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MOTIVATION PROCESS & THEORIES

MEANINING OF MOTIVATION

Some words whch go with motivation:

 Desire
 want, wishes
 aims, goal
 needs and drives
 motives, incetives

Motivation is a term used to describe those processes both institictive and

rational, by which people seek to satisfy their basic drives, perceived needs
and personal goals which triggers human behaviour

Therefore motivations is a process and a drive

Motivation may be defined as keeness for a particular behaviour or simply

willingness to work in order to achive a predetermined reward or goal.

Motivation is a product of needs, drives or motives, which is basically the

driving force within a person.

It is inner state that enersises, activates or directs behavior towards achieving

a goal

Motivation is a process that starts with physiclogical or psychogical

deficiency or need that activates a behaviour or a drive that is aimed at a
goal or an incentive

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Therefore motivation lies in the meaning of interelationship between

 need
 drive
 inceintive
Need: Created whenever there is a physiological or psychological
imbalance e.g. when the body is deprived of food

Drive: it is a deficiency with direction – actions which provide an energising thrust

towards reaching an incentive

e.g ned for food translates to hunger ( drive)

need for friends translates to a drive for affliation

incentive: anything that allievates the need and reduces the drive, restores the
physiological or psychological balance

Model of motivation

A simplified model of motivation would look like below

The need is created when there is a psychological or physiological imbalance
in the person.
Behaviour

Need/drive
(physical/psychological

Stimulus………………..Response……………………….outcome

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Deprivation/
With direction


 A stimulus - e.g. Hunger ( physical) or desire for company
(social/psychological) ……….give rise to a response ( some kind of
behaviour) ………which leads to an outcome….( either satisfaction or
frustration
 Motives may or may not be clear to individual
 But as manages we need to understand the motives of each individual
actions because how we understand others will influence our attitude and
behaviour towards them
 For example if somebody is hardworking and reliable, we treat them with
respect – but it might not have been what they wanted ( not the
motive/need)
 As managers we need to understand the drive/need

WHAT IS A NEED - what creates the need? - Schein’s classification of
needs
Schein propounded a classification of managers’ assumption about people based
on a review of earlier approaches of motivation. His classification follows a
broadly chronological pattern as follows:

Rational- Economic
Human motivation has its roots from the need for self interest and the
maximization of gains as the prime motivations. According to Schein, this view
places human beings into two categories:

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1. The untrustworthy, money- motivated, calculative masses

2. The trustworthy, more broadly motivated, moral elite whose task is to
organizes and control the masses

Social model
Views people as predominantly motivated by social needs – the need for
personal relationship. This is drawn heavily on the conclusions of Hawthorne
studies. The implications for managers is that emphasis on attending to peoples
needs over the task will lead to greater productivity as well as higher morale.

Self actualization model

Individual needs for self actualization is the prime motivator
The implications to managers here is that people need challenge, responsibility
and autonomy in their work if they are to be motivated

Complex model
Presupposes that understanding people motivation is a complex business in
which interrelated factors are at work

Managers in this situation need to be sensitive to a range of possible responses

to employees’ motivation against the different work and team environment

This Schein classification helps to relate the major approaches to organizational

behaviour and motivation, the basis of which is that motives are directed towards
desired ends (social, economic, self actualization etc) and the behaviour that is
selected consciously or sometimes instinctively towards the achievement of
these ends

CLASSIFICATION OF MOTIVE

Human motives can be classified into two;

 Primary motives

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 Secondary motives

Primary motives
 Primary needs are mainly physiological/biological and unlearned. They
include need for food, water, clothing and shelter, sleep, sex and other
material concerns
Secondary motives:
 Are mainly psychological and learned. And they include belongingness,
power prestige, competence recognition and achievement.
 For organizational behaviour, as the society develops economically and
becomes more complex, the primary motives give way to secondary
motives in motivating behaviour

THEORIES OF MOTIVATION

The theoretical approaches to motivation can be classified into there:

1. The content theories – which go as far back as early 1900
2. Process theories
3. Contemporary theories

Historical Development

Content Theories
1900 – Scientific management theories (Fredrick Taylor which emphasized
wages and incentives as motivators

1940s – Hawthorne Studies (Elton Mayo) emphasizes working conditions and

need for affiliation as motivators

1950s/1960s - Maslow’s Hierarchy of needs Theory

Douglas McGregor Theory X and Y

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Herzberg two factor theory

Alderfer Expectancy, Relatedness and Growth (ERG) theory

Process Theories
1960s Vroom Expectancy Theory
Porter Lawler Performance/satisfaction model

Contemporary Theories
Stacy Adams equity Theory of work motivation
1961 McClelland Achievement Motivation model

D.C. McClelland Achievement Motivation Theory

While many psychologists have studied common factors in human motivation,
others have focused on differences between individuals. One such researcher is
McClelland of Harvard University. He and his team drew attention to three set of
needs in particular as follows:
 The need for achievement (n-Ach)
 The need for power (n-Pow)
 The need for affiliation, or belonging (n-Aff)

McClelland isolated the n-Ach as key human motive and that is influenced
strongly by personality and environment
Achievement may be defined as the degree to which persons wishes to
accomplish challenging goals succeeds in competitive situation and
exhibit desire for feedback regard performance

He concluded that n-Ach is developed more by childhood experiences and

culture background than by purely inherited factors. Hence the importance of

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management by supervisors training and designing jobs to increase achievement

motivation
Persons with high need for achievement tend to have the following
characteristics:
1. Want to do better than the competitors – highly competitive
2. Moderate riskt takers
3. Need for immediate feedback. these people prefer activities that will
provide immediate feedback e.g. mechanical work rather than research
work, sales rather than marketing
4. Satisfaction with accomplishment: accomplishing a task is intrinsically
satisfied in itself without necessary accompanying material rewards –
want money for what it can buy and not for its own sake
5. Preoccupied with the task: higher achievers tend to be totally preoccupied
with the task until they are successfully completed. They cannot stand to
leave a job half finished and are not satisfied with themselves until they
give maximum effort.
6. They are dedicated, committed and hence sometimes unfriendly, braggers
7. The like attaining or surpassing a difficult goal and are exited when
solving difficult and complex problems
8. Are innovative – enjoy developing better ways of doing things
9. Can exercise personal responsibility

Need for Power

Characteristics
 Need to influence others
 Control others
 Being in possession of authority
 Gaining control if information
 Defeating the opponent

Need for affiliation

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 Being likely by many people

 Being accepted as part of a group
 Working with people who are friendly
 Maintain harmonious relationship and avoid conflict
 Participating in pleasant social activities

Need for security

 Have a secure job
 Be protected against loss of income
 Protection again illness and disability
 Protection against physical harm or hazardous condition
 Avoid task with a risk of failure or blame

Need for status

 Having the right car
 Wearing the right clothes
 Working for the right company
 Having a degree from the right university
 Living in the right neighborhood
 Belong to a certain club

o MASLOW’S HERARCHY NEED THEORY

Drawing mainly form humanistic psychology and clinical experience, Abraham
Maslow outline on overall theory of motivation He said that a persons motivation
could be arranged in hierchical manner.
He believed that once a given level of need is satisfied, it no longer serves to
motivate. The next level needs to be activated in order to motivate an
individual. Once the needs at the lower level are satisfied, those at the next
higher level emerge and demand satisfaction.

There are five levels in his hierarchy of needs:

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 Basic or Physiological Needs

 These are the needs which must be satisfied to maintain life. The basic
needs include need for food, water, air and shelter.
Application: These needs are unlearned (primary) these needs can be met by
providing basic salary or wage and safe working conditions.

 Safety or Security Needs

 Once the physiological needs have been met, the needs at next higher
levels, safely needs emerge.
 Need for a stable environment relatively free from threats
 This includes emotional as well as physical safety
 Safety needs include desire for protection from physical danger, quest for
economic security, performance for familiar rather than the unfamiliar, and
desire for an orderly predictable world.
Application: Safety needs can be met by job security, joining trade union and
fringe benefits such as insurance or medical scheme, severance pay, pension
plans.

 Social Needs /love and belongingness

 When physiological and safety needs have been met, social needs the
next level become important motivators.
 Need related to affectionate relations with others and status within the
group
 These needs include the desire to belong, to be accepted, to give and
receive friendship and affection.
Application: Social needs are met by compatible formal and informal work
groups, friendship at work, joining clubs, societies and social groups

 Ego or Esteem Needs

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 Once physiological, safety, and social needs are satisfied, the esteem
needs assume priority.
 Self esteem needs can be broken into two categories. The first category
reflects our need for competence and achievement or success. This can
be satisfied intrinsically.
 The second category of esteem needs include the desire for reputation,
prestige and recognition from others.
Application : Ego or self –esteem needs can be met by promotion or merit pay
increase, high status job title, less direct supervision, delegation of authority.

 Self-Actualization or Self-Fulfillment Needs

 Self-actualization or self-fulfillment is the highest level in the hierarchy.
These are the individual needs for realizing his or her own potential for
continued self development and creativity.
 It is a feeling of accomplishment and of being satisfied with one’s elf or
become the best one is capable of becoming.
 Self actualization is the persons motivation to transform self perception
into reality
 Application: Self – actualization needs can be met by challenging jobs,
creative tasks, advancement opportunities, and achievement in work.
Realization of ones potential.

According to Maslow, people tend to satisfy their needs systematically

stating with basic physiological needs and then move up the hierarchy.
Until a particular group of needs is satisfied, a person’s behaviour will be
dominated by them
Thus a person who is hungry will not be motivated by safety or affection needs.

Maslow later modified this argument by stating that there was an exception to
this rule in respect to self actualization – for this level it seems that
satisfaction of one need gives rise to further need for realizing ones
potential

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DOUGLAS MCGREGOR THEORY X AND THEORY Y

McGregor saw two different set of assumption made by managers about their
employees – X and Y
Theory X
 Regards employees as being inherently
 Lazy – the average human being has an inherent dislike for work and will
avoid it if he can
 Because of the laziness, most people require coercion and control,
direction, threat with punishment to get the work done
 Avoid responsibility
 Has relatively little ambition and only seeks security

Theory Y
This theory sees people in a more favourable light
 Employees are seen as liking work – which they see as natural as rest or
play
 Work is seen as a source of satisfaction
 Employees do not have to be controlled or coerced so long as they are
committed to the organisation objectives. Employees will exercise self
control and self direction to achieved objectives
 Under proper conditions, they will not only accept but also seek
responsibility
 Employee exercise imagination and ingenuity at work

In real life, a bred of the two is likely to provide the best prescription for effective
management

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HERZBERG’S MOTIVATION- HYGENE THEORY (TWO FACTOR THEORY)

1959

Herzberg conducted a motivational study on about 2000 accountants and

engineers employed by firms around Pittsburg, Pennsylvania
The interviews focused on satisfactory and dissatisfactory feelings about the job
(experiences)
The interviewees were asked two questions:

1. When did you feel particular good about your job – what turned you on?
2. When did you feel exceptionally bad about your job – what turned you off?

Following the interview, Herzberg and his team came up with the conclusion that:

 Certain factors tend to frequently lead to job satisfaction and other facts
led frequently to job dissatisfaction.
 The factors leading to satisfaction were called motivators
 Those giving rise to dissatisfaction were called hygiene factors

According to Herzberg, there are two factors that are associated with employee
satisfaction and dissatisfaction. The two factors are called hygiene factors
(dissatisfies) and Motivators (satisfiers)

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The study showed that good feelings (motivators) were associated with job
experience and job content. For example an accounting supervisor felt good
about being given the job to install new computer equipment

The most important motivators or satisfiers that emerged were

 Achievement
 Recognition
 The work itself
 Responsibility
 Advancement -Opportunity for advancement or professional growth

As noted, these factors are intimately related to the content of work i.e. with the
intrinsic challenges, interest and individual responses
Satisfiers are those benefits above and beyond the basic elements of the job.
Satisfiers tend to enhance motivation Commitment and loyalty of employees.

 Hygiene Factors
The study showed that bad feeling were associated generally with the
surrounding environment or peripheral aspects of the job – the job context. Fore
example the boss/subordinate relationship
The most important hygiene factors to emerge were
 The company policy and administration
 Supervision – the technical aspects
 Salary
 Interpersonal relationship – with supervisor
 Working conditions

From this analysis, Herzberg concluded that

1. Job satisfaction is related to job content ( motivators

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2. Job dissatisfaction is related to job context (hygiene factors)

The term hygiene refer to (as it does in health) factors that are preventive
In Herzberg theory, hygiene factors are those that prevent dissatisfaction, but do
not make a positive contribution to employees well being (at least not in a lasting
way)

3. Motivators can bring about positive satisfaction whereas hygiene factors

can only prevent dissatisfaction. i.e. if motivators were absent form the
job, the employees is likely to experience real dissatisfaction
However, if the hygiene factors are provided, they will not in themselves
bring about substantial job satisfaction
Hygiene doe not positively promote good health but acts to prevent ill
health

 Hygiene factors do not act as motivators but when they are withdrawn,
they create dissatisfaction and may result in lower productivity.
 Employees take hygiene factors for granted as part of the job. Hygiene
factors include company policy and administration, supervision, working
conditions, salaries and fringe benefit, status and security.
 Hygiene factors are not intrinsic part of the job, but are related to the
conditions or the working environment under which the job is performed.

ALDERFER ERG THEORY

Similar to Herzberg and Maslow

Alderfer formulated a needs category model of motivation,
Like Maslow and Herzberg, he felt that there is value in categorizing needs and
that there is a basic distinction between lower-order needs and higher- order
needs

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Alderfer identified three groups of core needs

1. Existence Needs
2. Relatedness needs
3. Growth needs

Existence – concerned with survival (physiological well being)

Relatedness needs – stresses the importance of interpersonal, social relationship

Growth needs – related to individual intrinsic desire for personal development

Unlike Maslow, the ERG needs do not have a strict line of demarcations

Unlike Maslow also, he does not contend that the lower needs must be fulfilled
before a higher level need becomes motivation or that deprivation is the only way
activate a need
According to ERG theory, a person’s background or cultural environment may
dictate that the relatedness needs will take precedence over unfulfilled existence
needs and the more the growth needs are satisfied, the more they will increase in
intensity.

ERG theory says that when a higher order growth needs are stifled or cannot be
met due to personal circumstance, lack of ability or some other factors, the
individual is likely to regress back to lower order needs and feel these needs
more strongly

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For example, if a person cannot move up the corporate ladder and is stuck in a
job he does not like, the individual is likely to emphasize social relationship both
on and off job and become more interested in pay and benefits
This Alderfer calls frustration- regression relationship
Whereas Maslow emphasis is on satisfaction- progression relationship in
which a person moves up the hierarchy after a lower – order need is met

Rel
ationship between Maslow Herzberg and Alderfer Theories

Maslow Herzberg ERG

Self actualization

Motivators Growth
Esteem

Love/belongingness Relatedness

Hygiene Existence
Safety

Physiological needs

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PROCESS THEORIES

Content theories attempt to identify what motivates people at work

Process theories on the other hand are concerned with the cogntive anticedents
that go into mativaion of at work. They study the process involved in work
motivation

The ones to be discussed include

 Vroom Exptectacy Theory
 And Porter Lawler Model of motivation

Vroom Expectancy Theory ( V. H. Vroom – 1960)

Attempts to explain work motivation in terms of anticipated rewards

This theoritical model assumes that people make rational decisions based on
ecomomic realities
A key point of his theory is that an iindividuals behavior is formed not on objective
reality but on his or her subjective perception of that reality
The core of the theory relates to how a person perceives the relationships
between three things
 Effort
 Perfomance
 And reward
Vroom focused especially on the factors involved in stimulating an individual to
put effort into something, since this is the basis of motivation.
He concluded that there were three such factors, each based on the
individual’s person perception of the situation. These were:

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Expectancy ie. The extent to which the indiducal perceives or beliefs that a
particlua act will produce a partilcur outcome
Instumentality, i.e.e the extent to which the individual perceives that effective
perfomance will lead to desired reward

Valence i.e. the strength of the belief that attractive rewards are potentially
avaialble. The strength of an individual prefence for a partialur outcome/reward (
how attractive is the reward)

In order for the valence to be postive, the person must prefer attaining the
outcome to not attainig it
A valence of zero occurs when the individual is indfferent towards the oucome
A valence is negative if the individual prefers not to attain the outcome to
attaining it

This approach to the concept of human motivation emphasis the psychological

mechanims that triggers effort

The basic model is illustrated below

Perception that effor will Extrinsic
leade to effective reward
Individulal charactristics
perforamnce
( expectancy)
Perception that effective Effort Perfoamnce Reward
performnce will lead to
reward (insturmentality )
Perception that reward Intrinsic
will be attractive Role perception reward
(valence)

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According to Vroom, the three facors – expectancy, instrumentality and

valence – combine together to creat a driving force (FORCE) which motivates
the individual to put efferot to achieve a level of perfomance and obtain reward
at the end

Vroom suggests that FORCE was a multiple of Expectancy and Valence

(encompassing instumentality ) in the formular

F = valence x expectancy

Indivdual characteristics

Vroom says that effort alone may not necessariey lead to perfomance, other
factors are involved such as individual charactristics . these include:
 Personality
 Knowledge
 Skills
 Attitudes
Role perception
The way the indidual perceives his role will also lead to perfomance.
Example
Tthe prospects of a promotion could be seen by a newly appointed employee as
attractive (valence) but his expectancy to gaining the promotion could be low, if
he perceives that promotion is attained only primarily on the length of service.
In this situation, perfomance will not be perceived to give reward, so effort on
that direction will not e seen worthwhile

In a any case, effort does not neccessariy lead to effective perfomance , if the
individuall has insufficient knowledge or skills OR if his perception of his role
does not equalte with that of his superior

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Other factors which are not shown may affect perfomance e.g. constraints of the
job, organisational calture. Effort, therefore, does not always result in effective
perfomance. .
It is also true that effective perfomance may not always lead to rewards
anticipated by the individual.
Nevertheless on both counts, it is not the reality which spurs on the individual,,
but the prospects of effective pefomancee and/or desirable reward. It is the
individualsl perception of the situation that is vital part in this theory

Rewards
Rewards may be put into two catogories:
 intrinsic
 Extrinsic rewards

Intrinsic
Rewards gained from fulfilling high level personal needs such as self- esteem
and personal growth. Are within the contol of the individuall

Extrinsic rewards
Provided by organisaion. Outside the control of the individual e.g. promotions,
pay etc

Several researchers have suggested that the rewards associated with intrinsic
factors are more likely to be perceived as producing job satisfaction. The
extrinsic rewards are less likely to come up to the individual expectations.

Conclusion

The main features of Expectancy theory are:

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1. It takes comprehensive view of the motivation process

2. It indicates that individuals will only react when they have a reasonable
expectancy that their behaviour will lead to the desired outcomes
3. It stresses the importance of individual perception of reality in the
motivation process
4. It implies that job satisfaction follows effective job performance rather than
the other way round
5. It has led to the development in work redesign where emphasis has been
laid on intrinsic job factors such as variety, autonomy, task identity and
feedback
6. Individual l barriers should be removed for motivation to lead to
performance i.e. ability, skills, knowledge
7. Managers should recognise that in a way, employees calculate
expectancies regarding future employment possibilities when seeking to
leave a company and more importantly, often sees a connection between
performance and reward and invites less effort in groups or team situation
8. Intrinsic rewards have gained more significance way

Porter - Lawler Model

This is an extension/refined Vroom model. Porter Lawler model increases the

variables in Vroom model

Lyman Porter and Edward E. Lawler starts with the premises that motivation
(effort or force) does not equal to satisfaction or performance

Motivation (force) / = satisfaction ( performance

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They said that motivation, performance and satisfaction are all separate
variables and related in different ways from was originally designed

As shown in the model:

Starting with the left hand side of the model

 The expected value of a reward (1) combines with the expectations that
effort will result in a reward (2)

 These two influences determine the level of effort ( 3) that an employee

exerts

 Effort, however does not simply or easily convert into performance ( or

accomplishment)

 The employees ability (4) and role perception (5) interact in determining
the level of performance/accomplishment (6)

 Unless a person has a minimum level of ability and the correct

understanding of just how to perform a job, his or her effort will not yield
an acceptable level of performance

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 Performance may or may not be linked to reward intrinsic/extrinsic (7a,b)

in a given situation; hence the wavy lines between reward and
performance

 Employee expectation of what is equitable (8) in the way of reward is

influence by the awareness of his or per own performance

 Perception of equity or inequality interact with the rewards actually

received to determine the level of satisfaction (9)

 The model includes two feedback loops.

a. The first links satisfaction to subsequent estimates of the value of

the rewards – if an employee feels that the reward received for
past performance are not particularly satisfying, he or she will
diminish future efforts
b. The second feedback loop runs from the performance –reward
linkage to the expectations that future efforts will result in reward –
here again, the employees future effort will be influenced by his or
per past experiences

Conclusion

The following checklist, derived form the model suggests that successful
managers should :

1. offer valued rewards

2. Create perception that effort will lead to reward
3. Design jobs that so that effort lead to his performance

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4. Hire qualified employees

5. Train employees in the correct manner for performing their tasks
6. Design task so that performance is measurable
7. Design reward systems so that reward s are tied to performance
8. Ensure that rewards are view as fair as equitable

EQUITY THEORY

 Based on the work of Stacy Adams

 Attempts to explain the influence of such feelings like fairness, equity,
and how they serve as powerful stimulus to increase or decrease effort
and hence employees behaviour
 Adams equity theory assumes that people will strive to restore equity if
they feel an imbalance exists

 Basic to equity theory is the belief that employees continuously monitor

the degree of equity or inequity that exist in their working relations
by comparing their own outcomes and inputs with these of another
highly similar person
 In the context of equity theory, outcomes are anything that employees
view as being provided by their jobs or the organizations. Outcomes
include pay, office with space, access to clean washrooms, use of
company car tec.
 Inputs include all the contributions that a person makes to the
employment relationship
 Example of inputs include personal effort, years of service, education,
prior work experience, training etc

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 Generally speaking, inputs is anything that persons believe he or she

should be compensated for
Examples of inputs and outcomes

Inputs Outcomes

Effort Salary

Education Fringe benefits

Training Travel allowance

Experience Number of subordinates

Loyalty Autonomy

age Titles

Status symbols

Job assignment

Time off

Opportunity for overtime

Adams contends that individuals will estimate the rationof outcomes to

inputs.

But this ratio is only of partial importance

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Each person also calculates a similar ratio of another person whom he or she
judges to be in similar position. This second person is called the comparable
other

Adams predicts that an employee will be relatively satisfied if his or her won
ratios of outcome to inputs are equivalent to the ratio of comparison other

The condition may be summarized as follows

Outcome A = outcome B

Input A input B

If person A feels that his ratio is ether lower or higher than person B, he should
experience a sense of inequity. The magnitude of this feeling will be proportional
to the size of the gap between the two ratios

Feeling of inequity produces a psychological tension that requires reduction

If person A is under compensated in comparison to B( ration of A is less than

that of B) , he may need attempts to restore equity by working on the four
components in the tow ratios:

Outcome A < outcome B

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Input A input B

1. He may increase his own outcomes by asking for a raise

2. He may decrease his won input by being less productive’
3. He may decrease person Bs outcome by persuading his boss to alter B’s
pay
4. He may increase B’s input by pressuring him or her to work harder

If person B is undercompensated in a comparison to person A ( ration of A is

greater than that of B), equity theory predicts that person A will experience guilt
and will attempt to restore equity by altering one or more of the four components
of the two ratios.

Outcome A > outcome B

Input A input B

1. Person A may attempt to reduce his won outcomes

2. Orr increase persons B’s outcomes by appealing to his boss for an
adjustment
3. Person A may increase his inputs by exerting greater effort on the job
4. Person A may help person B to decrease her input, perhaps by couching
him/her in how to work for efficiently

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If the four components of the ratio cannot be altered and if the magnitude of
inequality is substantial, person A would be force to choose another course of
action. She/he might:

1. Alter his perception of the situation so that the inequity no longer seem
unjustified, saying for example “ I deserve to earn more money because I
work harder than most people
2. Leave the field by quitting or obtaining a transfer
3. Choose a different comparison other, someone whose ratio provides a
less uncomfortable contrast;

In essence, equity theory focuses on the issue of distributive justice

Distributive justice may be defined as the fairness of the amount of reward as

perceived by the reward recipient, and as compared against t the amount of
reward given to another

Another aspect of perceived fairness that is actually not part of equity theory per
se in the notion of procedural justice. This type of justice may be defined as the
fairness of the manner (or method) by which rewards are allocated, again as
perceived by the recipient of the reward . procedural justice, a somewhat
independent issue from distributive justice focuses on the way in which allocation
decisions are made, rather than on the results of the decisions