Some work tasks are tedious, but important. Individuals often need to inspire themselves--or someone else, like an employee--to devote more effort and discipline into these monotonous or unexciting activities.
Step 1.As early as possible in the day, for about half an hour, undertake a task that demands careful concentration or discipline. You might, for example, read an article, but at almost twice the usual pace. You could write some notes, but not with your preferred hand. You could undertake some strenuous exercise. After half an hour or so, you should begin another demanding, but distinct, activity.
After individuals complete two demanding but distinct tasks--two different activities, both of which demand concentration, discipline, restraint, and control--they can mobilize more effort and energy later in the day (Converse & DeShon, 2009). Somehow, after completing these two demanding tasks, they assume, perhaps unconsciously, that subsequent tasks will also tax considerable effort. Their mind, somehow, mobilizes enough energy to fulfill this need (see Ego depletion).
Step 1. Individuals should clench their right fist for a minute or so before they undertake a task that demands persistence and determination--such as an activity in which setbacks are likely. Individuals are more likely to remain persistent and determined after they squeeze their right hand for a minute or so. The right hand, when clenched, activates brain regions in the left side. These regions foster the need to achieve difficult goals, but inhibit the urge to avoid difficulties (Schiff, Guirguis, Kenwood, & Herman, 1998).
From the perspective of personality system interaction theory, clenching the right fist is more likely to activate intention memory (Baumann, Kuhl, & Kazen, 2005). Consequently, individuals can more readily form the intention to override their inclination to shun this work activity.
Step 2.When individuals begin the monotonous task, when granted the opportunity, they should cross their arms occasionally. While individuals cross their arms, they become more persistent and resolute (Friedman & Elliot, 2008). They associate this posture with a sense of determination and vigilance.
Step 1. Individuals could list some of the duties, obligations, or tasks they need to complete in the next few days. Next, they could attempt to identify a common theme that all of these duties share. Alternatively, they could reflect upon why they need to complete these tasks--that is, they could identify the ultimate purpose of these activities, such as to gain respect or to help a community.
When individuals uncover these common themes, or consider the purpose of some activity, their attention tends to shift from tangible details to abstract concepts (Fujita & Han, 2009;& Watkins, Moberly, & Moulds, 2008;& see Construal level theory). Their thoughts do not revolve around specific feelings, sensations, sights, sounds, or smells but instead relate to more intangible concepts or principles. The individuals thus become less sensitive to their immediate temptations, facilitating discipline and restraint (Fujita & Han, 2009).
Step 2. If individuals feel happy, they should reflect upon activities they have undertaken in the last week or month to improve themselves, such as read the newspaper or practice a skill. If these individuals feel upset or distressed, they should reflect upon activities they have undertaken in the last week or month to improve their mood, such as listen to music, walk in a park, or draw.
When individuals feel motivated to improve themselves, rather than motivated to improve their mood, they are more likely to work diligently and show discipline if they feel happy rather than sad (Fishbach, & Labroo, 2007). In contrast, when individuals feel motivated to improve their mood, they are more likely to work diligently if they feel sad rather than happy. When happy, the primary goals of individuals are more accessible. They are more aware of whether their main goal is to improve themselves or to improve their mood. If their goal is to improve themselves, for example, happy individuals are more able to control any impulses that could impede this objective.
Step 1.Whenever individuals engage in tedious but important activities, they should ensure they can readily monitor the time. A clock should be placed nearby or appear on the computer screen. Somehow, if a clock is accessible, individuals can more readily maintain their effort across the day. Concentration, discipline, and effort at one time does not compromise concentration, disciplines, and effort later in the day (Wan & Sternthal, 2008).
Step 2.Nevertheless, individuals should, if possible, refrain from evaluating their performance too often. If they want to lose weight, for example, they should not weigh themselves more than once a week (Strimas & Dionne, 2010). If improvements are unlikely to be observed within a week, they should monitor themselves every two weeks or so. If improvements are unlikely to be observed within a month, they should monitor themselves every two months.
When individuals monitor themselves frequently, they become more aware of their shortfalls, eliciting negative emotions. Persistent negative emotions can compromise motivation and effort (see Strimas & Dionne, 2010).
Step 3. If possible, throughout the day, individuals should consume 5 to 7 small meals rather than merely 2 or 3 large meals. To clarify, usually, after individuals complete one task that demands restraint and discipline, their capacity to maintain this effort diminishes on the next activity. This problem subsides, however, if the individuals consume some glucose or sugar before the second task (Gailliot, Baumeister, DeWall, Maner, Plant, Tice, et al., 2007).
Step 1. Individuals should identify a series of everyday activities, such as brushing their teeth, that can be modified to ensure these tasks demand more effort or concentration. They should then record a list of these tasks, perhaps in a diary. To illustrate, left-handed people could brush their teeth with their right hand. Undiluted antiseptic mouthwash, such as Lysterine, could be swished for an extended time, experiencing the burning sensation for as long as possible. While they hang their washing on a clothesline, they could stand on one foot. They could also attempt to avoid specific words as they speak.
Step 2. Over two weeks or so, undertake these unnatural activities, perhaps four to five times a day. These exercises have been shown to enhance the capacity of people to maintain effort, exertion, and concentration. Their discipline and restraint improves significantly in the future (Hui, Wright, Stewart, Simmons, Eaton, & Nolte, 2009).
Step 1. To amplify the control and discipline of employees, supervisors should offer support and grant autonomy (Muraven, Gagne, & Rosman, 2008). Supervisors can first express questions like "Is that OK?"
Step 2. Supervisors can also highlight the importance of this work activity, to ensure the task aligns with the core values of employees. They could assert "I feel your task is very important for the future direction of our organization, because this activity could really solve many of the problems our clients experience".
Step 3. Supervisors should highlight that employees do not need to begin immediately--otherwise, these employees might feel a sense of pressure rather than autonomy.
Feelings of autonomy afford individuals with a sense of vitality and energy. Thus, individuals can more readily curb their impulse to engage in more enjoyable activities (Muraven, Gagne, & Rosman, 2008).
When individuals experience these positive feelings, they become more sensitive to their core values. They are more inspired by tasks that are important to other communities and significant to society (Baumann & Kuhl, 2005).
Step 1. Supervisors should sometimes allude to terms such as guilt or culpability, without directly encouraging these individuals to feel guilty. Phrases like "I am sometimes guilty of working too hard" are effective.
Individuals are more likely to be disciplined, and not indulgent, if they feel guilty rather than sad (Zemack-Rugar, Bettman, & Fitzsimons, 2007). In addition, they are more likely to act altruistically, and become especially prepared to engage in unpleasant acts, when feeling guilty rather than sad. When sad, individuals attempt to engage in more gratifying acts. Interestingly, however, even incidental or subliminal references to guilt and culpability are sufficient to enhance discipline and altruism over then next five or more minutes. That is, these incidental or subliminal references to guilt activate the behaviors that individuals usually enact while they experience this emotion.
Step 2. Supervisors should occasionally use words or install pictures that relate to persistence, vigor, discipline, and related concepts--but in another context. For example, they could use sentences like "I think we will need to persist with this idea". After individuals engage in an activity that demands discipline and control, such as thinking about difficult tasks, their capacity to undertake other activities that demand discipline and control diminishes (see Ego depletion)--however, this deterioration is nullified after individuals read words or observe pictures that relate to persistence (Alberts, Martijn, Greb, Merckelbach, & de Vries, 2007).
That is, after individuals read words, such as persist, persevere, endure, discipline, and so forth--or observe photographs of individuals who seem robust and vigorous--memories of times when they experienced these feelings are activated. Hence, they expect they will be able to maintain their persistence and discipline even after they engage in demanding tasks or regulate their impulses.
See also articles on:
Alberts, H. J. E. M., Martijn, C., Greb, J., Merckelbach, H., & de Vries, N. K. (2007). Carrying on or giving in: The role of automatic processes in overcoming ego depletion. British Journal of Social Psychology, 46, 383-399.
Baumann, N., & Kuhl, J. (2005). How to resist temptation: The effects of external control versus autonomy support on self-regulatory dynamics. Journal of Personality, 73, 443-470.
Baumann, N., Kuhl, J., & Kazen, K. (2005). Left-hemispheric activation and self-infiltration: Testing a neuropsychological model of internalization. Motivation and Emotion, 29, 135-163.
Berman, M. G., Jonides, J., & Kaplan, S. (2008). The cognitive benefits of interacting with nature. Psychological Science, 19, 1207-1212.
Converse, P. D., & DeShon, R. P. (2009). A tale of two tasks: Reversing the self-regulatory resource depletion effect. Journal of Applied Psychology, 94, 1318-1324.
Fishbach, A., & Labroo, A. A. (2007). Be better or be merry: How mood affects self-control. Journal of Personality and Social Psychology, 93, 158-173.
Fishbach, A., & Zhang, Y. (2008). Together or apart: When goals and temptations complement versus compete. Journal of Personality and Social Psychology, 94, 547-559.
Friedman, R., & Elliot, A. J. (2008). The effect of arm crossing on persistence and performance. European Journal of Social Psychology, 38, 449-461.
Fujita, K., & Han, H, A. (2009). Moving beyond deliberative control of impulses: The effect of construal levels on evaluative associations in self-control conflicts. Psychological Science, 20, 799-804.
Fujita, K., Trope, Y., Liberman, N., & Levin-Sagi, M. (2006). Construal levels and self-control. Journal of Personality and Social Psychology, 90, 351-367.
Gailliot, M. T., Baumeister, R. F., DeWall, C. N., Maner, J. K., Plant, E. A., Tice, D. M., et al. (2007). Self-control relies on glucose as a limited energy source: Willpower is more than a metaphor. Journal of Personality and Social Psychology, 92, 325-336.
Grimm, L. R., Markman, A. B., Maddox, W. T., & Baldwin, G. C. (2008). Differential effects of regulatory fit on category learning. Journal of Experimental Social Psychology, 44, 920-927.
Hui, S. A., Wright, R. A., Stewart, C. C., Simmons, A., Eaton, B., & Nolte, R. N. (2009). Performance, cardiovascular, and health behavior effects of an inhibitory strength training intervention. Motivation and Emotion, 33, 419-434.
Muraven, M., Gagne, M., & Rosman, H. (2008). Helpful self-control: Autonomy support, vitality, and depletion. Journal of Experimental Social Psychology, 44, 573-585.
Schiff, B. B., Guirguis, M., Kenwood, C., & Herman, P. C. (1998). Asymmetrical hemispheric activation and behavioural persistence: Effects of unilateral muscle contractions. Neuropsychology, 12, 526-532.
Strimas, R., & Dionne, M. M. (2010). Differential effects of self-weighing in restrained and unrestrained eaters. Personality and Individual Differences, 49, 1011-1014.
Wan, E. W., & Sternthal, B. (2008). Regulating the effects of depletion through monitoring. Personality and Social Psychology Bulletin, 34, 32-46.
Watkins, E., Moberly, N. J., & Moulds, M. L. (2008). Processing mode causally influences emotional reactivity: Distinct effects of abstract versus concrete construal on emotional response. Emotion, 8, 364-378.
Zemack-Rugar, Y., Bettman, J. R., & Fitzsimons, G. (2007). The effects of nonconsciously priming emotion concepts on behaviour. Journal of Personality and Social Psychology, 93, 927-939.
Last Update: 4/28/2016