3. DEFINING MOTIVATION
Motivation - The internal and external forces that
lead an individual to work toward a goal.
Motivation can affect the following:
• intensity,
• direction, and
• persistence a person shows in working toward a
goal
4. MASLOW’S HIERARCHY OF NEEDS
Psychologist Abraham Maslow first introduced his
concept of a hierarchy of needs in his 1943 paper “A
Theory of Human Motivation”
This hierarchy suggests that people are motivated to
fulfill basic needs before moving on to other needs.
Maslow’s hierarchy of needs is most often displayed as
a pyramid which serves for easy explanation and better
understanding.
5.
6. Most Basic Needs For Survival
Classroom Application
•Student’s environment should be clean
and well maintained
•Students should be getting the required
sleep and food at home otherwise, they
will not be able to move on to the next
level within the hierarchy.
7. Classroom Application
It is important for a child to feel secure within
the classroom otherwise he/she would not be
able to maintain focus on what is being
taught.
This would pose a major problem
academically.
8. •Classroom Application
If a student does not feel like they belong,
whether it be within a circle of friends or their
family they will have a hard time focusing on
their learning.
It will also be difficult for them to participate in
group activities and ask questions when they
feel the need to ask.
9. Classroom Application
After the first three needs have been satisfied, the
need for self-esteem, personal worth, social
recognition and accomplishment become
increasingly important.
If a student has low self-confidence or low selfesteem. He/ she would not be able to develop
creatively nor develop problem solving skills.
10. This is the highest level of Maslow’s hierarchy of
needs. Self-actualizing people are:
•self-aware
•concerned with personal growth
•less concerned with the opinions of others
•interested fulfilling their potential.
11. Classroom Application
As teachers, we need to guide our students through the
first four levels to help them attain the skills within the
fifth level.
At the same time, we must realize that even secondary
school students may not have the maturity needed to
proceed through each level of Maslow's hierarchy.
Therefore, we must be able to guide our students
through these levels at the appropriate times.
12. Early Theories of Motivation
ERG theory (Clayton Alderfer)
There are three groups of core needs:
•existence,
•relatedness, and
•growth
13.
14. Early Theories of Motivation
intrinsic motivators - a person’s internal
desire to do something, due to such things
as interest, challenge, and personal
satisfaction.
extrinsic motivators – motivation that
comes from outside the person and includes
such things as pay, bonuses, and other
tangible rewards.
15. Early Theories of Motivation
Motivation-Hygiene Theory (also known as
Two-Factor Theory by Frederick Herzberg )
“What do people want from their jobs?”
factors leading to job satisfaction were
motivators that are separate and distinct
from the hygiene factors that lead to job
dissatisfaction.
16. Early Theories of Motivation
Motivators (factors that lead to extreme satisfaction)
Achievement
Recognition
Work itself
Responsibility
Advancement
Growth
17. Early Theories of Motivation
Factors that lead to extreme dissatisfaction:
Company policy and administration
Supervision
Relationship with supervisor
Work conditions
Salary
Relationship with peers
Personal life
Relationship with subordinates
Status
security
18. Early Theories of Motivation
McClelland’s Theory of Needs (David McClelland)
The theory focuses on three needs:
•Need for achievement. The drive to excel, to
achieve in relation to a set of standards, to strive to
succeed.
• Need for power. The need to make others behave
in a way that they would not have behaved
otherwise.
• Need for affiliation. The desire for friendly and
close interpersonal relationships.
19. EXPECTANCY THEORY
The Expectancy Theory of Motivation explains the behavioral process of
why individuals choose one behavioral option over another. It also
explains how they make decisions to achieve the end they value.
hree components of Expectancy theory:
.Expectancy: Effort → Performance: the belief that one's effort will result
n attainment of desired performance goals.
.Instrumentality: Performance → Outcome: the belief that a person will
eceive a reward if the performance expectation is met. This reward may
ome in the form of a class reward, promotion, recognition or sense of
ccomplishment.
.Valence- the value the individual places on the rewards based on their
eeds, goals, values and sources of motivation.
21. Contemporary Theories of
Motivation
Cognitive Evaluation Theory
introduction of extrinsic rewards, such
as pay, for work effort that was
previously rewarding intrinsically (i.e.,
that was personally satisfying) will tend
to decrease the overall level of a
person’s motivation
22. Cognitive Evaluation Theory
When extrinsic rewards are used by
organizations as payoffs for superior
performance, the intrinsic rewards, which are
derived from individuals doing what they like,
are reduced
24. Goal-Setting Theory
A goal is “what an individual is trying to
accomplish; it is the object or aim of an action.”
Goal-Setting theory – says that specific and
difficult goals, with feedback, lead to higher
performance; specific goals increase
performance; difficult goals, when accepted,
result in higher performance than do easy
goals; and that feedback leads to higher
performance than does nonfeedback.
25. Goal-Setting Theory (Edwin
Locke)
According to Locke, goal setting motivates in
four ways:
• Goals direct attention
• Goals regulate effort
•Goals increase persistence
• Goals encourage the development of
strategies and action plans
26. Self-Efficacy Theory
-an individual’s belief that he or she is capable of
performing a task.
According to Albert Bandura, self-efficacy can be
increased through:
•Enactive mastery
•Vicarious modeling
•Verbal persuasion
•arousal
28. Equity Theory
-equity theory Individuals compare their job
inputs and outcomes with those of others and
then respond so as to eliminate any inequities.
Four referent comparisons that an employee can
use:
1.self-inside
2.Self-outside
3.Other-inside
4.Other-outside
30. Motivating Employees:
A Reaction
• Employee motivation can be as individual as
the people who work for you. We've gathered
the best and most interesting techniques to
help you motivate employees.
• When you think about it, the success of any
facet of your business can almost always be
traced back to motivated employees. From
productivity and profitability to recruiting and
retention, hardworking and happy employees
lead to triumph.
31. • Unfortunately, motivating people is far from
an exact science. There's no secret formula,
no set calculation, no work sheet to fill out. In
fact, motivation can be as individual as the
employees who work for you. One employee
may be motivated only by money. Another
may appreciate personal recognition for a job
well done. Still another may work harder if
she has equity in the business.
32. • But you can boil down employee motivation
to one basic ideal: finding out what your
employees want and finding a way to give it to
them or to enable them to earn it.
