There is an old saying which says -----you can take a horse to the water but you cannot force it to drink; it will drink only if it's thirsty - so with people. They will do what they want to do or otherwise motivated to do. Whether it is to excel on the workshop floor or in the 'academy' they must be motivated or driven to it, either by themselves or through external stimulus.

Motivation can be defined as a condition that is initiated by a physiological or psychological deficiency or need of an individual, which causes the individual to behave in a certain manner in order to achieve a particular goal or incentive.

The Motivation Process

Physiological/ psychological deficiency (NEED) Individual behaves in a certain manner (DRIVE) Achieve a particular goal (INCENTIVE)

Motivation consists of three interacting and interdependent elements needs, drives and incentives.
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MOTIVATION
Motivation is a psychological processes that arouse and direct our behavior towards goals.
Goal directed behavior Need

Drive

THE CONTENT THEORIES OF WORK MOTIVATION

The content theories of motivation attempt to identify and prioritize the needs and drives that motivate people at work. Emphasize the reasons for motivated behaviour(feelings or attitudes associated with motivated behavior) and/or what causes it

Maslows Hierarchy of Needs

According to this theory, once the needs at a particular level in the hierarchy of needs are satisfied, they are no longer a motivating factor.

A Hierarchy of Work Motivation

(Challenging projects, Opportunities for innovation and creativity, training)

Self actualization needs Esteem needs (Important projects, recognition, prestigious office location) Social needs

(Good coworkers, peers, superiors, customers Safety or Security Needs (Job security; benefits like life insurance; safety regulations) Physiological needs ( Basis pay, workspace, heat, water, company cafeteria)
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Level 1 needs refer to the physiological needs, those that are essential to survival, including food, water etc.Physiological needs are met through the workplace environments in which employees interact and in things such as breaks, meals and holidays .
Level 2 needs are the safety and security needs that include the need for protection against physical and psychological threats in the environment. Organizational benefit packages and job security would fall into this category.

Level 3 needs would be the social needs that include a sense of belonging, association, affiliation, and acceptance by others and includes the need for social interaction and for affection and support. Level 4 needs refer to the need for self-respect and esteem from others .The need for both intrinsic and extrinsic motivation . Humans have the need for intrinsic and extrinsic. The need for outside recognition and acknowledgement of who we are and what we do is very high . Level 5 is the need for self-actualization that refers to the opportunity to fulfil ones potential and to grow into unique individuals. There is more focus on providing opportunities for employees to address personal growth issues. As individuals spend much of their time in the workplace, it has become the responsibility of organisations to help individuals meet these higher level needs

Hertzberg's Two-Factor Theory of Motivation

Positive feelings employees had about their job were related to the job content and job experiences. Negative feelings they had about their work they related to job context factors or aspects that were not directly related to their job but which had an effect on the work environment. Job satisfiers were associated with the job content, and job dissatisfiers were related to the job context. (Contd.)
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The satisfiers were termed as motivators, while the dissatisfiers were termed hygiene factors. While hygiene factors were responsible for preventing dissatisfaction, motivators were essential to keep the employees satisfied Hygiene factors such as salary, working conditions and supervision company policy, poor interpersonal relations & job security Hertzberg's motivators are the factors that motivate employees to the highest level of performance. They are persons sense of achievement, Level of responsibility & personal development and growth, recognition for a job well done and feedback

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Contribution of Hertzberg's theory to work motivation

Hertzberg considered hygiene factors to be very important for an organization to maintain its human resources; but these were not motivators. Employees are motivated only if they have a challenging job which not only gives them an opportunity to achieve something, get recognition, advance in their careers and grow in the organization, but also allows them to handle greater responsibilities.

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Alderfers ERG Theory

Alderfer recognized the importance of categorizing needs and saw that there was a definite distinction between lower-level and higher-level needs. According to Alderfer, there are three basic groups of core needs: 1. Existence needs (E) These are associated with the survival and physiological well-being of an individual. (Contd.)
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2. Relatedness needs (R) There needs emphasize the significance of social and interpersonal relationships. 3. Growth needs (G) There needs are related to a persons inner desire for personal growth and development.

(Contd.)
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Growth Impel a person to make creative or productive effects on himself and his environment Satisfied through using capabilities in engaging problems Relatedness Involve relationships with significant others Satisfied by mutually sharing thoughts and feelings; acceptance, c, under- standing, and influence. Existence Includes all of the various forms of material and psychological desires .
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THE PROCESS THEORIES OF WORK MOTIVATION

The process theories of motivation deal with the cognitive antecedents that go into motivation or effort, and more specifically, with the way the cognitive antecedents of an individual relate to one another.

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Vrooms Expectancy Theory of Motivation

The theory is based on three variables - valence, instrumentality and expectancy and is therefore commonly termed VIE theory. Individuals make choices based on their perceived expectancy that certain rewards will follow means that
they are only motivated to act in a specific way if they believe that a desired outcome will be attained . People are motivated by how much they want something and the likehood they perceive of getting it. therefore work hard if they expect this effort to lead to desirable rewards such as salary increase, promotion or recognition
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Meaning of the variables

Valence (V) denotes the strength of an individuals preference for a particular outcome.Attractivessness or unattractive of the particular outcome. Instrumentality (I) refers to the degree to which a first-level outcome would help in attaining the desired second-level outcome. Instrumentality serves as an input for valence. Expectancy (E) is the probability that performing a specific action would produce a particular outcome or effort.

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Three types of relationships are identified in Vrooms theory: i. Effort-performance relationship: This shows an individuals perception of the probability that a specific level of performance would result if he exerts a certain amount of effort. ii. Performance-reward relationship: It denotes the extent of an individuals belief that a particular level of performance would result in achieving the desired outcome. (Contd.)
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iii. Rewards-personal goals relationship: This refers to the degree to which an individuals personal goals or needs are satisfied by the rewards given by the organization and his perception of the attractiveness of these rewards.

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The Porter-Lawler Model

The model holds that performance in an organization is dependent on three factors: 1. An employee should have the desire to perform, i. e. he must feel motivated to accomplish the task. 2. Motivation alone cannot ensure successful performance of a task. The employee should also have the abilities and skills required to successfully perform the task. (Contd.)
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3. The employee should have a clear perception of his role in the organization and an accurate knowledge of the job requirements. This will enable him to focus his efforts on accomplishing the assigned tasks.

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THE CONTEMPORARY THEORIES OF WORK MOTIVATION

Equity Theory
The degree of equity or inequity perceived by an employee with reference to his work situation plays a major role in work performance and satisfaction. An employee compares the outcome: what he gets from his job in relation to what he gives to the job, i.e. job inputs.

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Equity is represented schematically as: Persons outcomes Persons inputs = Others outcomes Others inputs

Inequity is represented as followed: Persons outcomes Persons inputs or Persons outcomes Persons inputs > Others outcomes Others inputs
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Others outcomes Others inputs

The various referent comparisons used by an employee are: i) Self-inside: The employee compares his experiences in the present position with the experiences of those holding a similar position in the same organization. ii) Self-outside: The employee compares his experiences in the present position with the experiences of those holding a similar position in another organization. (Contd.)
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iii) Other-inside : The employee compares his experience in the present position with the experience of another individual or group of individuals holding a different position but belonging to the same organization. iv) Other-outside: The employee compares his experiences in the present position with that of another individual or group of individuals holding a different position and belonging to a different organization. (Contd.)
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v) There are four variables that influence an employees choice of referent. These are the gender of the employee, length of tenure of the employee in the organization, level at which the employee is working in the organization, and level of education or professional qualifications of the employee.

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If an employee perceives an inequity, he will make certain choices. i) Change in inputs ii) Change in outcomes iii) Distort perceptions of self iv) Distort perception of others v) Choose a different referent vi) Leave thesituation.
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Attribution Theory
It identifies attributions made by people as the basis for their motivation.

(Contd.)
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Common assumptions of attribution theories: i) They attribute actions of individuals to internal or external causes. ii) Those theories propose that individuals follow a fairly logical approach in making attributions.

(Contd.)
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The theory states that since the causes and reasons for an individuals behavior cannot be directly observed, one has to depend to a great extent on the perception of the individual in order to understand his behavior.

Attribution theory also assumes that humans are rational and motivated beings.

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Locus of control attributions

Locus of control refers to the chief source of factors that creates a result or gives rise to an outcome in the employees perception. Those employees who believe that there is an internal control for all outcomes feel they have the power to change or influence the outcomes by means of their ability, skills and efforts. (Contd.)
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Those employees who believe that there is an external control for all outcomes feel that they are in no position to control them. In their opinion, external factors like luck, chance, etc. are responsible for influencing outcomes.

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Kelley suggested other dimensions such as consensus, consistency and distinctiveness having an impact on the type of attributions made by individuals. Consensus denotes the extent to which others behave in a similar manner in the same situation. Consistency refers to a pattern of behavior, which may be relatively stable or unstable. This shows whether a person behaves similarly in a similar situation or if a particular behavior is just an infrequent occurrence. (Contd.)
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Distinctiveness indicates whether a persons behavior is similar for all tasks or whether his behavior differs from one task to another. An individual having high consensus, consistency, as well as distinctiveness can be expected to make attributions to external or environmental factors. Individuals showing low consensus, high consistency and low distinctiveness, can be expected to attribute outcome or results to internal or personal causes.
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MOTIVATION OF PERFORMANCE THROUGH JOB DESIGN AND GOAL SETTING

Motivating Performance through Job Design
This theory advocated the structuring of work tasks into highly standardized and specialized jobs to simplify the process of hiring, training and supervision. job Design can be defined as the process of structuring tasks and responsibilities into a job in an attempt to make the job more meaningful, significant and satisfying. (Contd.)
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Approaches to job design

Job engineering approach to job design The job engineering approach is concerned with issues like plant layout, design of processes and tools, and the measurement and standardization of work processes and humanmachine interactions.

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Job enlargement approach Horizontal expansion of jobs means increasing the numbers jobs performed by the worker, thereby making the job less specialized and monotonous.

Job relation The rotation of workers between various departments reduces the boredom of performing the same job activities.
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Job enrichment Vertical expansion results in an increase in the content of work and requires employee to have a high level of skill and knowledge. It also facilitates an increase in the level of autonomy by allowing workers to plan, direct, control and evaluate their own performance on the job.

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Quality of work life job design

QWE is concerned with the overall climate at the workplace. This approach deals with the impact of work on the employees and on organizational effectiveness.

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Job characteristics approach to job design Identifies certain features of jobs that result in certain psychological states. The core dimensions or characteristics of a job that affect its nature are skill variety, task identity, task significance, autonomy and feedback. Skill variety refers to the degree to which a worker is given the opportunity to use his knowledge and his wide range of skills and abilities, to perform his job. (Contd.)
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Task identity refers to the extent to which an employee is responsible for the completion of a distinct, identifiable module of the job assigned. Task significance refers to the importance attached to a specific job in the organization. Autonomy refers to the amount of freedom a worker has in performing his job. Feedback refers to any appraisal received by the employee about his performance on the job after its accomplishment.
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Realization of critical psychological states The psychological states discussed below, play an important role in shaping individuals job motivation and satisfaction. Meaningfulness Responsibility Awareness of results Personal of work outcomes
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Job enrichment
Job enrichment results in increasing the responsibility and accountability of the job rather then simply increasing the number of tasks to be performed. Provides employees with the opportunity to plan and execute their of job and evaluate their own performance.

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Measuring task scope

Task scope refers to a dimension for describing jobs at various levels of the organization. This task scope encompasses the variety of activities a person has to perform to complete as particular job.

Redesigning jobs Combination of tasks

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Vertical loading
Employees are not only given adequate opportunities to develop their skills, but are also empowered to plant, schedule and execute activities themselves. The employees are thus made completely accountable for their performance.

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Introduction of an open feed back system

The employees should be given feedback on the positive aspects of their performance to encourage them to raise their level of productivity. This feedback should be free from the biases held by the managers.

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Formation of natural teams

The management must encourage the formation of informal, self motivated teams within the existing structures of the organization. This facilitates interaction among the various groups of employees, irrespective of the type of work they are involved in. The formation of such teams enhances skill variety, builds emotional relationships among employees and facilitates free interaction among them.

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Motivating Performance through Goal Setting

The theory of goal setting originated at the turn of the century with the emergence of the theory of Scientific Management by F W Taylor. The theory of goal settings as propounded by Locke, Wood and Mento is based on the principle that difficult goals stimulate performance and commitment. (Contd.)
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Lockes theory assumes that human behavior is purpose and that goals direct and sustain their behavior in a particular manner. Two primary attributes of goals, content and intensity, drive behavior towards the accomplishment tasks. The content attribute of goals refers to the level of difficulty involved in attaining the goal. (Contd.)
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Intensity refers to the process by which a goal is set and accomplished. It relates to employee participation in goal setting and then commitment towards achieving the goal set by them.

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Performance enhancement through goal setting

Goals should be specific Goals should be difficult and challenging Goals Must be owned and accepted Goals must have a specific time frame Goals should be measurable (Contd.)
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Barriers to effective goal setting

Lack of top management-support Lake of communication Content of the goal Technical incompetence

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APPLICATION OF GOAL SETTING TO ORGANIZATIONAL SYSTEM PERFORMANCE

The theory of goal setting is usually implemented through a system called Management by Objectives, popularly knows as MBO. The term MBO was coined by Peter Drucker. MBO refers to the process of setting goals and objectives through the participation of the management and the workers. MBO therefore, is a program consisting of a specific set of goals to be achieved within a pre-determined time period. (Contd.)
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The common features of all MBO programs are goal specification, participative decision making, an explicit time period for the achievement of targets, and performance feedback.

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An MBO program generally consists of four stages

Consensus on key goals and objectives Sketch a plan of action Control of behavior Periodic appraisal and reviews

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