Motivation ConceptsEssay Preview: Motivation ConceptsReport this essayWhy do people explore the unknown? Research explores that the operands of curiosity and exploration are motivational drivers. Motivation can be defined as the arousal, direction and persistence of behavior. (Franken, 1994) Motivation is an internal state or condition that activates behavior giving direction towards ones desire or want. The motivational drive is a basic or instinctive need associated in the effort of behavior directed towards a goal-oriented cause. Curiosity is central to motivation for exploratory behavior. Curiosity has been referred as a “passion for learning” and a motivational drive in approaching a characteristic form of behavior in exploring the unknown in acquiring new learning.
The Problem
Most people are unable to perform a cognitive action in the search for the answers to critical questions that must be answered. For a person to understand this problem, they must have an understanding of the “problem” behind it, and how it could be prevented, or avoided if one were not able to obtain the information which could be used to correct the problem. It is often said that many persons do not understand the “problem” behind the search for answers, and these persons simply are incapable of thinking clearly. This is one result of the belief that most people cannot be bothered to deal with problems and the people that can be bothered with problems are the ones who are lacking in mental energy.
This lack of concentration was demonstrated in a study by a researcher. He found that a person can work the problem of locating a missing piece of material in the “brain” as effectively as a person cannot. He claimed that:
1. The ability to concentrate the effort in new ways.
2. The ability to recognize problems in new ways.
3. The ability to avoid problems at all costs.
4. Self-control and the ability to solve problems.
5. The ability to solve problems at all costs.
These findings were summarized in the paper, published in 1999 by the Royal Society for the Study of Education. Most of the research shows that the need to concentrate and overcome the difficult problem of finding the answer or discovering the next difficult clue is essential to a person’s progress. The need for concentration is further demonstrated in a study by a well-known student who has worked on such a question. He found that a student who cannot concentrate during the day in the search for information is less motivated by the need to solve the problem. By doing this he found that he is less likely to develop an important insight into the solution of the problem:
6. The lack of concentration to work the problem effectively in new ways.
When the student tries to fix a problem in the pursuit of information that is needed for it to be discovered or to solve it, some people simply lack the insight necessary to understand the problem. To achieve an effective method of solving the problem, a person needs to find a solution that is relevant to the problem, that has a clear, logical and logical conclusion, that could be reached by the student easily, and are effective for achieving the goal and setting the goal. This is the concept that many people are unable to grasp because they are dependent on their bodies, because of lack of concentration, and due to the stress of training. In addition, it can be observed that individuals who are physically fit must often deal with physical stress and exhaustion that can lead to physical problems. Therefore, if someone is simply unable to perform a task successfully and cannot get adequate physical support if there is a problem, he is much less likely to improve the task because he is mentally tired and tired of dealing with physical problems. For the students who have been training for for the last 20 years, only 40 percent of them achieve the required 20 percent of their effort at solving or developing a new understanding of problems. This indicates deficiencies in the
The Problem
Most people are unable to perform a cognitive action in the search for the answers to critical questions that must be answered. For a person to understand this problem, they must have an understanding of the “problem” behind it, and how it could be prevented, or avoided if one were not able to obtain the information which could be used to correct the problem. It is often said that many persons do not understand the “problem” behind the search for answers, and these persons simply are incapable of thinking clearly. This is one result of the belief that most people cannot be bothered to deal with problems and the people that can be bothered with problems are the ones who are lacking in mental energy.
This lack of concentration was demonstrated in a study by a researcher. He found that a person can work the problem of locating a missing piece of material in the “brain” as effectively as a person cannot. He claimed that:
1. The ability to concentrate the effort in new ways.
2. The ability to recognize problems in new ways.
3. The ability to avoid problems at all costs.
4. Self-control and the ability to solve problems.
5. The ability to solve problems at all costs.
These findings were summarized in the paper, published in 1999 by the Royal Society for the Study of Education. Most of the research shows that the need to concentrate and overcome the difficult problem of finding the answer or discovering the next difficult clue is essential to a person’s progress. The need for concentration is further demonstrated in a study by a well-known student who has worked on such a question. He found that a student who cannot concentrate during the day in the search for information is less motivated by the need to solve the problem. By doing this he found that he is less likely to develop an important insight into the solution of the problem:
6. The lack of concentration to work the problem effectively in new ways.
When the student tries to fix a problem in the pursuit of information that is needed for it to be discovered or to solve it, some people simply lack the insight necessary to understand the problem. To achieve an effective method of solving the problem, a person needs to find a solution that is relevant to the problem, that has a clear, logical and logical conclusion, that could be reached by the student easily, and are effective for achieving the goal and setting the goal. This is the concept that many people are unable to grasp because they are dependent on their bodies, because of lack of concentration, and due to the stress of training. In addition, it can be observed that individuals who are physically fit must often deal with physical stress and exhaustion that can lead to physical problems. Therefore, if someone is simply unable to perform a task successfully and cannot get adequate physical support if there is a problem, he is much less likely to improve the task because he is mentally tired and tired of dealing with physical problems. For the students who have been training for for the last 20 years, only 40 percent of them achieve the required 20 percent of their effort at solving or developing a new understanding of problems. This indicates deficiencies in the
Motivation that encompasses the Drive Theory can be guided by key elements of a need and drive. The need is a physiological state of deprivation within ones self and drive is the psychological state attributable to reaching a goal. A physiological need creates an aroused tension state (a drive) that motivates one to satisfy the need. Maslow (1943) developed the Human Needs Hierarchy Theory where he determined ones goal is driven by the basic physiological need is that needs to be satisfied before one can work their way up in reaching a goal. The hierarchy involves satisfying a sense of safety (one of security and stability), satisfy a social need (a sense of belonging and acceptance), satisfy esteem needs (sense of achievement, competence, recognition, respect from others, and self-esteem), and satisfy self-actualization needs (sense of knowing you have reached ones fullest potential).
The motivational concept in the Drive Theory is the desire for significant accomplishment surrounded by fantasies or emotions (stress) reflecting on ones achievement concerns. Drive motivation centers around intrinsic and extrinsic desires which involve behavior for ones own sake or a behavior seeking reward or avoid punishment. Rewards and punishment affect ones drive motivation. Intrinsic behavior is an inner drive goal to do the best one can go achieve a result that satisfies a need. As I am attending an online educational program, the end result in getting a degree is a personal goal that may or may not enhance my workplace status. My decision to get a college degree is a goal that will be useful when or if I leave my present position. Extrinsic behavior towards my current employer as an employee is to give my best talents and job experience in being productive in maintaining job security and seeking pay increases when job performances are evaluated. Positive motivation from within ones self and employer relationships encourages productivity and boosts morale.
Motivation is a pivotal concept in most theories of learning. It is closely related to arousal, attention, anxiety, and feedback/reinforcement. A person needs to be motivated enough to pay attention while learning and the motivation to learn can decrease by internal anxieties or stress. Receiving a reward or feedback for an action usually increases the likelihood that the action will be repeated. Weiner (1990) points out that behavioral theories tended to focus on extrinsic motivation (i.e., rewards) while cognitive theories deal with intrinsic motivation (i.e., goals).
Thoughts relative to the behavioral theory, motivation was strictly a function of primary drives such as hunger, sex, sleep, or comfort. According to Hulls drive reduction theory, learning reduces drives and therefore motivation is essential to learning. The degree of the learning achieved can be manipulated by the strength of the drive and its underlying motivation. In Tolmans theory of purposive behaviorism, primary drives create internal states (i.e., wants or needs) that serve as secondary drives and represent intrinsic motivation. Motivation serves to create intentions and goal-seeking. Relevant to learning is achievement motivation (e.g., Atkinson & Raynor, 1974; Weiner). Motivation to achieve is a function of the individuals desire for success, the expectancy of success, and the incentives provided that are perceived as highly relevant to their career goals. According to Rogers, all individuals have a drive to self-actualize and this motivates learning. Four components of motivation: arousing interest, creating relevance, developing an expectancy of success, and producing satisfaction through intrinsic/extrinsic rewards presents an instructional design model for motivation. (Keller 1983)
Workplace motivation can be defined as the influence that makes us do things to achieve organizational goals: this is a result of our individual needs being satisfied (or met) so that we are motivated to complete organizational tasks effectively. As these needs vary from person to person, an organization must be able to utilize different motivational tools to encourage their employees to put in the required effort and increase productivity for the company. What makes a person motivated? The answer is survival (Smith, 1994). In our changing workplace and competitive market environments, motivated employees and their contributions are the necessary currency for an organizations survival and success. Motivational factors in an organizational context include working environment, job characteristics, and an appropriate organizational reward system and so on.
The development of an appropriate organizational reward system is probably one of the strongest motivational factors. This can influence both job satisfaction and employee motivation. The reward system affects job satisfaction by making the employee more comfortable and contented as a result of the rewards received. The reward system influences motivation primarily through the perceived value of the rewards and their contingency on performance (Hickins, 1998).
Practical applications in the workplace where companies have increased employee control in making their jobs better have increased productivity and better job satisfaction. Redesigning processes or changing chain of command will promote the employee to have greater control over their workload. As our company review team processes, we have shifted a responsibility that I have maintained over many years to a client-focused team which will provide a more efficient and standardized way in implementing portfolio reviews to internal committees. As I am in the process of turning over to a three member client team the application of putting together 15 committee books, this approach will motivate me to balance my other workload and strive
Practical applications in the workplace where companies have increased employee control in making their jobs better have increased productivity and better job satisfaction. Redesigning processes or changing chain of command will promote the employee to have greater control over their workload. As our company review team processes, we have shifted a responsibility that I have maintained over many years to a client-focused team which will provide a more efficient and standardized way in implementing portfolio reviews to internal committees. As I am in the process of turning over to a three member client team the application of putting together 15 committee books, this approach will motivate me to balance my other workload and strive
Personalization
• This application will offer a personalization approach to assist you during your employee review. You are encouraged to create an initial set of personalization and then add feedback/suggestions. This can take a few months and involve different things from designing the product you will be using, to changing the product design language, and to completing the process of submitting your e-mail. If your team makes changes, you are invited to review your current product as often as you would like as they are changing business ideas and are more in tune with the needs of the client. It also depends on your team. If management decides it is safe to move forward, these will help ensure that things go smoothly. We would often encourage you the same way we were in the late 90’s. The team will feel that your feedback is in line there and help you to get better at it.
• This application will offer a personalization approach to assist you during your employee review. You are encouraged to create an initial set of personalization and then add feedback/suggestions. This can take a few months and involve different things from designing the product you will be using, to changing the product design language, and to completing the process of submitting your e-mail. If your team makes changes, you are invited to review your current product as often as you would like as they are changing business ideas and are more in tune with the needs of the client. It also depends on your team. • Personalization has an impact on team morale. The more we understand what we are working on or who we are supporting, the better and more effective the company will be. When you start writing a personalization project, you are building rapport and building relationships with your team. It takes time; you can find a way to improve when you are already the leader (or the CEO, or someone in command) but also because you are developing the team with the highest level of professionalism, you need to learn the finer points of personalization before you start it. We like developing these skills as early as possible to encourage an easier pace.
Personalization has an impact on team morale. The more we understand what we are working on or who we are supporting, the better and more effective the company will be. When you start writing a personalization project, you are building rapport and building relationships with