Month: May 2026

Compensation can seriously motivate behavior and make us either draw the line or reluctantly agree to things we usually wouldn’t. An example I can connect to this was when I agreed to take over a night shift inspection project last summer. For the past three summers, I have worked as a Progress Inspector for i.e. Engineering, where I help monitor construction progress and ensure projects meet city engineering standards. Last summer, my supervisors asked if I would ditch my usual 9-5 shift and take over a night shift inspection for a storm line replacement project on one of the main streets in my hometown. At first, I was very reluctant because I knew the hours would be difficult and would completely change my normal summer schedule. Working nights also meant sacrificing time with friends and family and adjusting to a completely different routine.

What ultimately motivated me to accept the position was the compensation attached to the role. My hourly wage nearly doubled, and I was no longer expected to come into the office during the day except for biweekly meetings. The additional pay made the inconvenience of working overnight feel worthwhile. I also liked the independence and responsibility that came with managing a project during those hours. Even though the work was challenging to stay awake for at times, the financial reward gave me a strong reason to stay motivated and continue putting effort into the job throughout the summer.

I think this situation connects strongly to Expectancy Theory. The Expectancy Theory explains that people are motivated when they believe their effort will lead to good performance and that performance will result in a valued reward. In my case, I completely understood that taking on the night shift would require more effort and flexibility, but I also knew there would be a direct reward through significantly higher pay and a more flexible daytime schedule. Because the reward was meaningful to me personally, I was willing to change my behavior and accept a position I normally would not have considered. This experience showed me how compensation can strongly influence decision-making and employee motivation, especially when the reward feels directly connected to the extra effort being asked of someone.

During my time at Oregon State University, one of the most beneficial classes I took was Data Analyses Using Excel with Carla Mandell. The class was extremely hands-on and focused on actually practicing Excel skills rather than only listening to lectures. We used an interactive program that guided us step-by-step through assignments while still allowing us to work at our own pace. This made the learning process feel much more engaging and less overwhelming. The course was also directly connected to skills I will need in construction management, which increased my motivation to learn and apply the material. Professor Mandell and her TA’s were also very supportive and helped students navigate shortcuts, formulas, and differences between Microsoft and Apple platforms, which made the environment feel approachable and effective.

On the other hand, I took a very similar Excel class during my freshman year at Linn-Benton Community College that I did not find beneficial in the slightest. Although the class covered important material nearly identical to the one above, the structure and delivery made learning much more difficult. The professor mainly lectured rather than walking students through the material interactively, and there was very little connection with students. Since I used an Apple computer, it was frustrating that most demonstrations and instructions only applied to Microsoft platforms only and I was left to google my way out of problems I ran into. The remote assignments were also much more difficult than what we practiced in class, and the directions often felt unclear or incomplete. Instead of building confidence, the course made Excel feel intimidating and stressful.

Based on this comparison, I think training effectiveness depends heavily on engagement, support, and practical application. Research on training and development shows that learners are more successful when training is relevant to their goals, provides opportunities for practice, and includes clear feedback and instructor support. The Oregon State class created a positive learning environment where students felt comfortable asking questions and practicing skills repeatedly. In contrast, the lack of clarity and connection in the other class negatively affected motivation and learning outcomes and reduced morale overall. Even though both courses taught the same general subject, the teaching style and learning environment made a huge difference in how effective the training was for me.