Part of the obfuscation on what the book about is my fault (I didn't want to give it away). Sorry.
@Chris Fitzgerald: The diff here is Pink talks about motivation itself. What's a successful way to motivate vs. unsuccessful for a company. Talent Code was more about myelin, spaced repetition, and getting into a flow state. Things that you can do to create talent, but more on the individual. Pink is talking about hundreds of people at a time.
@Treyzer: Pink breaks down successful motivation into 3 elements in a nutshell - Autonomy, Mastery, and Purpose. (I'm at the section where he describe purpose)
1. Autonomy - Once basic needs are met (see Maslov's Hierarchy of Needs), people have a strong desire to feel self-directed and that they're not told what to do. Micromanagement is the antithesis of this. People have a need for psychological safety - that mistakes can be made without being penalized. Even if it's an illusion of freedom, there's that strong desire not to be boxed in.
2. Mastery - the natural desire to become good at something, regardless of what it is. The point is that people love and get attracted to being in the flow state.
3. Purpose - that what we do has meaning (I'm guessing here).
So how would you apply this to, say teaching music students? I'm guessing possibilities would be:
* Let them choose from a small set of subjects on what they want to learn next
* Allow them to screw up and not get frustrated or penalize them for when they don't practice
* Guide (not direct) in their exploration of what music is. Let them solve puzzles for themselves.
* Do not use rewards whatsoever
* Teach in a way where small bits of flow state can be achieved readily (easier said tahn done?)
* As a teacher, avoid the temptation to micromanage. Allow mistakes and allow constructive mistake making. Teachers often fear bad habits but I think they often overblow it.
* Keep them aligned with their own goals and why they're learning certain concepts - big picture thinking.
Looking back to my own personal history, I find all of it rings very true. I only took a liking to music because I discovered the flow state at an early age and got hooked - even tho my mother forced me to take piano lessons. Had she baited me with a reward, it would easily turn into a chore and I wouldn't have stuck with it. And over and over again, these ideas repeat even to this day where I eschew any teacher who has a prescriptive approach to teaching. Regular lessons don't work for me, it's like me having to hand in a status report to my boss.
@Chris, if you don't mind, can you separate all this stuff related to "Drive" into a separate thread?