ADORA A. VOSOTROSPh.D – EPM l

Mindanao University of Science and Technology

DEFINING MOTIVATIONMotivation - 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

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.

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.

Classroom ApplicationIt 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.

•Classroom ApplicationIf 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.

Classroom ApplicationAfter 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 self-esteem. He/ she would not be able to develop creatively nor develop problem solving skills.

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.

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.

Early Theories of Motivation

ERG theory (Clayton Alderfer)There are three groups of core needs:

•existence, •relatedness, and

•growth

Early Theories of Motivationintrinsic 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.

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.

Early Theories of MotivationMotivators (factors that lead to extreme satisfaction)

AchievementRecognitionWork itself

ResponsibilityAdvancement

Growth

Early Theories of Motivation

Factors that lead to extreme dissatisfaction:Company policy and administration

SupervisionRelationship with supervisor

Work conditionsSalary

Relationship with peersPersonal life

Relationship with subordinatesStatussecurity

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.

EXPECTANCY THEORYThe 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.

Three components of Expectancy theory:1.Expectancy: Effort → Performance: the belief that one's effort will result in attainment of desired performance goals. 2.Instrumentality: Performance → Outcome: the belief that a person will receive a reward if the performance expectation is met. This reward may come in the form of a class reward, promotion, recognition or sense of accomplishment.

3.Valence- the value the individual places on the rewards based on their needs, goals, values and sources of motivation.

CLASSROOM APPLICATIONS

Contemporary Theories of Motivation

Cognitive Evaluation Theoryintroduction 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

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

Cognitive Evaluation Theory

SELF-CONCORDANCE - the degree to which a person’s reasons for

pursuing a goal is consistent with the person’s interests and core values

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.

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

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

Reinforcement Theory

a theory that says behavior is a function of its consequences.

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-outside3.Other-inside

4.Other-outside

Model of Organizational Justice

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.

• 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.

• 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.

Reference

Robbins, S.P & Judge T.A. (2011). Organizational Behavior (Global Edition). Pearson Education, Inc.

Singapore