A YOUTHWORKER GUIDE ON MOTIVATION

Motivate, inspire and dream! is a Devision project financed by

the European Union through Erasmus+ programme. The
content of this brochure does not reflect the official opinion of
the European Union. Responsibility for the information lies
entirely with the author(s).

51. Introduction
12. Motivation theories
31. DNA theory by Tamara Lowe
42. Non-formal methods for motivating volunteers
51. Conclusions

INTRODUCTION

Motivation is defined as the process that initiates, guides, and maintains goaloriented behaviors. Motivation is what causes us to act, whether it is getting a
glass of water to reduce thirst or reading a book to gain knowledge. It involves
the biological, emotional, social, and cognitive forces that activate behavior. In
everyday usage, the term motivation is frequently used to describe why a person
does something.
But the challenge in working with non-governmental organizations is how to
transform motivation in a successful process that leads to goal achievement and
excellent results in project.
Basically you have to be able to motivate your team and choose the most
appropriate tools for doing that, but we know that people are different and it is
difficult to motivate all of them using the same methods.

We are sure all of you read books and articles about motivation and you saw
titles such as 10 simple ways of achieving an objective, 5 tools for motivating
your employees. The problem with those books is that they are selling dreams;
they usually offer simplistic and trivial solutions. We believe there is no universal
recipe for motivating the others, what works for some people, the others may
find it demotivating. So it is important to be aware of the risks of putting all
people in the same pot, rarely the same tool functions for different persons.
Motivate, inspire and dream is a training course financed by the European
Commission through Erasmus+ programme implemented by DeVision
Association from Romania whose purpose is to help 24 youth workers
understand the importance of motivating properly their volunteer and moreover
creating non-formal tools and methods that they could use in motivating their
teams.
This training course is implemented in partnership with 4 European
organizations: L'Isola che non c' (Italy), Klubs Maja - jaunatne vienotai Eiropai
(Latvia), African Centre for Development and Research (United Kingdom),
Stowarzyszenie Inicjatyw Obywatelskich "EZG" (Poland).
We hope you will enjoy the information from this brochure and you will find it
useful for your future work with volunteers

MOTIVATION THEORIES

Motivated people advance further and faster in their careers, earn more
money, are more productive, experience more satisfying relationships
and are happier than less motivated people. So it is important to be
motivated and to learn how to motivate the others. There are a lot of
motivation theories, it is almost impossible to know all of them, usually
they contradict one each other, that is why we decided to present in this
material 4 well known motivation theories and to see their pros and
cons, to learn more about them: Maslows hierarchy of need, Douglas
McGregor The theory of X and Y, David McClelland needs theoryachievement motivation needs and Frederick Herzberg MotivatorHygiene theory.
Maslow's hierarchy of needs is a theory proposed by Abraham
Maslow in his 1943 paper "A Theory of Human Motivation"
in Psychological Review. Maslow's theory was fully expressed in his 1954
book Motivation and Personality.
6

It is often portrayed in the shape of a pyramid with the largest, most

fundamental levels of needs at the bottom and the need for selfactualization at the top.

Each of us is motivated by needs.

Our most basic needs are inborn, having evolved over tens of
thousands of years.

Maslow's Hierarchy of Needs states that we must satisfy each need in

turn, starting with the first, which deals with the most obvious needs
for survival itself.

Only when the lower order needs of physical and emotional well-being
are satisfied are we concerned with the higher order needs of
influence and personal development.

Conversely, if the things that satisfy our lower order needs are swept
away, we are no longer concerned about the maintenance of our higher
order needs.

Aims and drive always shift to next higher order needs.

Levels 1 to 4 are deficiency motivators; level 5, and by implication 6 to

8, are growth motivators and relatively rarely found.
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MOTIVATION THEORIES

Maslows Pyramid of Needs

The X Theory and the Y Theory - Douglas McGregor

Social psychologist Douglas McGregor expounded two contrasting
theories on human motivation and management in the 1960s: The X
Theory and the Y Theory. McGregor promoted Theory Y as the basis of
good management practice, pioneering the argument that workers are
not merely cogs in the company machinery, as Theory X-Type
organizations seemed to believe.
The theories look at how a manager's perceptions of what motivates his
or her team members affect the way he or she behaves.
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By understanding how your assumptions about employees motivation can

influence your management style, you can adapt your approach
appropriately and so manage people more effectively.
Understanding the Theories
Your management style is strongly influenced by your beliefs and
assumptions about what motivates members of your team: If you believe
that team members dislike work, you will tend towards an authoritarian
style of management;

MOTIVATION THEORIES
On the other hand, if you assume that employees take pride in doing a
good job, you will tend to adopt a more participative style.
Theory X
This assumes that employees are naturally unmotivated and dislike
working, and this encourages an authoritarian style of management.
According to this view, management must actively intervene to get things
done.
Theory Y
This expounds a participative style of management that is de-centralized.
It assumes that employees are happy to work, are self-motivated and
creative, and enjoy working with greater responsibility.
This more participative management style tends to be more widely
applicable. In Y-Type organizations, people at lower levels of the
organization are involved in decision making and have more
responsibility.
David Clarence McClelland Three Needs Theory
Need theory, also known as Three Needs Theory, proposed
by psychologist David McClelland, is a motivational model that attempts
to explain how the needs for achievement, power, and affiliation affect
the actions of people from a managerial context.
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This model was developed in the 1960s soon after Maslow's hierarchy of
needs in the 1940s. McClelland stated that we all have these three types
of motivation regardless of age, sex, race, or culture.

achievement - People who are achievement-motivated typically

prefer to master a task or situation. They prefer working on tasks of
moderate difficulty, prefer work in organization where the results are
based on their effort rather than on anything else, and prefer to
receive feedback on their work. Achievement based individuals tend to
avoid both high risk and low risk situations. Low risk situations are
seen as too easy to be valid and the high risk situations are seen as
based more upon the luck of the situation rather than the
achievements that individual made. This personality type is motivated
by accomplishment in the workplace and an employment hierarchy
with promotional positions.

authority/power - This motivational need stems from a person's

desire to influence, teach, or encourage others. People in this category
enjoy work and place a high value on discipline. The downside to this
motivational type is that group goals can become zero-sum in nature,
that is, for one person to win, another must lose. However, this can be
positively applied to help accomplish group goals and to help others in
the group feel competent about their work.
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MOTIVATION THEORIES
A person motivated by this need enjoys status recognition, winning
arguments, competition, and influencing others. With this motivational
type comes a need for personal prestige, and a constant need for a
better personal status.

affiliation - people who have a need for affiliation prefer to spend

time creating and maintaining social relationships, enjoy being a part of
groups, and have a desire to feel loved and accepted. People in this
group tend to adhere to the norms of the culture in that workplace
and typically do not change the norms of the workplace for fear of
rejection. This person favors collaboration over competition and does
not like situations with high risk or high uncertainty. People who have
a need for affiliation work well in areas based on social interactions
like customer service or client interaction positions.

Frederich Herzberg's motivation-hygiene theory

The two-factor theory (also known as Herzberg's motivationhygiene theory and dual-factor theory) states that there are certain
factors in the workplace that cause job satisfaction, while a separate set
of

factors

cause

dissatisfaction.

It

was

developed

by psychologist Frederick Herzberg, who theorized that job satisfaction

and job dissatisfaction act independently of each other.
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Two-factor theory distinguishes between intrinsic and extrinsic factors:

Motivators (e.g. challenging work, recognition, responsibility) that give

positive satisfaction, arising from intrinsic conditions of the job itself,
such as recognition, achievement, or personal growth and

Hygiene factors (e.g. status, job security, salary, fringe benefits, work
conditions) that do not give positive satisfaction or lead to higher
motivation, though dissatisfaction results from their absence. The term
"hygiene" is used in the sense that these are maintenance factors.
According to the Two-Factory Theory there are four possible
combinations:
1. High Hygiene + High Motivation: The ideal situation where
employees are highly motivated and have few complaints.
2. High Hygiene + Low Motivation: Employees have few complaints but
are not highly motivated. The job is viewed as a paycheck.
3. Low Hygiene + High Motivation: Employees are motivated but have
a lot of complaints. A situations where the job is exciting and
challenging but salaries and work conditions are not up to par.
4. Low Hygiene + Low Motivation: This is the worst situation where
employees are not motivated and have many complaints.

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MOTIVATION THEORIES
Herzberg's theory concentrates on the importance of internal job
factors as motivating forces for employees. He designed it to increase
job enrichment for employees. Herzberg wanted to create the
opportunity for employees to take part in planning, performing, and
evaluating their work.

DNA THEORY BY TAMARA LOWE

We have seen that 1960 was a very prolific year, full of theories, but we
have discovered a modern and very interested theory that belongs to
Tamara Lowe and it is called the DNA theory.
According to this theory everyone has a unique achievement pattern or
what she terms as Motivational DNA. Figure out what your Motivational
DNA is, and you will know what makes you get up and go after your
goals.
Lowe says that her theory is grounded in eight years of research with
more than 10,000 people. In the same way that your genetic DNA determines your physical attributes, Motivational DNA is a part of who you
are and dictates how you are best motivated.

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Factors that motivate your partner or your parent may not awaken your
passion or your ambition. And she emphasizes that no one motivational
type is better than any other.
Lowe points out that all the motivators that she discusses in her theory
inspire everyone to one degree or another, but each of us has a definite
preference or tendency:
DRIVES The internal forces that mobilize a person to act.
NEEDS The core requirements that a person must have in order to be
fulfilled.
AWARDS The preferred remunerations that a person desires for
achievement; the material, spiritual, and psychological currency that they
want to be paid for performance.
Six motivators:

Drives

Needs

Awards

Connection

Stability

Internal

Production

Variety

External

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DNA THEORY BY TAMARA LOWE

There are 8 different motivational DNA combinations:

PSI: The Director (Producer, Stability, Internal) - Driven by results, needs a stable environment (not likely to challenge the status
quo), is rewarded by less tangible awards such as private recognition,
internal feeling that the work is worth doing, etc. Is strategic thinker
who move projects forward. Motivating factors of PSI: To be free of
constraints that are not absolutely necessary, to have the possibility to
manage their own time by themselves, recognition from peers and
people around them, to have the opportunity to evolve personally, to
have an organized system and to receive distinct and positive feedback. Demotivating factors: Unclear tasks, peers that are not doing
their job, spirit of flock and the incapacity of people around them to
manage their time and to find their own solutions.

PVI: The Visionary - PVI (Producer, Variety, Internal) - is persistent, energetic and confident. He is able to organize people and
projects. Visionaries exhibit strong leadership potential and react
quickly to crisis. Creative thinkers, visionaries have the ability to craft
a vision and get others excited about it. PVI Motivators: Inspiring work
environment, opportunity to originate and initiate ideas, peer respect,
credit for work accomplished and a strong sense of mission. PVI DeMotivators: Rigid structure, routine, delays, time-consuming details and
bureaucracy.
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PSE: The Chief - PSE (Producer, Stability, External) - driven by

results, needs a stable environment (not likely to challenge the status
quo), rewarded by tangible awards such as public recognition, higher
pay, etc. They are determined persons who know what they want.
Motivators: autonomy, public recognition, special privileges, not to be
controlled

without

reasons, the

capacity

to

structure

their

environment as they like, time for thought, power to act and to be

recognized by their capacities and special accomplishments. Demotivators: Rigidity and control from their superiors, inefficient
systems and persons.

PVE: The Champion - PVE (Producer, Variety, External) driven by results, thrive on variety and is likely to shake things up,
rewarded by tangible awards such as public recognition, higher pay or
status, etc. He/she likes challenges and loves to win. He/she is
captivating and enthusiastic leaders. Motivators: hard tasks, power of
decision, lack of supervision and excessive control, promotion
opportunities, deadlines, risk calculation and popularity. De-motivators:
strict controls, incapacity of managing his own time and projects,
extended analysis and discussions without important follow up.

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DNA THEORY BY TAMARA LOWE

CSI: The Supporter - CSI (Connection, Stability, Internal) driven by relationships, need a stable environment (not likely to challenge the status quo), rewarded by less tangible awards such as private
recognition, internal feeling that the work is worth doing, etc. He/she
is practical, trustworthy and loyal person. Motivators: facts and information, respect from peers, sincere appreciations, personal recognition, positive feedback, inspiring work environment, peers that they
like, clearly defined objectives, fulfillment feeling and time for thought
and planning. De-motivators: deceptions and exaggerations, loosing
time allocated to family or to themselves, admit injustice, ask for rapid
changes.

CVI: The Relater - CVI (Connection, Variety, Internal) - driven

by relationships, thrive on variety and is likely to shake things up, rewarded by less tangible awards such as private recognition, internal
feeling that the work is worth doing, etc. He/she is caring and creative
person. Motivators: Sincere appreciation of the things well done, personal development opportunities, funny peers, team work, new experiences and inspiring environment. De-motivators: isolation, routine,
pressing deadlines, restrained creativity, disapprovals and conflict.

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CSE: The Refiner - CVE (Connection, Variety, External) - driven

by relationships, thrive on variety and are likely to shake things up,
rewarded by tangible awards such as public recognition, higher pay, etc.
Motivators:

comfortable

interpersonal

relationship,

personal

development opportunities and promotion in the organization,

freedom to make things in their own way, compensations and good
bonuses. De-motivators: routine, bureaucracy, isolation, disapproval,
suppressed creativity.

CVE: The Explorer - CVE (Connection, Variety, External) driven by relationships, thrive on variety and are likely to shake things
up, rewarded by tangible awards such as public recognition, higher pay,
etc. He/she is lively and spontaneous, loves adventure. He/she is
responsive, intuitive and very good at reading the terms. Motivators:
comfortable

interpersonal

relationship,

personal

development

opportunities and promotion in the organization, freedom to make

things in their own way, compensations and good bonuses. Demotivators: routine, bureaucracy, isolation, disapproval, suppressed
creativity.

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NON-FORMAL METHODS FOR MOTIVATING

VOLUNTEERS
Our participants in the training course had the
chance to experience, to understand, to role play the
theories mentioned above, but we decided that the
best way to understand how motivation works for
each individual and to understand what are the best
methods we can use is by creating our own
methods.
Thus, the participants (Maria, Roberta, Fabrizio,
Walter,Tom, Holly, Joanne, Dima,Justyna, Katarzyna, Piotr,
Jakub, Ilze, Rota, Una, Andris, Ovidiu, Ruxandra,
Oana,Roxana) started working in groups in order to
create new methods of motivation in different
context and for different target groups of their
organizations.

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1. Mountain Climb:
Objective: To motivate disabled people to trust that they can do the
same things as everyone else and to prove them that there are equal to
others.
Target Group: Disabled people (blind, deaf, no hands)
Materials needed: Hiking boots, warm clothes
Concept: A hike up a mountain. We will pair disabled people with nondisabled people (or people with different disabilities) to support and help
each other on the walk
Evaluation: Group talk at end
Discussions: How did you feel? Would you find it useful?
Will you do it again? How was your partner? Did he/she helped you?
II. Food Evaluation
Objective: To motivate children to have better diets to eat less junk
food, less sugar, to teach them to choose more natural food.
Target Group: Children in danger of becoming obese. We want to get
to them before they have a problem.
Time: 2 hours+
Materials needed: Clothes

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NON-FORMAL METHODS FOR MOTIVATING

VOLUNTEERS
Concept: Spilt the children into 2 teams, the bananas and the burgers.
The teams then have to play football, but the burgers team have to wear
a lot more clothes then the Bananas ( 2 x jackets, 2x jumpers, wody hats,
etc). The Burgers will get hot and sweaty much faster than the Bananas
feeling the bad effects of a poor diet.
Evaluation: Which team won? Why?
Discussions:
Would you prefer to be thin and active or bulky and tired
Did the Burgers find it difficult? Why?

III. Box Buddies

Objective: To teach people co-operation skills and to motivate them to
build their team spirit
Target Group: Any group of people that need team building, young
people, work colleagues, old people
Materials needed: papers, pens, box

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Concept: Each person in group gets given a number (1,2,3,4 etc) on a

piece of paper, they write their number on the paper and then hand it
back to the trainer. The trainer goes to another room and randomly puts
each name and number into its own box. The participants take it in turns
to go into the box room and have to find their number paper by looking
in boxes one at a time. But they only get to look in half the boxes and can
only make a plan with the others before entering the box room. After
they leave the room, they are not allowed to meet the team.
Evaluation: Discussions at the end, debate
Discussions: Did you all find your number? Do you understand the
maths?

IV. Old tech, new tech

Objective: To motivate elderly people to start to use technology
(computers, cameras) and to learn how to use it properly
Target Group: Elderly people 60+
Materials needed: laptops, cameras, mobile phones

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NON-FORMAL METHODS FOR MOTIVATING

VOLUNTEERS
Concept: Use young trainers and older trainers (a mixed group of equal
numbers). 10 young people and 10 old people. Need the 10 young
people to bring a laptop and a digital camera/mobile. The young people
show the old people how to make a Facebook page, upload pictures,
download books, visit news website et
Evaluation: discussions, exchange of opinions
Discussions: Ask how the old people will use this new technology and
how they feel new they know how to use it.

V. Stay motivated
Objective: Help volunteers stay motivated
Target group: Volunteers
Number: all volunteers participating in a project
Time: 2 hours
Materials: ribbons, beeds, markers, string, charms

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Concept: In the beginning of every project, all the volunteers

participating at this will melt and make bracelets. They will talk about their
motivation to get involved in that project. Each one of them will write a
word on their bracelet or they will make a sign, a drawing or something
to always remind them why they are doing that. When they will feel less
motivated , they will look at the bracelet and they will remember the
reasons why they are participating at the project.
Evaluation: analysis, discussion
Discussion: Is this method helping you understand why you got in this
work for the first place? Does it help you stay focused and motivate? Are
you happy with what you are doing?

VI. Helping me
Objective: Motivate kids and make them understand the idea of helping
others from a young age. Teach a group of kids the colors so that they
can teach their friends
Target group: kids with ages between 3 and 5
Number: 10 kids with ages between 3 and 5
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NON-FORMAL METHODS FOR MOTIVATING

VOLUNTEERS
Time: 1-2 hours
Materials needed: colours, cards with the colors
Concept: every object that you see has a color. It is very important that
all kids know the colors so they can tell their friends about what colors
their toys are or the colors of their dogs. In the first part of the meeting,
the kids will learn a song about colours. After each one will be capable of
singing it , we will ask them questions about colours like what colours
their toys are or about the colours of some objects. In the second part,
we will be telling kids that each kid should know these colours and that
we need their help in teaching them. We will tell them to go home and
sing the song to their families and friends so they could learn colours
too.

Evaluation: Discussions and sharing opinions

Discussion: Do you know the colours? Did you enjoy the game? Did
you find it useful? Will you help other children learn colours? We want
to teach the kids that we should help each other and also to teach them
the colours so that they can teach other children too.

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The song:
Yellow is the colour of the sun
Like a lemon, this is very fun
Green is colour of the grass
The one you are painting in your art class
Red is colour of the heart
Very important in the colour chart
Orange is colour of the carrot
You can find it also on a parrot
Pink is colour of the pig
It is not always big
Purple is the colour of the grapes
You can eat it in your breaks.
Blue is colour of the sky
To touch it you should fly
In rainbow you see these colours bright
We love them all right.
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NON-FORMAL METHODS FOR MOTIVATING

VOLUNTEERS
VII.Toaster, Washing machine & Hoover
Objective: To energize participants and to motivate them to get more
involved in next sessions of the training
Target group: youth workers
Number of people: up to 30
Time:

5 minutes

Materials needed: No
Concept: Group starts in a circle. Leader goes round circle making
each person a toaster, washing machine or hoover, they then have to get
into groups of three with similarly named members of the group. They
then go to their groups and do the mimes as the leader calls them out
increasingly quickly.
1. Washing machine mime is 2 people create a window by linking their
hands and the third person puts their head in the frame and moves it
around like washing.
2. Toaster mime is 2 people linking hands facing each other and the
middle person stands in the linked hands and jumps up and down.
3. Hoover is a wheel barrow with 2 different people holding their legs.

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Evaluation: discussions
Discussions: Did you enjoy it? Do you feel more energized? Are you
more prepared to continue working?
VIII. Bomb
Objective: to energize participants and grab their attention
Target group: youth
Number of people : Up to 30
Time:

It can happen at any time throughout a session/day

Materials needed: With a more challenging group it might be sensible

to have a group names list on the wall and mark it when anyone
completes their bomb
Concept: Each group member only has 1 bomb. The group has to police
this. When someone uses their bomb everyone has to get down on their
knees in a ball with their hands protecting their heads. This can be used
alone to simply call a group to attention throughout the session or to
keep them alert. However, it can be modified as a simple energiser by
having people go down on the first bomb and be released on the second
so that people are up and down quite a bit.
Evaluation: Discussions
29

NON-FORMAL METHODS FOR MOTIVATING

VOLUNTEERS
Discussions: Do you feel more energized? Do you feel motivate to
continue with the session and be very participative? Are you paying more
attention to what is happening around you?
IX.Bushcraft
Objective: To motivate participants to care more about nature and
understand it as well as developing their social and team working skills
Target group: young people
Number of people: Up to 30 but would need 2 leaders for every 10
participants.
Time:

1 day

Materials needed: String, previously prepared logs/wood, marsh

mellows and other things to cook on an open fire (bread, butter in a
metal dish, fruits and chocolate in a metal dish and/or just
marshmallows), first aid kit, outdoor clothing. Everyone should be
wearing practical outdoor clothing.
Concept: Do not litter, be responsible when collecting any items e.g.
dont take animals things, work together as a group, leave things as you
find them, do not touch animals without permission. introduce the day.

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History of living off the land and questions about previous experience of
outdoor activities This day involves 3 separate tasks for each group of 5
people and 1 leader:

Nature walk along a specific trail. Each group has to navigate using a
map and compass. They also have to collect items that prove they
followed the correct route. Points would be awarded for speed,
number of mistakes, number of items collected and general team work
skills.

Building a shelter. They have to use whatever they can find in the forest
environment (including possibly pre-prepared wood) to create a
shelter that would help them have less rain on them if it rained. Points
would be awarded for innovation, coverage provided and sturdiness as
well as best team working example.

Make a fire & toast foods together. Points for speed and safety
considerations as well as making sure it is properly put out. Points for
preparing and trying all the food stuffs.

Teams all given prizes at the end and a certificate of bushcraft skills.

Evaluation: discussions, sharing opinions

Discussions: Have you learned more about nature? Was there anything
that you learned that surprised you?
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NON-FORMAL METHODS FOR MOTIVATING

VOLUNTEERS
Which element of the day did you enjoy the most? Have you improved
your social skills? Do you feel like you have developed team working
skills?
X. Gender Equality
Objective: show both sexes that they are equal and can do whatever
they are motivated to do in life. Enable boys and girls to explore gender
roles and debunk stereotypes whilst allowing exploration and chatting in
a safe environment.
Target group: 6-8 years old but could be made more complicated with
older children
Number of people: 2 leaders for every 20 children. Ideally a group of
20.
Time:

45 minutes

Materials needed: Post it notes, markers, paper, board.

Concept: Listen to each other, be creative, there are no stupid answers.
Children draw a picture of their dream job. The leader then draws a
picture of a boy and a girl. They then share their dream jobs with each
other and the leader groups them with the larger pictures at the front.

32

The leader then leads a conversation driven by the kind of jobs the
children have come up with.
Evaluation: Discussions
Discussions: Have you learned more about jobs? Have they learned the
kind of jobs they can do? Which element did they enjoy the most? Was
there a chance for a discussion to explore gender stereotypes? Did
negative gender stereotypes get refuted?
XI. Scavenger Hunt
Objective: Observing the world around you more consciously, problem
solving, getting rid of prejudices and previous false assumptions, building
confidence, freeing your mind and being creative. Participants get to know
someone new and explore some interesting areas.
Target group: 15-25 years old
Number of people: 20 people divided into 10 pairs of 2.
Time:

1 hour.

Materials needed: A scavenger hunt sheet with 10 things to find or

notice and pens for everyone in the group. It might be easier if the pairs
have a clip board.

33

NON-FORMAL METHODS FOR MOTIVATING

VOLUNTEERS
Concept: Each pair has to consist of 2 people who have never
cooperated together before or are very different e.g. boy & girl, different
nationalities or faiths or schools or something. They have to work
together to find the things on the list. The scavenger hunt should include
something they will have to ask someone to help them with (possibly a
stranger), everybody has to look for the things from the list (e.g.
something blue and rectangular at the same time, something to keep you
warm, a tool for opening a bottle, etc). The items should all relate to the
theme of the scavenger hunt.
It is possible to make it a race and or award points and certificates for
completing certain elements.
The scavenger hunt can be themed e.g.

Getting young people to know a town.

Getting to know a certain event , artefact or historical event e.g. at

the Cutty Sark or Stone Henge.

Competing against another school or group.

Getting to know more about nature or animals.

Evaluation: discussions, sharing opinions, debates

34

Debriefing: Do you feel like you have developed your creativity? Do you
think you can apply the problem solving skills you have learned to real life
situations? Was there an obstacle you had to overcome? Did you have
some prejudices and assumptions in the beginning? Have you changed any
of your attitudes? Do you feel like youve developed your confidence?
Was the difficulty level of the scavenger hunt appropriate for the group?
Did the hunt teach them things about the intended theme?Did the
participants enjoy it? What lessons did they say they had learned?
XII. History Journalism
Objective: To motivate participants to be creative, promote the history of
the town, improving the communication and social skills, motivate to go
out and do something for people and the community, connecting the
elderly people with the youngsters. Help people choose a career path.
Target group: 15-25 year olds
Number of people: 3 person groups, 5 groups ideally, with 5 leaders.
Time:

One day

Materials needed: Camera, paper, pens, voice recorder/microphone,

tripod,.

35

NON-FORMAL METHODS FOR MOTIVATING

VOLUNTEERS
Concept: Play a role of a journalist, historian. A video of a person
connected with a chosen place telling about its history (not longer than
5 minutes) Each group is to establish a set of questions to the chosen
person and then create a natural, simply-edited video chronicle (an
interview with the person). The young people will do this by connecting
with an elderly person and getting their story about history on the film.
Evaluation: sharing opinions and feelings
Debriefing:

Have you developed your creativity?Do you feel like you

want to show this kind of videos to your peers? Was there an obstacle
that you had to overcome? Was it pleasant to cooperate with the
elderly? Are you more confident now? Did the young people and the
elderly people interact appropriately? Did they find interesting ways to
present their films? Was the timeframe appropriate?

XIII. Be the BEST

Objective:

To help participants discover what motivates them and

how they can be better motivated

Materials:
Time:

Exercise Handout
20 minutes

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Concept: Divide the participants into groups of two. Have the groups
determine who will be the committee leader and who will be the
committee member. Give the committee leader the sugar cubes and
exercise handout. Tell the committee leader to read each exercise's
directions before beginning each activity.
Exercise 1.
1.Read the following instructions to your committee member.
"Your job is to discuss to as many committee members as
possible, in 5 minutes and find out what motivate them and
demotivates them rebuild. Write all information collected on
sheets of paper and give them to the leader.
Exercise 2:
Each committee member has to write on a sheet of paper 3 things that
best motivates him/her to get involved in different projects/activities. They
have to do that very quickly, in maximum 2 minutes.
Exercise 3: Committee members exchange sheets of papers and they
have to read the 3 things that motivate the person who has written on
the sheet of paper he/she has written and write 2 methods/tools that can
be used to help that person get motivated.

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NON-FORMAL METHODS FOR MOTIVATING

VOLUNTEERS
Exercise 4: All committee members make together a chart emphasizing
what usually motivates people and writing the main tools that we can
use to motivate others and keep ourselves motivated.
Evaluation: discussion moderated by the committee leader
Debriefing: Was this exercise easy or hard? Do you feel you have
identified correctly your motivating factor? How about the tools you
suggested for others? Do you feel you have chosen other tools if you
had more time to think about them?

XIV. Up and Down

Objective: To help participants become aware of what motivates them
best
Materials: No materials needed, just enough space for participants to
sit on floor in pairs.
Target group: youth
Concept: Have participants form dyads. Read the following mini-lecture
to the group:
Think about the last time you felt really motivated about something.
What caused that to happen?
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What do you think motivates you best and how can you achieve that and
be really motivated in all you do? Think of all this things and try to have a
small talk of 1 minute that you would like to share with someone else.
After each of you have thought of this, one of you should stand and the
other should be seated on the floor directly in front of the other. While
in this position, share your thoughts on what motivates you with each
other. Then change positions and share the other motivating factors with
each other.
After a few minutes, stop and share with your partner how it feels to
communicate in this position. Ask him what did he understood? What
does he believe your motivating factors are?

Did either of you feel

uncomfortable? Did you find yourself trying to do things to compensate

for the differences in height?

What might you do to help open

communication in this situation?

Evaluation: discussions
Debriefing: How did you feel sharing your thoughts on motivation
factors? Did you feel understood?

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NON-FORMAL METHODS FOR MOTIVATING

VOLUNTEERS
XV. Just words:
Objective: To demonstrate how important words are when the person
talking and the listener cannot see each other and to motivate them to
use the proper words when communicating with someone.
Materials Needed: Small pieces of paper with one of the following
words on each:
Novel

Pizza

Children Chocolate

Apple

Grapes

Flowers

Sunset

Box

Summer

Garbage

Ice Cream

Target group: young people aged 18-35

Concept: Ask one person, or several from the group to take a paper
with one of the words on it and give a verbal description of what is on
the paper (no hands allowed). Tell them to concentrate on the careful
choice of words, avoiding non-verbal signals as much as possible. Use
descriptive words relating to all five senses (smell, touch, etc...).
Example: apple green or red, juicy, fresh
Evaluation: discussions
Debriefing: How efficient were words alone in expressing ideas? How
did you feel doing this activity? (talker and listener).
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What does this remind us to do in our own communication?

XVI. Catch and motivate
Objective: energize the group and find things that motivate people to
do something
Time: 20 minutes
Target group: volunteers
Concept: The players should be standing in a circle with their arms
crossed. The person in the center will throw the ball to someone in the
circle. They will either say, "Motivate" or "Don't Motivate". If they say
"Motivate", the player should catch the ball and say something that
motivates people (for example money, appreciation and so on). If they say
"Don't Motivate" , the player should not catch the ball and say a thing
that does not motivate people (for example screaming or criticizing
them). If a player does not answer to the question quickly or misses the
ball or does the wrong, then he is out.
Evaluation: discussion
Debriefing: Was it hard? Did you identify easily motivating factors where
you were put under pressure?

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NON-FORMAL METHODS FOR MOTIVATING

VOLUNTEERS
XVII. My story
Objective: put volunteers face to face to their target audiences in order
to help them see the results of their work and to help them feel more
motivated about what they are doing
Concept: Split the group into two: one will be the beneficiaries and the
other the volunteers. The beneficiaries will have to think about how
volunteers help them by doing this activity and to write a note to one of
the volunteers and say thank you. In pairs beneficiaries exchange
messages and discuss.
Time: 20 minutes
Target group: volunteers
Evaluation: discussion
Debriefing: How did you feel? Did you feel your work was appreciated?
Did you feel valued?

XVIII.Thank you telephone

Objective: To help volunteers understand the importance of being
grateful for what they learnt during their volunteering activity

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Time: 20 minutes
Target group: volunteers
Concept: In pairs volunteers have to give calls and say to the person
they are talking with why they are thankful for. For example, I have
called to say thank you for all the wonderful friends I have since I am a
volunteer , I have called you to thank you for the wonderful experience
of drafting on a river in teams with other volunteers
Evaluation: Discussions

XIX. Drawing your story

Objective: help volunteers express their feelings to drawing and
motivate them to get out of their comfort zone
Target group: volunteers
Time: 30 minutes
Materials: papers, pen, colours
Concept: Draw your story. Drawing something to answer to this
question: what keeps you going on with your volunteering work? After
everybody finishes we will organize an exhibition of stories.
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NON-FORMAL METHODS FOR MOTIVATING

VOLUNTEERS
Evaluation: discussion
Debriefing: Was it hard to draw the answer? Would have been easier to
say it? Was it hard to decide what is the reason?

XX. Like
Objective: Motivate participants to get to know each other in an active
way and to feel more energized
Time: 5 minutes
Target group: Young people participating in trainings
Concept: The leader may have the group physically separated in two
groups and ask different questions pointing the corners of the room. If
he say Are you like a dog or like a cat? He points in the left corner
when he says cat, and right corner when he says dog. All people who
believe they are more like a cat go in the left corner and the others in
the right. The exercise continues till everybody is energized.
Evaluation: discussion
Debriefing: Was is hard to choose between two options? Why did you
choose cat instead of dog?

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Sources:
http://psychology.about.com/
https://en.wikipedia.org/
http://www.motivatedbythebook.com/

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MOTIVATE, INSPIRE AND DREAM!

A YOUTHWORKER GUIDE ON
MOTIVATION

Motivate, inspire and dream! is a Devision project financed

by the European Union through Erasmus+ programme. The
content of this brochure does not reflect the official opinion
of the European Union. Responsibility for the information lies
entirely with the author(s).

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