If the person has an attribution of ability internal, no control as soon as the individual experiences some difficulties in the learning process, he or she will decrease appropriate learning behavior. If the person has an external attribution, then nothing the person can do will help that individual in a learning situation i. In this case, there is nothing to be done by the individual when learning problems occur. The implication is that if we can create the appropriate amount of disequilibrium, this will in turn lead to the individual changing his or her behavior which in turn will lead to a change in thought patterns which in turn leads to more change in behavior.
Read the Case Study Below and answer the case study questions that follow Questions Read the Case Study Below and answer the case study questions that follow Questions: Health-Time Matthew James was the manager at Health-Time, a small but popular fitness club in a mid-sized college town.
Health-Time had found a niche in the local market, providing high-quality aerobics classes and lots of them.
The instructors at Health-Time were superior to those at other facilities around town, and Health-Time offered high-impact, low-impact and step aerobics and body-sculpting classes. By offering more than 80 classes per week, Health-Time attracted members who wanted a variety of classes at all times of the day.
Matt James had recently taken over as manager after working at Health-Time for five years as an aerobics instructor. When he took the job as manager, however, Health-Time was not in good shape financially. Membership was dropping slightly, and personnel costs were way too high.
In his first month as manager, Matt worked to streamline the staff by eliminating the positions of assistant manager and weight room supervisor and cutting the membership coordinator position to half-time. Though there was unavoidable unhappiness surrounding these changes, Matt was pleased that he had reduced the management staff to himself, Clarissa a half-time bookkeeperand Mei-Chen a half-time membership coordinator.
He had noticed that many receptionists and aerobic instructors did not take their jobs as seriously as he would like. The receptionists spent more time chatting with members than on job tasks i. The aerobics instructors often ran into their classes with little time to spare and had to rush to get their cassette tapes ready for class.
Instructors and receptionists were also accustomed to informally swapping shifts and classes when the posted schedule conflicted with other plans. Almost all of the reception staff and aerobic instructors were students at the local university.
Matt decided to hold a general meeting to let the aerobics and reception staff know what he expected now that he was manager. He truly cared about the club and wanted to see it thrive for both professional and personal reasons.
At the meeting, Matt told the instructors and receptionists that they all had to pull together for the good of Health-Time. To promote a family feeling, he provide them all with sweatshirts displaying the Health-Time logo. He then explained why he thought they should shape up and change their behaviors on the job.
As his employees slumped in their chairs, he laid down the law: All changes in the schedule will go through me. Three of his receptionists had quit, telling him that they could earn minimum wage elsewhere.
Two aerobics instructors had decided to start teaching at the University Athletic Club rather than at Health-Time. Although the remaining staff members were now following his rules regarding job behavior and scheduling, morale seemed to be at an all-time low.
I know I get a real bang out of making that place the best it can be — I always have, even when I was just an instructor. And when I talk to them about the problem, it only gets worse. I even gave them sweatshirts to get them motivated, but they still quit on me!
Is it me, or is it them?
And what should I do now? Describe the motivational problems of the staff at Health-Time using the expectancy theory of motivation.V.
Metacognition and Motivation. Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments (especially unexpected results such as failures), they perform a mental causal search to . Organizational Behaviour Case Study - The TAJ Group of Hotels (Case Study) Organizational Behavior - A Case Analysis of Google.
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Case Study - Organizational Behaviour case study on motivation /5(10). It has been generally well-known that most people faced some problems in learning English as a second or foreign language in non-English speaking countries; for example, in Lao People Democratic Republic (Lao PDR).
This paper has a main purpose to. Takeaways from the case study. Here are some patterns and oddities I noticed from looking at questions and answers: There are more than twice as many answers as questions. This is brilliant case study and has proved that, despite your original impression, things can turn in your favour.
I believe that a big part of this is down to planning your campaign properly, and it looks like you carried everything out in a way that encouraged success. Teaching Materials Using Case Studies by Claire Davis and Elizabeth Wilcock. A booklet in the 12 Guides to Lecturers series published by the UK Centre for Materials Education.
This guide explores the use of the case-based approach to support engineering education and, more specifically, their role in Materials Science related Higher Education courses.