2. Learning Objectives
After the lecture we will be able to understand:
What is motivation and its various components
What are the types of motivation
Various theories of Motivation
Application of Motivation Theories in Organizations
8. How to increase Employee Motivation
Improve communication
Value individual contributions
Positive workplace environment
9. Early Theories of Motivation
Hierarchy of Needs Theory
• Abraham Maslow
Theory X and Theory Y
• Douglas McGregor
Two-Factor Theory
• Fredrick Herzberg
McClelland’s Theory of Needs
• David McClelland
12. Understanding Theory X and Theory Y
Theory X and Theory Y were first explained by McGregor in his book, "The
Human Side of Enterprise," and they refer to two styles of management –
authoritarian (Theory X) and participative (Theory Y).
If you believe that your team members dislike their work and have little
motivation, then, according to McGregor, you'll likely use an authoritarian style
of management. This approach is very "hands-on" and usually involves
micromanaging people's work to ensure that it gets done properly. McGregor
called this Theory X.
On the other hand, if you believe that your people take pride in their work and
see it as a challenge , then you'll more likely adopt a participative management
style. Managers who use this approach trust their people to take ownership of
their work and do it effectively by themselves. McGregor called this Theory Y.
13. Theory X
This style of management assumes that workers:
Dislike their work.
Avoid responsibility and need constant direction.
Have to be controlled, forced and threatened to deliver
work.
Need to be supervised at every step.
Have no incentive to work or ambition, and therefore
need to be enticed by rewards to achieve goals.
14. Theory Y
This style of management assumes that workers are:
Happy to work on their own initiative.
More involved in decision making.
Self-motivated to complete their tasks.
Enjoy taking ownership of their work.
Seek and accept responsibility, and need little direction.
View work as fulfilling and challenging.
Solve problems creatively and imaginatively.
15. Theory X and Theory Y in the Workplace
Most managers will likely use a mixture of Theory X and Theory Y. You may,
however, find that you naturally favor one over the other. You might, for
instance, have a tendency to micromanage or, conversely, you may prefer to
take a more hands-off approach .
Although both styles of management can motivate people, the success of
each will largely depend on your team's needs and wants and your
organizational objectives.
You may use a Theory X style of management for new starters who will likely
need a lot of guidance, or in a situation that requires you to take control
such as a crisis .
16. Theory X and Theory Y in the Workplace
But you wouldn't use it when managing a team of experts , who are used to
working under their own initiative, and need little direction. If you did, it would
likely have a demotivating effect and may even damage your relationship with
them.
However, both theories have their challenges. The restrictive nature of Theory X,
for instance, could cause people to become demotivated and non-cooperative if
your approach is too strict. This may lead to high staff turnover and could
damage your reputation in the long term.
Conversely, if you adopt a Theory Y approach that gives people too much
freedom, it may allow them to stray from their key objectives or lose focus. Less-
motivated individuals may also take advantage of this more relaxed working
environment by shirking their work.
17. Theory X and Theory Y in the Workplace
Circumstance can also affect your management style. Theory X, for
instance, is generally more prevalent in larger organizations, or in
teams where work can be repetitive and target-driven.
In these cases, people are unlikely to find reward or fulfillment in
their work, so a "carrot and stick " approach will tend to be more
successful in motivating them than a Theory Y approach.
In contrast, Theory Y tends to be favored by organizations that have a
flatter structure, and where people at the lower levels are involved in
decision making and have some responsibility.
18. Two-Factor Theory
Herzberg’s Motivation Theory model goes by a number of
different names, including Two Factor Theory, Herzberg’s
Motivation-Hygiene Theory, and Duel Structure Theory. We will
use these terms interchangeably in this article.
Frederick Herzberg developed the model in 1959. He did this by
interviewing over 200 professionals. The interviews delved into
when the interviewees were at their most and least happiest
with their jobs.
20. Hygiene factors
Hygiene factors in Herzberg’s model have the power to make
people dissatisfied and are prerequisites for satisfaction at work,
but their presence alone will never make people satisfied at
work.
In other words, the absence of hygiene factors will prevent
satisfaction, but the presence of hygiene factors is not in itself
enough to lead to high levels of work satisfaction.
Examples of hygiene factors include: salary, safety, security,
working environment, working conditions and other things with
the power to make an individual unhappy in work.
21. Motivating factors
Motivating factors in Herzberg’s model have the power
to make moderately satisfied people highly satisfied, but
have no impact on satisfaction if hygiene factors aren’t
already in place.
Examples of motivating factors include: achievement,
recognition, advancement, empowerment, responsibility
and intrinsically interesting work.
24. How to Use The Model
There is a two-step process to use the Two Factor
Theory model to increase the motivation of your team.
1. Eliminate job hygiene stressors.
2. Boost job satisfaction.
26. McClelland’s Theory of Needs
In the early 1940s, Abraham Maslow created his theory of needs . This
identified the basic needs that human beings have, in order of their
importance: physiological needs, safety needs, and the needs for belonging,
self-esteem and "self-actualization".
Later, David McClelland built on this work in his 1961 book, "The Achieving
Society." He identified three motivators that he believed we all have: a need
for achievement, a need for affiliation, and a need for power. People will have
different characteristics depending on their dominant motivator.
In the early 1940s, Abraham Maslow created his theory of needs . This
identified the basic needs that human beings have, in order of their
importance: physiological needs, safety needs, and the needs for belonging,
self-esteem and "self-actualization".
Later, David McClelland built on this work in his 1961 book, "The Achieving
Society." He identified three motivators that he believed we all have: a need
for achievement, a need for affiliation, and a need for power. People will have
different characteristics depending on their dominant motivator.
27. Dominant
Motivator
Characteristics of This Person
Achievement
•Has a strong need to set and accomplish challenging goals.
•Takes calculated risks to accomplish their goals.
•Likes to receive regular feedback on their progress and
achievements.
•Often likes to work alone.
Affiliation
•Wants to belong to the group.
•Wants to be liked, and will often go along with whatever the rest of
the group wants to do.
•Favors collaboration over competition.
•Doesn't like high risk or uncertainty.
Power
•Wants to control and influence others.
•Likes to win arguments.
•Enjoys competition and winning.
•Enjoys status and recognition.
28. Using the Theory
McClelland's theory can help you to identify the dominant
motivators of people on your team. You can then use this
information to influence how you set goals and provide
feedback , and how you motivate and reward team
members.
You can also use these motivators to craft, or design, the
job around your team members, ensuring a better fit.
29. Step 1: Identify Drivers
Examine your team to determine which of the three motivators is
dominant for each person. You can probably identify drivers based on
personality and past actions.
For instance, perhaps one of your team members always takes charge
of the group when you assign a project. They speak up in meetings to
persuade people, and delegate responsibilities to others to meet the
goals of the group. They like to be in control of the final deliverables.
This team member is likely primarily driven by power.
You might have another team member who never speaks during
meetings. They always agree with the group, work hard to manage
conflict when it occurs, and visibly become uncomfortable when you
talk about doing high-risk, high-reward projects. This person is likely
to have a strong need for affiliation.
30. Step 2: Structure Your Approach
Based on the driving motivators of your workers,
structure your leadership style and project
assignments around each individual team
member. This will help ensure that they all stay
engaged , motivated, and happy with the work
they're doing.
31. Examples of Using the Theory
Achievement
People motivated by achievement need challenging,
but not impossible, projects. They thrive on
overcoming difficult problems or situations, so make
sure you keep them engaged this way. People
motivated by achievement work very effectively either
alone or with other high achievers.
When providing feedback, give achievers a fair and
balanced appraisal. They want to know what they're
doing right – and wrong – so that they can improve.
32. Affiliation
People motivated by affiliation work best in a group environment,
so try to integrate them with a team (versus working alone)
whenever possible. They also don't like uncertainty and risk.
Therefore, when assigning projects or tasks, save the risky ones for
other people.
When providing feedback to these people, be personal. It's still
important to give balanced feedback, but if you start your appraisal
by emphasizing their good working relationship and your trust in
them, they'll likely be more open to what you say. Remember that
these people often don't want to stand out, so it might be best to
praise them in private rather than in front of others.
33. Power
Those with a high need for power work best when they're in
charge. Because they enjoy competition, they do well with
goal-oriented projects or tasks. They may also be very
effective in negotiations or in situations in which another
party must be convinced of an idea or goal.
When providing feedback, be direct with these team
members. And keep them motivated by helping them further
their career goals .
34. Need for Achievement (nACH):
Personal responsibility, Feedback, Moderate risk
Typical behaviors:
High: Must win at any cost, must be on top, and
receive credit.
Low: Fears failure, avoids responsibility.
35. Need for Power (nPOW):
Influence, Competitive
• Typical behaviors:
• High: Demands blind loyalty and harmony, does
not tolerate disagreement.
• Low: Remains aloof, maintains social distance.
36. Need for Affiliation (nAFF):
Acceptance and friendship, Cooperative
• Typical behaviors:
• High: Desires control of everyone and everything,
exaggerates own position and resources.
• Low: Dependent/subordinate, minimizes own position and
resources.
37. Contemporary Theories of Motivation
Goal-Setting Theory
• Edwin Locke
Equity Theory
• John Stacey Adams
Expectancy Theory
• Victor Vroom
Reinforcement Theory
• B.F. Skinner
39. Goal-Setting Theory
In the late 1960s, Locke's pioneering research into goal setting and motivation gave us our modern
understanding of goal setting. In his 1968 article "Toward a Theory of Task Motivation and
Incentives," he showed that clear goals and appropriate feedback motivate employees. He went on
to highlight that working toward a goal is also a major source of motivation – which, in turn,
improves performance.
Locke's research showed that the more difficult and specific a goal is, the harder people tend to
work to achieve it.
In one study, Locke reviewed a decade's worth of laboratory and field studies on the effects of goal
setting and performance. He found that, for 90 percent of the time, specific and challenging (but
not too challenging) goals led to higher performance than easy, or "do your best," goals.
For example, telling someone to "try hard" or "do your best" is less effective than saying "try to get
more than 80 percent correct," or "concentrate on beating your best time." Likewise, having a goal
that's too easy is not motivating. Hard goals are more motivating than easy ones, because it feels
more of an accomplishment to achieve something you've worked hard for.
40. Goal-Setting Theory
A few years after Locke published his article, Dr Gary Latham studied the effects
of goal setting in the workplace. His results supported Locke's findings – that
there is an inseparable link between goal setting and workplace performance.
In 1990, Locke and Latham published their seminal work, "A Theory of Goal
Setting & Task Performance." In this book, they repeated the need to set specific
and difficult goals, while outlining five other characteristics for successful goal
setting.
41. Locke and Latham's Five Principles
According to Locke and Latham, there are five goal
setting principles that can improve our chances of
success:
1. Clarity.
2. Challenge.
3. Commitment.
4. Feedback.
5. Task complexity.
42. 1. Setting Clear Goals
When your goals are clear, you know what you're trying to
achieve. You can also measure results accurately, and you know
which behaviors to reward. This is why SMART is such a useful
mnemonic.
However, when a goal is vague – or when you express it as a
general instruction like "take initiative" – it isn't easy to measure,
and it isn't motivating. You may not even know you've achieved
it!
43. How to Set Clear Goals
Personal Goal Setting Team Goal Setting
•Write your goal down and be as detailed as
possible. Use SMART, and consider putting
your goal into the form of a personal
mission statement for added clarity.
•Think about how you'll measure your
success toward this goal. What specific
metrics will you use?
•Once you've set your goal, examine how it
makes you feel. Are you excited? Does the
challenge motivate you? If you don't feel
strongly about the goal, you might need to
clarify it or change it entirely.
•Set clear goals that use specific and
measurable standards. For example,
"reduce job turnover by 15 percent."
•Write down the metrics that you'll use to
measure your team members' success. Be
as specific as possible, and make sure that
everyone on your team understands how
you'll measure success.
44. 2. Setting Challenging Goals
People are often motivated by challenging goals,
however it's important not to set a goal that is so
challenging it can't be achieved.
45. How to Set Challenging Goals
Personal Goal Setting Team Goal Setting
•Look at your goal. Is it challenging enough to
spark your interest?
•Develop self-discipline , so that you have the
persistence to work through problems.
•Identify ways that you can reward yourself
when you make progress. Incremental rewards
for reaching specific milestones will motivate
you to work through challenging tasks.
•Before taking on a major goal, research it
thoroughly. This will help you be realistic.
•Use the Inverted-U model to find the best
balance between pressure and performance
when you set goals.
•Think about how you'll reward team
members when they achieve challenging goals.
•If possible, create some friendly competition
between team members or departments.
Competition can encourage people to work
harder.
46. 3. Securing Team Commitment
To be effective, your team must understand and agree to the
goals – team members are more likely to "buy into" a goal if they
have been involved in setting it.
This doesn't mean that you have to negotiate every goal with
your team members and secure their approval. They're likely to
commit to it as long as they believe that the goal is achievable, it
is consistent with the company's ambitions, and the person
assigning it is credible.
47. How to Secure Commitment to Goals
Personal Goal Setting Team Goal Setting
•Stay committed by
using visualization techniques to imagine
how your life will look once you've achieved
your goal.
•Create a treasure map to remind yourself
why you should work hard. Visual
representations of your goal can help you
stay committed, even when the going gets
tough.
•Allow team members to set their own
goals. This will increase their sense of
commitment and empowerment.
•Use Management by Objectives to ensure
that your team's goals align with the
organization's goals.
•Use Amabile and Kramer's Progress
Theory to enhance your team's motivation
and commitment with small wins.
48. 4. Gaining Feedback
In addition to selecting the right goals, you should also
listen to feedback, so that you can gauge how well you
and your team are progressing.
Feedback gives you the opportunity to clarify people's
expectations and adjust the difficulty of their goals.
Keep in mind that feedback doesn't have to come from
other people. You can check how well you're doing by
simply measuring your own progress.
49. How to Give Feedback on Goals
Personal Goal Setting Team Goal Setting
•Schedule time once a week to analyze your
progress and accomplishments. Look at what
has and hasn't worked, and make
adjustments along the way.
•Learn how to ask for feedback on your
progress from others.
•Use technology to track and measure your
progress. Apps like Lift are a good place to
start.
•Measure progress by breaking difficult or
large goals down into smaller chunks, and
seek feedback when you reach each
milestone.
•Learn how to give your team members
feedback that's objective, useful and
positive.
•Create a timetable to schedule regular
feedback for your team.
•Use the Stop – Keep Doing – Start model
for quick feedback sessions.
50. 5. Considering Task Complexity
Take special care to ensure that work doesn't become
too overwhelming when goals or assignments are
highly complex.
People who work in complicated and demanding roles
can often push themselves too hard, if they don't take
account of the complexity of the task.
51. How to Set Complex and Challenging Goals
Personal Goal Setting Team Goal Setting
•Give yourself plenty of time to accomplish
complex goals. Set deadlines that apply an
appropriate amount of pressure, while still
being achievable.
•If you start to feel stressed about meeting
your goals, they might be too complex or
unrealistic. Reassess both of these areas
and modify your goals if necessary.
•Break large, complex goals down into
smaller sub-goals. This will stop you feeling
overwhelmed, and it will make it easier to
stay motivated.
•Your team members might need additional
training before they work toward their goal.
Give everyone a training needs
assessment to identify any knowledge or
skills gaps.
•If you notice that any team members are
overwhelmed, consider putting them into
a coaching or mentoring relationship with
a more experienced colleague.
53. Balancing Employee Inputs and Outputs
Adams' Equity Theory calls for a fair balance to be struck between an employee's
inputs (hard work, skill level, acceptance, enthusiasm, and so on) and an employee's
outputs (salary, benefits, intangibles such as recognition, and so on).
55. Expectancy Theory
Victor Vroom’s expectancy theory of motivation is a process theory
of motivation. It says that an individual’s motivation is affected by
their expectations about the future.
Specifically, Vroom says that an individual’s motivation is affected by how much
they value any reward associated with an action (Valence), how much they
believe that by putting effort into something they will be able to generate good
results (Expectancy) and how much they believe that generating good results will
result in a reward (Instrumentality).
It’s important to note that rewards could be intrinsic or extrinsic. Extrinsic
motivations are external things such as money and promotion. Intrinsic
motivations are internal things such as a sense of fulfillment and achievement.
57. What Vroom’s model means for
individuals
Vroom says that an individual’s motivation is product of several factors:
• Valence: How much they value the potential rewards associated with
the specific results or behaviors,
• Expectancy: How much they believe that their additional effort will help
them achieve the target results of behaviors, and
• Instrumentality: How much they believe the rewards will actually
appear should they achieve the desired outcomes or behaviors.
• From an individual perspective this means that if any of these factors
are lacking, you may lack motivation.
