Mitigating Information Overload: An Experiential Exercise Using Role-Play to Illustrate and Differentiate Theories of Motivation

Autor/inn/en	Afota, Marie-Colombe; Robinson, Melanie A.
Titel	Mitigating Information Overload: An Experiential Exercise Using Role-Play to Illustrate and Differentiate Theories of Motivation
Quelle	In: Management Teaching Review, 8 (2023) 1, S.40-56 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Afota, Marie-Colombe) ORCID (Robinson, Melanie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-2981
DOI	10.1177/2379298120933999
Schlagwörter	Experiential Learning; Role Playing; Theories; Motivation; Business Administration Education; Cooperative Learning; Learning Activities + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Rollenspiel; Theory; Theorie; psychologische; Motivation (psychologisch); Kooperatives Lernen; Lernaktivität
Abstract	Work motivation is a core component of many management courses. However, its effective teaching can be hampered by the fragmentation and seeming incoherence of the various theories of work motivation. To address this challenge, we describe an interactive role-play activity that induces students to synthesize, apply, and compare several theories of motivation. In the first part of the exercise, students work in small groups to prepare a role-play skit illustrating a specific theory of motivation. In the second part, groups present their role-play skits in front of the class, and the rest of the students try to determine which theories were performed. Next, the debriefing session encourages students to discuss, compare, and contrast the theories. Though the present exercise focuses on four theories--the hierarchy of needs, the two-factor theory, expectancy theory, and self-determination theory--the activity can be easily adapted to incorporate other models of motivation. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01