MOTIVATION

Definition of motivation:
* The driving force within individuals by which they attempt to achieve some goal in order to fulfill some needs or expectation.

* The degree to which an individual wants to choose in certain behavior.

Motivation is
Complex

Psychological
Physical

Unique

to each and every person Context sensitive Not fully understood

Qualities of Motivation:
Energizes

behavior Directs behavior Enable persistence towards a goal Exists in varying details

Motivation as a process:
ENERGY DIRECTION PERSISTENCE

It is a process by which a persons efforts are energized, directed and sustained towards attaining the goal. *Energy- A measure of intensity or drive. *Direction- Towards organizational goal.
*Persistence- Exerting effort to achieve goal

Six Cs of Motivation..
Challenges Choices

Control

collaboration

Consequences

Constructing meaning

Basic model of motivation

Result in Drive force Needs or (Behavior or expectations Action)

To Achieve

Desired Goals
Feedback

fulfillments

Which Provides

Early Theories of Motivation:

Content Theories: Emphasis on what motivates individuals.

Maslows need Hierarchy Macgregor's Theories X & Y Herzbergs two factors theory

Process Theories of Motivation:

Emphasis on actual process of motivation. Three needs Theory ( McClelland) Goal-setting Theory Reinforcement Theory Designing Motivating theory Equity Theory Expectancy Theory

Maslows Hierarchy of needs theory

Needs were categories as five levels of lower-higherorder needs. *Individual must satisfy lower-level needs before they can satisfy higher order needs. *Satisfied needs will no longer motivate. *Motivating a person depends on knowing at what level that a person is on the hierarchy.

Hierarchy of Needs
*Lover order ( External ) : Physiological and safety needs *Higher order ( Internal ) : Social, Esteem, and Self-actualization

Self-Actualization Need Esteem Needs

Social Needs Safety Needs

Physiological needs

McGregors Theory X and Y

Theory X Assume that workers have little ambition, dislike work, avoid responsibility, and require close supervision. Theory Y Assumes that workers can exercise self-direction, desire, responsibility, and like to work. Assumption Motivation is maximized by participative decision making, interesting jobs, and good group relation.

McClellands Need Theory: Need for Achievement

Need for Achievement The desire to excel and succeed

McClellands Need Theory: Need for Power

Need for Power
The need to influence the behavior of others.

McClellands Need Theory: Need for Affiliation

Need for Affiliation The desire for interpersonal relationship

Herzbergs Motivation-Hygiene Theory

Job satisfaction and job dissatisfaction are created by different factors. Hygiene factors- Extrinsic ( Environmental ) factors that create job dissatisfaction. Motivation Factors- Intrinsic ( Psychological ) factors that create job satisfaction. Attempted to explain why job satisfaction does not result in increased performance The opposite of satisfaction is not dissatisfaction but rather no satisfaction.

MotivationHygiene Theory of Motivation

Company policy & administration Supervision Interpersonal relations Working conditions Salary Status Security

Motivation factors increase job satisfaction

Achievement Achievement recognition Work itself Responsibility Advancement Growth

Hygiene factors avoid job dissatisfaction

Salary?

Reinforcement theory

Reinforcement theory of motivation was proposed by BF Skinner and his associates. It states that individuals behaviour is a function of its consequences. It is based on law of effect, i.e, individuals behaviour with positive consequences tends to be repeated, but individuals behaviour with negative consequences tends not to be repeated.

Reinforcement theory of motivation overlooks the internal state of individual, i.e., the inner feelings and drives of individuals are ignored by Skinner. This theory focuses totally on what happens to an individual when he takes some action.

Thus, according to Skinner, the external environment of the organization must be designed effectively and positively so as to motivate the employee. This theory is a strong tool for analyzing controlling mechanism for individuals behaviour. However, it does not focus on the causes of individuals behaviour.

Methods

Positive Reinforcement- This implies giving a positive response when an individual shows positive and required behaviour. For example - Immediately praising an employee for coming early for job. This will increase probability of outstanding behaviour occurring again. Reward is a positive reinforce, but not necessarily. If and only if the employees behaviour improves, reward can said to be a positive

Negative Reinforcement- This implies rewarding an employee by removing negative / undesirable consequences. Both positive and negative reinforcement can be used for increasing desirable / required behaviour.

Punishment- It implies removing positive consequences so as to lower the probability of repeating undesirable behaviour in future. In other words, punishment means applying undesirable consequence for showing undesirable behaviour. For instance - Suspending an employee for breaking the organizational rules. Punishment can be equalized by positive reinforcement from alternative

Implications of Reinforcement Theory

Reinforcement theory explains in detail how an individual learns behaviour. Managers who are making attempt to motivate the employees must ensure that they do not reward all employees simultaneously. They must tell the employees what they are not doing correct. They must tell the employees how they can achieve positive reinforcement.

ARCS Model of Motivational Design (Keller)

Attention: Methods for grabbing the learners attention include the use of: Active participation -Adopt strategies such as games, roleplay or other hands-on methods to get learners involved with the material or subject matter. Variability To better reinforce materials and account for individual differences in learning styles, use a

of methods in presenting material (e.g. use of videos, short lectures, minidiscussion groups). Humor -Maintain interest by use a small amount of humor (but not too much to be distracting) Incongruity and Conflict A devils advocate approach in which statements are posed that go against a learners past experiences.

Specific examples Use a visual stimuli, story, or biography. Inquiry Pose questions or problems for the learners to solve, e.g. brainstorming activities.

Relevance
Establish relevance in order to increase a learners motivation. To do this, use concrete language and examples with which the learners are familiar. Six major strategies described by Keller include:\ Experience Tell the learners how the new learning will use their existing skills. We best learn by building upon our preset knowledge or skills.

Present Worth What will the subject matter do for me today? Future Usefulness What will the subject matter do for me tomorrow? Needs Matching Take advantage of the dynamics of achievement, risk taking, power, and affiliation. Modeling First of all, be what you want them to do! Other strategies include guest speakers, videos, and

learners who finish their work first to serve as tutors. Choice Allow the learners to use different methods to pursue their work or allowing s choice in how they organize it.

Confidence
Help students understand their likelihood for success. If they feel they cannot meet the objectives or that the cost (time or effort) is too high, their motivation will decrease. Provide objectives and prerequisites Help students estimate the probability of success by presenting performance requirements and evaluation criteria. Ensure the learners are aware of

performance requirements and evaluative criteria. Allow for success that is meaningful. Grow the Learners Allow for small steps of growth during the learning process. Feedback Provide feedback and support internal attributions for success.

Learner Control Learners should feel some degree of control over their learning and assessment. They should believe that their success is a direct result of the amount of effort they

Satisfaction
Learning must be rewarding or satisfying in some way, whether it is from a sense of achievement, praise from a higher-up, or mere entertainment. Make the learner feel as though the skill is useful or beneficial by providing opportunities to use newly acquired knowledge in a real setting. Provide feedback and reinforcement.

they will be motivated to learn. Satisfaction is based upon motivation, which can be intrinsic or extrinsic. Do not patronize the learner by overrewarding easy tasks.

When individuals think their inputs are rewarded according to their outputs and is equal to others around them, they are satisfied. But when they notice others are getting more recognition and rewards, in spite of doing the same amount of work, they become dissatisfied.

This leads to feelings of unworthiness and under-appreciation. This is the opposite of equity, wherein the outcome (rewards) are directly proportional to the quality and quantity of work of the employee. When all employees are rewarded equally, the general feeling about the organization becomes fair and appreciable Read more at Buzzle:

Equity Theory

The Equity Theory of motivation suggested that human beings will be motivated to engage in an action or series of action if he or she perceives that the conditions of the situation are fair and just, ultimately benefitting the individual. According to the equity theory

, a person will be motivated to work towards a goal if he is she feels that the amount of effort being put forth (input) is equal to the amount of benefit being received upon completion (outcomes.)

The Equity Theory of Motivation is comprised of four widely accepted tenants:

1) People strive to increase their outcomes. 2) Instating a system for regulating equity can help groups of individuals maximize their outcomes as a whole. 3) Inequitable relationships result in distress for both parties in the situation. 4) One who perceives himself or herself as being in an inequitable

Expectancy theory

Vroom's expectancy theory assumes that behavior results from conscious choices among alternatives whose purpose it is to maximize pleasure and to minimize pain. Vroom realized that an employee's performance is based on individual factors such as personality, skills, knowledge, experience and abilities. He stated that effort, performance and motivation are linked in a person's

He uses the variables Expectancy, Instrumentality and Valence to account for this. Expectancy is the belief that increased effort will lead to increased performance i.e. if I work harder then this will be better. This is affected by such things as: Having the right resources available (e.g. raw materials, time)

Having the right skills to do the job Having the necessary support to get the job done (e.g. supervisor support, or correct information on the job)

Case Study
The manager of A.B.C.Ltd. Realised that the level of moral and motivation of their employees was very low and there was dissatisfaction among the employees. Labour productivity was also found to be very low. After investigating the causes of dissatisfaction, the managers decided that if employees were to be motivated, there was a need to establish and maintain good interpersonal relation, over and above good salary, job security, proper working conditions and supervision.

So they put in sincere efforts to improve all these factors during one year. Yet, surprisingly, they came to know that in spite of reduction in the degree of dissatisfaction, the level of morale and motivation was low and there was no significant increase in their productivity. Therefore, the managers are worried.
What managerial problem is involved in the above case? Suggest solution and make argument to justify your answer.