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Drive samenvatting
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DRIVE – DANIEL PINKInhoud
Introduction – the puzzling puzzles of harry harlow and Edward deci.................................2
Part one: a new operating system.......................................................................................5
Chapter 1: the rise and fall of motivation 2.0..................................................................6
The triumph of carrots and sticks.................................................................................6
Three incompatibility problems....................................................................................7
Chapter 2: seven reasons carrots and sticks (often) don’t work....................................12
Less of what we want................................................................................................. 12
More of what we don’t want.......................................................................................16
Chapter 2a: and the special circumstances when they do.............................................19
Chapter 3: Type I and Type X......................................................................................... 20
The power of the alphabet.......................................................................................... 21
Type I and Type x........................................................................................................ 21
Part 2: the three elements................................................................................................ 22
Chapter 4: autonomy..................................................................................................... 22
Players or pawns?....................................................................................................... 23
The four essentials..................................................................................................... 24
The art of autonomy................................................................................................... 27
Chapter 5: mastery........................................................................................................ 27
From compliance to engagement...............................................................................28
Goldilocks on a cargo ship.......................................................................................... 28
The three laws of mastery.......................................................................................... 29
The oxygen of the soul............................................................................................... 31
Chapter 6: purpose........................................................................................................ 31
The purpose motive.................................................................................................... 32
The good life............................................................................................................... 34
Part three: the Type I toolkit.............................................................................................. 35
Type I for individuals: nine strategies for awaking your motivation...............................35
1. Give yourself a ‘flow test’.......................................................................................35
2. ‘First, ask a big question......................................................................................... 35
3. …then keep asking a small question......................................................................35
4. take a sagmeister................................................................................................... 36
5. give yourself a performance review........................................................................36
6. get unstuck by going oblique..................................................................................36
7. move 5 steps closer to mastery..............................................................................36
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, 8. take a page from webber and a cord from your pocket..........................................37
9. create your own motivation poster.........................................................................37
Type I for organizations: nine ways to improve your company, office, or group.............37
1. try 20 percect time with training wheels................................................................37
2. encourage peer – to – peer ‘now that’ rewards.......................................................37
3. conduct an autonomy audit....................................................................................37
4. take three steps toward giving up control...............................................................38
5. play ‘whose purpose is it anyway?’.........................................................................38
6. use reich’s pronoun test......................................................................................... 38
7. design for intrinsic motivation................................................................................39
8. promote goldilocks for groups................................................................................39
9. turn your next off-sit into a FedEx day....................................................................39
Type I for parents and educators: nine ideas for helping our kids..................................39
1. apply the three-part type I test for homework........................................................39
2. have a FedEx day................................................................................................... 40
3. try diy report cards................................................................................................. 40
4. give your kids an allowance and some chores – but don’t combine them..............40
5. offer praise the right way.......................................................................................41
6. help kids see the big picture...................................................................................41
7.check out these five Type I schools..........................................................................41
8. take a class from the unschoolers..........................................................................41
9.turn students into teachers......................................................................................41
INTRODUCTION – THE PUZZLING PUZZLES OF HARRY HARLOW AND
EDWARD DECI
Harry F. Harlow
Professor of psychology - University of Wisconsin
2
, Established one of the world's first laboratories for studying primate behavior in
the 1940s
In 1949 -> Harlow and 2 colleagues
Gathered 8 rhesus monkeys for a 2 week
experiment on learning
Devised a simple mechanical puzzle
Solving required 3 steps
o Pull out the vertical pin
o Undo the hook
o Lift the hinged cover
Easy for you and me – challenging for a
monkey
The experiment itself
They placed the puzzles in the monkey’s cages -> observe how they reacted
Almost immediately – something strange happened
-> unbidden by outside urging and unprompted by the experimenters -> the
monkeys began playing with the puzzles with focus and determination –
looked like enjoyment
They began figuring out how the contraptions worked
Day 13 & day 14 -> the primates had become quite adept -> solved the puzzles
frequently and quickly -> 2/3 cracked it in less than 60 seconds
This was odd because -> No one taught the monkeys AND nobody rewarded them
with food, affection
that ran counter to the accepted notions of how primates behaved (en dat druiste
in tegen het geaccepteerde idee van hoe primaten zich gedroegen
Scientists knew that 2 main drives powered behavior
1. Biological drive -> eat because hungry of drink because thirsty
2. Rewards and punishments
Both didn’t account for the monkey’s actions either -> so this investigation poses some
interesting question for motivation theory
What else could it be? Harlow offered a novel theory – accounted the third drive
Third drive = the performance of the task
Provided intrinsic reward -> the joy of the task was its own reward
New drive called ‘intrinsic motivation’
But subordinates with 2 other drives
When he gave the monkeys raisin – there were more errors and solved the puzzles
less frequently – disrupt performance
3
, Harlow emphasized the ‘strength and persistence’ of the monkeys’ drive to
complete the puzzles and noted: ‘it would appear that this drive may be as basic and
strong as the other drives. Furthermore, there is more reason to believe that it can be as
efficient in facilitating learning
At the time, the prevailing 2 drives held a tight grip on scientific thinking. He warned that
our explanation of why we did what we did was incomplete. And if we would truly
understand the human condition, we had to take account of this drive. Than he
dropped the whole idea.
In 1969 -> Edward Deci
Did an experiment with the Soma puzzle cube
Divided the group in 2
a) Experimental group
b) Control group
Each participated in 3 x 1 hour sessions
How 1 session worked: each participant entered a room and sat at a table with a
Soma puzzle and drawing of 3 puzzle configurations and some magazines
o First session – members of both groups had to assemble the pieces to
replicate the configurations before them
o Second session – same thing with different drawings BUT group a got paid
1$ for every configuration they successfully reproduced. Group B got
nothing
o Third session – same thing with different drawings and both groups got no
rewards
Session 1 Session 2 Session 3
GROUP A No reward Reward No reward
GROUP B No reward No reward No reward
There was a twist midway each session
Deci let the students alone for a minute and told them ‘you can do whatever you
want’
Deci walked into a room with a one-way window and watched the group for exactly
8 minutes
Day 1 Day 2 Day 3
GROUP A Continuing playing on Worked longer on the Played less longer than the
average puzzle than the day previous sessions
before
GROUP B Continuing playing on Continuing playing Played longer than the previous
average on average sessions
Difference Not much difference Group A was more Group B was more invested,
invested -> got because they enjoyed it?
rewarded
Deci confirmed what they said in previous experiments: ‘when money is used as an
external reward for some activity, the subjects lose intrinsic interest for the activity’
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