AN EXERCISE TO DEVELOP INITIATIVE: POSSIBLE DREAM Developments in Business Simulation & Experiential Learning, Volume 27, 2000 AN EXERCISE TO DEVELOP INITIATIVE: POSSIBLE DREAM? Douglas Micklich, Illinois State University Gretchen N. Vik, San Diego State University ABSTRACT At the 1999 Philadelphia ABSEL meeting, Alan Cudworth conducted a team exercise workshop during which we were to begin developing an exercise. Four, then two, of our group of seven continued working on our exercise, and this pa- per describes that work-in-progress as follows: Alan Cudworth’s exercise assignment and our responses; research on self-motivation or initia- tive; and an individual exercise to foster initia- tive (based on exercises developed by Heer- mann). This is definitely a work in progress, based on the 1999 Philadelphia session. ABSEL is not unique in encouraging further work on research projects, but having such a large group of exer- cises begun one year for presentation at the next year’s conference is a very creative idea and we are interested in how others also developed their exercises. INTRODUCTION This paper describes the process of developing an exercise to foster student self-motivation or initiative. While there is a large body of litera- ture on motivation and leadership training, less has been written about developing individual initiative. Those of us who work with student teams realize that getting students to take on tasks by themselves without a lot of instruction and direction is 1) extremely important in de- veloping strong students who are also good workers when they graduate, but at the same time 2) extremely difficult because it is hard to measure, hard to test for, and doesn’t seem to offer students a direct reward. We think it is possible to develop exercises that help develop initiative--but in a sense, initiative is like entrepreneurship, something that people have within themselves. We can strengthen it but not insert it where there is not already a spark. ALAN CUDWORTH’S PHILADELPHIA KEYNOTE EXERCISE OUTLINE Alan Cudworth’s keynote exercise had the fol- lowing segments we worked with: Subject Matter: developing initiative (how to encourage each person to take on tasks by them- selves) Intended Audience: undergraduate (inexperi- enced) students, but could be used with new employees, line workers Resources: 60-75 minutes of class time, class- room that can be reconfigured into team seating, one instructor per 40 students, opportunities for students to “solve” a problem or situation (cases?) Materials: paper, copying Context of Use: start in class, may finish out of class; consider iterative process Aims and Objectives: to instill initiative in a per- son, learn to find the action behind the intent, learn to take on tasks without direction Conceptual Map: the “message” is buried in the exercise itself, not explicitly stated. Students will retain new ideas about initiative rather than get an explicit statement of “how to get it.” Evaluation: student evaluation of learning about initiative, as there is not way to measure change in this area in such a short exercise 229 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 Emotions: ultimately, self-esteem is built by ac- complishment, such as taking on and complet- ing tasks successfully without constant guid- ance. The exercise is more analytical than emo- tional in content and action. Freedom of Roles: dyads and triads can work with printed instructions. Procedural rules imply orderly play at least at first. RESEARCH ON INITIATIVE AND HOW INDIVIDUALS DEVELOP IT While there is a great deal of literature on how people learn, how to develop leaders, how to improve work in teams, and how to motivate students in teams and in classes, it was difficult to find many articles solely on initiative (self- motivation) and how to develop it in students. Borkowski, Carr, and Presley wrote about helping students learn strategies that will help them succeed at assigned tasks in 1987. Meta- cognition represents self-knowledge about cog- nitive states and processes. General Strategy Knowledge “produces an understanding that learning will usually improve if sufficient effort is put forth in strategy selection and deploy- ment.” (Borkowski, et al, 63) Strategy use is never actually spontaneous, but the result of a continuous, long-term developmental process. Students learn the range of applicable tasks that are, and are not, solvable with a newly acquired strategy. (64) Teachers need to provide detailed instruction about how and why a strategy is effective. (65) Self-testing and verbal feedback give learners more knowledge about a strategy. “Good per- formance following strategy use strengthens general strategic knowledge, which, in turn, promotes positive self-esteem and attributions of success to effort rather than to uncontrollable factors such as ability or luck. Motivational fac- tors play a key role in subsequent ‘spontaneous’ strategy use by providing incentives necessary for deploying strategies, especially on challeng- ing, difficult tasks.” (67) In other words, metacognitive theory seems to indicate that our exercise should include initial discussion of possible strategies for solving a problem and later feedback from both teachers and students on to what extent and why some strategies were more successful than others. Cognition and Instruction is a collection or ar- ticles on how people learn. According to Nolen, three types of motivational orientations exist toward school learning: Task orientation (com- mitment to learning for its own sake, person strives to learn or understand and feels more competent they more learned); Ego orientation (perform better than others or to establish that one’s ability is superior); learning as a means to an end); Work avoidance (put forth as little ef- fort as possible and get away with it). (270-271) Brown explains further that “Mastery-oriented children, rather than attributing temporary set- backs to personal shortcomings, treat obstacles as a challenge to be overcome by perfecting their learning strategies.” (313) “Seeking ade- quate explanations for events seems to charac- terize good problem solving in adults and in children. The reciprocal teaching procedure en- courages explanation and the search for deeper levels of understanding... promotes motivation for comprehension.” (319) The conclusion we might draw from these arti- cles is that our exercise needs to include prob- lem-solving in some open-ended way to allow for multiple strategies to be used. Perhaps con- ditions could change during the game (for the out-of-class segment?) so that students need to apply critical thinking and move in a different direction to continue to solve the problem. In 1995, Winne wrote about self-regulated learners, finding that they possess positive ex- pectations, motivation, and diverse strategies for problem solving. (173) Learned industriousness is the transfer of effort to a new task. It is based on effort spent on prior task plus opportunities to learn that a variety of tasks call for effort. (176) A complex strategy for learning informa- 230 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 tion in a text, for example, develops out of learning about study tactics. Students can learn to give self-feedback and monitor performance to improve skills in this area. (184-185) VanZile-Tamsen and Livingston also wrote about motivation in 1999. They find that “Iden- tifiable cognitive strategies, previously believed to be used by only the best and the brightest stu- dents, can be taught to most students.” (54) Self-regulated learning “involves the ability to monitor and regulate one’s own learning and strategy use; one’s propensity for using elabora- tion, organization, and critical thinking strate- gies to facilitate the learning process; and one’s propensity to manage effort expenditure and ex- ternal resources, such as peers, teachers, and the environment, to facilitate the learning process.” (55) Lower-achieving students use fewer of these strategies but can be taught to use them. (60) While high-scoring students may succeed more quickly at an exercise, this research seems to indicate that all students can succeed eventually if we teach them the appropriate strategies. DEVELOPING AN INDIVIDUAL EXERCISE Consider the individual as a team of "one." What drives this team of "one"? How does he/she develop and sustain self-motivation or initiative? Initiative is defined by Webster as: "the first step or action; opening move; active role: to take the initiative." He also defines it in the context of "on one's own initiative" to be spontaneously or on one's own; self-motivating; without instruction or coercion. Initiative itself is developed by virtue of an unmet (many times intrinsic or higher order need) leading to some degree of need (goal) attainment. Taken in this context means that it comes from within the per- son, something that we give to ourselves. From this we can draw the following simple relation- ship: Unmet Need -----------> Initiative ------------> Need fulfillment (Goal Attainment) Initiative as Fuel for Attaining Goals Initiative can be thought of as fuel for the fire in the area of goal attainment and the rate at which initiative is developed is dependent on the strength of that unmet need. The strength of that unmet need is dependent in some way on the strength of the values used as drivers that push us toward that need fulfillment. Goals are set and developed to help us achieve that desired end by contributing to this fire. We can there- fore consider the following analogy: Initiative can be considered analogous to the rate at which we apply heat to a particular substance on its way to reaching its ignition point. We can also construct the following relationship: Initiative = f (strength of the unmet need, rate at which we pursue the need, the unmet need, and Ignition point = f (temperature of the heat source, rate at which heat is applied to a flam- mable substance, the composition of that sub- stance). The intensity (rate of development) of that ini- tiative is directly related to realization of need. Consonance and Dissonance Values One's development of initiative has as its basis or beginnings in (the) intrinsic aspects of moti- vation. These aspects of values contribute through one's own goal development and the intensity associated with the need to be satisfied or fulfilled. The clearer we can be in defining consonance values (those that bring harmony or oneness) and the relative strength of those val- ues unmet, the better we will be at developing the initiative (intensity required) to satisfy those needs. Dissonances, on the other hand, are those things that bring disharmony and cause us to lack or be discouraged from developing ini- tiative. Disharmony exists as a result of needs that have gone unfulfilled. Overall intensity or 231 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 initiative is the by-product of combinations of the relative strength of individual consonances and dissonances. Initiative must be developed at the proper rate; if developed too quickly it may lead to "Initia- tive Extinguishment" where expected results may not be immediate or it may result in "Initia- tive Burnout" where results, although being seen immediately, may take too long to be real- ized. The exercise that will be presented at ABSEL has been adapted from two exercises from the book "Building Team Spirit: Activities for In- spiring and Energizing Teams" by Barry Heer- man. The specific exercises are: "Sharing Indi- vidual and Team Goals" and "Fostering Conso- nant Values to Achieve Extraordinary Team Re- lationships." The purpose of this exercise is: 1. Clarify those sources of consonance (drivers) that lead to the formation of those unmet needs, 2. Prioritize those values and identify the immediacy and the actions necessary to support those values 3. Share those with others try to under- stand what leads to initiative develop- ment in others and strategies toward at- tainment of those goals (needs). At the session, there will be more handouts of Exercise Instructions, Individual Spirit Harmon- ics, and Reflections on Individual Goal Devel- opment. Exercise Instructions 1. Drawing from the list of consonance and dis- sonances from "Individual Spirit Harmonics,” complete the "Reflections on Individual Goal Development." As you complete each sen- tence, keep in mind the following: a. Identify those consonant values that are most important in supporting your vision and rank order them in importance for development. b. What actions are necessary to support these values in myself? 2. Select the five most important and rank order them in terms of importance and consider the following: a. How important are these to be fulfilled in the immediate future, near future, or distant future? b. What are your expectations of the immediacy of results from your efforts? c. What actions will you undertake in re- solving a and b? 3. Share those with others and compare the mo- tivational strength resultant from your self- analysis. a. Are these things that can be accom- plished by you alone or is outside assis- tance required? b. How is this assistance to be nurtured? c. What did you notice about yourself as a result of completing this activity as it re- lates to personal issues? d. What did you notice about how you set and accomplish personal goals? What influences explain your style? e. What were the personal goals that you identified in this activity? Reflections on Individual Goal Development Individual-Focused Items 1. Family who know me best say that my big- gest accomplishment was .... 2. Friends who know me best say what my big- gest accomplishment was .... 3. The talent or skill that I rely on to accomplish things in life is ...... 4. The talent or skill that I would like to develop that would assist me in accomplishing things in my life is ....... 5. The person who has done the most to influ- ence my ability to accomplish goals in my life that I care about is ..... 6. The influence that person had on me was ...... 232 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 7. The most challenging things that I face in my life now are ..... 8. The most interesting things I am working to- ward in my life are .... 9. The single most important goal that I have in my life at this time is .... 10. The next most important goal that I have in my life at this time is ..... 11. What I would most like to have (and do not now have ) is ....... 12. What I most like to do with my time (away from work) is ..... Individual Spirit Harmonics Consonances (a combination of musical tones that have re- solved--that is, they are in agreement) Service -- contribution: generously and freely giving to another -- aligned execution: fulfilling, in a unified way, customer and team needs -- mutual support: providing reciprocal assis- tance Initiating -- orientation: becoming familiarized and aware -- belonging: feeling allied with a part of the team -- trust: feeling reliant and secure about team members Visioning -- shared vision/values: agreeing on what is possible and its underlying worth and merit -- compassion: experiencing empathy and con- cern for another -- presence: deeply experiencing the purpose of the team Claiming -- goal/role alignment: agreeing on the outcome and the means for achieving it -- organization support: securing the necessary resources from the organization -- competence: developing skills and awareness needed to perform team roles Celebrating -- appreciation: feeling recognized and ac- knowledged -- energy: experiencing vitality and aliveness -- wonder: experiencing an unbounded sense of possibility Letting Go -- disclosure: revealing previously suppressed attitudes and opinions -- constructive feedback: providing forthright responses that encourage growth -- completion: feeling a sense of freedom when everything has been said Dissonances (a combination of unresolved musical tones) Service -- depletion: feeling used up, unable to freely give to another -- uncoordinated action: incompletely fulfilling customer and team needs -- unsupportiveness: acting without concern for others Initiating -- disorientation: experiencing disequilibrium and fear -- alienation: feeling like a misfit, not part of the team -- mistrust: feeling insecure and cautious about team members Visioning -- ambiguous vision/values: experiencing un- certainty about what is possible—let alone its underlying worth and merit -- callousness: being insensitive and harsh -- aridness: feeling barren and empty, without a sense of purpose Claiming -- nonalignment: disagreeing about the outcome and means for achieving it -- nonsupport: being unable to secure the neces- sary resources from the organization -- deficiency: not having the skills and aware- ness needed to perform team roles Celebrating 233 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 -- nonappreciation: not feeling recognized and acknowledged -- burnout: feeling used up and ineffective in the team -- disenchantment: feeling repelled and put out Letting Go -- withheld communications: concealing atti- tudes and opinions from others -- criticism: offering unsupportive critical feed- back -- incompletion: feeling regretful about with- holding communications REFERENCES Borkowski, J. G., Carr, M., and Pressley, M. (1987). “Spontaneous” Strategy Use: Per- spectives from Metacognitive Theory. Intel- ligence, 11, 61-75. Brown, A. (1988). Motivation to Learn and Un- derstand: On Taking Charge of One’s Own Learning. Cognition and Instruction, 5 (4), 311-321. Heermann, B. (1997). Building Team Spirit: Ac- tivities for Inspiring and Energizing Teams. New York: McGraw-Hill, 1997. Nolen, S. B. (1988). Reasons for Studying: Mo- tivational Orientations and Study Strategies. Cognition and Instruction, 5(4), 269-287. VanZile-Tamsen, C. and Livingston, J. A. (1999). The Differential Impact of Motiva- tion of the Self-Regulated Strategy Use of High- and Low-Achieving College Students. Journal of College Student Development, 40 (1), 54-60. Winne, P. H. (1995). Inherent Details in Self- Regulated Learning. Educational Psycholo- gist, 30 (4), 173-187. 234 Table of Contents Volume 27, 2000 Internet International: A Simulation Exercise for Understanding Technological Innovation and customer Service In a Rapidly Growing Internet Server Company Simulations and Learning: Dialog and Directions Endnote Activity: A Tool for Integration of Course Content and Communication Skill Practice Incorporating Video as a Teaching Strategy in Interpersonal Communication Vision Quest: An Alternative Approach to Industry Analysis for MBA Courses in Strategic Strategic Management: An Evaluation of the Use of Three Learning Methods Trainer, Mentor, Educator: What Role for the College Business Instructor in the Next Century? Using the Internet and Shareware to Facilitate Computer Simulation in Distance Learning Classes Visual Modeling of Business Simulations Teaching about Information with Management Games A Self-Evaluation Based on the Discussion and Decision in Experts' Business Gaming The Restaurant Game Using Journals to Enhance Computer Simulation Based Learning Exercises to Facilitate Better Student Writing in the Undergraduate Strategy Class Identifying, Resolving, and Managing Common Ethical Dilemmas in the Workplace: An Experiential Approach Integrating the Digital Revolution into the Classroom The Wheel of Learning: An Integrative Business Curriculum Experiment The Changing Nature of Simulation Research: A Brief ABSEL History Perspectives on Simulation & Gaming's Review Process Experiential Learning Across Disciplines: Mixing International Business and Accounting Simulating Governmental Effects on Economic Development Internationalizing the Introduction to Business Course Using an International Text and Domestic Simulation with a Twist Using Stock Value as the Performance Measure in a Business Simulation Game Introducing Cross-Elasticities in Demand Algorithms Validating a Model of Currency Valuation An Exercise for Exploring the Relationship between Jungian Psychological Types and Organizational Politics Exercise: Preparing Financial Reports Using the Group Categorizing Technique Effect of Trust and Cultural Beliefs on Negotiation Processes: Data from an Experiential Role Play Experiential Learning Gets Stamp of Approval From the Boyer Commission Talent Search 2000 - An Experiential Activity to Help Strengthen Skills in Employee Recruitment and Selection Clemson University's Collaborative Learning Environment Initial Data on a Test Bank Assessing Total Enterprise Simulation Learning Changing the Assessment Paradigm: Using Student Portfolios To Assess Learning from Simulations How We Learn and Why We Don't: The Cognitive Profile Model: A Workshop in Teaching to Reach Your Students Knowing Thyself: A Portfolio Approach to Student Self-Assessment Collaborative Learning and Web-Based Instruction in a Cognitive Apprenticeship Model Teamwork Attributes in a Classroom Simulation Virtual Teams: Meeting the Next Challenge for Experiential Education New Age Learning: Nuance or Nonsense Developing Charisma: An Experiential Exercise in Leadership Problems and Solutions in Going Web-based with an Agribusiness Simulation Creating a Comprehensive Web-Enhanced Classroom Your Class is in Session, Now What? The Challenges of Teaching On-line An Application of Process Control Charts for Attributes as a Form of Classroom Assessment for Experiential Learning Work Goals and Life Aspirations: Do You Have What it Takes to be an Entrepreneur An Exercise to Develop Initiative: Possible Dream? The Ball Point Pen Assembly Company Management Game Review System Development Total Enterprise Simulations and Optimizing the Decision Set: Assessing Student Learning Across Decision Periods Facilitating Learning in the New Millennium with the Complete Online Decision Entry, System (CODES) The Marketing Management Experience The Right Venue for Your Simulation One More Time: Overall Dominance in Total Enterprise Simulation Performance A Profile of ABSEL Conference Attendees Learning Readiness: An Underappreciated Yet Vital Dimension in Experiential Learning Active Learning in a Professional Undergraduate Curriculum The Problem Is - They Think Differently! Cultures Integration in Mergers and Acquisitions: Putting Managers Together in a Business Simulation The Global Business Game: A Strategic Management and International Business Simulation