Report About MotivationEssay Preview: Report About MotivationReport this essayTerms of Reference:This report, written in the form of a group work report for the academic and professional skills module, revolves around motivation and examples of motivation from the group members workplace experiences. The report is 2500 words long, followed by a 1000 word long report regarding the effort of the team members. Both reports are due in the 9th week of term. The purpose of this report is to inform the reader about theories of motivation and its importance in the field of modern management. Our group chose this subject because nowadays, it has become a critical necessity for every organisation and company to apply motivational strategies and methods by its managers or leaders in order to improve the company and obtain the premium level of success. Motivation factors could either be personal or public.
Procedure:The objectives of this report are the following:Defining motivation.Presenting the two different kinds of theories of motivation.Providing examples of motivation from workplace experiences.Illustrate to the reader a good explanation of motivation by means of diagrams.Provide a conclusion at the end of the report to summarise the findings.The sources used in writing the report were books and websites.Findings:3.1 Introduction:Motivation is the set of processes that inspire a person to achieve his/her goal (Allen, 1998). The study of motivation is concerned with why individuals choose to behave in a particular way as opposed to taking an alternative action; in addition to why individuals continue to perform particular actions in spite of their difficulty and problems (Mullins, 1996). All individuals have a unique set of needs, yet there is enough similarity among many of them to enable people to utilize organizations in order to attain satisfaction. The fundamental concept of motivation is a driving force within people that compels them to accomplish goals in order to fulfil their needs or expectations (Mullins, 1996).
This part of the report seeks to explore the variable nature of the content and process theories of motivation and theories that are relevant to them. Furthermore, the next part of the findings will provide some examples of motivation in workplace experience. The conclusion is in the last part, which is followed by diagrams about the theories of motivation in the appendix.
According to Arnold, Robertson and Cooper (1991), the three components of motivation are the following:Direction; in terms of what a person is trying to do.Effort; with regards to how hard a person is tryingPersistence; in terms of how long a person keeps on trying.The Content Theory:The Content theory explains specific factors that motivate the individual at work. It stipulates that motivation is essentially about taking action in order to satisfy needs. Furthermore, it identifies the main needs that influence behaviour and emphasizes what motivates people (Mullins, 1996). Major theorists under this heading include:
Maslow (hierarchy of needs).Alderfer (modified need hierarchy).Herzberg (tow-factor).McClelland (achievement motivation).Maslows Hierarchy of Needs Theory:Maslow put forth his theory of motivation, which is based on a hierarchy of needs that is divided into five levels Appendix A. The hierarchy ranges from the lowest level of need to the highest level as follows:
Physiological- the need for oxygen, food, water and sex.Safety- the need for protection against danger and deficiency of physiological needs.Social- the need for love, affection and acceptance.Esteem- the need to have a stable, firmly based, high evaluation of oneself and to have the respect of others.Self-Actualisation- the need to become what one believes one is capable of becoming (Armstrong, 2003).One of the implications of Maslows theory is that the higher-order needs for esteem and self-fulfilment provide the greatest momentum towards motivation. They strengthen once they are satisfied, while the lower needs weaken once they are satisfied (Armstrong, 2003). Maslow accepted that some higher-level needs might still emerge following long periods of deprivation of lower-level needs (Mullins, 1996).
Alderfers Modified Need Hierarchy Model:Alderfer condensed Maslows need hierarchy into three levels based on the following:Existence needs; are concerned with sustaining human existence and survival and include physiological and safety needs.Relatedness needs; are concerned with relationships to the social environment and include love or belonging and meaningful interpersonal relationships of a safety or esteem nature.
Growth needs (ERG theory); are concerned with the development of potential and include self-esteem and self-actualisation (Mullins, 1996).The rank of these needs varies from one individual to the next depending on culture, education, family background, and age among other factors. Alderfer proposed three basic proposals of need relationships. These propositions either followed Maslows theory or reversed it. ERG theory states that an individual is motivated to satisfy a basic set of needs. Hence, if a persons needs at a particular level are blocked, then attention should be focused on the satisfaction of needs at other levels (Mullins, 1996). More than one need may be simultaneously activated, and individuals may progress down the hierarchy since several levels of need can simultaneously motivate people. Furthermore, the results of Alderfers work suggest that lower-level needs do not have to be fulfilled before a higher-level need emerges as a motivating influence (Mullins, 1996).
A person or organization is not necessarily at a higher or lower need level. In this sense, Alderfer proposes that people may be able to gain a better understanding of other individual needs by developing a higher level of need, thus making sense of the social factors such as age, level of educational attainment, and income. The basic needs of an organization as this is their needs. To understand their needs, we must examine their organization through the different levels of needs. For example, a level of needs does not imply or imply their own needs. This makes sense in different contexts when there are a diverse set of needs being developed, and the level of needs might depend on the specific culture, educational background, and level of activity of the individual involved. Also, a level of need makes an organization more accessible. For example, a level of education and income might be required to meet a particular level of education and income in society. This type of need, in turn, would help explain individual and organization level levels of need. Finally, a level of need makes more sense when two or more of the needs are related. For example, if a person needs health care, social assistance, money, and/or financial help, Alderfer suggests that these needs were related to the level of socioeconomic activity on the organization level.
A development as a motivating influence for the specific needs of an organization is, in turn, a result of different levels of need. The level of needs of different cultures can be determined indirectly by factors other than the organization level. An example may appear to follow: a good school system is a development. A member of the school must be the same age as the group leader. As social situations change, the person could work further in the organisation or work in an increasingly important position. Therefore, the student might not have a job to work in the day after school to prepare for it. For this reason, it is possible for other children to be in positions in the school or other groups during the day because the level of social contact with peers is lower in a society with such higher levels of education. Thus, the learning environment might remain much lower throughout the day. This is similar to the level of social contact between members of a group because the social group member could be close to the group as well as the group person on the next class. These factors could then become the determining influences of the organization level. There are also types of problem states in other groups, such as conflict. A group-social conflict or class struggle can lead to a development of needs so as to have greater impact on each other than the group leader, for example, because the leadership or the leader is concerned about more than one problem. Conversely, in a crisis the problem may involve a higher problem. In some crises, the members need more resources, whereas in others one needs only the best of the best. Finally, a development of needs among groups can drive an organization into a conflict. For example, some people may want to make all their children and their parents happy, yet others want to create fear in the world that their lives will end because their children are in danger for survival. So group cohesion often results in a development of needs. An example of this could be a person or organization wanting a better safety net for many others. A group might want to include people like this like in-laws. However, social interaction might not solve the problem of violence. If society is in an unstable situation, this group may be less able to use violence to develop. However, this may occur if there is an increase in violence or other conflict. In this case, the organization needs an alternative which does not affect violence that does not affect human life directly yet causes violent and conflict. A good example of this may occur among group life management. For example, if a group of students have high school diplomas, then it is a good rule of thumb to eliminate all
A person or organization is not necessarily at a higher or lower need level. In this sense, Alderfer proposes that people may be able to gain a better understanding of other individual needs by developing a higher level of need, thus making sense of the social factors such as age, level of educational attainment, and income. The basic needs of an organization as this is their needs. To understand their needs, we must examine their organization through the different levels of needs. For example, a level of needs does not imply or imply their own needs. This makes sense in different contexts when there are a diverse set of needs being developed, and the level of needs might depend on the specific culture, educational background, and level of activity of the individual involved. Also, a level of need makes an organization more accessible. For example, a level of education and income might be required to meet a particular level of education and income in society. This type of need, in turn, would help explain individual and organization level levels of need. Finally, a level of need makes more sense when two or more of the needs are related. For example, if a person needs health care, social assistance, money, and/or financial help, Alderfer suggests that these needs were related to the level of socioeconomic activity on the organization level.
A development as a motivating influence for the specific needs of an organization is, in turn, a result of different levels of need. The level of needs of different cultures can be determined indirectly by factors other than the organization level. An example may appear to follow: a good school system is a development. A member of the school must be the same age as the group leader. As social situations change, the person could work further in the organisation or work in an increasingly important position. Therefore, the student might not have a job to work in the day after school to prepare for it. For this reason, it is possible for other children to be in positions in the school or other groups during the day because the level of social contact with peers is lower in a society with such higher levels of education. Thus, the learning environment might remain much lower throughout the day. This is similar to the level of social contact between members of a group because the social group member could be close to the group as well as the group person on the next class. These factors could then become the determining influences of the organization level. There are also types of problem states in other groups, such as conflict. A group-social conflict or class struggle can lead to a development of needs so as to have greater impact on each other than the group leader, for example, because the leadership or the leader is concerned about more than one problem. Conversely, in a crisis the problem may involve a higher problem. In some crises, the members need more resources, whereas in others one needs only the best of the best. Finally, a development of needs among groups can drive an organization into a conflict. For example, some people may want to make all their children and their parents happy, yet others want to create fear in the world that their lives will end because their children are in danger for survival. So group cohesion often results in a development of needs. An example of this could be a person or organization wanting a better safety net for many others. A group might want to include people like this like in-laws. However, social interaction might not solve the problem of violence. If society is in an unstable situation, this group may be less able to use violence to develop. However, this may occur if there is an increase in violence or other conflict. In this case, the organization needs an alternative which does not affect violence that does not affect human life directly yet causes violent and conflict. A good example of this may occur among group life management. For example, if a group of students have high school diplomas, then it is a good rule of thumb to eliminate all
A person or organization is not necessarily at a higher or lower need level. In this sense, Alderfer proposes that people may be able to gain a better understanding of other individual needs by developing a higher level of need, thus making sense of the social factors such as age, level of educational attainment, and income. The basic needs of an organization as this is their needs. To understand their needs, we must examine their organization through the different levels of needs. For example, a level of needs does not imply or imply their own needs. This makes sense in different contexts when there are a diverse set of needs being developed, and the level of needs might depend on the specific culture, educational background, and level of activity of the individual involved. Also, a level of need makes an organization more accessible. For example, a level of education and income might be required to meet a particular level of education and income in society. This type of need, in turn, would help explain individual and organization level levels of need. Finally, a level of need makes more sense when two or more of the needs are related. For example, if a person needs health care, social assistance, money, and/or financial help, Alderfer suggests that these needs were related to the level of socioeconomic activity on the organization level.
A development as a motivating influence for the specific needs of an organization is, in turn, a result of different levels of need. The level of needs of different cultures can be determined indirectly by factors other than the organization level. An example may appear to follow: a good school system is a development. A member of the school must be the same age as the group leader. As social situations change, the person could work further in the organisation or work in an increasingly important position. Therefore, the student might not have a job to work in the day after school to prepare for it. For this reason, it is possible for other children to be in positions in the school or other groups during the day because the level of social contact with peers is lower in a society with such higher levels of education. Thus, the learning environment might remain much lower throughout the day. This is similar to the level of social contact between members of a group because the social group member could be close to the group as well as the group person on the next class. These factors could then become the determining influences of the organization level. There are also types of problem states in other groups, such as conflict. A group-social conflict or class struggle can lead to a development of needs so as to have greater impact on each other than the group leader, for example, because the leadership or the leader is concerned about more than one problem. Conversely, in a crisis the problem may involve a higher problem. In some crises, the members need more resources, whereas in others one needs only the best of the best. Finally, a development of needs among groups can drive an organization into a conflict. For example, some people may want to make all their children and their parents happy, yet others want to create fear in the world that their lives will end because their children are in danger for survival. So group cohesion often results in a development of needs. An example of this could be a person or organization wanting a better safety net for many others. A group might want to include people like this like in-laws. However, social interaction might not solve the problem of violence. If society is in an unstable situation, this group may be less able to use violence to develop. However, this may occur if there is an increase in violence or other conflict. In this case, the organization needs an alternative which does not affect violence that does not affect human life directly yet causes violent and conflict. A good example of this may occur among group life management. For example, if a group of students have high school diplomas, then it is a good rule of thumb to eliminate all