MOTIVATION

by
Shahla Arshad
Lecturer-INS-KMU
 OBJECTIVES
At the end of this unit the learners will be able to:
 Define motivation and describe different types of motives.

 Explain different motivation theories.

 Describe Consequences of Success and Failure, praise and

criticism .
 Application of motivation principles to personal &
professional life
 Motivation
Motivation is an energy or a desire to achieve a goal.
Origin
[1870–75; motive + action ]
The word “Motivation” is collection of ten words.
M= Motion
O= Offer
T= Thrill
I= Inspired
V= Vary
A= Action
T= Time
I= Initiate
O= Oblige
N= Needs
 What is motivation ?

 The driving & pulling forces which result in persistent

behavior directed towards particular goals, is called
“ Motivation”.

 It refers to the physiological & psychological factors that

cause us to act in a specific way at a particular time.

 Motivation is simply the reason for an action.

 Motivation is that which gives a direction to behavior.

Types of Motive

1- Primary Motives
Physiological, Unlearned .
Hunger, Thirst ,Clothing ,Sleep
2-General Motives
Not Physiological, Unlearned.
Primary needs try to reduce the tension or stimulation
whereas the general need induce the individual to
enhance the amount of stimulation , Also called
stimulus motives-Love ,concern and affection.
3-Secondary Motives
Psychological, Learned .
Curiosity, Manipulation
The Motivation Process
Unsatisfied
Tension
Need

Search
Drives
Behavior

Satisfied Reduction
Need of Tension
Types Of Motivation Theories
 Content Theories
Content theory explains why human needs change with time. Content
theory includes the work of David McClelland, Abraham Maslow,
Alderfer, Herzberg, and other psychologists as they attempted to
explain why human needs change, but not how they change.
 Process Theories
Process theories attempt to explain how behavior is energized,
directed, sustained and stopped.
 Reinforcement Theory
Reinforcement theory proposes that you can change someone's
behavior by using reinforcement, punishment, and extinction. Rewards
are used to reinforce the behavior you want and punishments are used
to prevent the behavior you do not want. Extinction is a means to stop
someone from performing a learned behavior.
 Types Of Content Theories:
Hierarchy of needs theory
ERG theory
Two-factor theory
Acquired needs theory
 Types Of Process Theories:
Equity theory.
Expectancy theory.
Goal-setting theory.
Reinforcement Theory:
Positive reinforcement
Negative reinforcement
Extinction
 Maslow's Hierarchy Of Needs Theory
Maslow's hierarchy of needs theory states that people have a
pyramid hierarchy of needs that will satisfy from bottom to
top. The pyramid of needs is divided into two categories:
 Deficiency Needs (physiological and safety)
 Growth Needs (belonging, self-esteem and Self-
Actualization ).
In Maslow's theory satisfaction-progression plays an
important part. Individuals move up the need hierarchy as a
result of satisfying lower order needs.
Opportunities For Satisfaction In Maslow’s Hierarchy
Of Human Needs.

Management - Chapter 14
11
 ERG Theory
ERG theory is a theory in psychology proposed by Clayton Alderfer in
1969. Alderfer further developed Maslow's hierarchy of needs by
categorizing the hierarchy into his ERG theory (Existence, Relatedness
and Growth).
 Existence Needs:
Include all material and physiological desires (e.g., food, water, air,
clothing, safety). Maslow's first two levels.
 Relatedness Needs:
Include social or external esteem; relationships with significant others
like family, friends, co-workers and employers . This also means to be
recognized and feel secure as part of a group or family. Maslow's third
and fourth levels.
 Growth Needs:
Internal esteem and self actualization. This includes desires to be
creative and productive, and to complete meaningful tasks. Maslow's
 Herzberg’s Two-Factor Theory
Herzberg's hygiene vs. motivator factors theory is one of
the most empirical and compelling theory about motivation.
It is the only motivational theory that split out demotivating
factors from true motivators.
According to Herzberg, the factors leading to job
satisfaction are separate and distinct from those that lead to
job dissatisfaction.
 Hygiene factors - (also called dissatisfiers) can create job
dissatisfaction
 Motivators - can create job satisfaction
Herzberg’s Two-factor Theory.

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14
 4-David C. McClelland and Achievement Needs

 Those with low Achievement need may choose very easy

tasks, in order to minimize risk of failure, or highly difficult
tasks, such that a failure would not be embarrassing. Those
with high Achievement need tend to choose moderately
difficult tasks, feeling that they are challenging, but within
reach.

 People high in Achievement needs are characterized by a

tendency to seek challenges and a high degree of
independence. Their most satisfying reward is the
recognition of their achievements.
Characteristics of High Achievers

1. Moderate Risk Taking

2. Need for Immediate Feedback
3. Satisfaction with Accomplishments
4. Preoccupation with the Task
 Content Theories of Motivation

Needs Hierarchy ERG Motivator--Hygiene McClelland’s

Theory Theory Theory Learned Needs

Self- Need for

Actualization Achievement
Growth Motivators
Need for
Esteem
Power

Need for
Belongingness Relatedness
Affiliation

Safety Hygiene
Existence
Physiological
 Equity theory
Equity theory is based on the idea that individuals are motivated by
fairness. John Stacey Adams suggests that the higher an individual's
perception of equity, the more motivated they will be and vice versa:
if someone perceives an unfair environment, they will be de-
motivated.
 Expectancy theory
Expectancy theory of motivation proposes an individual will
behave or act in a certain way because they are motivated to select
a specific behavior over other behaviors due to what they expect
the result of that selected behavior will be.
 Vroom's expectancy theory assumes that
behavior results from conscious choices among
alternatives whose purpose is to maximize
pleasure and to minimize pain. Vroom realized
that an employee's performance is based on
individual factors such as personality, skills,
knowledge, experience and abilities.
 Goal-setting theory
Goal-setting theory refers to the effects of setting goals on subsequent
performance. Researcher Edwin Locke found that individuals who set
specific, difficult goals performed better than those who set general,
easy goals. Locke proposed five basic principles of goal-setting :
clarity, challenge, commitment, feedback, and task complexity
Effective goal-setting principles:
 Clarity.
A clear, measurable goal is more achievable than one that is poorly
defined. In other words, be specific! The most effective goals have a
specific timeline for completion.
 Challenge.
The goal must have a decent level of difficulty in order to motivate
you to strive toward the goal.
 Commitment.
Put purposeful effort into meeting this goal. Share your goal
with someone else in order to increase your accountability to
meet that goal.
 Feedback.
Set up a method to receive information on your progress toward
a goal.
 Task complexity.
If a goal is especially complex, make sure you give yourself
enough time to overcome the learning curve involved in
completing the task.
 REINFORCEMENT
A Consequence That Strengthens a Behavior
Positive Reinforcement
giving something good - increases desired
behaviour
Negative Reinforcement
taking away ,something bad - increases desired
behaviour
Punishment
applying something bad - reduces undesired
behaviour
 Reinforcement Theory

Rewards

Consequences No Rewards Behavior

Punishment
SUCCESS
The accomplishment of an aim or purpose.
FAILURE
Failure is a state or condition of not meeting a desirable or
intended objectives.
PRAISE
Praise refers to positive evaluations made by a person of
another’s products, performances, or attributes.
CRITICISM
The activity of making careful judgments about the good and
bad qualities of something”
EFFECTS OF PRAISE:
 Motivation
 Cognitive influence
 Positive emotional effects
 Constructive Self perception
 Strong Interpersonal relation
 Decrease intrinsic motivation
EFFECTS OF CRITICISM:
 Attachment style
 Shame complex
 Development of wrong identity
 Loss of self confidence
 Development of emotional wound and over sensitivity.
 Application of motivation principles
 All learning must have a purpose.
 Students need the skills and knowledge necessary to complete their
work and achieve their goals.
 Specific directions empower students
 Students want to have fun while they work
 Offer activities that involve higher-order thinking skills
 Curiosity is an important component of motivation.
 A blend of praise and encouragement is effective in building self-
reliance.
 A combination of extrinsic and intrinsic rewards
 Involve students in collaborative activities.
 Students tend to work harder when they believe that their teacher likes
them.
REMEMBER
 Six important words are “ I admit I made a mistake”
 Five important words are” You did a good job”
 Four important words are “ What is your opinion?”
 Three important words are “Let’s work together.”
 Two most important words are “ Thank you”
 Single most important word is ”WE”.