Aries Motivational Quotes

MONEY, AS IT turns out, is very often the most expensive way to motivate people. Social norms are not only cheaper, but often more effective as well.

To summarize, using money to motivate people can be a double-edged sword. For tasks that require cognitive ability, low to moderate performance-based incentives can help. But when the incentive level is very high, it can command too much attention and thereby distract the person’s mind with thoughts about the reward. This can create stress and ultimately reduce the level of performance.

We are all very good at rationalizing our actions so that they are in line with our selfish motives.

honesty and dishonesty are based on a mixture of two very different types of motivation. On the one hand, we want to benefit from cheating (this is the rational economic motivation), while on the other, we want to be able to view ourselves as wonderful human beings (this is the psychological motivation).

A society without trust isn’t a society: it’s a collection of people who are continuously afraid of each other.

Maybe we feel meaning only when we deal with something bigger. Perhaps we hope that someone else, especially someone important to us, will ascribe value to what we've produced? Maybe we need the illusion that our work might one day matter to many people. That it might be of some value in the big, broad world out there [...]? Most likely it is all of these. But fundamentally, I think that almost any aspect of meaning [...] can be sufficient to drive our behaviour. As long as we are doing something that is somewhat connected to our self image, it can fuel our motivation and get us to work much harder.

Life is never made unbearable by circumstances, but only by lack of meaning and purpose. —Viktor E. Frankl

These results show that when we are acknowledged for our work, we are willing to work harder for less pay, and when we are not acknowledged, we lose much of our motivation.

The consultant experiment,” I continued, “showed that people dramatically underappreciate the extent and depth to which a feeling of accomplishment influences people.

altruistic cheating. We found that knowing that others will benefit from our actions does indeed motivate people to cheat more.

Dan Ariely, author of Predictably Irrational, a book that offers an entertaining and engaging overview of behavioral economics.

what it is about life that motivates people and causes us to behave as we do.

It shows that when we work harder and spend a bit more time and effort, we feel a greater sense of ownership and thus enjoy more the fruits of our efforts.

Wisdom comes from knowing the order of things...and you are the first order of your business.

I think that certain levels of hate require so much commitment and motivation to nurture, that it's basically love.

We may not always know exactly why we do what we do, choose what we choose, or feel what we feel. But the obscurity of our real motivations doesn’t stop us from creating perfectly logical-sounding reasons for our actions, decisions, and feelings.

Negativity literally shuts us down. It closes us off, it limits our possibilities, it increases the darkness in our lives...[while] positivity is expansive. Positivity opens us up, broadens possibilities, and increases the light we experience in the world.

Could it be that the potential to make something perfect increases our motivation? And could it be that when we are limited to just fixing something, our motivation is weakened? I suspect that this is the case, which means that maybe we should all start picking projects that are smaller, and more self-contained.

We judge ourselves by our internal motives and everyone else by their external actions. And thus, in considering our own misdeeds, we have more access to mitigating situational information. This is straight out of Us Them. When Thems do something wrong, it's because they're simply rotten. When Us-es do it, it's because of an extenuating circumstance and Me is the most focal Us there is, coming with the most insight into internal state. Thus on this cognitive level, there is no inconsistency or hypocrisy and we might readily perceive a wrong to be mitigated by internal motives in the case of anyone's misdeeds. It's just easier to know those motives when we are the perpetrator. The adverse consequences of this are wide and deep. Moreover, the pull towards judging yourself less harshly than others easily resists the rationality of deterrence. As Ariely writes in his book, 'Overall, cheating is not limited by risk; it is limited by our ability to rationalize the cheating to ourselves.

ONE OF THE main differences between standard and behavioral economics involves this concept of “free lunches.” According to the assumptions of standard economics, all human decisions are rational and informed, motivated by an accurate concept of the worth of all goods and services and the amount of happiness (utility) all decisions are likely to produce. Under this set of assumptions, everyone in the marketplace is trying to maximize profit and striving to optimize his experiences. As a consequence, economic theory asserts that there are no free lunches—if there were any, someone would have already found them and extracted all their value. Behavioral economists, on the other hand, believe that people are susceptible to irrelevant influences from their immediate environment (which we call context effects), irrelevant emotions, shortsightedness, and other forms of irrationality (see any chapter in this book or any research paper in behavioral economics for more examples). What good news can accompany this realization? The good news is that these mistakes also provide opportunities for improvement. If we all make systematic mistakes in our decisions, then why not develop new strategies, tools, and methods to help us make better decisions and improve our overall well-being? That’s exactly the meaning of free lunches from the perspective of behavioral economics—the idea that there are tools, methods, and policies that can help all of us make better decisions and as a consequence achieve what we desire.

On the one hand, we want to benefit from cheating (this is the rational economic motivation), while on the other, we want to be able to view ourselves as wonderful human beings (this is the psychological motivation). You might think that we can’t achieve both of these objectives at the same time—that we can’t have our cake and eat it too, so to speak—but the fudge factor theory we have developed in these pages suggests that our capacity for flexible reasoning and rationalization allows us to do just that. Basically, as long as we cheat just a little bit, we can have the cake and eat (some of) it too. We can reap some of the benefits of dishonesty while maintaining a positive image of ourselves.

Cohen continued to struggle with his own well-being. Even though he had achieved his life’s dream of running his own firm, he was still unhappy, and he had become dependent on a psychiatrist named Ari Kiev to help him manage his moods. In addition to treating depression, Kiev’s other area of expertise was success and how to achieve it. He had worked as a psychiatrist and coach with Olympic basketball players and rowers trying to improve their performance and overcome their fear of failure. His background building athletic champions appealed to Cohen’s unrelenting need to dominate in every transaction he entered into, and he started asking Kiev to spend entire days at SAC’s offices, tending to his staff. Kiev was tall, with a bushy mustache and a portly midsection, and he would often appear silently at a trader’s side and ask him how he was feeling. Sometimes the trader would be so startled to see Kiev there he’d practically jump out of his seat. Cohen asked Kiev to give motivational speeches to his employees, to help them get over their anxieties about losing money. Basically, Kiev was there to teach them to be ruthless. Once a week, after the market closed, Cohen’s traders would gather in a conference room and Kiev would lead them through group therapy sessions focused on how to make them more comfortable with risk. Kiev had them talk about their trades and try to understand why some had gone well and others hadn’t. “Are you really motivated to make as much money as you can? This guy’s going to help you become a real killer at it,” was how one skeptical staff member remembered Kiev being pitched to them. Kiev’s work with Olympians had led him to believe that the thing that blocked most people was fear. You might have two investors with the same amount of money: One was prepared to buy 250,000 shares of a stock they liked, while the other wasn’t. Why? Kiev believed that the reluctance was a form of anxiety—and that it could be overcome with proper treatment. Kiev would ask the traders to close their eyes and visualize themselves making trades and generating profits. “Surrendering to the moment” and “speaking the truth” were some of his favorite phrases. “Why weren’t you bigger in the trades that worked? What did you do right?” he’d ask. “Being preoccupied with not losing interferes with winning,” he would say. “Trading not to lose is not a good strategy. You need to trade to win.” Many of the traders hated the group therapy sessions. Some considered Kiev a fraud. “Ari was very aggressive,” said one. “He liked money.” Patricia, Cohen’s first wife, was suspicious of Kiev’s motives and believed that he was using his sessions with Cohen to find stock tips. From Kiev’s perspective, he found the perfect client in Cohen, a patient with unlimited resources who could pay enormous fees and whose reputation as one of the best traders on Wall Street could help Kiev realize his own goal of becoming a bestselling author. Being able to say that you were the

Acknowledgment is a kind of human magic—a small human connection, a gift from one person to another that translates into a much larger, more meaningful outcome. On the positive side, these results also show that we can increase motivation simply by acknowledging the efforts of those working with us.

One company I know took the art of using cubicles to kill motivation to a higher level. They found out that employees had all kinds of personal mementoes on their desks, so the management redid the cubicles and made them 20 percent smaller, with less space for anything personal, but more space for more people. Another company came up with an even more brilliant idea that nobody could “own” their own cubicle, designing the system such that those who showed up to work earliest in the morning could claim the ones closest the windows. None of the cubicles has anything but a desk, a place to connect a computer, and a chair. No one could establish a sense of connection to their workspace. Ultimately, by setting the atmosphere this way, the company communicated to the employees that they are valued only for their direct productivity and that they are easily replaceable.

So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get. Kids can get excited about many things (baseball, for example), and it is our challenge as a society to make them want to know as much about Nobel laureates as they now know about baseball players. I am not suggesting that igniting a social passion for education is simple; but if we succeed in doing so, the value could be immense.

We have also learned that we're much more driven by all kinds of intangible, emotional forces: the need to be recognized and to feel ownership; to feel a sense of accomplishment; to find the security of a long-term commitment and a sense of shared purpose. We want to feel as if our labor and lives matter in some way, even after death.

Let me describe how that same thought applies to the world of education. I recently joined a federal committee on incentives and accountability in public education. This is one aspect of social and market norms that I would like to explore in the years to come. Our task is to reexamine the “No Child Left Behind” policy, and to help find ways to motivate students, teachers, administrators, and parents. My feeling so far is that standardized testing and performance-based salaries are likely to push education from social norms to market norms. The United States already spends more money per student than any other Western society. Would it be wise to add more money? The same consideration applies to testing: we are already testing very frequently, and more testing is unlikely to improve the quality of education. I suspect that one answer lies in the realm of social norms. As we learned in our experiments, cash will take you only so far—social norms are the forces that can make a difference in the long run. Instead of focusing the attention of the teachers, parents, and kids on test scores, salaries, and competition, it might be better to instill in all of us a sense of purpose, mission, and pride in education. To do this we certainly can't take the path of market norms. The Beatles proclaimed some time ago that you “Can't Buy Me Love” and this also applies to the love of learning—you can't buy it; and if you try, you might chase it away. So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get. Kids can get excited about many things (baseball, for example), and it is our challenge as a society to make them want to know as much about Nobel laureates as they now know about baseball players. I am not suggesting that igniting a social passion for education is simple; but if we succeed in doing so, the value could be immense.

Open-source software shows the potential of social norms. In the case of Linux and other collaborative projects, you can post a problem about a bug on one of the bulletin boards and see how fast someone, or often many people, will react to your request and fix the software-using their own leisure time. Could you pay for this level of service? Most likely. But if you had to hire people of the same caliber they would cost you an arm and a leg. Rather, people in these communities are happy to give their time to society at large (for which they get the same social benefits we all get from helping a friend paint a room). What can we learn from this that is applicable to the business world? There are social rewards that strongly motivate behavior-and one of the least used in corporate life is the encouragement of social rewards and reputation.

How hard did the different groups work? In line with the ethos of market norms, those who received five dollars dragged on average 159 circles, and those who received 50 cents dragged on average 101 circles. As expected, more money caused our participants to be more motivated and work harder (by about 50 percent). What about the condition with no money? Did these participants work less than the ones who got the low monetary payment—or, in the absence of money, did they apply social norms to the situation and work harder? The results showed that on average they dragged 168 circles, much more than those who were paid 50 cents, and just slightly more than those who were paid five dollars. In

Another company came up with an even more brilliant idea --- that nobody could own their own cubicle -- designing the system such that those who showed up to work earliest in the morning could claim the ones closest to the windows. None of the cubicles had anything but a desk, a place to connect a computer, and a chair. No one could establish a sense of connection to their workspace. Ultimately, by setting the atmosphere this way, the company communicated to the employees that they are valued only for their direct productivity and that they are easily replaceable.

In short, these findings suggest that when we are in the midst of a task, we focus on the inherent joy of the task, but when we think about the same task in advance, we overfocus on the extrinsic motivators, such as payment and bonuses. This is why we are not good predictors of what will motivate us and what will crush our motivation. This

The lesson here is that a little sweat equity pays us back in meaning—and that is a high return.

Why not? This is how it works, Ary. Some of them have probably already done this for other politicians. I could use your help finessing a pitch to them. What issue matters most to physicians, and how can I angle myself so that they’ll be motivated to support my run?

many aspects of social life at school – including a lot of violence, fierce competitiveness, and psychological bullying including boycotting and ostracism – indicate that school is not necessarily the most appropriate setting for socialization processes to unfold. In fact, many parents note that the school social environment is one of their main motivations for choosing homeschooling.

I heard once that we always have a choice. Always. I don't believe that anymore. We don't get to choose the bad things that find us. We don't get the choice of whether or not the darkness affects us, whether or not we break. When your feet get swept out from under you, you don't get to choose if you fall. You can only let your eyes adjust, gather your pieces, and drag yourself up.

These four skills are the ability to manage learning processes, to acquire and maintain internal motivation for learning, to acquire and implement problem-solving tools, and to exercise creativity.

This is the reason that schools should teach youth how to learn for themselves, but self-learning requires internal motivation, which requires curiosity, interest, and joy.

Learning must be rescued from the narrow system of memorizing facts during school hours and be returned to its rightful place: something we work on our entire lives and fulfill through interest, curiosity, and the power of internal motivation.

If you’re a manager who really wants to demotivate your employees, destroy their work in front of their eyes. Or, if you want to be a little subtler about it, just ignore them and their efforts. On the other hand, if you want to motivate people working with you and for you, it would be useful to pay attention to them, their effort, and the fruits of their labor. There

Yet our participants’ behavior clearly revealed that we are strongly motivated by identity, the need for recognition, a sense of accomplishment, and feeling of creation. The finding that these needs played such large roles in our lab experiments suggests to me that the same thing happens in real-world work environments—but in spades.

So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get.

When we think about things with positivity, when we put that spin on it, think about it–positivity is expansive. Positivity opens us up, broadens possibilities, and increases the light we experience in the world.

Feel the world around you–both good and bad–so you can truly feel the good.

Harness the power of positivity to change how you experience reality.

Laszlo Bock, Work Rules (New York: Grand Central Publishing, 2015) David Brooks, The Social Animal (New York: Random House, 2011) Arie de Geus, The Living Company (Boston, MA: Harvard Business Review Press, 2002) Angela Duckworth, Grit: The Power of Perseverance and Passion (New York: Scribner, 2016) Charles Duhigg, The Power of Habit: Why We Do What We Do in Life and Business (New York: Random House, 2012) Amy Edmondson, Teaming: How Organizations Learn, Innovate, and Compete in the Knowledge Economy (San Francisco: Jossey-Bass Pfeiffer, 2012) Adam Grant, Give and Take (New York: Viking, 2013) Richard Hackman, Leading Teams (Boston, MA: Harvard Business Review Press, 2002) Chip and Dan Heath, Switch: How to Change Things When Change is Hard (New York: Broadway Books, 2010) Sebastian Junger, Tribe: On Homecoming and Belonging (New York: HarperCollins, 2016) James Kerr, Legacy (London: Constable & Robinson, 2013) Patrick Lencioni, The Five Dysfunctions of a Team: A Leadership Fable (San Francisco: Jossey-Bass, 2002) Stanley McChrystal, Team of Teams: New Rules of Engagement for a Complex World (New York: Portfolio, 2015). Mark Pagel, Wired for Culture (New York: W. W. Norton & Company, 2012) Daniel Pink, Drive: The Surprising Truth About What Motivates Us (New York: Riverhead Books, 2009) Amanda Ripley, The Smartest Kids in the World: And How They Got That Way (New York: Simon & Schuster, 2013) Edgar H. Schein, Helping (Oakland, CA: Berrett-Koehler Publishers, 2009) Edgar H. Schein, Humble Inquiry (Oakland, CA: Berrett-Koehler Publishers, 2013) Peter M. Senge, The Fifth Discipline (New York: Doubleday Business, 1990) Michael Tomasello, Why We Cooperate (Cambridge, MA: MIT Press, 2009)

In 2019 the revolution¬ary advent of social media has now reached its full swing, and 100 percent of all deeds, thoughts, deals, and acts in our lives are public.

THIS EXPERIMENT TAUGHT US that sucking the meaning out of work is surprisingly easy. If you’re a manager who really wants to demotivate your employees, destroy their work in front of their eyes. Or, if you want to be a little subtler about it, just ignore them and their efforts. On the other hand, if you want to motivate people working with you and for you, it would be useful to pay attention to them, their effort, and the fruits of their labor.

Another sad example that reduces motivation is the Dilbert-style identical cubicle that continuously reminds people that they are low in the hierarchy, not important enough to justify any investment in them, that the company is not expecting them to be around for a long time, and that they are basically replaceable.

But as the level of the base motivation increases, adding incentives can backfire and reduce performance, creating what psychologists often call an “inverse-U relationship.

She spoke to a woman whose strong, charismatic presence proclaimed her a noteworthy force within this group. The motivators were always easy to spot. The woman was tall, with a fierce, beautiful face, her functional khaki clothes draped with bright, fringed shawls. Ari was entranced by this dashing creature who stroke from menhir to menhir, running her long, strong fingers over the circuits, her thick, red hair wrapped up in a colourful scarf.

Consider the experience of buying a stereo system, as conveyed by Shane Frederick, Nathan Novemsky, Jing Wang, Ravi Dhar, and Stephen Nowlis in an aptly named paper, “Opportunity Cost Neglect.” In their experiment, one group of participants was asked to decide between a $1,000 Pioneer and a $700 Sony. A second group was asked to pick between the $1,000 Pioneer and a package deal where for $1,000 they could get the Sony plus $300 to be spent only on CDs. In reality both groups were choosing between different ways of spending that $1,000. The first group chose between spending all of it on a Pioneer or spending $700 on a Sony and $300 on other things. The second group chose between spending all of it on a Pioneer or spending $700 on a Sony and $300 on music. The results showed that the Sony stereo was a much more popular choice when it was accompanied by $300 of CDs than when it was sold without them. Why is this odd? Well, strictly speaking, an unconstrained $300 is worth more than $300 that must be spent on CDs because we can buy anything with the unconstrained money—including CDs. But when the $300 was framed as being dedicated to CDs, the participants found it more appealing. That’s because $300 worth of CDs is much more concrete and defined than just $300 of “anything.” In the $300-for-CD case we know what we’re getting. It is tangible and easy to evaluate. When the $300 is abstract and general, we don’t conjure up the specific images of how we’re going to spend it, and the emotional, motivational forces on us are less powerful. This is just one more example of how when we represent money in a general way, we end up undervaluing it compared to when we have a specific representation of that money.1 Yes, CDs are the example here, which nowadays is like thinking about the gas efficiency of a stegosaurus, but the point remains: People are somewhat surprised when we simply remind them that there are alternative ways to spend money, whether it’s on a vacation or on a pile of CDs. That surprise suggests that people don’t tend to naturally consider alternatives, and without considering alternatives, we can’t possibly take opportunity costs into account. This tendency for neglecting opportunity costs shows us the basic flaw in our thinking.

Here are the great qualities we find in sports education: The student is the main player on the field (not a passive observer). The teacher is the mastermind guiding students from behind the lines. Theory is translated into action; action instantly supports theory (IQ). It is fun (EQ). It is interactive (CQ). It provides knowledge construction (IQ), skills and confidence (EQ). It serves students’ interests (EQ). It is constantly challenging and increases motivation (EQ). It is personal and relates to individual abilities (IQ, EQ). It involves teamwork (CQ) as a crucial, built-in requirement. It generates mind-body interaction, which is vital for effective mind functioning (IQ).

You are encouraged to put your passion & efforts into protecting and establishing your stable financial future, instead of looking for others to partner with to share your property or inherit property from others in this life. Come out to cultivate your own crops and wait for their harvests like a peasant or a gardener. With your north node Aries in 2nd house, you are coming to realize that all your possessions have to be owned and earned by yourself. As an entrepreneur's spirit, you can effectively manage your material possessions to build self-worth in society in this lifetime. Gone is the mediocre middleman in an intimate partnership or close family. This time, life seriously challenges you to venture for your own money. Plan and do big for all things that you never dared to think about doing independently, especially when you were in your childhood, where you automatically follow intensive cooperation to sharing your belongings. North Node Aries in 2nd house put your Aries soul energy on the front line of your financial life. It is important to display Aries's potential in this aspect to practice and foster your positive energies in the process of your spiritual growth. Speak less and act impulsively and do more, being daring when addressing the public will bring you fulfillment joyfully... Want More Specific Spiritual and Practical Guidance on North Node Aries 2nd House? In this new book series: More Insightful and Elaborate Analysis of the North Node Aries in the 2nd House North Node Aries's Social Roles in the 2nd House North Node Aries's Soulmates in the 2nd House North Node Aries's Karmic Debts and Past Lives in the 2nd House And much more...

With your north node Aries in 1st house, you are destined to show your true color and dare to be yourself You are encouraged to leave your private partnership comfort zone to take great adventures in public, or at least try to be assertive and brave. With your north node Aries in 1st house, you are destined to show your true color and dare to be yourself. Gone is the diplomatic and tactic strategy in the sphere of partnerships. This time, life seriously challenges you to be the first, to do with your ego and act according to your impulse by following your dream for all things that you never dared to think about, especially when you were in your childhood, where past life experiences' influences were still quite strong on your collaboration-oriented mind. North Node Aries in 1st house put your Aries soul energy on the front line of your life. It is important to display Aries's potential in public to practice and foster your positive energies in the process of your spiritual growth. Speak and do more, being enthusiastic when addressing the public will bring you fulfillment joyfully.