Name: John Paul C.

Ibarbia Date: May 16, 2024

Course: 4489 SSM6- BSMA Instructor: Alberto Jr. C. Felisilda

FINAL REFLECTION PAPER IN HRM

The difference between doing school works and doing nothing at all is that I feel
unmotivated doing the former and motivated doing the latter. I feel unmotivated when faced with
assignments, yet surprisingly motivated when I'm allowed to relax. This paradox has always
puzzled me. Why do school-related activities drain my energy and enthusiasm? Is it a sign of
laziness, or am I simply exhausted? This struggle is an ongoing trend in my life, and it's one I can't
seem to shake.
In this final term, we discussed the different Human Behavior in Organization. Among all
of the topic, I will be reflecting on the Individual
Behavior and Personality, specifically the MARS Model
that can inherently enhance individual performance
which later on translates to organizational success. I
will also solely focus on motivation since it became
apparent to me that I am very lacking in that area. The
report started with Ms. Maratas discussing about her
topic which is about “Motivation.” She asked me to
read the definition and then she explained to us it’s Figure 1. MARS Model seeks to explain individual behavior
as a result of internal and external factors or influences
concept thoroughly and highlighted that, acting together.
“motivation is our driving force to accomplish task.”
I believe I fully grasped the gist of it since it was explained comprehensively. The reporter then
asked Sir Felisilda regarding his motivation of being a teacher, Sir answered that his motivation of
being teacher is rooted of him being a catechist. I find this actually relatable since I am a catechist
myself, I teach children every summer, but it stopped due to pandemic. However, it became
evident on my end how I motivated I am instilling new knowledge to children. Hence, I consider
being a catechist as also one of the driving forces why I took education as my program. I had fun
listening to the report of Ms. Maratas, I can also attest that my bloc mates also had fun during
her report. Aside from the fact that it was engaging, the personality of the reporter positively
affected the entirety of the reporting. In addition, the totality of the report enabled me to
understand that the personalities, and behaviors of employees can significantly impact an
organization, either positively or negatively. Moreover, organizations have the power to shape
these attributes in their employees. Therefore, it is crucial for organizations to implement
strategies that motivate their employees to nurture qualities and behaviors that are mutually
beneficial.
Contemplating my learning journey about motivation, I’ve realized that my lack of drive
to finish tasks stems from my habit of procrastination. I often delay activities, thinking that I can
handle them later, resulting in mediocre outputs that affect my scores. Written activities are not
my forte, as I find creating paragraphs after paragraphs of words exhausting. Hence, I tend to
procrastinate and “let the world take its course.” However, I must admit that this mindset has
negatively impacted me, despite a few positive aspects. The negative effects far outweigh any
benefits. This realization led me to reevaluate myself and consider ways to improve. I began to
think about how I could overcome my lack of motivation. Then, I recalled what Sir Felisilda
reiterated that day: “Motivation is goal-oriented, not random.” A sudden burst of realization hit
me. I understood that I needed to set clear, specific goals to channel my efforts effectively. By
identifying what I want to achieve and breaking it down into manageable steps, I could cultivate
a sense of purpose and direction, ultimately transforming my approach to tasks and enhancing
my productivity.
Furthermore, I learned that if you see something as worthwhile; that will motivate you--
a fact that was also highlighted by Ms. Maratas. I learned that if you see something as worthwhile,
it will inherently motivate you. When you perceive a task or goal as valuable and meaningful, it
naturally sparks a sense of purpose and determination within you. This sense of worth drives you
to put in the effort, overcome challenges, and stay committed to achieving your objectives.
Additional inputs from Sir Felisilda emphasized that we can motivate through giving or explaining
the situation as motivation can be fostered by giving or explaining the context and situation
behind a task or goal. Because when you understand the reasons why a task is important, how it
fits into the bigger picture, and the potential impact of your efforts, it becomes easier to find the
motivation to engage with it.
After all the discussions involving motivation, I’ve to realize that motivation isn't always
readily available when I need it most; it's often a blend of willpower (the ability to exert self-
control and make decisions that align with our long-term goals, even when it's difficult. It’s about
making a conscious choice to act in a certain way, despite the lack of immediate gratification.)
and self-discipline (the practice of consistently applying willpower over time. It’s the habit of
doing what needs to be done, regardless of whether you feel motivated. Self-discipline involves
creating routines, setting goals, and sticking to them. It’s about developing habits that align with
your values and long-term objectives). There are moments when I must forge ahead even without
that immediate drive. Failing to do so can lead to a downward spiral, going back to square one or
become a stagnant pond. During such times, focusing on the most basic stuff like self-care has
been incredibly beneficial for me. I reminded myself to complete
basic tasks first, like brushing my teeth, taking a shower, and
eating well. These simple acts give me a sense of control and self-
worth, which then helps me transition to tasks that I initially feel
unmotivated to tackle. Moreover, getting motivated is all about
boosting your existing desire to do something until it overpowers
the lack of motivation you might feel. However, obstacles like
fear, doubt, lack of confidence, or physical exhaustion can hold
you back. It's more effective to tackle these issues head-on. When Figure 2. Students who aren’t motivated to study don’t care
you take that first small step and realize you're making progress, as much about their learning as their teachers do.
those barriers start to diminish. As they shrink, your underlying motivation becomes stronger,
making it much easier to continue and finish what you started.
As a future educator, understanding this dynamic is
crucial. I realize that my future students will also face moments
of low motivation and struggle to find the drive to complete their
schoolwork. By sharing my own experiences and strategies, I can
help them navigate these challenges. I plan to encourage my
students to start with small, manageable tasks to build a sense
of accomplishment. This approach not only boosts their
confidence but also helps them develop a routine that can lead to Figure 3. Fostering Motivation and Minimizing Stress:
Strategies for a Positive Learning Environment
better productivity. Through this I can create an environment where
students feel supported and understood. I'll emphasize the importance of self-care and mental
health, ensuring they know that taking care of themselves is a priority. By incorporating
discussions about motivation and self-discipline into my lessons, I can provide them with practical
tools to manage their workload effectively. Additionally, I'll be mindful of the pressure that
students face. I'll strive to create a balanced learning experience that challenges them without
overwhelming them. Providing clear instructions, setting realistic deadlines, and offering regular
feedback will be key strategies in fostering a positive learning environment. By doing so, I hope
to minimize their stress and help them stay motivated.
In conclusion, my personal experiences with motivation have imparted valuable lessons
that I can apply as a student, future educator, and active community member. Reflecting on this
topic has brought me immense joy and satisfaction, especially in the process of writing this paper.
It truly makes a difference when you create something that resonates with your heart. Although
I may not have felt an immediate drive to start, once I began typing, everything fell into place. I
intend to use these insights to gain a deeper understanding of myself and to enhance my personal
and professional growth.

References:

MARS Model of Individual Behavior and performance. (2012, September 9). Relivingmbadays.
https://relivingmbadays.wordpress.com/2012/09/09/mars-model-of-individual-behavior-and-
performance/
A lack of Motivation is not a Lack of Willpower. (n.d.). https://www.effective-communication-
coaching.com/lack-of-motivation.html
Giving clear instructions | British Council. (n.d.).
https://africa.teachingenglish.org.uk/skills/tips/giving-clear-instructions
 SELF EVALUATION REPORT SHEET

SUBJECT: SSM 6: BASIC OF SCHOOL MANAGEMENT AND

ADMINISTRATION
CLASS SCHED.: MONDAY & TUESDAY: 07:30 AM – 09:00 AM

A. REFLECTION RUBRICS
REQUIREMENTS / CRITERIA COMPLIED NOT COMPLIED
1. Before, During and After is clearly presented. /
2. Reflection has 1000 words or more. /
3. There is/are evidence/s attached. /
4. Reference/s is/are cited at the end of the reflection. /

B. CONTENT
REQUIREMENTS / CRITERIA COMPLIED NOT
COMPLIED
1. The reflection is focused more on the Learner not on the /
topic.
2. The learning journey is clearly presented. /
3. The “what?”, “so what?” and “what next?” is clearly /
elaborated in the reflection.

The grade I expected to receive in this subject with consideration of my performance: 1.2
The grade I wished to receive in this subject: 1.1
My ideal grade in this subject: 1.0

OWNED AND EVALUATED BY: JOHN PAUL C. IBARBIA

Name and signature
DATE OF EVALUATION: MAY 14, 2024
 PEER EVALUATION REPORT

OWNER OF THE REFLECTION: JOHN PAUL C. IBARBIA

SUBJECT: SSM 6: BASIC OF SCHOOL MANAGEMENT AND ADMINISTRATION
CLASS SCHED.: MONDAY & TUESDAY: 07:30 AM – 09:00 AM

A. REFLECTION RUBRICS
REQUIREMENTS / CRITERIA COMPLIED NEEDS
IMPROVEMENT
1. Before, During and After is clearly presented. /
2. Reflection has 500 words or more. /
3. There is/are evidence/s attached. /
4. Reference/s is/are cited at the end of the /
reflection.

B. CONTENT
REQUIREMENTS / CRITERIA COMPLIED NEEDS
IMPROVEMENT
1. The reflection is focused more on the Learner /
not on the topic.
2. The learning journey is clearly presented. /
3. The “what?”, “so what?” and “what next?” is /
clearly elaborated in the reflection.

EVALUATED BY: HARNET JOHN M. TEMPLA

Name and signature

DATE OF EVALUATION: MAY 14, 2024

 APPENDIX A: HRM QUIZZES RESULTS

QUIZZES & UNIT NO. SCORE HIGHEST POSSIBLE SCORE

HRM FINAL QUIZ 1: 18 20
UNITS 8 & 9
HRM FINAL QUIZ 2: 17 20
UNITS 10 & 11
 APPENDIX B: EXAM RESULT EVIDENCE

QUIZZES EVIDENCE
HRM FINAL QUIZ 1:
UNITS 8 & 9

HRM FINAL QUIZ 2:

UNITS 10 & 11