Motivating Performance

Create an 8-slide PowerPoint presentation on the topic of 1) peak performance and test anxiety or 2) peak performance and competition arousal.
Murray, G., Nicholas, C. L., Kleiman, J., Dwyer, R., Carrington, M. J., Allen, N. B., & Trinder, J. (2009). Nature’s clocks and human mood: The circadian system modulates reward motivation. Emotion, 9(5), 705–716.
Oyserman, D., Fryberg, S. A., & Yoder, N. (2007). Identity-based motivation and health. Journal of Personality and Social Psychology, 93(6), 1011–1027.
Is It Possible to Praise Children Too Much?
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Americans More Stressed Than Ever
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Test anxiety and competition arousal are two forms of evaluation arousal. Create a PowerPoint presentation in which you analyze issues associated with peak performance in the workplace and recommend techniques for improving employee work performance.
Number of resources: At least 3 scholarly academic resources supporting the presentation content, and five scholarly or professionally reputable resources listed as potential resources for the organization to use, are included in the presentation.
Number of presentation slides: The presentation includes a minimum of 8 slides, excluding the title slide and bibliography slide(s) of references.
Presentation notes: Each slide includes the presenter’s script (what you would say during the presentation) in the notes section of the slide.
Motivating Performance Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Demonstrate how test anxiety or competition arousal affects peak performance in an employee work situation.Does not identify test anxiety or competition arousal in an employee work situation. Identifies but does not describe test anxiety or competition arousal in an employee work situation. Demonstrates how test anxiety or competition arousal affects peak performance in an employee work situation. Demonstrates how test anxiety or competition arousal affects peak performance in an employee work situation and provides examples specific to the work situation. Describe the biological, learned, and cognitive components of evaluation arousal in an employee work situation.Does not identify the biological, learned, and cognitive components of evaluation arousal in an employee work situation. Identifies but does not describe components of evaluation arousal in an employee work situation, or does not include all three components in the description. Describes the biological, learned, and cognitive components of evaluation arousal in an employee work situation. Describes the biological, learned, and cognitive components of evaluation arousal in an employee work situation and provides examples specific to the work situation. Recommend research-supported motivation techniques for managing test anxiety or competition arousal and for improving task performance in an employee work situation.Does not recommend motivation techniques for managing test anxiety or competition arousal and improving task performance in an employee work situation. Recommends motivation techniques for managing test anxiety or competition arousal and for improving task performance in an employee work situation, but the recommendations are not well supported by the research. Recommends research-supported motivation techniques for managing test anxiety or competition arousal and for improving task performance in an employee work situation. Recommends research-supported motivation techniques for managing test anxiety or competition arousal and improving task performance in an employee work situation, and evaluates limitations. Identify professionally reputable resources an organization could use to understand the connection between stress, health, motivation, and performance.Does not identify resources an organization could use to understand the connection between stress, health, motivation, and performance. Identifies resources an organization could use to understand the connection between stress, health, motivation, and performance, but many of the resources are not applicable or professionally reputable. Identifies professionally reputable resources an organization could use to understand the connection between stress, health, motivation, and performance. Identifies professionally reputable resources an organization could use to understand the connection between stress, health, motivation, and performance, and identifies the strengths and limitations of each resource. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of professional communities.Does not communicate in a manner that is scholarly and professional. Communicates in a manner that is scholarly and professional but is not consistent with expectations for members of professional communities. Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities. Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities, with written communication that is free of errors that detract from the overall message. Apply proper APA formatting and style.Does not apply proper APA formatting and style. Uses adequate written communication but includes some APA errors and inconsistencies. Applies proper APA formatting and style. Applies scholarly writing skills and uses proper APA formatting and style throughout the assessment.