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What is Motivation?
The term motivation derives from the Latin word movere, which means
“to move.” Thus, motives are movers or goods to action. Motivation is the
process by which behavior is mobilized and sustained in a particular
direction. It is in fact impossible to determine a person’s motivation until he
behaves or acts.
the man. Motives are “whys”, of behavior. The initiate activity and
determine the direction of the behavior.
2. Goals- These are outside the individual and often called incentives or
rewards.
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3. Goal –directed activity- It is a motivated behavior directed at
reaching a goal. Or, there may be goal activity which means engaging
in the goal itself.
Thus, the motive along with goal products behavior which may be either
goal- directed or goal activity. The relationship between motives, goals,
and activity in a motivating situation is shown:-
Activity
Directed
Goal
Motive
(Hunger)
Behaviour
food)
(Eating
Activity
Goal
Goal
(Food)
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Definitions
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Nature or Characteristics of Motivation
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5. Person in totality, not in part, is motivated- Each employee is a self-
contained and inseparable unit and his all needs are interrelated. He
can be motivated with totals zeal and enthusiasm.
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management’s role is to create a work climate in which persons with
different needs and personalities can remain motivated.
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Process of Motivation
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hand, he provides negative motivation, if performance is
unacceptable.
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Need
Need deficiencies
Deficiencies reassessed by
(1) the employee
(6)
Search for
Rewards or
ways to The
Punishments
satisfy needs Employee
(5)
(2)
Goal- Peroformance
directed (evaluation of
behaviour goals
(3) accomplished)
(4)
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Objective of motivation
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General Principle of Motivation
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3. Internal motivation is longer lasting and more self-directive than
Sometimes the student's readiness to learn comes with time, and the
instructor's role is to encourage its development. If a desired change in
behavior is urgent, the instructor may need to supervised directly to
ensure that the desired behavior occurs. If a student is not ready to
learn, he or she may not be reliable in following instructions and
therefore must be supervised and have the instructions repeated again
and again.
material is organized.
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meaning are to determine whether the persons being taught
understand the final outcome desired and instruct them to compare
and contrast ideas.
None of the techniques will produce sustained motivation unless the goals
are realistic for the learner. The basic learning principle involved is that
success is more predictably motivating than is failure. Ordinarily, people
will choose activities of intermediate uncertainty rather than those that are
difficult (little likelihood of success) or easy (high probability of success).
For goals of high value there are fewer tendencies to choose more difficult
conditions. Having learners assist in defining goals increases the probability
that they will understand them and want to reach them. However, students
sometimes have unrealistic notions about what they can accomplish.
Possibly they do not understand the precision with which a skill must be
carried out or have the depth of knowledge to master some material. To
identify realistic goals, instructors must be skilled in assessing a student's
readiness or a student's progress toward goals.
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2. It is important to help each student set goals and to provide
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Theories of Motivation
Since motivation influences productivity, supervisors need to
understand what motivates employees to reach peak performance. It is
not an easy task to increase employee motivation because employees
respond in different ways to their jobs and their organization's
practices. Motivation is the set of processes that moves a person
toward a goal. Thus, motivated behaviors are voluntary choices
controlled by the individual employee. The supervisor (motivator)
wants to influence the factors that motivate employees to higher levels
of productivity.
Factors that affect work motivation include individual differences, job
characteristics, and organizational practices. Individual differences are
the personal needs, values, and attitudes, interests and abilities that
people bring to their jobs. Job characteristics are the aspects of the
position that determine its limitations and challenges. Organizational
practices are the rules, human resources policies, managerial
practices, and rewards systems of an organization. Supervisors must
consider how these factors interact to affect employee job
performance.
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presence of an active need is expressed as an inner state of tension
from which the individual seeks relief.
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Level I - Physiological needs are the most basic human needs. They
include food, water, and comfort. The organization helps to satisfy
employees' physiological needs by a paycheck.
Level II - Safety needs are the desires for security and stability, to
feel safe from harm. The organization helps to satisfy employees'
safety needs by benefits.
Level III - Social needs are the desires for affiliation. They include
friendship and belonging. The organization helps to satisfy employees'
social needs through sports teams, parties, and celebrations. The
supervisor can help fulfill social needs by showing direct care and
concern for employees.
Level IV - Esteem needs are the desires for self-respect and respect
or recognition from others. The organization helps to satisfy
employees' esteem needs by matching the skills and abilities of the
employee to the job. The supervisor can help fulfill esteem needs by
showing workers that their work is appreciated.
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Herzberg's Theory
Herzberg's Two-Factor Theory describes needs in terms of
satisfaction and dissatisfaction. Frederick Herzberg examined
motivation in the light of job content and contest. (See Work an the
Nature of Man, Crowell Publications, 1966.) Motivating employees is
a two-step process. First provide hygienes and then motivators. One
continuum ranges from no satisfaction to satisfaction. The other
continuum ranges from dissatisfaction to no dissatisfaction.
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Once these factors are provided, they do not necessarily promote
motivation; but their absence can create employee dissatisfaction.
Hygiene factors correspond to Maslow's physiological, safety, and
social needs in that they are extrinsic, or peripheral, to the job. They
are present in the work environment of job context.
Motivation comes from the employee's feelings of accomplishment or
job content rather than from the environmental factors or job context.
Motivators encourage an employee to strive to do his or her best. Job
enrichment can be used to meet higher-level needs. To enrich a job, a
supervisor can introduce new or more difficult tasks, assign
individuals specialized tasks that enable them to become experts, or
grant additional authority to employees.
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McGregor Theory X and Theory Y
Theory X
In this theory management assumes employees are inherently lazy and will
avoid work if they can. Because of this workers need to be closely
supervised and comprehensive systems of controls developed. A hierarchical
structure is needed with narrow span of control at each level. According to
this theory employees will show little ambition without an enticing incentive
program and will avoid responsibility whenever they can.
Many managers (in the 1960s) tended to subscribe to Theory X, in that they
take a rather pessimistic view of their employees. A Theory X manager
believes that his or her employees do not really want to work, that they
would rather avoid responsibility and that it is the manager's job to structure
the work and energize the employee. The result of this line of thought is that
Theory X managers naturally adopt a more authoritarian style based on the
threat of punishment.
One major flaw of this management style is it is much more likely to cause
Diseconomies of Scale in large businesses. Theory Y allows a business to
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expand while making more profit because factory-floor workers have their
own responsibility.
Theory Y
In this theory management assumes employees are ambitious, self-
motivated, anxious to accept greater responsibility, and exercise self-control
and self-direction. It is believed that employees enjoy their mental and
physical work activities. It is also believed that employees have the desire to
be imaginative and creative in their jobs if they are given a chance. There is
an opportunity for greater productivity by giving employees the freedom to
be their best.
A Theory Y manager believes that, given the right conditions, most people
will want to do well at work and that there is a pool of unused creativity in
the workforce. They believe that the satisfaction of doing a good job is a
strong motivation in and of itself. A Theory Y manager will try to remove
the barriers that prevent workers from fully actualizing themselves .
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Criticisms
Today the theories are seldom used explicitly, largely because the insights
they provided have influenced and been incorporated by further generations
of management theorists and practitioners. More commonly, workplaces are
described as "hard" versus "soft." Taken too literally any such dichotomy
including Theory X and Y seem to represent unrealistic extremes. Most
employees (and managers) fall somewhere in between these poles.
Naturally, McGregor was well aware of the heuristic as opposed to literal
way in which such distinctions are useful. Theory X and Theory Y are still
important terms in the field of management and motivation. Recent studies
have questioned the rigidity of the model, but McGregor's X-Y Theory
remains a guiding principle of positive approaches to management, to
organizational development, and to improving organizational culture
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