told her she had to learn to do well in all types of situations. You learned that self-directed students learn how to overcome obstacles to increase the probability of their academic success. Think about some of the actions you can take to improve your academic learning when you don’t like your instructor, find the course boring, or when the instructor spends all his or her time lecturing and doesn’t encourage student interaction or small-group work.

    Internal Factors Students’ goals, beliefs, feelings, and perceptions determine their motivated behavior and, in turn, academic performance. For example, if students value a task and believe they can master it, they are more likely to use different learning strategies, try hard, and persist until completion of the task. If students believe that intelligence changes over time, they are more likely to exhibit effort in difficult courses than students who believe intelligence is fixed. I’m going to explain why the answers to the following questions can provide insight into your own motivation:

    How do I value different academic courses and tasks?

    What Are My goals?

    What is My goal orientation?

    Do I believe I can do well on different academic tasks?

    What are the causes of my successes and failures?

    How do I feel about my academic challenges?

    Notice that all of the questions deal with beliefs and perceptions. Students can learn a great deal about their motivation by examining how their beliefs and perceptions influence them.

  • What are Motivational Problems?

    What are Motivational Problems?


    Many of my students frequently state in class or in written assignments: “I have no motivation” or “I need to get motivated.” Unfortunately, I find that many students do not understand the meaning of these statements. Actually, everyone is motivated. Educational researchers have found that many different patterns of beliefs and behaviors can limit academic success. Therefore, many different types of motivational problems can be identified in any group of students. Let’s look at five students who have diverse motivational problems (adapted from Stipek, 1998): Defensive Dimitri, Safe Susan, Hopeless Henry, Satisfied Sheila, and Anxious Alberto.

    Defensive Dimitri

    Dimitri is having difficulty in his first term in college and is beginning to doubt his ability to compete with other students in his classes. As a result, he puts his energy into preventing anyone from interpreting his poor performance as evidence of lack of ability. Basically, he appears to be more motivated to avoid failure than to succeed. Dimitri uses a number of failure-avoiding strategies, such as asking instructors several questions to give the impression that he is interested in the material, telling friends that he does not spend much time studying for exams when he really does, and spending time trying to find out what information appeared on tests in other sections of the same course. Unfortunately, the strategies he uses to avoid looking like a poor student prevent him from developing his academic abilities.

    Safe Susan

    Susan is a bright student with high SAT scores. However, she can be classified as an underachiever. Her primary goal is to attain high grades and recognition from her instructors. She is upset if she obtains any grade less than an A. She takes courses that offer little challenge and over studies for every test. Susan rarely reads anything that is not required in a course and does not allow herself to be challenged. She learns only what she is told to learn.

    Hopeless Henry

    Henry has a very negative opinion of his ability to do college work. He realized early in the term that he was having trouble understanding college textbooks and taking lecture notes. In fact, he has no study skills of which to speak. Henry does not attempt to seek help because he believes it is useless to try because nothing seems to work. When talking to friends, he constantly puts himself down. He sleeps late and misses many classes and finds himself falling further and further behind in his coursework.

    Satisfied Sheila

    Sheila is a likable student who enjoys college life. She joined a number of social organizations the first term in college and is a Cave rage student who could easily attain A grades. Sheila does not want to push herself and lets course work get in the way of having a good time. She is not worried about getting C grades and is especially satisfied with any grade that does not require much effort. Sheila enjoys reading novels and writes very well. In fact, she has submitted some of her poetry to her college literary magazine. Unfortunately, she does not apply her intellectual interests and abilities to her schoolwork.

    Anxious Alberto

    Alberto lacks self-confidence and is very anxious about academic tasks. He constantly worries about his performance on every test or assignment. His anxiety is so great that he forgets material on tests even though he prepares well. Alberto has trouble sleeping, constantly has stomachaches, and does not enjoy college.

    Each of these students has a different set of beliefs and perceptions that limit his or her present and possibly future academic success. All of these students have motivational problems. Defensive Dimitri doubts his ability and is concerned that others will not see him as capable. Safe Susan does not want to take any risks or challenge herself. She just cares about doing well. Hopeless Henry does not believe anything he does will make a difference in succeeding in college. He has learned to be helpless. Satisfied Sheila does not value her academic accomplishments. As a result, she chooses to spend her time and effort in nonacademic areas. Anxious Alberto wants to be a successful student. However, his constant worry causes considerable anxiety that interferes with his academic success. Do any of these students resemble anyone you know? As you read this chapter, think about how the content can help you better understand each of these students.

    After studying this Posts, you will be able to:

    Identify the factors that influence motivation.

    Assess your beliefs and perceptions to account for your own motivation.