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English Listening Lesson Library Online

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A abandonment: When a parent leaves a child without enough care, supervision, support, or parental contact for an excessive period of time.

abrogate: To repeal or cancel an old law using another law or constitutional power.

abstract: A summary of what a court or government agency does.

abstract of judgment Summary of the courts final decision. Can be used as a lien if you file it with the county recorder.

accessory: A person that helps someone else commit a crime, either before or after the crime.

accomplice: A person that helps someone else commit a crime. Can be on purpose or not.

accrual: The total amount of child support payments that you owe or that are late.

accused: The person that is charged with a crime and has to go to criminal court. (See defendant.)

acknowledgment: Saying, testifying, or assuring that something is true. You can say this out loud or write it down.

Acknowledgment of Satisfaction of Judgment: A court form that the judgment creditor must fill out, sign, and file with the court when the judgment is fully paid. If no liens exist, the back of the Notice of Entry of Judgment can be signed and filed with the court. (See judgment creditor, judgment.)

acquittal: When a judge or jury finds that the person on trial is not guilty.

action: In court, when one person sues someone else to:

active status: A case that is in court but isnt "settled" or "decided" has active status. (See disposition, pending.)

adjournment: When a judge hears and decides a case.

adjudication: The judges decision in a case or action.

ad litem: "For this lawsuit." Comes from Latin.

administrative procedure: The way an executive government agency makes and enforces support orders without going to court.

admissible evidence: Evidence that can legally and properly be used in court.

admission: Saying that certain facts are true. But not saying you are guilty. (Compare with confession.)

admonish: To warn, advise, or scold.

admonition to jury: What the judge says to the jury about:

(1) what they must do and how they must behave,

(2) what evidence they can use to make their decision (called "admissible" evidence), and

(3) how they can use that evidence to make a decision.

adoption: The way to make the relationship between a parent and child legal when they are not related by blood.

adversary system: The system of trial practice in the United States and some other countries in which each of the opposing (or "adversary") parties has the opportunity to present and establish opposing positions before the court.

adverse witness: A person called to testify for the other side.

affidavit: A written statement that someone swears to under oath in front of someone that is legally authorized, like a judge or notary public.

affirm: To make a solemn (serious) statement.

affirmation: When an appellate court says that the lower courts decision was right.

affirmative defense: When a defendant or person responding to a civil case has a reason that would make him or her "not guilty" or not at fault and gives the court new evidence to prove that. The defense has to prove what it says (called "burden of proof"). The defense has to explain this defense in their answer.

agent: Someone that has authority to act for another.

Aid to Families With Dependent Children (AFDC): A past government program that used to give money (also called "public assistance") to families with children. This was replaced by Temporary Aid for Needy Families (TANF).

alibi: A defense claim that the accused was somewhere else at the time a crime was committed.

alimony: Money the court orders you to pay to a spouse or ex-spouse. (See spousal support.)

allegation: A statement or claim that is made and hasnt been proved to be true or false.

allege: To say, declare, or charge that something is true even though it isnt proved yet.

alternative dispute resolution (ADR): Methods of resolving disputes without official court proceedings. These methods include mediation and arbitration.

amend: To add to or change a claim that has been filed in court.

amicus curiae: Someone that gives advice to the court about the law in a case, but isnt part of the case. Comes from the Latin for "friend of the court."

annulment ("nullity of marriage"): A legal action that says your marriage was never legally valid because of unsound mind, incest, bigamy, being too young to consent, fraud, force, or physical incapacity.

anonymous: When someones name is kept secret.

answer: A statement that a defendant writes to answer a civil complaint and say what defense they will use.

appeal: When someone that loses at least part of a case asks a higher court (called an "appellate court") to review the decision and say if it was right. This is called "to appeal" or "to take an appeal." The person that appeals is called the "appellant." The other person is called the "appellee."

appearance: Going to court. Or a legal paper that says you will participate in the court process.

appellant: Someone that appeals a courts decision. (Compare with appellee.)

appellate: Having to do with appeals. An appellate court can review a lower courts (called a "trial court" or "superior court") decision. For example, California Courts of Appeal review the decisions of the superior courts.

appellate court: A court that can review how the law was used to decide a case in a lower court.

appellee: A person that answers an appeal in higher court.

arbitration: When a person that isnt involved in the case looks at the evidence, hears the arguments, and makes a decision. (Compare with mediation and neutral evaluation.)

arraignment: When a person that is accused of committing a crime is:

arrearage: Child support that is overdue or unpaid. A parent that has arrearages is "in arrears."

arrest: The legal capture of a person that is charged with a crime.

ascertained: Proved to be true.

assault: When someone tries or threatens to hurt you. Can include violence, but is not battery. (See battery.)

assignee: A person or business that is put in the place of the original creditor, such as a collection agency. You can assign your judgment to another person or business.

assignment: Choosing someone to do something. Usually used in:

(1) Cases when the court uses a calendar to give (or "assign") cases to judges;

(2) Lawyers when lawyers are chosen (or "appointed") to represent juveniles, conservatees, or poor defendants; and

(3) Judges when judges are sent (or "assigned") to different courts to fill in while other judges are on vacation, sick, etc., or to help with cases in a court.

assignment of support rights: When a person that gets public assistance (money from the government) agrees to give the state any child support they get in the future. The person gets money and other benefits from the state. So the state can use part of the child support to pay for the cost of that public assistance.

assignment order: A court order (made after a motion) that says a judgment debtor must assign certain rights to the judgment creditor. Useful for payments that the judgment debtor would usually get, like rent from tenants, wages from the federal government, sales commissions, royalties, a businesss accounts receivable, or installment payments on IOUs (also called "promissory notes") or judgments.

at-issue memorandum: A legal paper filed in a civil case that says the case is ready to go to trial. (See memorandum to set.)

attachment: (1) Document attached to court papers to give more information; (2) A way to collect a judgment: by getting a court order that says you can take a piece of property.

attorney: Someone that is qualified to represent clients in court and to give them legal advice. (See counsel and lawyer.)

attorney of record: The lawyer whose name is listed in a case record as representing someone in the case.

audit: When records or accounts are looked at to check that they are right and complete.

automated administrative enforcement of interstate (AEI) cases: Part of the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) that lets states find, put a lien on, and take property from people in a different state that owe money.

automated voice response (AVR) system: Phone system that gives information to people over the phone.

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B

backlog: All the cases that havent been settled or decided in the time the law says they should be.

bail: A security deposit (usually money) given to release a defendant or witness from custody and to make sure that they go to court when theyre supposed to.

bail bond: A legal paper that you buy from a bondsman and give to the court instead of bail. The defendant signs it and is let go. But if they dont come to court when theyre supposed to, they must pay the amount of money on the bail bond.

bail exoneration: When you get your bail back. Or when a bail bondsman or insurance ("surety") company isnt responsible for your bail anymore.

bail forfeiture: A court order to let the court keep the bail deposit because the defendant didnt go to court when they were supposed to.

bail notice: A legal paper from the court that says the court will make a warrant for arrest unless the defendant goes to court or pays bail.

bail receipt: A written statement that the court gives a defendant that says bail was paid.

bail schedule: A list of the amount of bail that is recommended for different charges. In criminal cases, the court decides how much bail a defendant has to pay to be released.

bailiff: A person that is in charge of security in the court. Bailiffs are picked by sheriffs or marshals.

bank levy: Way to enforce a decision against someone that owes money. The money is taken from their checking or savings account at a bank, savings and loan, thrift institution, or credit union.

bankruptcy: The legal way for a business or person to get help when they cant pay the money they owe. In bankruptcy court, they can get rid of debts by paying part of what they owe. There are special bankruptcy judges at these hearings.

bar: All of the lawyers qualified to practice law. For example, a state bar includes all of the lawyers qualified to practice law in that state.

battery: Illegal beating or physical violence or control of a person without their permission. (Compare with assault.)

behavior intervention plan: Plan made by a local educational agency (LEA), as part of the individualized education program (IEP), to change the behavior of students that hurt themselves, assault others, or are destructive.

bench: (1) The desk where a judge sits in court;

(2) Judges in general or a specific judge.

bench trial: Trial without a jury. The judge decides the case.

bench warrant: An order given by the judge (or "bench") to arrest a person. (See warrant, writ.)

best interest of the child: the standard that courts use to decide who will take care of the child. Some of the factors courts look at are: the age of the child, the health of the child, the emotional ties between the parents and the child, the ability of the parents to care for the child, and the child's ties to school, home, and the community.

bifurcation: to separate the legal issues in a case. For example, sometimes spouses or domestic partners cannot agree on all the issues in a divorce and it is holding up the divorce itself. The parties may want to move ahead with ending the marital status or domestic partnership while other issues remain to be resolved. To do this, a party can ask for a bifurcation of marital/partnership status. This means that the court makes a decision on ending your marriage or domestic partnership while other issues remain open and to be decided. Click to learn how to ask for a bifurcation in a divorce or legal separation case.

bind: To make yourself or someone else legally responsible for something.

bind over: A judges decision before a trial that says there is enough evidence for a trial.

blocked account: An account with a financial institution in which money or securities are placed. No person may withdraw funds from a blocked account without the court's permission.

blood test: Testing someones blood sample to:

(1) see how much of a certain chemical is in the blood, or

(2) see who is the parent of a child. (See genetic testing.)

bona fide: Sincere, real, without fraud or deceit. Comes from the Latin for "in good faith."

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Self-Help Glossary - selfhelp

A spiritual practice or spiritual discipline (often including spiritual exercises) is the regular or full-time performance of actions and activities undertaken for the purpose of inducing spiritual experiences and cultivating spiritual development. A common metaphor used in the spiritual traditions of the world's great religions is that of walking a path.[1] Therefore, a spiritual practice moves a person along a path towards a goal. The goal is variously referred to as salvation, liberation or union (with God). A person who walks such a path is sometimes referred to as a wayfarer or a pilgrim.

Prayer in the Bah' Faith refers to two distinct concepts: obligatory prayer and devotional prayer (general prayer). Both types of prayer are composed of reverent words which are addressed to God,[2] and the act of prayer is one of the most important Bah' laws for individual discipline.[3]

In the Catholic tradition, spiritual disciplines may include: prayer, fasting, acts of mercy, Sacraments (e.g., Baptism & Eucharist), monasticism, chanting, celibacy, the use of prayer beads, mortification of the flesh, Christian meditation, and Lectio Divina.

For Protestants, spiritual disciplines are generally regarded to include any combination of the following, in moderation: celebration, chastity, confession, fasting, fellowship, frugality, giving, guidance, hospitality, humility, intimacy, meditation, prayer, reflection, self-control, servanthood, service, silence, simplicity, singing, slowing, solitude, study, submission, surrender, teaching, and worship.

The Religious Society of Friends (also known as the Quakers) practices silent worship, which is punctuated by vocal ministry. Quakers have little to no creed or doctrine, and so their practices constitute a large portion of their group identity.

A well-known writer on Christian spiritual disciplines, Richard Foster, has emphasized that Christian meditation focuses not of the emptying of the mind or self, but rather on the filling up of the mind or self with God.[4]

Spiritual practice in Islam is practiced within salat (ritual prayer) during which Muslims subdue all thoughts and concentrate solely on Allah. Spiritual practices that are practised by Sufis include fasting, Dhikr, Muraqaba, and Sama (Sufi whirling).

Kavanah is the directing of the heart to achieve higher contemplative thoughts and attain inner strength. Perhaps the most elevated spiritual exercise for a Jew is known as Torah Lishmah, the diligent study of the Torah. Reciting daily prayers (such as the Shema and Amidah), following dietary laws of kashrut, observing Shabbat, fasting, and performing deeds of loving-kindness all assist in maintaining awareness of God. Various Jewish movements throughout history have encouraged a range of other spiritual practices. The Musar movement, for example, encourages a variety of meditations, guided contemplations, and chanting exercises.[5]

In Theravada Buddhism, the generic term for spiritual cultivation is bhavana. The Pali word "yoga," central to many early Buddhist texts, has been often translated as "Spiritual Practice."[6] In Zen Buddhism, meditation (called zazen), the writing of poetry (especially haiku), painting, calligraphy, flower arranging, the Japanese tea ceremony and the maintenance of Zen gardens are considered to be spiritual practices. The Korean tea ceremony is also considered spiritual.

In Hinduism, the practice of cultivating spirituality is known as sadhana. Japa, the silent or audible repetition of a mantra, is a common Hindu spiritual practice.

Tantric practices are shared in common between Hinduism and certain Buddhist (especially Tibetan Buddhist) schools, and involve the deliberate use of the mundane (worldly, physical or material) to access the supramundane (spiritual, energetic or mystical) realms.

Rudolf Steiner gave an extensive set of exercises for spiritual development.[7] Some of these were intended for general use, while others were for certain professions, including teachers, doctors, and priests, or were given to private individuals.[8]

Some martial arts, like T'ai chi ch'uan, Aikido,[9] and Jujutsu, are considered spiritual practices by some of their practitioners.

Passage meditation was a practice recommended by Eknath Easwaran which involves the memorization and silent repetition of passages of scripture from the world's religions.

Adidam (the name of both the religion and practice) taught by Adi Da Samraj uses an extensive group of spiritual practices including ceremonial invocation (puja) and body disciplines such as exercise, a modified yoga, dietary restrictions and bodily service. These are all rooted in a fundamental devotional practice of Guru bhakti based in self-understanding rather than conventional religious seeking.

The term Neotantra refers to a modern collection of practices and schools in the West that integrates the sacred with the sexual, and de-emphasizes the reliance on Gurus.

Recent and evolving spiritual practices in the West have also explored the integration of aboriginal instruments such as the Didgeridoo, extended chanting as in Kirtan, or other breathwork taken outside of the context of Eastern lineages or spiritual beliefs, such as Quantum Light Breath.[10]

Stoicism takes the view that philosophy is not just a set of beliefs or ethical claims, it is a way of life and discourse involving constant practice and training (e.g., asceticism). Stoic spiritual practices and exercises include contemplation of death and other events that are typically thought negative, training attention to remain in the present moment (similar to some forms of Eastern meditation), daily reflection on everyday problems and possible solutions, keeping a personal journal, and so on. Philosophy for a Stoic is an active process of constant practice and self-reminder.

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Spiritual practice - Wikipedia, the free encyclopedia

Your employees may be more motivated if they understand the primary aim of your business. Ask questions to establish how clear they are about your company's principles, priorities and mission.

Questionnaires on employee motivation should include questions about what employees are tolerating in their work and home lives. The company can eliminate practices that zap motivation.

It is often assumed that all people are motivated by the same things. Actually we are motivated by a whole range of factors. Include questions to elicit what really motivates employees, including learning about their values. Are they motivated by financial rewards, status, praise and acknowledgment, competition, job security, public recognition, fear, perfectionism, results...

Do your employees feel they have job descriptions that give them some autonomy and allow them to find their own solutions or are they given a list of tasks to perform and simply told what to do?

If your company has made redundancies, imposed a recruitment freeze or lost a number of key people this will have an effect on motivation. Collect information from employees about their fears, thoughts and concerns relating to these events. Even if they are unfounded, treat them with respect and honesty.

Who is most motivated and why? What lessons can you learn from patches of high and low motivation in your company?

First, the company needs to establish how it wants individuals to spend their time based on what is most valuable. Secondly this needs to be compared with how individuals actually spend their time. You may find employees are highly motivated but about the "wrong" priorities.

Do they feel safe, loyal, valued and taken care of? Or do they feel taken advantage of, dispensable and invisible? Ask them what would improve their loyalty and commitment.

Do they feel listened to and heard? Are they consulted? And, if they are consulted, are their opinions taken seriously? Are there regular opportunities for them to give feedback?

Your company may present itself to the world as the 'caring airline', 'the forward thinking technology company' or the 'family hotel chain'. Your employees would have been influenced, and their expectations set, to this image when they joined your company. If you do not mirror this image within your company in the way you treat employees you may notice motivation problems. Find out what the disparity is between the employees image of the company from the outside and from the inside.

Blaire Palmer 2004-12.

Use the questionnaire guidelines above when creating content and subject matter for your employee motivation and satisfaction questionnaires and surveys. Here are some additional tips about questionnaires and surveys structure, format and style:

Create a clear, readable 'inviting' structure. Use 'white-out' boxes for answers, scores, and for check-boxes, which clearly show the parts which need completing. Use a clear 11 or 12 point (font) typeface. 10 point is difficult to read for some people. Avoid italics and fancy graphics - they just make the document more difficult and more time-consuming to read. Look at the writing tips and techniques for other useful pointers in creating good printed communications. Apply the same principles if your survey questionnaire form is online (ie., screen-based).

Where possible try to use specific questions with multiple-choice answers, rather than general 'open-ended' questions. Specific questions improve clarity and consistency of understanding among respondents, and a multiple-choice format enables the answers to be converted into scores which can be loaded into a spreadsheet and very easily analysed. General or vague questions on the other hand tend to lead to varying interpretation (or confusion) among respondents; also, by inviting an open-ended answer you will generate lots of narrative-based and subjective opinions, which might be very interesting, but will be very time-consuming to read, and even more time-consuming to analyse, especially if you are surveying a large group of employees.

Here is an example:

Open-ended question: What do you think of the Performance Appraisal System? (This will produce varied narrative responses = difficult to analyse.)

Multiple-choice question: Rate the effectiveness of the Performance Appraisal System in providing you with clear and agreed training and development: Good/Okay/Not Good/Poor (By asking respondents to check boxes or delete as necessary the multiple-choice answers will produce extremely clear answers to a specific question that can be converted into scores and very easily analysed)

Use four options in multiple-choice questions rather than three or five. Three and five options typically offer a middle 'don't know' or 'average' selection. Using four, with no middle cop-out will ensure that everybody decides one way or the other: satisfactory or not, which is what you need to know. Mid-way 'average' non-committal answers are not helpful, so avoid giving respondents that option. If you go to the trouble of creating, managing and analysing a huge staff survey surely it's a good idea to produce as much meaningful data as possible.

Certain questions are suitable for numerical or percentage scoring by respondents, in which case use such a system (again ensure you avoid offering scores which equate to 'average' or 'don't know'). For example:

Score-based question: Score the extent to which you enjoy your work: 1-5 = don't enjoy, 6-10 = enjoy. (By providing a clear differentiation between do and don't, this 1-10 scoring system gives a wide range of choices, and at the same time a clear result.)

Check with a sample of respondents that they understand the draft questions in the way you intend, before you print and issue the questionnaire to all six hundred or however many staff. Designing questionnaires and communications in isolation can produce strange results - not just politicians get out of touch - so check you are actually on the same planet, in terms of your aims, language and meaning, as the people whose views you seek.

Make sure you explain to all staff beforehand that you'll be publishing the survey findings, and then afterwards ensure you do so. And then act on the findings. If your MD/CEO is not fully behind your initiative, then go work for a different company whose MD/CEO properly supports the concept of consulting the folk whose efforts underpin his success (not to mention his share options, second home and Porsche etc.)

Allow people to complete the survey questionnaires anonymously. If helpful to you and you have a purpose for doing so, you can ask people to identify which department/region/office they belong to, assuming such information is genuinely useful to you and you can handle the analysis.

KISS - Keep It Simple Stupid. Break complex questions into digestible parts. Keep the survey to a sensible length - probably 20 minutes to complete it is a sensible limit of most people's tolerance. You can always follow up later in the year with another survey, especially if people enjoy completing it, and they see that the feedback and analysis process is helpful to them as well as the employer (see the point about MD/CEO support above).

By all means at the end of the questionnaire invite and allow space for 'any other comments', or better still try to guide respondents towards a particular question.

On which point, wherever it is necessary to ask an open-ended question, use the words 'what' and 'how' rather than 'why', if you want to discover motives and reasons. What and How will focus respondents on the facts objectively, whereas 'why' tends to focus respondents on defending themselves.

Examples:

It's okay to ask: What factors could be changed to help staff enjoy their work more in the XYZ depot?

Whereas it's not very clever to ask: Why is there such a crap attitude among staff at XYZ depot?

The second example is daft of course, but you see the point.

In this excellent guide article by motivation expert Blaire Palmer, ten central points (for some, myths) of employee motivation are exposed and explained, many with real case study references and examples.

When Michael started his own consultancy he employed top people; people he'd worked with in the past who had shown commitment, flair and loyalty and who seemed to share his values. But a few months down the line one of his team members started to struggle. Jo was putting in the hours but without enthusiasm. Her confidence was dropping; she was unfocused and not bringing in enough new business.

Michael explained to Jo the seriousness of the situation. Without new business he would lose the company and that would mean her job. He showed her the books to illustrate his point. He again ran through her job description and the procedures she was expected to follow. He told her that he was sure she was up to the job but he really needed her to bring in the new business or they would all be out on their ear.

Jo told Michael that she understood. She was doing her best but she'd try harder.

But a month later nothing had changed. After an initial burst of energy, Jo was back to her old ways.

No matter how experienced a leader you are, chances are at times you have struggled to motivate certain individuals. You've tried every trick in the book. You've sat down one-to-one with the individual concerned and explained the situation. You've outlined the big vision again in the hope of inspiring them. You've given them the bottom line: "Either you pull your finger out or your job is on the line". You've dangled a carrot in front of them: "If you make your targets you'll get a great bonus". And sometimes it works. But not every time. And there have been casualties. Ultimately if someone can't get the job done they have to go.

The granddaddy of motivation theory, Frederick Herzberg, called traditional motivation strategies 'KITA' (something similar to Kick In The Pants). He used the analogy of a dog. When the master wants his dog to move he either gives it a nudge from behind, in which case the dog moves because it doesn't have much choice, or he offers it a treat as an inducement, in which case it is not so much motivated by wanting to move as by wanting choc drops! KITA does the job (though arguably not sustainably) but it's hard work. It means every time you want the dog to move you have to kick it (metaphorically).

Wouldn't it be better if the dog wanted to move by itself?

Transferring this principle back in to the workplace, most motivation strategies are 'push' or 'pull' based. They are about keeping people moving either with a kick from behind (threats, fear, tough targets, complicated systems to check people follow a procedure) or by offering choc drops (bonuses, grand presentations of the vision, conferences, campaigns, initiatives, etc).

Blaire Palmer's experience has enabled her to work with a wide range of individuals and groups from a variety of backgrounds. Some of these people are highly motivated themselves, but struggle to extend this state of mind to the people they manage. Other people are at the receiving end of KITA motivation strategies that (obviously) aren't working on them. These people know they 'should' be more engaged with their work. Sometimes they fake it for a few months but it's not sustainable. In this paper Blaire identifies some common assumptions about motivation and presents some new paradigms that can help motivate more effectively.

By adding these coaching tools and motivation principles to your capabilities you should find the job of leading those around you, and/or helping others to do the same, more of a joyful and rewarding activity. Instead of spending all your time and energy pushing and cajoling (in the belief that your people's motivation must come from you) you will be able to focus on leading your team, and enabling them to achieve their full potential - themselves.

Ultimately, motivation must come from within each person. No leader is ever the single and continuing source of motivation for a person. While the leader's encouragement, support, inspiration, and example will at times motivate followers, the leader's greatest role in motivating is to recognise people for who they are, and to help them find their own way forward by making best use of their own strengths and abilities. In this way, achievement, development, and recognition will all come quite naturally to the person, and it is these things which are the true fuels of personal motivation.

By necessity these case studies initially include some negative references and examples, which I would urge you to see for what they are. How not to do things, and negative references, don't normally represent a great platform for learning and development.

In life it's so important always to try to accentuate the positive - to encourage positive visualisation - so, see the negatives for what they are; silly daft old ways that fail, and focus on the the positives in each of these examples. There are very many.

One of the most common assumptions we make is that the individuals who work for us are motivated by the same factors as us. Perhaps you are motivated by loyalty to the company, enjoying a challenge, proving yourself to others or making money. One great pitfall is to try to motivate others by focusing on what motivates you.

Marie, a director in her company, was being coached. She was a perfectionist. Every day she pushed herself to succeed and was rewarded with recognition from her peers. But she was unable to get the same standard of work from her team members. In the first few weeks of her coaching she would say, "If only people realised how important it was to put in 110% and how good it felt to get the acknowledgment, then they would start to feel more motivated".

But it wasn't working. Instead people were starting to become resentful towards Marie's approach. Acknowledgment was a prime motivator for Marie so to help her consider some other options, she was helped to brainstorm what else might motivate people in their work. Marie's list grew: 'learning new skills', 'accomplishing a goal as part of a team', 'creativity', 'achieving work-life balance', 'financial rewards' and 'the adrenaline rush of working to tight deadlines'. Marie began to see that perhaps her team were indeed motivated - it was simply that the team members were motivated in a different ways to her own.

If the leader can tap into and support the team members' own motivations then the leader begins to help people to realise their full potential.

Since the 1980's, research has shown that although we know that we are motivated by meaningful and satisfying work (which is supported by Herzberg's timeless theory on the subject, and virtually all sensible research ever since), we assume others are motivated mainly by financial rewards. Chip Heath, associate professor at Stanford University carried out research that found most people believe that others are motivated by 'extrinsic rewards', such as pay or job security, rather than 'intrinsic motivators', like a desire to learn new skills or to contribute to an organisation.

Numerous surveys show that most people are motivated by intrinsic factors, and in this respect we are mostly all the same.

Despite this, while many leaders recognise that their own motivation is driven by factors that have nothing to do with money, they make the mistake of assuming that their people are somehow different, and that money is central to their motivation.

If leaders assume that their team members only care about their pay packet, or their car, or their monthly bonus, this inevitably produces a faulty and unsustainable motivational approach.

Leaders must recognise that people are different only in so far as the different particular 'intrinsic' factor(s) which motivate each person, but in so far as we are all motivated by 'intrinsic' factors, we are all the same.

When some people talk, nearly everyone listens: certain politicians, business leaders, entertainers; people we regard as high achievers. You probably know people a little like this too. You may not agree with what they say, but they have a presence, a tone of voice and a confidence that is unmistakable. Fundamentally these people are great sales-people. They can make an unmitigated disaster sound like an unqualified victory. But do you need to be like this to motivate and lead?

Certainly not. Many people make the mistake of thinking that the only people who can lead others to success and achieve true excellence, and are the high-profile, charismatic, 'alpha-male/female' types. This is not true.

James was a relatively successful salesman but he was never at the top of his team's league table. In coaching sessions he would wonder whether he would ever be as good as his more flamboyant and aggressive colleagues. James saw himself as a sensitive person and was concerned that he was too sensitive for the job.

James was encouraged to look at how he could use his sensitivity to make more sales and beat his teammates. He reworked his sales pitch and instead of focusing his approach on the product, he based his initial approach on building rapport and asking questions. He made no attempt to 'sell'. Instead he listened to the challenges facing the people he called and asked them what kind of solution they were looking for. When he had earned their trust and established what they needed he would then describe his product. A character like James is also typically able to establish highly reliable and dependable processes for self-management, and for organising activities and resources, all of which are attributes that are extremely useful and valued in modern business. When he began to work according to his natural strengths, his sales figures went through the roof.

Each of us has qualities that can be adapted to a leadership role and/or to achieve great success. Instead of acting the way we think others expect us to, we are more likely to get others behind us and to succeed if we tap in to our natural, authentic style of leadership and making things happen. The leader has a responsibility to facilitate this process.

While it's true that not everyone has the same motivational triggers, as already shown, the belief that some people cannot be motivated is what can lead to the unedifying 'pep-talk and sack them' cycle favoured by many X-Theory managers. Typically managers use conventional methods to inspire their teams, reminding them that they are 'all in this together' or that they are 'working for the greater good' or that the management has 'complete faith in you', but when all this fails to make an impact the manager simply sighs and hands the troublesome employee the termination letter.

The reality is that motivating some individuals does involve an investment of time.

When his manager left the company, Bob was asked by the site director, Frank, to take over some extra responsibility. As well as administrative work he would be more involved in people management and report directly to Frank. Frank saw this as a promotion for Bob and assumed that he would be flattered and take to his new role with gusto. Instead Bob did little but complain. He felt he had too much to do, he didn't trust the new administrator brought in to lighten his workload, and he felt resentful that his extra responsibility hadn't come with extra pay. Frank was a good manager and told Bob that he simply had to be a little more organised, and that he (Frank) had complete belief in Bob to be able to handle this new challenge. But Bob remained sullen.

So Frank took a different approach: He tried to see the situation from Bob's point of view. Bob enjoyed his social life, but was no longer able to leave the office at 5pm. Bob was dedicated to doing a good job, but was not particularly ambitious, so promotion meant little to him. Bob was also expected to work more closely now with a colleague with whom he clashed. Then Frank looked at how Bob might perceive him as his boss. He realised Bob probably thought Frank's hands-off management style meant he didn't care. To Bob it might look as if Frank took no direct interest except when he found fault. Finally, Frank looked at the situation Bob was in to see if there was anything bringing out the worst in him. He realised two weeks of every month were effectively 'down-time' for Bob, followed by two weeks where he was overloaded with work. Having set aside his assumptions about Bob and armed with a more complete picture from Bob's point of view, Frank arranged for the two of them to meet to discuss a way forward.

Now the two were able to look at the real situation, and to find a workable way forward.

While there is no guarantee that this approach will always work, 'seeking to understand', as Stephen Covey's 'Seven Habits of Highly Effective People' puts it, is generally a better first step than 'seeking to be understood'.

It's easier to help someone when you see things from their point of view.

We are always told how valuable listening is as a leadership tool and encouraged to do more of it. So, when we remember, we listen really hard, trying to catch every detail of what is being said and maybe follow up with a question to show that we caught everything. This is certainly important. Checking your email, thinking about last night's big game and planning your weekend certainly stop you from hearing what is being said.

But there is another important aspect to listening and that is: Listening Without Judgement.

Often when an employee tells us why they are lacking motivation we are busy internally making notes about what is wrong with what they are saying. This is pre-judging. It is not listening properly.

Really listening properly means shutting off the voice in your head that is already planning your counter-argument, so that you can actually hear, understand and interpret what you are being told. See the principles of empathy.

This is not to say that 'the employee is always right', but only when you can really understand the other person's perception of the situation are you be able to help them develop a strategy that works for them.

Listening is about understanding how the other person feels - beyond merely the words that they say.

What happens if, at their meeting, Bob admits to Frank that he doesn't see his future with that company?

What if he says the main reason he is demotivated is that he isn't really suited to the company culture, and would be happier elsewhere? Has Frank failed?

Not necessarily. It's becoming more widely accepted that the right and sustainable approach is to help individual employees to tap in to their true motivators and understand their core values. Katherine Benziger's methodologies are rooted in this philosophy: Employees who 'falsify type' (ie., behave unnaturally in order to satisfy external rather than internal motives and drivers) are unhappy, stressed, and are unable to sustain good performance.

Effort should be focused on helping people to align company goals with individual aspirations. Look at Adam's Equity Theory to help understand the complexity of personal motivation and goals alignment. Motivation and goals cannot be imposed from outside by a boss - motivation and goals must be determined from within the person, mindful of internal needs, and external opportunities and rewards.

Sometimes the person and the company are simply unsuited. In a different culture, industry, role or team that individual would be energised and dedicated, whereas in the present environment the same person doesn't fit.

Sometimes 'success' doesn't look the way we expect it to. A successful outcome for an individual and for a company may be that a demotivated person, having identified what sort of work and environment would suit them better, leaves to find their ideal job elsewhere.

You succeed as a leader by helping and enabling people to reach their potential and to achieve fulfilment. If their needs and abilities could be of far greater value elsewhere, let them go; don't force them to stay out of loyalty. Helping them identify and find a more fitting role elsewhere not only benefits you and them - it also enables you to find a replacement who is really suited and dedicated to the job.

True leaders care about the other person's interests - not just your own interests and the interests of your organization.

When asked what brought about lack of motivation at work, the majority of people in research carried out by Herzberg blamed 'hygiene factors' such as working conditions, salary and company policy. When asked what motivated them they gave answers such as 'the sense of achievement', 'recognition', 'the opportunity to grow and advance' and 'greater responsibility'.

Herzberg's findings about human motivation have been tested and proven time and gain. His theory, and others like it, tell us that the factors that demotivate do not necessarily motivate when reversed. The conventional solution to dissatisfaction over pay levels would be to increase pay in the belief that people would then work harder and be more motivated. However, this research shows that whilst increasing wages, improving job security and positive working relationships have a marginal impact, the main factors that characterise extreme satisfaction at work are: achievement, recognition, interesting work, responsibility, advancement and growth.

So it follows that leaders who focus on these aspects - people's true motivational needs and values - are the true leaders.

Help people to enrich their work and you will truly motivate.

Many managers hope to motivate by setting their people challenging targets. They believe that raising the bar higher and higher is what motivates.

Tracey was an effective and conscientious account manager. Her boss habitually set her increasingly tough objectives, which Tracey generally achieved. However, in achieving her targets last month Tracey worked several eighteen-hour days, travelled extensively overseas, and had not had a single weekend break. Sometimes Tracey would mention to her boss that the effort was taking its toll on her health and happiness.

When Tracey handed in her latest monthly report, her boss said, 'You see? It's worth all the hard work. So, don't complain about it again.'

Her boss's belief was that Tracey would get a sense of satisfaction from completing an almost impossible workload. He was relying on her sense of duty - which she had in bucket-loads - to get the job done.

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Fulfilling Your Dreams

Counseling is often thought of as a form of repair work applied to deal with something wrong. Few people recognize the potential person-centered counseling offers to improve your life, even when your life isnt broken. Whether your goals have to do with your education, your career, your relationships, or your sense of stability and control in your life, counseling can provide both guidance and support.

While counseling can certainly help resolve a range of serious problems in peoples lives, it may serve most effectively as a way of empowering yourself to become the person you dream of. If you feel youre not focused, that you self-sabotage, that youre not reaching out for a bigger, better life; the many forms of personal growth counseling could be just what youre looking for.

Going into counseling to improve your life skills can be a matter of simple training in technique, or it can be a matter of profound self-examination. Which you become involved in will depend on your goals, your personality, and more. Much counseling aimed at personal development goals can be less involved and intensive, because many counselors in this area are focused on practical changes in behavior and self-presentation.

Life coaches come in all forms and styles. Often a blend of career counselor, surrogate mom helping you sort your life into shape, and cheerleader, life coaches focus on finding the bits of your life that arent working quite right, the parts that are, and trying to improve the first while expanding on the second. Life coach counseling is focused primarily on where you want to go in your life. Goals are set, plans laid out, skills worked on. Some degree of self-examination is involved, but in a very goal-oriented, directed sense. Life coaching may ultimately lead you to choose personal growth counseling, as you determine you want or need deeper examination of your own nature.

One of the most common forms of personal growth counseling, career counseling is used by men and women, young and old, those just entering the job market, those looking for career changes, and those simply wanting to advance within their current careers. Career counselors focus on your strengths and weaknesses in the job market, your goals, and the options open to you. Career counseling is seldom the intense self-examination personal growth counseling can be.

Hypnotherapy can be a direct, goal oriented process aimed at dealing directly with minor problems, or it can be a supplemental form of therapy for those involved in more broad-reaching forms of counseling. Underestimating the value of hypnotherapy to support life change and self-realization is a mistake. An equal mistake, however, is to treat the process as a sort of magic wand which allows you to change your life without the examination and conscious exploration true change demands. Under most circumstances, hypnotherapy supports and augments other counseling functions, serving as reinforcement rather than as a fully developed form of counseling in its own right.

Perhaps the most traditional of the growth and development counseling forms, personal growth counseling involves a classic evaluation of your life, your goals, and the tools youve assembled to proceed in life. A good personal growth counselor, while future-oriented and focused on helping promote growth, takes the time to integrate past and present in the service of a better future. This form of counseling is often offered by classic psychiatrists, incorporating the techniques and approaches of life and career counseling into the more exploratory work done in traditional personal counseling.

Whichever approach to growth you choose, finding a capable and effective counselor for you can be a challenge. Try to put together a list of possible counselors, and several different approaches you would consider. Getting a referral from a reliable referral service can help. By making use of referral services you can ensure that potential counselors have been filtered for professionalism at least once before you make contact. Once youve got a good selection to choose from, interview them carefully and choose the one with whom youre most confident.

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Chocolate - Lucky for us we LURRRRVE chocolate to bits! Forget the white or milk chocolate, and instead, head for the decadent, dark rich yummy bar with at least 70 percent cocoa solids. Cocoa contains phenylalanine, an amino acid that is known to boost arousal and enhances your mood.

Figs - A popular aphrodisiac with the ancient Greeks and Egyptians. These crunchy sweet yet soft luscious fruit are known to build up sexual stamina because of the high amino acid content.

Garlic Probably best not to eat this just before your Valentines date. However, garlic contains allicin, which is an active ingredient that increases blood flow to both your sexual organs, resulting in a stronger erection in guys and better orgasms for guys and girls.

Coffee for her - I normally am so against coffee but once in a while might be good for your sex life! Scientists discovered that coffee boosts the female libido. This works best for girls that dont drink coffee regularly. Yay me!

Damiana Tea for him Damiana tea contains a South American herb that will stimulate his nether regions. with an active ingredient called gonzalitosin. This induces a feeling of mild euphoria and a tingling sensation in the penis. So what if your man doesnt drink tea, tell him about this and hell be saying, put the kettle on. right. now.

Cinnamon for him - Cakes and buns with cinnamon will actually repel my sweetie because he HATES cinnamon but usually (for normal guys) the smell of cinnamon is one of the most arousing smells for men. Ive heard that the smell arouses the guy and sends that much needed blood flow to the penis.

St. Johns Wort This herb really needs to be renamed because dont most people NOT want to consume the wort of St. John? I dont! Back to this herb. Its commonly known to lift a sad mood, but did you know it can also do wonders for a lowly libido?

Ginkgo Biloba for him - Taking Ginkgo Biloba will boost the blood flow enough to help maintain an erection, if youve been having issues with that.

Gingseng - Ancient Asian secrets do not tell a lie. Gingseng enhances the libido now and has for more than 7,000 years. It gets blood flow to the genitals, as well as perking up your mental and physical energy.

Other aphrodisiacs: The following foods will get your body GOING: asparagus, cucumbers, onion, garlic, leeks, oysters, ginger, chives, scallion, black pepper, honey, cinnamon, avocado, cayenne pepper, carrots, cardamom, fennel, bananas, anise, horseradish and tumeric. Lastly, foods containing high concentrations of essential omega 3 fatty acids can boost your bodys sex drive.

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Are you a masseuse in France looking for clients? Perhaps youre someone who is in search of a good massage.

Heres a community forum, a virtual meeting place specifically for you and like-minded people. Its an online gathering place for people living and/or working in France.

Everything you ever needed to know about massage is at this forum; you can discuss with others and you can put up classified ads, as well.

Do you have a specific ailment like migraines, bad knees, achy shoulders, etc? Then, find out if a certain kind of massage will remedy the problem.

Many different but relevant topics are discussed so check them out so you can feel better!

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Smile: [smahyl] verb to express amusement, pleasure, moderate joyor love and kindness, by the featuresofthe face; to laugh silently.

Why is it so hard for people to smile? Even if its a fake smile, researchers have proven that a smile, fake or not, will automatically boost your mood. Why? Humans associate emotions with phyiscal activity or contact. If you are walking around sluggish and angry, you emit a negative energy around you. So what do you think would happen if, lets just say, you smile? Duh! Positive energy all around.

So, I have a social experiment for everyone this month: smile at a stranger. Scenario: youre taking your dog for his morning walk. You are about to cross paths with a someone you dont know who is also walking their dog. For some people this is awkward so they look away, or may even whip out their cell phone to pretend to look busy (I may be guilty of this one). Try and fight these urges and just offer a quick and harmless smile. Chances are you will receive a smile back. Now was that so hard? Smiling is contagious, it takes little effort and its free! Whats better than a free gesture? A smile can turn someones bad day into a slightly happier one.

Dont just think of this as helping others. Think of this as helping yourself. By smiling you are sending yourself the message that you are a positive individual. And remember, smile and the whole world smiles with you. You can thank me later.

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Ahhh, the beginning of Spring. This time of season is so wonderfully refreshing! Everything and everyone starts to come out of hibernation; leaves start to grow on trees, flowers bloom and people start gardening. March usually marks the beginning of the gardening season. The weather is starting to warm up and the days are getting longer, which means more sunlight; perfect for planting. Gardening is a great way to know exactly where your fruits and vegetables are coming from, because lets face it, who knows what kinds of chemicals and bacteria are on things these days. Plus, its a great hobby and stress reliever. Theres always a great fulfillment knowing that what youre eating is what you just harvested from your own garden.

As fun as gardening in March is, not every vegetable or fruit should be planted now. Some should be planted as the weather gets warmer, depending on your location. March friendly vegetables and fruits consist mainly of; asparagus, broccoli, cabbage, cauliflower, lettuce (many types), onions, peppers, radishes, raspberries, rhubarb, strawberries and tomatoes just to name a few.

Now, I dont know about you, but my thumb isnt exactly green. In fact its at the total opposite spectrum. The only thing I can actually suggest is to go completely organic and start your own compost pile. Now thats what I call knowing EXACTLY where your produce comes from!

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Announcing the Personal Empowerment Groups Empower You Series

Click on this link for our Founder and Senior Coach Dr. Kalind Bakshi http://youtu.be/bJbFHD6Wezk

Click on this link for our Relationship Coach Paula Michele of Life Coach Philly http://youtu.be/u9iH0Cuib1w

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Personal Empowerment Group is happy to share a list of our coaching staff.

For your information, we list their specialties after their name.

Kalind Bakshi Medical Doctor Certified Master Coach and Instructor MCA Certified Circle of Life Coach Certified Weight Loss Coach

Certified Stress Mastery Coach

Food Psychology Coach, Certified Group Leader

Smoking Cessation Facilitator Founder Of Personal Empowerment Group

Click on this link to go to Coach Bakshis page: http://personalempowermentgroup.com/dr-kalind-bakshi/267-278-1054 e-mail: coachkalind@gmail.com

Paula Michele Boyle Certified life Coach Certified Professional Coach Certified Master Coach Founder of Personal Empowerment Group

Click on the link below to go to Coach Paulas page:

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Reverend Mike Wanner Certified Professional Coach Stress Release Coach Ordained Metaphysical Minister Ordained Inter-faith Minister Prayer Therapist Reiki Master Usui, Gendai, Komyo, Karuna, Jikiden(Okuden) Master Teacher of Integrated Energy Therapy Dowser

Click on the link below to go to Coach Wanners page: http://personalempowermentgroup.com/rev-mike-wanner215-342-1270 E-mail:mikewann@voicenet.com

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Personal Development Helping Student-Athletes Score Big in Education, Athletics, and Life

Personal Development is committed to the growth of the total student-athlete. We appreciate the commitment student-athletes make to their academic and athletic goals and the time they invest in these pursuits. Personal Development aims to support student-athletes in these endeavors and encourage them to pursue a well-rounded college experience.

Through targeted programming Personal Development helps student-athletes maximize their personal potential. We aid student-athletes in their transition into higher education, equip them with the skills necessary to meet challenges they may face, and prepare them for life after graduation.

University of Southern California John McKay Center 940 W. 35th St. Los Angeles, CA 90089

Front Desk: 213-740-3801

Fax: 213-740-4407

athsaas@usc.edu

The USC Student-Athlete Academic Services (SAAS) Program is committed to providing the necessary support to assist all student-athletes in reaching their full potential academically, personally, and professionally. Our program includes academic advising, career development, community service, tutorial programs, and learning specialists, which are all aimed at promoting a philosophy of individual responsibility so as to encourage each student-athlete to value their educational experience.

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Management Theories > Motivation Theory

What is Motivation?

Motivation is the answer to the question Why we do what we do?. The motivation theories try to figure out what the M is in the equation: M motivates P (Motivator motivates the Person). It is one of most important duty of an entrepreneur to motivate people. (I strongly belive that motivating people with visionary and shared goals is more favorable than motivating through tactics, incentives or manipulation through simple carrot and stick approaches because motivating with vision is natural wheras the former is artificial and ephemeral).

Now, lets rise on the shoulders of the giants :

A Classification of Motivation Theories (Content vs. Process) Motivation theories can be classified broadly into two different perspectives: Content and Process theories. Content Theories deal with what motivates people and it is concerned with individual needs and goals. Maslow, Alderfer, Herzberg and McCelland studied motivation from a content perspective. Process Theories deal with the process of motivation and is concerned with how motivation occurs. Vroom, Porter & Lawler, Adams andLocke studied motivation from a process perspective.

Abraham Maslows Hierarchy of Needs When motivation theory is being considered the first theory that is beingrecalled is Maslows hierarchy of needs which he has introduced in his 1943 article named as A Theory of Human Motivation. According to this theory, individual strives to seek a higher need when lower needs are fulfilled. Once a lower-level need is satisfied, it no longer serves as a source of motivation. Needs are motivators only when they are unsatisfied.

Alderfers ERG Theory

In 1969, Clayton P. Alderfer, simplified Maslows theory by categorizing hierarchy of needs into three categories:

Herzbergs Two Factor Theory

Frederick Herzberg, introduced his Two Factor Theory in 1959. He suggested that there are two kinds of factors affect motivation, and they do it in different ways:

1) Hygiene factors: A series of hygiene factors create dissatisfaction if individuals perceive them as inadequate or inequitable, yet individuals will not be significantly motivated if these factors are viewed as adequate or good. Hygiene factors are extrinsic and include factors such as salary or remuneration, job security and working conditions.

2) Motivators: They are intrinsic factors such as sense of achievement, recognition, responsibility, and personal growth.

The hygiene factors determine dissatisfaction, and motivators determine satisfaction. Herzberg theory conforms with satisfaction theories which assert that a satisfied employee tends to work in the same organization but this satisfaction does not always result in better performance. In other words, satisfaction does not correlate with productivity.

McClellands Achievement Need Theory

in his 1961 book named as The Achieving Society,David McClelland identified three basic needs that people develop and acquire from their life experiences .

Although these categories of needs are not exlusive, generally individuals develop a dominant bias or emphasis towards one of the three needs. Entrepreneurs usually have high degree of achivement needs.

Incentive Theory

Incentive theory suggests that employee will increase her/his effort to obtain a desired reward. This is based on the general principle of reinforcement. The desired outcome is usually money. This theory is coherent with the early economic theories where man is supposed to be rational and forecasts are based on the principle of economic man.

2. Process Theories about Motivation

Expectancy Theory

Expectancy Theory argues that humans act according to their conscious expectations that a particular behavior will lead to specific desirable goals.

Victor H. Vroom, developed the expectancy theory in 1964, producing a systematic explanatory theory of workplace motivation. Theory asserts that the motivation to behave in a particular way is determined by an individuals expectation that behaviour will lead to a particular outcome, multiplied by the preference or valence that person has for that outcome.

Three components of Expectancy theory are:

The equation suggests that human behaviour is directed by subjective probability.

Goal Theory

Edwin Locke proposed Goal Theory in 1968, which proposes that motivation and performance will be high if individuals are set specific goals which are challenging, but accepted, and where feedback is given on performance.

The two most important findings of this theory are:

Adams Equity Theory

Developed by John Stacey Adams in 1963, Equity Theory suggests that if the individual perceives that the rewards received are equitable, that is, fair or just in comparison with those received by others in similar positions in or outside the organization, then the individual feels satisfied.Adams asserted that employees seek to maintain equity between the inputs that they bring to a job and the outcomes that they receive from it against the perceived inputs and outcomes of others.

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A Brief Introduction to Motivation Theory