Motivation levels of employees

Motivationis a term that refers to a process that elicits, controls, and sustains certain behaviors. Motivation is a group of phenomena which affect the nature of an individual's behavior, the strength of the behavior, and the persistence of the behavior.

For instance: An individual has not eaten, he or she feels hungry, as a response he or she eats and diminishes feelings of hunger. There are many approaches to motivation: physiological, behavioural, cognitive, and social.

It's the crucial element in setting and attaining goalsand research shows you can influence your own levels of motivation and self-control.

According to various theories, motivation may be rooted in a basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object,goal, state of being,ideal, or it may be attributed to less-apparent reasons such asaltruism,selfishness,morality, or avoidingmortality.

Conceptually, motivation should not be confused with eithervolitionoroptimism. Motivation is related to, but distinct from,emotion.

Brief history

At one time, employees were considered just another input into the production of goods and services .But this changed after theHawthorne Studies.

The Hawthorne studies were conducted by Elton Mayoat Hawthorne Plant in the 1920s. The researchers were studying the effect of different working environments on productivity. They used lighting as an experimental variable (the effect of bright lighting and dull lighting).

Initially they noticed that employees were working harder but it was not because of the lighting. They concluded that productivity increased due to attention that the workers got from the research team and not because of changes to the experimental variable.

Hawthorne studies found that employees are not motivated solely by money but motivation is linked to employee behaviour and their attitudes.The Hawthorne Studies began the human relations approach to management, so the needs and motivation of employees became the primary focus of managers.

Motivation conceptsIntrinsic and extrinsic motivation

Intrinsic motivationrefers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure. Intrinsic motivation is based on taking pleasure in an activity rather than working towards an external reward .

Intrinsic motivation has been studied bysocialandeducationalpsychologists since the early 1970s. Students who are intrinsically motivated are more likely to engage in the task willingly as well as work to improve their skills, which will increase their capabilities.[7]Students are likely to be intrinsically motivated if they:

attribute their educational results to factors under their own control, also known as autonomy,

believe they have the skill that will allow them to be effective agents in reaching desired goals (i.e. the results are not determined by luck),

are interested in mastering a topic, rather than just rote-learning to achieve good grades.

Extrinsic motivationrefers to the performance of an activity in order to attain an outcome, which then contradicts intrinsic motivation. It is widely believed that motivation performs two functions.

First one is often referred to the energetic activation component of the motivation construct. The second one is directed at a specific behaviour and makes reference to the orientation directional component.

Motives can be divided into two types: external and internal. Internal motives are considered as the needs that every human being experience, while external indicate the presence of specific situations where these needs arise.

Social psychological research has indicated that extrinsic rewards can lead toover justificationand a subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with the drawing materials in subsequent observations than children who were assigned to an unexpected reward condition.

For those children who received no extrinsic reward,self-determination theoryproposes that extrinsic motivation can be internalised by the individual if the task fits with their values and beliefs and therefore helps to fulfill their basic psychological needs.

Push and Pull

This model is usually used when discussing motivation within tourism context, so the most attention in gastronomic tourism research should be dedicated to this theory. Pull factors illustrate the choices of destinations by tourists, whereas push factors determine the desire to go on holiday.

Moreover, push motives are connected with internal forces for example need for relaxation or escapism and pull factors in turn induce a traveller to visit certain location by external forces such as landscape, culture image or climate of a destination. Dann also highlights the fact that push factors can be stimulated by external and situational aspects of motivation in shape of pull factors.

Then again pull factors are issues that can arise from a location itself and therefore push an individual to choose to experience it. Since, a huge number of theories have been developed over the years in many studies there is no single theory that illustrates all motivational aspects of travelling.

Many researchers highlighted that because motives may occur at the same time it should not be assumed that only one motive drives an individual to perform an action as it was presumed in previous studies. On the other hand, since people are not able to satisfy all their needs at once they usually seek to satisfy some or a few of them.

Self-control

The self-control of motivation is increasingly understood as a subset ofemotional intelligence; a person may be highly intelligent according to a more conservative definition (as measured by many intelligence tests), yet unmotivated to dedicate this intelligence to certain tasks.Yale School of ManagementprofessorVictor Vroom's "expectancy theory" provides an account of when people will decide whether to exert self control to pursue a particular goal.

Drives and desires can be described asa deficiency or need that activates behavior that is aimed at a goal or an incentive. These are thought to originate within the individual and may not require external stimuli to encourage the behavior. Basic drives could be sparked by deficiencies such as hunger, which motivates a person to seek food; whereas more subtle drives might be the desire for praise and approval, which motivates a person to behave in a manner pleasing to others.

By contrast, the role of extrinsic rewards and stimuli can be seen in the example of training animals by giving them treats when they perform a trick correctly. The treat motivates the animals to perform the trick consistently, even later when the treat is removed from the process.

Motivational theoriesIncentive theory

Areward, tangible or intangible, is presented after the occurrence of an action (i.e. behavior) with the intent to cause the behavior to occur again. This is done byassociatingpositive meaning to the behavior. Studies show that if the person receives the reward immediately, the effect is greater, and decreases as duration lengthens. Repetitive action-reward combination can cause the action to becomehabit. Motivation comes from two sources: oneself, and other people. These two sources are called intrinsic motivation and extrinsic motivation, respectively.

Reinforcers and reinforcement principles of behavior differ from the hypothetical construct of reward.

A reinforcer is any stimulus change following a response that increases the future frequency or magnitude of that response, therefore the cognitive approach is certainly the way forward as in 1973 Maslow described it as being the golden pineapple. Positive reinforcement is demonstrated by an increase in the future frequency or magnitude of a response due to in the past being followed contingently by a reinforcing stimulus.

Negative reinforcement involves stimulus change consisting of the removal of an aversive stimulus following a response. Positive reinforcement involves a stimulus change consisting of the presentation or magnification of an appetitive stimulus following a response. From this perspective, motivation is mediated by environmental events, and the concept of distinguishing between intrinsic and extrinsic forces is irrelevant.

Applying proper motivational techniques can be much harder than it seems. Steven Kerr notes that when creating a reward system, it can be easy to reward A, while hoping for B, and in the process, reap harmful effects that can jeopardize your goals.

Incentive theory inpsychologytreats motivation andbehaviorof the individual as they are influenced bybeliefs, such as engaging in activities that are expected to be profitable. Incentive theory is promoted bybehavioral psychologists, such asB.F. Skinnerand literalized by behaviorists, especially by Skinner in hisphilosophyofRadical behaviorism, to mean that a person's actions always havesocialramifications: and if actions are positively received people are more likely to act in this manner, or if negatively received people are less likely to act in this manner.

Incentive theory distinguishes itself from other motivation theories, such asdrive theory, in the direction of the motivation. In incentive theory,stimuli"attract", to use the term above, a person towards them.

As opposed to the body seeking to reestablishhomeostasispushing it towards the stimulus. In terms of behaviorism,incentive theoryinvolvespositive reinforcement: the stimulus has been conditioned to make the person happier.

For instance, a person knows that eatingfood, drinkingwater, or gainingsocial capitalwill make them happier. As opposed to indrive theory, which involvesnegative reinforcement: a stimulus has been associated with the removal of thepunishment-- the lack ofhomeostasisin the body.

For example, a person has come to know that if they eat when hungry, it will eliminate that negative feeling ofhunger, or if they drink when thirsty, it will eliminate that negative feeling of thirst.

Escape-seeking dichotomy model

Escapism and seeking are major factors influencing decision making. Escapism is a need to breakaway from a daily life routine whereas seeking is described as the desire to learn, gain some inner benefits through travelling.

Both motivations have some interpersonal and personal facets for example individuals would like to escape from family problems (personal) or from problems with work colleagues (interpersonal). This model can also be easily adapted with regard to different studies.

Drive-reduction theory

There are a number of drive theories. TheDrive Reduction Theorygrows out of the concept that we have certain biological drives, such as hunger. As time passes the strength of the drive increases if it is not satisfied (in this case by eating).

Upon satisfying a drive the drive's strength is reduced. The theory is based on diverse ideas from the theories ofFreudto the ideas offeedbackcontrol systems, such as athermostat.

Drive theory has some intuitive or folk validity. For instance when preparing food, the drive model appears to be compatible with sensations of rising hunger as the food is prepared, and, after the food has been consumed, a decrease in subjective hunger.

There are several problems, however, that leave the validity of drive reduction open for debate. The first problem is that it does not explain how secondary reinforcers reduce drive.

For example, money satisfies no biological or psychological needs, but a pay check appears to reduce drive throughsecond-order conditioning. Secondly, a drive, such as hunger, is viewed as having a "desire" to eat, making the drive ahomuncularbeinga feature criticized as simply moving the fundamental problem behind this "small man" and his desires.

In addition, it is clear that drive reduction theory cannot be a complete theory of behavior, or a hungry human could not prepare a meal without eating the food before he finished cooking it. The ability of drive theory to cope with all kinds of behavior, from not satisfying a drive (by adding on other traits such as restraint), or adding additional drives for "tasty" food, which combine with drives for "food" in order to explain cooking render it hard to test.

Cognitive dissonance theory

Suggested byLeon Festinger,cognitive dissonanceoccurs when an individual experiences some degree of discomfort resulting from an inconsistency between two cognitions: their views on the world around them, and their own personal feelings and actions.

For example, a consumer may seek to reassure himself regarding a purchase, feeling, in retrospect, that another decision may have been preferable. His feeling that another purchase would have been preferable is inconsistent with his action of purchasing the item. The difference between his feelings and beliefs causes dissonance, so he seeks to reassure himself.

While not a theory of motivation, per se, the theory of cognitive dissonance proposes that people have amotivational driveto reduce dissonance. Thecognitive miserperspective makes people want to justify things in a simple way in order to reduce the effort they put into cognition.

They do this by changing their attitudes, beliefs, or actions, rather than facing the inconsistencies, because dissonance is a mental strain. Dissonance is also reduced by justifying, blaming, and denying. It is one of the most influential and extensively studied theories insocial psychology.

Need theories

Need hierarchy theory

Thecontent theoryincludes the hierarchy of needs fromAbraham Maslowand the two- factor theory fromHerzberg. Maslow's theory is one of the most widely discussed theories of motivation.

The American motivation psychologist Abraham H. Maslow developed the Hierarchy of needs consistent of five hierarchic classes. It shows the complexity of human requirements. According to him, people are motivated by unsatisfied needs.

The lower level needs such as Physiological and Safety needs will have to be satisfied before higher level needs are to be addressed. We can relate Maslow's Hierarchy of Needs theory with employee motivation.

For example, if a manager is trying to motivate his employees by satisfying their needs; according to Maslow, he should try to satisfy the lower level needs before he tries to satisfy the upper level needs or the employees will not be motivated. Also he has to remember that not everyone will be satisfied by the same needs.

A good manager will try to figure out which levels of needs are active for a certain individual or employee. The basic requirements build the first step in his pyramid. If there is any deficit on this level, the whole behavior of a human will be oriented to satisfy this deficit. Subsequently we do have the second level, which awake a need for security. Basically it is oriented on a future need for security. After securing those two levels, the motives shift in the social sphere, which form the third stage.

Psychological requirements consist in the fourth level, while the top of the hierarchy comprise the self- realization So theory can be summarized as follows:

Human beings have wants and desires which influence their behavior. Only unsatisfied needs influence behavior, satisfied needs do not.

Since needs are many, they are arranged in order of importance, from the basic to the complex.

The person advances to the next level of needs only after the lower level need is at least minimally satisfied.

The further the progress up the hierarchy, the more individuality, humanness and psychological health a person will show.

The needs, listed from basic (lowest-earliest) to most complex (highest-latest) are as follows:

Physiology(hunger, thirst, sleep, etc.)

Safety/Security/Shelter/Health

Belongingness/Love/Friendship

Self-esteem/Recognition/Achievement

Self actualization

Herzberg's two-factor theory

Frederick Herzberg'stwo-factor theory, a.k.a. intrinsic/extrinsic motivation, concludes that certain factors in the workplace result injob satisfaction, but if absent, they don't lead to dissatisfaction but no satisfaction.The factors that motivate people can change over their lifetime, but "respect for me as a person" is one of the top motivating factors at any stage of life.

He distinguished between:

Motivators; (e.g. challenging work, recognition, responsibility) which give positive satisfaction,and

Hygiene factors; (e.g. status,job security,salaryand fringe benefits) that do not motivate if present, but, if absent, result in demotivation.

The name Hygiene factors is used because, like hygiene, the presence will not make you healthier, but absence can cause health deterioration.

The theory is sometimes called the "Motivator-Hygiene Theory" and/or "The Dual Structure Theory."

Herzberg's theory has found application in such occupational fields as information systems and in studies of user satisfaction (seeComputer user satisfaction).

Alderfer's ERG theory

Alderfer, expanding on Maslow's hierarchy of needs, created theERG theory. This theory posits that there are three groups of core needs existence, relatedness, and growth, hence the label: ERG theory.

The existence group is concerned with providing our basic material existence requirements. They include the items that Maslow considered to be physiological and safety needs. The second group of needs are those of relatedness- the desire we have for maintaining important interpersonal relationships.

These social and status desires require interaction with others if they are to be satisfied, and they align with Maslow's social need and the external component of Maslow's esteem classification. Finally, Alderfer isolates growth needs' an intrinsic desire for personal development. These include the intrinsic component from Maslow's esteem category and the characteristics included under self-actualization.

Self-determination theory

Self-determination theory, developed byEdward Deciand Richard Ryan, focuses on the importance ofintrinsic motivationin driving human behavior. Like Maslow's hierarchical theory and others that built on it, SDT posits a natural tendency toward growth and development. Unlike these other theories, however, SDT does not include any sort of "autopilot" for achievement, but instead requires active encouragement from the environment. The primary factors that encourage motivation and development are autonomy, competence feedback, and relatedness.

Broad theories

The latest approach in developing a broad, integrative theory of motivation is Temporal Motivation Theory(TMT). Integrating theories of motivation. Introduced in a 2007Academy of Management Reviewarticle, it synthesizes into a single formulation the primary aspects of several other major motivational theories, including Incentive Theory, Drive Theory, Need Theory, Self-Efficacy and Goal Setting.

The original researchers note that, in an effort to keep the theory simple, existing theories to integrate were selected based on their shared attributes, and that these theories are still of value, as TMT does not contain the same depth of detail as each individual theory. However, it still simplifies the field of motivation and allows findings from one theory to be translated into terms of another.

Achievement Motivation is an integrative perspective based on the premise that performance motivation results from the way broad components of personality are directed towards performance. As a result, it includes a range of dimensions that are relevant to success at work but which are not conventionally regarded as being part of performance motivation. Especially it integrates formerly separated approaches as Need for Achievement with, for example, social motives like dominance. The Achievement Motivation Inventory is based on this theory and assesses three factors (in 17 separated scales) relevant to vocational and professional success.

Cognitive theories

Goal-setting theory

Goal-setting theoryis based on the notion that individuals sometimes have a drive to reach a clearly defined end state. Often, this end state is a reward in itself.

A goal's efficiency is affected by three features: proximity, difficulty and specificity. Good goal setting incorporates theSMART criteria, in which goals are: specific, measurable, accurate, realistic, and timely.

An ideal goal should present a situation where the time between the initiation of behavior and the end state is close. This explains why some children are more motivated to learn how to ride a bike than to master algebra. A goal should be moderate, not too hard or too easy to complete. In both cases, most people are not optimally motivated, as many want a challenge (which assumes some kind of insecurity of success). At the same time people want to feel that there is a substantial probability that they will succeed.

Specificity concerns the description of the goal in their class. The goal should be objectively defined and intelligible for the individual. A classic example of a poorly specified goal is to get the highest possible grade. Most children have no idea how much effort they need to reach that goal.

Models of behavior change

Social-cognitive models of behavior change include the constructs of motivation andvolition. Motivation is seen as a process that leads to the forming of behavioral intentions. Volition is seen as a process that leads from intention to actual behavior. In other words, motivation and volition refer to goal setting and goal pursuit, respectively.

Both processes require self-regulatory efforts. Several self-regulatory constructs are needed to operate inorchestrationto attain goals. An example of such a motivational and volitional construct is perceivedself-efficacy. Self-efficacy is supposed to facilitate the forming of behavioral intentions, the development of action plans, and the initiation of action. It can support the translation of intentions into action.

Unconscious motivation

Somepsychologistsbelieve that a significant portion of human behavior is energized and directed by unconscious motives. According toMaslow, "Psychoanalysis has often demonstrated that the relationship between a conscious desire and the ultimate unconscious aim that underlies it need not be at all direct."

Intrinsic motivation and the 16 basic desires theory

Starting from studies involving more than 6,000 people, Professor Steven Reiss has proposed a theory that found 16 basic desires that guide nearly all human behavior. The 16 basic desires that motivate our actions and define our personalities as:

Acceptance, the need for approval

Curiosity, the need to learn

Eating, the need for food

Family, the need to raise children

Honor, the need to be loyal to the traditional values of one's clan/ethnic group

Idealism, the need for social justice

Independence, the need for individuality

Order, the need for organized, stable, predictable environments

Physical activity, the need for exercise

Power, the need for influence of will

Romance, the need for sex

Saving, the need to collect

Social contact, the need for friends (peer relationships)

Social status, the need for social standing/importance

Tranquility, the need to be safe

Vengeance, the need to strike back/to win

In this model, people differ in these basic desires. These basic desires represent intrinsic desires that directly motivate a person's behavior, and not aimed at indirectly satisfying other desires. People may also be motivated by non-basic desires, but in this case this does not relate to deep motivation, or only as a means to achieve other basic desires.

Controlling motivation

The control of motivation is only understood to a limited extent. There are many different approaches ofmotivation training, but many of these are consideredpseudoscientificby critics. To understand how to control motivation it is first necessary to understand why many people lack motivation.

Employee motivation

Workers in any organization need something to keep them working. Most of the time, thesalaryof the employee is enough to keep him or her working for an organization. An employee must be motivated to work for a company or organization. If no motivation is present in an employee, then that employees quality of work or all work in general will deteriorate.

When motivating an audience, you can use general motivational strategies or specific motivational appeals. General motivational strategies include soft sell versus hard sell and personality type. Soft sell strategies have logical appeals, emotional appeals, advice and praise. Hard sell strategies have barter, outnumbering, pressure and rank. Also, you can consider basing your strategy on your audience personality. Specific motivational appeals focus on provable facts, feelings, right and wrong, audience rewards and audiencethreats.

Drugs

Some authors, especially in thetranshumanistmovement, have suggested the use of "smart drugs", also known asnootropics, as "motivation-enhancers". These drugs work in various ways to affect neurotransmitters in the brain. It is generally widely accepted that these drugs enhance cognitive functions, but not without potential side effects.The effects of many of these drugs on the brain are emphatically not well understood, and their legal status often makes open experimentation difficult.

ApplicationsEducation

Motivation is of particular interest toeducational psychologistsbecause of the crucial role it plays in student learning. However, the specific kind of motivation that is studied in the specialized setting of education differs qualitatively from the more general forms of motivation studied by psychologists in other fields.

Motivation in education can have several effects on how students learn and how they behave towards subject matter.It can:

Direct behavior toward particular goals

Lead to increased effort and energy

Increase initiation of, and persistence in, activities

Enhance cognitive processing

Determine what consequences are reinforcing

Lead to improved performance.

Because students are not always internally motivated, they sometimes needsituated motivation, which is found in environmental conditions that the teacher creates.

If teachers decided to extrinsically reward productive student behaviors, they may find it difficult to extricate themselves from that path. Consequently student dependency on extrinsic rewards represents one of the greatest detractors from their use in the classroom.[14]

The majority of new student orientation leaders at colleges and universities recognize that distinctive needs of students should be considered in regard to orientation information provided at the beginning of the higher education experience.

Research done by Whyte in 1986 raised the awareness of counselors and educators in this regard. In 2007, the National Orientation Directors Association reprintedCassandra B. Whyte's research report allowing readers to ascertain improvements made in addressing specific needs of students over a quarter of a century later to help with academic success.

Generally, motivation is conceptualized as eitherintrinsicorextrinsic. Classically, these categories are regarded as distinct.Today, these concepts are less likely to be used as distinct categories, but instead as twoideal typesthat define acontinuum:

Intrinsic motivationoccurs when people are internally motivated to do something because it either brings them pleasure, they think it is important, or they feel that what they are learning is significant. It has been shown that intrinsic motivation for education drops from grades 3-9 though the exact cause cannot be ascertained.Also, in younger students it has been shown that contextualizing material that would otherwise be presented in an abstract manner increases the intrinsic motivation of these students.

Extrinsic motivationcomes into play when a student is compelled to do something or act a certain way because of factors external to him or her (like money or good grades).

Cassandra B. Whyte researched and reported about the importance of locus of control and academic achievement. Students tending toward a more internal locus of control are more academically successful, thus encouraging curriculum and activity development with consideration of motivation theories.

Motivation has been found to be an important element in the concept ofAndragogy(what motivates the adult learner), and in treating Autism Spectrum Disorders, as inPivotal Response Therapy.

Doyle and Moeyn have noted that traditional methods tended to use anxiety as negative motivation (e.g. use of bad grades by teachers) as a method of getting students to work. However, they have found that progressive approaches with focus on positive motivation over punishment has produced greater effectiveness with learning, since anxiety interferes with performance of complex tasks.

Sudbury Model schools' approach

Sudbury Model schools adduce that the cure to the problem of procrastination, of learning in general, and particularly of scientific illiteracy is to remove once and for all what they call the underlying disease: compulsion in schools.

They contend that human nature in a free society recoils from every attempt to force it into a mold; that the more requirements we pile onto children at school, the surer we are to drive them away from the material we are trying to force down their throats; that after all the drive and motivation of infants to master the world around them is legendary. They assert that schools must keep that drive alive by doing what some of them do: nurturing it on the freedom it needs to thrive.

Sudbury Model schools do not perform and do not offer evaluations, assessments, transcripts, or recommendations, asserting that they do not rate people, and that school is not a judge; comparing students to each other, or to some standard that has been set is for them a violation of the student's right to privacy and to self-determination.

Students decide for themselves how to measure their progress as self-starting learners as a process of self-evaluation: real life-long learning and the proper educational evaluation for the 21st century, they adduce.According to Sudbury Model schools, this policy does not cause harm to their students as they move on to life outside the school.

However, they admit it makes the process more difficult, but that such hardship is part of the students learning to make their own way, set their own standards and meet their own goals. The no-grading and no-rating policy helps to create an atmosphere free of competition among students or battles for adult approval, and encourages a positive cooperative environment amongst the student body.

Business

At lower levels ofMaslow's hierarchy of needs, such as physiological needs, money is a motivator, however it tends to have a motivating effect on staff that lasts only for a short period (in accordance withHerzberg's two-factor model of motivation). At higher levels of the hierarchy, praise, respect, recognition,empowermentand a sense of belonging are far more powerful motivators than money, as bothAbraham Maslow's theory of motivation andDouglas McGregor'stheory X and theory Y(pertaining to the theory of leadership) demonstrate.

According to Maslow, people are motivated by unsatisfied needs.The lower level needs such as Physiological and Safety needs will have to be satisfied before higher level needs are to be addressed. We can relate Maslow's Hierarchy of Needs theory with employee motivation.

For example, if a manager is trying to motivate his employees by satisfying their needs; according to Maslow, he should try to satisfy the lower level needs before he tries to satisfy the upper level needs or the employees will not be motivated. Also he has to remember that not everyone will be satisfied by the same needs. A good manager will try to figure out which levels of needs are active for a certain individual or employee.

Maslow has money at the lowest level of the hierarchy and shows other needs are better motivators to staff. McGregor places money in his Theory X category and feels it is a poor motivator. Praise and recognition are placed in the Theory Y category and are considered stronger motivators than money.

Motivated employees always look for better ways to do a job.

Motivated employees are more quality oriented.

Motivated workers are more productive.

The average workplace is about midway between the extremes of high threat and high opportunity. Motivation by threat is a dead-end strategy, and naturally staff are more attracted to the opportunity side of the motivation curve than the threat side. Motivation is a powerful tool in the work environment that can lead to employees working at their most efficient levels of production.

Nonetheless, Steinmetz also discusses three common character types of subordinates: ascendant, indifferent, and ambivalent who all react and interact uniquely, and must be treated, managed, and motivated accordingly. An effective leader must understand how to manage all characters, and more importantly the manager must utilize avenues that allow room for employees to work, grow, and find answers independently.

The assumptions of Maslow and Herzberg were challenged by a classic study at Vauxhall Motors' UK manufacturing plant. This introduced the concept of orientation to work and distinguished three main orientations: instrumental (where work is a means to an end), bureaucratic (where work is a source of status, security and immediate reward) and solidaristic (which prioritises group loyalty).

Other theories which expanded and extended those of Maslow and Herzberg includedKurt Lewin's Force Field Theory, Edwin Locke'sGoal TheoryandVictor Vroom'sExpectancy theory. These tend to stress cultural differences and the fact that individuals tend to be motivated by different factors at different times.

According to the system ofscientific managementdeveloped byFrederick Winslow Taylor, a worker's motivation is solely determined by pay, and therefore management need not consider psychological or social aspects of work. In essence, scientific management bases human motivation wholly on extrinsic rewards and discards the idea of intrinsic rewards.

In contrast,David McClellandbelieved that workers could not be motivated by the mere need formoneyin fact, extrinsic motivation (e.g., money) could extinguish intrinsic motivation such as achievement motivation, though money could be used as an indicator of success for various motives, e.g., keeping score. In keeping with this view, his consulting firm, McBer & Company, had as its first motto "To make everyone productive, happy, and free." For McClelland, satisfaction lay in aligning a person's life with their fundamental motivations.

Elton Mayofound that the social contacts a worker has at the workplace are very important and that boredom and repetitiveness of tasks lead to reduced motivation. Mayo believed that workers could be motivated by acknowledging their social needs and making them feel important. As a result, employees were given freedom to make decisions on the job and greater attention was paid to informal work groups. Mayo named the model theHawthorne effect. His model has been judged as placing undue reliance on social contacts at work situations for motivating employees.

William OuchiintroducedTheory Z, a hybrid management approach consisting of both Japanese and American philosophies and cultures.[32]Its Japanese segment is much like the clan culture where organizations focus on a standardized structure with heavy emphasis on socialization of its members. All underlying goals are consistent across the organization. Its American segment retains formality and authority amongst members and the organization. Ultimately, Theory Z promotes common structure and commitment to the organization, as well as constant improvement of work efficacy.

InEssentials of Organizational Behavior, Robbins and Judge examine recognition programs as motivators, and identify five principles that contribute to the success of an employee incentive program:

Recognition of employees' individual differences, and clear identification of behavior deemed worthy of recognition

Allowing employees to participate

Linking rewards to performance

Rewarding of nominators

Visibility of the recognition process

OBJECTIVES

Main Objectives of Employee Motivation are as follows :

The purpose of motivation is to create condition in which people are willing to work with zeal, initiative. Interest, and enthusiasm, with a high personal and group moral satisfaction with a sense of responsibility.

To increase loyalty against company.

For improve discipline and with pride and confidence in cohesive manner so that the goal of an organization are achieved effectively.

Motivation techniques utilized to stimulate employee growth.

For the motivation you can buy mans time. Physical presence at a given place.

You can even buy a measured number of skilled muscular motions per hour or day.

Performance results from the interaction of physical, financial and human resource.

For the achieve a desire rate of production.

Every employee is expected to show increased and qualitative productivity by the manager. To achieve this the behavior of the employee is very important. The behavior of the employees is influenced by the environment in which they find themselves. Finally, an employee's behavior will be a function of that employee's innate drives or felt needs and the opportunities he or she has to satisfy those drives or needs in the workplace.

If employees are never given opportunities to utilize all of their skills, then the employer may never have the benefit of their total performance. Work performance is also contingent upon employee abilities. If employees lack the learned skills or innate talents to do a particular job, then performance will be less than optimal. A third dimension of performance is motivation.

Motivation is the act of stimulating someone or oneself to get desired course of action, to push right button to get desired reactions.

The following are the features of motivation :

Motivation is an act of managers

Motivation is a continuous process

Motivation can be positive or negative

Motivation is goal oriented

Motivation is complex in nature

Motivation is an art

Motivation is system-oriented

Motivation is different from job satisfaction .

MOTIVATIONAL FACTORS

There are several factors that motivate a person to work. The motivational factors can be broadly divided into two groups:

I. MONETARY FACTORS:

Salaries or wages:

Salaries or wages is one of the most important motivational factors. Reasonable salaries must be paid on time. While fixing salaries the organization must consider such as :

Cost of living

Company ability to pay

Capability of company to pay etc,

Bonus:

It refers to extra payment to employee over and above salary given as an incentive. The employees must be given adequate rate of bonus.

Incentives:

The organization may also provide additional incentives such as medical allowance, educational allowance, hra ,allowance, etc.

Special individual incentives:

The company may provide special individual incentives. Such incentives are to be given to deserving employees for giving valuable suggestions.

II. NON MONETARY FACTORS:

Status or job title:

By providing a higher status or designations the employee must be motivated. Employees prefer and proud of higher designations.

Appreciation and recognition:

Employees must be appreciated for their services. The praise should not come from immediate superior but also from higher authorities.

Delegation of authority:

Delegation of authority motivates a subordinate to perform the tasks with dedication and commitment. When authority is delegated, the subordinate knows that his superior has placed faith and trust in him.

Working conditions :

Provision for better working conditions such as air-conditioned rooms, proper plant layout, proper sanitation, equipment, machines etc, motivates the employees.

Job security:

Guarantee of job security or lack of fear dismissal, etc can also be a good way to motivate the employees. Employees who are kept temporarily for a long time may be frustrated and may leave the organization.

Job enrichment:

Job enrichment involves more challenging tasks and responsibilities. For instance an executive who is involved in preparing and presenting reports of performance, may also asked to frame plans.

Workers participation:

Inviting the employee to be a member of quality circle, or a committee, or some other form of employee participation can also motivate the work-force.

Cordial relations: Good and healthy relations must exist throughout the organization. This would definitely motivates the employees.

Good superiors: Subordinates want their superiors to be intelligent, experienced, matured, and having a good personality. In fact, the superior needs to have superior knowledge and skills than that of his subordinates. The very presence of superiors can motivate the subordinates.

Other factors:

There are several other factors of motivating the employees:

Providing training to the employees.

Proper job placements.

Proper promotions and transfers.

Proper performance feed back.

Proper welfare facilities.

Flexible working hours.

Need and importance of motivation

Motivation offers several importance to he organization and to the employees:

Higher efficiency

Reduce absenteeism.

Reduces employee turn over.

Improves a corporate image.

Good relations.

Improved morale.

Reduced wastages and breakages.

Reduced accidents.

Facilitates initiative and innovation.

Money as a motivator

It is normally believed that money acts as a motivator. In general the role of money as a motivator depends upon certain factors:

Money fails to motivate people, when there is no direct relationship between reward and effort.

Economic conditions of people influence the Importance of money. For poor person, the value of certain amount of money is quite high as compared to rich.

Money is a significant motivator at lower level of employees level however money may not be a significant factor for senior executives who have already fulfilled their lower level needs.

Employees are concerned not only wih the amount of money paid to them, but it should be fair and equitable as paid to that of othe employees of same level or status.

Social attitudes towards money and wealth also decides the motivation to earn more and more.

Motivational Theories:

Maslows-Hierarchy of Needs Theory: This theory was proposed by Abraham Maslow and is based on the assumption that people are motivated by a series of five universal needs. These needs are ranked, according to the order in which they influence human behavior, in hierarchical fashion

Physiological needs are deemed to be the lowest- level needs. These needs include the needs such as food & water .

o So long as physiological needs are unsatisfied, they exist as a driving or motivating force in a person's life. A hungry person has a felt need. This felt need sets up both psychological and physical tensions that manifest themselves in overt behaviors directed at reducing those tensions (getting something to eat). Once the hunger is sated, the tension is reduced, and the need for food ceases to motivate. At this point (assuming that other physiological requirements are also satisfied) the next higher order need becomes the motivating need.

Thus, safety needs -- the needs for shelter and security -- become the motivators of human behavior.

o Safety needs include a desire for security, stability, dependency, protection, freedom from fear and anxiety, and a need for structure, order, and law.. In the workplace this needs translates into a need for at least a minimal degree of employment security; the knowledge that we cannot be fired on a whim and that appropriate levels of effort and productivity will ensure continued employment.

Social needs include the need for belongingness and love.

o Generally, as gregarious creatures, human have a need to belong. In the workplace, this need may be satisfied by an ability to interact with one's coworkers and perhaps to be able to work collaboratively with these colleagues.

After social needs have been satisfied, ego and esteem needs become the motivating needs.

o Esteem needs include the desire for self-respect, self-esteem, and the esteem of others. When focused externally, these needs also include the desire for reputation, prestige, status, fame, glory, dominance, recognition, attention, importance, and appreciation.

The highest need in Maslow's hierarchy is that of self-actualization; the need for self-realization, continuous self-development, and the process of becoming all that a person is capable of becoming.

Alderfer's Hierarchy of Motivational Needs : Clayton Alderfer reworked Maslow's Need Hierarchy to align it more closely with empirical research. Alderfer's theory is called the ERG theory -- Existence, Relatedness, and Growth.

Existence refers to our concern with basic material existence requirements; what Maslow called physiological and safety needs.

Relatedness refers to the desire we have for maintaining interpersonal relationships; similar to Maslow's social/love need, and the external component of his esteem need.

Growth refers to an intrinsic desire for personal development; the intrinsic component of Maslow's esteem need, and self-actualization

Alderfer's ERG theory differs from Maslow's Need Hierarchy insofar as ERG theory demonstrates that more than one need may be operative at the same time. ERG theory does not assume a rigid hierarchy where a lower need must be substantially satisfied before one can move on.

Alderfer also deals with frustration-regression. That is, if a higher-order need is frustrated, an individual then seeks to increase the satisfaction of a lower-order need.

According to Maslow an individual would stay at a certain need level until that need was satisfied.

ERG theory counters by noting that when a higher- order need level is frustrated the individuals desire to increase a lower- level need takes place. Inability to satisfy a need for social interaction, for instance, might increase the desire for more money or better working conditions.

So frustration can lead to a regression to a lower need.

In summary, ERG theory argues, like Maslow, that satisfied lower- order needs lead to the desire to satisfy higher-order needs; but multiple needs can be operating as motivators at the same time, and frustration in attempting to satisfy a higher- level need can result in regression to a lower- level need.

Alderfer's Hierarchy of Motivational Needs

Level of Need

Definition

Properties

Growth

Impel a person to make creative or productive effects on himself and his environment

Satisfied through using capabilities in engaging problems; creates a greater sense of wholeness and fullness as a human being

Relatedness

Involve relationships with significant others

Satisfied by mutually sharing thoughts and feelings; acceptance, confirmation, under- standing, and influence are elements

Existence

Includes all of the various forms of material and psychological desires

When divided among people one person's gain is another's loss if resources are limited

A Reorganization of Maslow's and Alderfer's Hierarchies

Level

Introversion

Extroversion

Growth

Self-Actualization (development of competencies [knowledge, attitudes, and skills] and character)

Transcendence (assisting in the development of others' competencies and character; relationships to the unknown, unknowable)

Other (Relatedness)

Personal identification with group, significant others (Belongingness)

Value of person by group (Esteem)

Self (Existence)

Physiological, biological (including basic emotional needs)

Connectedness, security

Two-factor Theory: Herzberg's Two Factor Theory, also known as the Motivation-Hygiene Theory, was derived from a study designed to test the concept that people have two sets of needs:

1. their needs as animals to avoid pain

2. their needs as humans to grow psychologically.

Herzberg study

Herzberg's study consisted of a series of interviews that sought to elicit responses to the questions:

(1) Recall a time when you felt exceptionally good about your job. Why did you feel that way about the job? Did this feeling affect your job performance in any way? Did this feeling have an impact on your personal relationships or your well- being?

(2) Recall a time on the job that resulted in negative feelings? Describe the sequence of events that resulted in these negative feelings.

Research Resultlts : it appeared from the research, that the things making people happy on the job and those making them unhappy had two separate themes.

1)SATISFACTION (MOTIVATION): Five factors stood out as strong determiners of job satisfaction:

achievement

recognition

work itself

responsibility

advancement

The last three factors were found to be most important for bringing about lasting changes of attitude. It should be noted, that recognition refers to recognition for achievement as opposed to recognition in the human relations sense.

2)DISSATISFACTION (HYGIENE): The determinants of job dissatisfaction were found to be:

company policy

administrative policies

supervision

salary

interpersonal relations

working conditions

From the results Herzberg concluded that the replies people gave when they felt good about their jobs were significantly different from the replies given when they felt bad. Certain characteristics tend to be consistently related to job satisfaction and others to job dissatisfaction. Intrinsic factors, such as work itself , responsibility and achievement seem to be related to job satisfaction.

Respondents who felt good about their work tended to attribute these factors to themselves. On the other dissatisfied respondents tended to cite extrinsic factors such as supervision, pay, company policies and working condition. Herzberg proposed that his findings indicated the existence of a dual continuum: the opposite of satisfaction is No satisfaction and the opposite of Dissatisfaction is No Dissatisfaction.

According to Herzberg, the factors leading to Job satisfaction are separate and distinct form those that lead to job dissatisfaction. Therefore, managers who seek to eliminate factors that can create job dissatisfaction may bring about peace but not necessarily motivation. They will be placating their workforce rather than motivating them.

As a result, conditions surrounding the job such as quality of supervision, pay , company policies, physical working conditions relations with others and job security were characterized by Herzberg as hygiene factors, when theyre adequate, people will not be dissatisfied ; neither will they be satisfied.

If we want to motivate people on their jobs, Herzberg suggested emphasizing factors associated with the work itself or to outcomes directly derived form it, such as promotional opportunities, opportunities for personal growth, recognition, responsibility and achievement. These are the characteristics that people find intrinsically rewarding.

xpectancy Theory

In recent years, probably the most popular motivational theory has been the Expectancy Theory (also known as the Valence-Instrumentality- Expectancy Theory). Although there are a number of theories found with this general title, they all have their roots in Victor Vroom's 1964 work on motivation.

ALTERNATIVES AND CHOICES:

Vroom's theory assumes that behavior results from conscious choices among alternatives whose purpose it is to maximize pleasure and minimize pain. The key elements to this theory are referred to as Expectancy (E), Instrumentality (I), and Valence (V). Critical to the understanding of the theory is the understanding that each of these factors represents a belief.

ALTERNATIVES AND C

Vroom's theory suggests that the individual will consider the outcomes associated with various levels of performance (from an entire spectrum of performance possibilities), and elect to pursue the level that generates the greatest reward for him or her.

Expectancy: "What's the probability that, if I work very hard, I'll be able to do a good job?"

Expectancy refers to the strength of a person's belief about whether or not a particular job performance is attainable.

Assuming all other things are equal, an employee will be motivated to try a task, if he or she believes that it can be done. This expectancy of performance may be thought of in terms of probabilities ranging from zero (a case of "I can't do it!") to 1.0 ("I have no doubt whatsoever that I can do this job!")

A number of factors can contribute to an employee's expectancy perceptions:

the level of confidence in the skills required for the task

the amount of support that may be expected from superiors and subordinates

the quality of the materials and equipment

the availability of pertinent information

Previous success at the task has also been shown to strengthen expectancy beliefs.

Instrumentality: "What's the probability that, if I do a good job, that there will be some kind of outcome in it for me?"

If an employee believes that a high level of performance will be instrumental for the acquisition of outcomes which may be gratifying, then the employee will place a high value on performing well.

Vroom defines Instrumentality as a probability belief

linking one outcome (a high level of performance, for example) to another outcome (a reward).

Instrumentality may range from a probability of 1.0 (meaning that the attainment of the second outcome -- the reward -- is certain if the first outcome -- excellent job performance -- is attained) through zero (meaning there is no likely relationship between the first outcome and the second).

An example of zero instrumentality would be exam grades that were distributed randomly (as opposed to be awarded on the basis of excellent exam performance). Commission pay schemes are designed to make employees perceive that performance is positively instrumental for the acquisition of money.

For management to ensure high levels of performance, it must tie desired outcomes (positive valence) to high performance, and ensure that the connection is communicated to employees.

The VIE theory holds that people have preferences among various outcomes. These preferences tend to reflect a person's underlying need state.

Valence: "Is the outcome I get of any value to me?"

The term Valence refers to the emotional orientations people hold with respect to outcomes (rewards). An outcome is positively valent if an employee would prefer having it to not having it. An outcome that the employee would rather avoid ( fatigue, stress, noise, layoffs) is negatively valent. Outcomes towards which the employee appears indifferent are said to have zero valence.

Valences refer to the level of satisfaction people expect to get from the outcome (as opposed to the actual satisfaction they get once they have attained the reward).

Vroom suggests that an employee's beliefs about Expectancy, Instrumentality, and Valence interact psychologically to create a motivational force such that the employee acts in ways that bring pleasure and avoid pain.

People elect to pursue levels of job performance that they believe will maximize their overall best interests (their subjective expected utility).`

There will be no motivational forces acting on an employee if any of these three conditions hold:

(1) the person does not believe that he/she can successfully perform the required task

(2) the person believes that successful task performance will not be associated with positively valent outcomes

(3) the person believes that outcomes associated with successful task completion will be negatively valent (have no value for that person).

MF= Expectancy x Instrumentality x Valance

McClellands Theory of Needs: According to David McClelland, regardless of culture or gender, people are driven by three motives:

achievement,

affiliation, and

influence.

Since McClelland's first experiments, over 1,000 studies relevant to achievement motivation have been conducted. These studies strongly support the theory.

Achievement : The need for achievement is characterized by the wish to take responsibility for finding solutions to problems, master complex tasks, set goals, get feedback on level of success.

Affiliation : The need for affiliation is characterized by a desire to belong, an enjoyment of teamwork, a concern about interpersonal relationships, and a need to reduce uncertainty.

Power :The need for power is characterized by a drive to control and influence others, a need to win arguments, a need to persuade and prevail

According to McClelland, the presence of these motives or drives in an individual indicates a predisposition to behave in certain ways. Therefore, from a manager's perspective, recognizing which need is dominant in any particular individual affects the way in which that person can be motivated.

People with achievement motives are motivated by standards of excellence, delineated roles and responsibilities and concrete, timely feedback. Those with affiliation motives are motivated when they can accomplish things with people they know and trust. And the power motive is activated when people are allowed to have an impact, impress those in power, or beat competitors.

Theory of X and Theory of Y: Douglas McGregor observed two diametrically opposing view points of managers about their employees, one is negative called Theory of X and one is positive called Theory of Y

a) Theory of X : Following are the assumptions of managers who believe in the Theory of X in regard to their employees.

Employees dislike work; if possible avoid the same

Employees must be coerced, controlled or threatened to do the work

Employees avoid responsibilities and seek formal direction

Most employees consider security of job, most important of all other factors in the job and have very little ambition

b) Theory of Y: Following are the assumptions of managers who believe in the Theory of Y in regard to their employees.

Employees love work as play or rest

Employees are self directed and self controlled and committed to the organizational objectives

Employees accept and seek responsibilities

Innovative spirit is not confined to managers alone, some employees also possess it.

Theory of X assumes Maslows lower level needs dominate in employees. Whereas Theory of Y, assumes Maslows higher level needs dominate in employees.

Goal Setting Theory : Edwin Locke proposed that setting specific goals will improve motivation. Salient features of this theory are the following:

Specific goal fixes the needs of resources and efforts

It increases performance

Difficult goals result higher performance than easy job

Better feedback of results leads to better to better performance than lack of feed back.

Participation of employees in goal has mixed result

Participation of setting goal, however, increases acceptance of goal and involvements.

Goal setting theory has identified two factors which influences the performance. These are given below;

o Goal commitment

o Self efficiency

Goal commitment: Goal setting theory presupposes that the individual is committed to the goal. This commitment depends on the following:

o Goals are made public

o Individual has an internal locus of control

o Goals are self-set

Self Efficiency : Self Efficiency is the belief or self confidence, that he/she is capable of performing task. Persons with high self-efficiency put up extra-efforts when they face challenges. In the case of low self-efficiency level they will lessen or even abandon when meeting challenges.

Reinforcement Theory: This theory focus its attention as to what controls behaviour. In contrast to goal setting theory, which is cognitive approach focus attention on what initiates behaviour. Behaviour, as per cognitive approach is initiated by internal events. Reinforcement theory argues that behaviour is reinforced and controlled by external events. The classical conditioning proposed by Pavlov which we have already studied in our earlier lessons explains this in a better way.

Equity theory: This theory of motivation centres around the principle of balance or equity. According to this theory level of motivation in an individual is related to his or her perception of equity and farness practiced by management. Greater the fairness perceived higher the motivation and vice versa. In this assessment of fairness, employee makes comparison of input in the job ( in terms of contribution) with that of outcome (in terms of compensation) and compares the same with that of another colleague of equivalent cadre.

CHARECTERSTICS

1. Motivation is a psychological Concept :-Motivation should come from inside each individual. There are two desiring factors in motivation-(a) Fundamental needs, such as food, clothes and shelter and (b) Ego-satisfaction including self-esleem, recognition from others, opportunities for achievements, self-development and self actualization which act as powerful though unconscious, motivator of behaviour. Inner motivation can be more decisur for behaviour than any external influence.

2. The whole Individual is motivated, not part of Him:-A person's basic needs determine to a great extent what he will try to do at any given time. All these need are inter-related because each individual is an integrated organised whole.

3. Motivation is an unending Process:-Man is a social animal. As a social animal he has innumerable wants which induce him to work. If one basic need is adequately satisfied for a given individual it loses power as a motivator and does into determine his current behaviour but at the same time other s needs continue to emerge. Wants are innumerable and cannot be satisfied at on time. It is an unending process so the process of motivation is also unending to induce the person to satisfy is innumerable wants.

4. Frustration of Basic Needs Makes a Man Sick:-If anybody fails in trying to mt a need which the feels is essential for him, he becomes to some extent mentally ill and such frustrated man cannot be motivated any further until his essential need is satisfied.

5. Goals are Motivators:-Goals and motives are inseparable. Man works to achieve the goals. A soon as the goal is achieved he would be no longer interested in work. Therefore, it is very essential for the management to know his goal to push him to work.

6. The self-concept as a Unifyings Force :-According to Geller-man unifying forces run through each individual's history. Unifying force means the drive to actuals his our image of himself. The outline of a person's self image are fairly well checked in early childhood and there after do not act inarily change for example, a child who easily seems himself as a leader, will if possible try to behave tt way in later life. Thus, two things that individual is always trying to do are (a) to act like the person, he things he is , and (b) to get what he things, he can.

what is motivation?

According to Greenberg and Baron this definition could be divided into three main parts. The first part looks at arousal that deals with the drive, or energy behind

individual (s) action. People turn to be guided by their interest in making a good impression on others, doing interesting work and being successful in what they do. The second part referring to the choice people make and the direction their behaviour takes. The last part deals with maintaining behaviour clearly defining how long people have to persist at attempting to meet their goals.

It can be observed from the above definitions that, motivation in general, is more or less

basically concern with factors or events that moves, leads, and drives certain human action or inaction over a given period of time given the prevailing conditions.

Role of financial motivation:

The potential role of money as (a) conditioned reinforce (2) an incentive which is capable of satisfying needs (3) an anxiety reducer (4) serves to erase feelings of dissatisfaction (motivation and organisational climate.

Employee satisfaction: This refers to the positive or negative aspects of employees altitude towards their jobs or some features of the job.

Organizational Goals: A concept, which refers to the focus of attention and decision-making among employees of a sub-unit.

Organizing: This involves the complete understanding of the goals of organization, the

necessity of proper co-ordination, and the environmental factors that influence the goals and employees within the organization.

Employee attitudes: Mental state of readiness for motive arousal.

Performance: the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it; A performance comprises an event in which

generally one group of people (the performer or performers) behave in a particular way for another group of people.

Efficiency: The ratio of the output to the input of any system. Economic efficiency is a

general term for the value assigned to a situation by some measure designed to capture theamount of waste or "friction" or other undesirable and undesirable economic features present.

Motivational theories:

In this thesis discussion on some of the motivational theories will include Alders (ERG theory), Maslow (Need theory), Vrooms (Expectancy theory), Adams (Social equity theoty), Taylor (productivity theory), Herzberg (Two factor theory), Mac Gregory (theory X and Y), Geogopalaus (path goal theory) and skinner (Reward theory).

ALDERS:

Alder asserts in his Existence relatedness and growth theory commonly known as the ERG theory that there are three basic human needs: Existence, relatedness and growth, which must be meet by an employee to enable him, increase performance.

MASLOW:

Maslow (1943) suggests that human needs can be classified into five categories and that

these categories can be arranged in a hierarchy of importance. These include physiological, security, belongings, esteem and self-actualisation needs.

According to him a person is motivated first and foremost to satisfy physiological needs. As long as the employees remain unsatisfied, they turn to be motivated only to fulfil them. When physiological needs are satisfied they cease to act as primary motivational factors and the individual moves up the hierarchy and seek to satisfy security needs. This process continues until finally selfactualisation needs are satisfied.

VROOMS:

Vroom (1964) proposes that people are motivated by how much they want something and

how likely they think they are to get it he suggest that motivation leads to efforts and the

efforts combined with employees ability together with environment factors which interplays resulting to performance. This performance interns leads to various outcomes, each of which has an associated value called Valence.

ADAMS:

Adams (1965) on his part suggests that people are motivated to seek social equity in the

rewards they receive for high performance. According to him the outcome from job includes; pay, recognition, promotion, social relationship and intrinsic reward .to get these rewards various inputs needs to be employed by the employees to the job as time, experience, efforts, education and loyalty.

TAYLOR:

Taylor (1911) observed the soldering by employees, which is a situation whereby workers work less than full capacity. He argued that soldering occurs due to the fact employees fear that performing high will lead to increasing productivity, which might cause them to lose their jobs.

HERZBERG:

Herzberg suggested that there are factors in a job, which causes satisfaction. These he called intrinsic factors (motivators) and other factor he refers to as dissatisfies (hygiene factors).According to him if the motivational factors are met, the employee becomes motivated and hence performs higher.

MAC GREGORY:

Mac Gregory suggested that there exist two sets of employees (lazy and ambitious

employees) With lazy employees representing theory X, hard and ambitious workers

representing Y. According to him the lazy employee should be motivated to increase

performance in an organization.

Geogopalaus path Goal theory:

Geogopalaus path Goal theory of motivation states that, if a worker sees high productivity as a path leading to the attainment of one or more of his personal goals, he will turn to be a high producer. But if he sees low productivity as the path leading to the attainment of his goal he will turn to be a low producer and hence needs to be motivated.

This discussion on the above motivational theories explains the fact that the concept of

employees motivation has been a critical factor addressed by previous authors as what

determines the core competence of every organisation in achieving a competitive position.

THE PROCESS OF EMPLOYEE MOTIVATION:

Fulfilment and Re-definition of needs.

tension or drive to fulfil or need.

goal directed Behaviour.

The above 3 steps are repeated again and again.

QUESTIONNAIRE

NAME : -

DESIGNATION :-

QUALIFICATION : -

DEPARTMENT :-

EXPERIENCE :-

1. Are you satisfied with the existing working conditions of the organization?

a) Highly satisfied

b) Satisfied

c) Neither satisfied nor dissatisfied

d) Dissatisfied

e) Highly dissatisfied

2. Are you satisfied with your designation?

a) Highly satisfied

b) Satisfied

c) Neither satisfied nor dissatisfied

d) Dissatisfied

e) Highly dissatisfied

3. According to your task, are you satisfied with the responsibility and authority given to you?

a) Highly satisfied

b) Satisfied

c) Neither satisfied nor dissatisfied

d) Dissatisfied

e) Highly dissatisfied

4. How do you find the working environment in the organization?

a) Friendly

b) Encouraging

c) Competitive

d) Cool

e) Disputed

5. Do you get clear communication from your superiors?

a) Almost always

b) Mostly

c) Sometimes

d) Rarely

e) Not at all

6. What is the attitude of superiors towards your problems?

a) Hostile

b) Indifferent

c) Encouraging

d) Understanding

e) Problem Solving

7. Does you superiors involve you while taking decisions?

OR To what extent do you think that when decisions are being made about certain work that you are to do, you are asked for your ideas?

a) Almost always

b) Mostly

c) Sometimes

d) Rarely

e) Not at all

8. How often do superiors invite their subordinates for an informal discussion?

a) Almost always

b) Mostly

c) Sometimes

d) Rarely

e) Not at all

9. Are you satisfied with the relationship that your colleagues are having with you?

a) Highly satisfied

b) Satisfied

c) Neither satisfied nor dissatisfied

d) Dissatisfied

e) Highly dissatisfied

10. According to your nature of job, are you satisfied with your salary package?

a) Highly satisfied

b) Satisfied

c) Neither satisfied nor dissatisfied

d) Dissatisfied

e) Highly dissatisfied

11. Are you satisfied with the present performance appraisal procedure?

a) Highly satisfied

b) Satisfied

c) Neither satisfied nor dissatisfied

d) Dissatisfied

e) Highly dissatisfied

12. Are you satisfied with the employees benefit, security & welfare schemes introduced by the Organization?

a) Highly satisfied

b) Satisfied

c) Neither satisfied nor dissatisfied

d) Dissatisfied

e) Highly dissatisfied

13. To what extent do the superiors and the colleagues take pains to help an employee who wants to learn more about his job?

a) To a great extent

b) To a considerable extent

c) To some extent

d) To a little extent

e) Not at all

14.To what extent are people in the higher levels aware of the problems of the lower levels in the organization?

a) To a great extent

b) To a considerable extent

c) To some extent

d) To a little extent

e) Not at all

15. Do you think company is planning your career development programmes?

a) Almost always

b) Mostly

c) Sometimes

d) Rarely

e) Not at all

16. How often are the rewards (such as praise and promotions) given strictly on the basis of valid reasons?

a) Almost always

b) Mostly

c) Sometimes

d) Rarely

e) Not at all

17. Do you receive the adequate respect/ recognition for your extra efforts?

a) Almost always

b) Mostly

c) Sometimes

d) Rarely

e) Not at all

18.There is a general feeling that grievances of the employees are handled properly. To what extent do you agree with this statement?

a) Strongly agree

b) Agree

c) Neither agree nor disagree

d) Disagree

e) Strongly disagree

MONEY AS A MOTIVATOR

The importance of money as a motivator has been consistently downgraded by most behavioral scientists. They prefer to point out the value of challenging jobs, goals, and participation on decisions making, feedback, cohesive work teams, and other non monetary factors as stimulants to employee motivation. We agree otherwise here that money is the crucial incentives to work motivation. As a medium can purchase the numerous, need satisfying things they desire.

Furthermore, money also performs the function of a scorecard, by

which employees assess the value that the organization places on their services and by which employees can compare their value to others. Money improved in employees performance.

MONEY DOESNT MOTIVATES MOST EMPLOYEES TODAY

Money can motivate some people under some conditions, so the issue is not really whether or not money can motivate. The answer to that is it can! the more relevant question is does money motivate most employees in the workforce today to higher performance?

The answer to this question, well argue, is No.

For money to motivate an individuals performance, certain conditions must be met.

First, money must be important to the individuals. Second, money must be perceived by the individual as being a direct reward for performance. Third, the marginal amount of money offered for the individual, as being significant must perceive the performance. Finally, management must have the discretion to reward high performers with more money.

Money is not important to all employees. High achievers for instance, are intrinsically motivated. Money should have impact on these people. Similarly, money is relevant to those individuals with strong lower-order needs, but for most of the workforce, lower-order needs are substantially satisfied.

Money would motivate if employees perceived a string linkage between performance and rewards in organizations, unfortunately, pay increase are far more often determined by levels of skills and experience, community pay standards, the ational cost of living index, and the

organizations current and future financial prospects than by each employees level of performance.

So might be theoretically capable of motivating employees to higher levels of performance, but most managers are not given enough flexibility to do much about it.

PPT

1. MOTIVATION

2. DEFINITION

3. THEORIES OF MOTIVATION

4. THEORIES OF MOTIVATION (CONTD.)

5. NEED HIERARCHY THEORY

6. THEORY X & THEORY Y

7. HERZBERGS TWO-FACTOR THEORY

8. ERG THEORY

9. McCLELLANDS THEORY OF NEEDS

GOAL SETTING THEORY

11. EQUITY THEORY

12. EXPECTANCY THEORY

MOTIVATION

11. EQUITY THEORY

12. EXPECTANCY THEORY

MOTIVATION

DEFINITION

THE PROCESS THAT ACCOUNTS FOR AN INDIVIDUALS INTENSITY, DIRECTION, AND PERSISTENCE OF EFFORT TOWARD ATTAINING A GOAL

THEORIES OF MOTIVATION

CONTENT THEORY

NEED HIERARCHY THEORY

THEORY X & THEORY Y

TWO-FACTOR THEORY

ERG THEORY

McCLELLANDS THEORY OF NEEDS

PROCESS THEORY

GOAL SETTING THEORY

EQUITY THEORY

EXPECTANCY THEORY

NEED HIERARCHY THEORY

PHYSIOLOGICAL NEEDS

SAFETY NEEDS

NEEDS FOR BELONGINGNESS

ESTEEM NEEDS

NEED FOR SELF-ACTUALIZATION

THEORY X

X EMPLOYEES DISLIKE WORK

THEY MUST BE CONTROLLED TO ACHIEVE GOALS

THEY AVOID RESPONSIBILITIES

MOST PUT SECURITY ABOVE ALL

THEORY Y

Y EMPLOYEES LIKE WORK

PEOPLE WILL EXERCISE SELF-CONTROL

THEY SEEK RESPONSIBILITIES

THEY ARE INNOVATIVE

HERZBERGS TWO-FACTOR THEORY

INTRINSIC FACTORS ARE RELATED TO JOB SATISFACTION, WHILE EXTRINSIC FACTORS ARE ASSOCIATED WITH DISSATISFACTION

ERG THEORY

THERE ARE THREE GROUPS OF CORE NEEDS:

EXISTENCE

RELATEDNESS

GROWTH

McCLELLANDS THEORY OF NEEDS

NEED FOR ACHIEVEMENT

NEED FOR POWER

NEED FOR AFFILIATION

GOAL SETTING THEORY

SPECIFIC AND DIFFICULT GOALS WITH FEEDBACK LEAD TO HIGHER PERFORMANCE

EQUITY THEORY

INDIVIDUALS COMPARE THEIR JOB INPUTS AND OUTCOMES WITH THOSE OF OTHERS AND THEN RESPOND SO AS TO ELIMINATE ANY INEQUITIES

EXPECTANCY THEORY

THE STRENGTH OF A TENDENCY TO ACT IN A CERTAIN WAY DEPENDS ON AN EXPECTATION THAT THE ACT WILL BE FOLLOWED BY A GIVEN OUTCOME AND ON THE ATTRACTIVENESS OF THAT OUTCOME TO THE INDIVIDUAL.