Motivation in Workplace

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Dayaanand

MOTIVATION

• Internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal.

• Motivation results from the interaction of both conscious and unconscious factors such as the

• (1 ) Intensity of or need • (2) Incentive or reward value of the goal, and

(3) Expectations of the individual and of his or her peers. These factors are the reasons one has for behaving a certain way. An example is a student that spends extra time studying for a test because he or she wants a better grade in the class .

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Intrinsic Motivation

• Intrinsic motivation relies on internal, personal factors such as needs, interests, and curiosity

• Definition – motivation associated with activities that are their own reward.

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Extrinsic Motivation

• Extrinsic motivation relies on external, environmental factors such as rewards, social pressure, and punishment.

• Definition – Motivation created by external factors such as rewards and punishments that has very little to do with the task itself.

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Contd…

• It is impossible to tell just by looking if a behavior is intrinsically or extrinsically motivated.

• Intrinsic and extrinsic tendencies are two independent possibilities, and, at any given time, we can be motivated by some of each.

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Approaches to Motivation Behavioral Approaches

• Source of Motivation: Extrinsic

• Important Influences: Reinforcers, rewards, incentives, and punishers

• Reward – an attractive object or event supplied as a consequence of a behavior

• Incentive – an object or event that encourages behavior

• Key theorists: Skinner

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Approaches to Motivation Humanistic Approaches

• Source of Motivation: Intrinsic

• Important Influences: Need for self-esteem, self-fulfillment, and self-determination

• Humanistic interpretation – An approach to motivation that emphasizes personal freedom, choice, self-determination, and striving for personal growth

• Key theorists: Maslow; Deci

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Approaches to Motivation Cognitive Approaches

• Source of Motivation: Intrinsic

• Important Influences: Beliefs, attributions for success and failure, expectations

• Key theorists: Weiner, Graham

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Approaches to Motivation Social Cognitive Theories

• Source of Motivation: Intrinsic and Extrinsic

• Important Influences: Goals, expectations, intentions, self-efficacy

• Key theorists: Locke & Latham; Bandura

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Needs, Goals, and Beliefs

• Maslow’s Hierarchy of Needs – 5 levels of human needs from basic physiological requirements to the need for self-actualization

• Most individuals move back and forth among different types of needs and may even be motivated by many needs at the same time.

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• Deficiency needs – Three lower-level needs, which must be satisfied first

• survival

• safety

• belonging

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• Being needs – Two higher-level needs, sometimes called growth needs. These needs can never be completely fulfilled, a person’s motivation increases to seek further fulfillment.

• self-esteem

• self-actualization

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Self-Determination: Need for Competence, Autonomy, and Relatedness

• When people experience self-determination, they are intrinsically motivated – they are more interested in their work, have a greater sense of self-esteem, and learn more.

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Self-Determination in the Workplace

• Workplace environments that support self-determination and autonomy are associated with greater interest and curiosity, sense of competence, creativity, conceptual learning, and preference for challenge.

• When people have the authority to make choices, they tend to internalize goals and take them as their own.

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Supporting Self-Determination and Autonomy

• Allow and encourage people to make choices

• Help people plan actions to accomplish self-selected goals

• Hold people accountable for the consequences of their choices

• Provide rationales for limits, rules, and constraints

• Use non-controlling, positive feedback (limit controlling language such as must, ought, have to, should…).

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The Need for Relatedness:

• Is the desire to establish close emotional bonds and attachments with others. Relatedness is similar to a sense of belonging.

• Organizations promote a sense of belonging by personalizing instruction, showing an interest in staffs’ lives, and creating a supportive, caring social environment.

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Goal Orientations

• Goal – What an individual strives to accomplish • 4 main reasons why goal setting improves performance

(Locke & Latham, 2002) • Direct our attention to the task at hand and away from

distractions • Energize effort • Increase persistence • Promote the development of new knowledge and

strategies

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4 Achievement Goal Orientations

1. Mastery goal (task goals or learning goals) -> Focus on personal intention to improve abilities

and learn not just the outcome . - > When people set these goals engagement is

higher, they are more invested. -> They seek challenges, persist when encountering

difficulty, and feel better about their work -> Called: Task-involved learners – People who

focus on mastering the task or solving the problem

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2. Performance goal (ability goals or ego goals)

-> A personal intention to seem competent or perform well in the eyes of others.

-> More concerned with getting( doing) better than others. Evaluation of their performance is more important than what they learn.

-> Called: Ego-involved learners – People who focus on how well they are performing and how they are judged by others

• People can and do use both types of goals at the same time.

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4 Achievement Goal Orientations

3. Work-avoidant goals– People who don’t want to learn or to look smart, but just want to avoid work. They feel successful when they don’t have to try hard or when the work is easy.

4. Social goals – A wide variety of needs and motives to be connected to others or part of a group. This is more important as people get older. The need for social relationships is basic and strong for most people.

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Feedback, Goal Framing, and Goal Acceptance

• 3 additional factors that make goal setting effective are :

1.Feedback - emphasizing progress is the most effective in motivating.

2.Goal Framing - linking activities to an individuals’ intrinsic goals of becoming more competent self-directed, and connected with others. The person will process information more deeply and persist longer to gain understanding

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3.Goal Acceptance - Commitment matters: The relationship between higher goals and better performance is strongest when people are committed to the goals (Locke & Latham, 2002)

• People are more likely to work toward goals that are clear, specific, reasonable, moderately challenging, and attainable within a relatively short period of time. ( SMART goals )

• When using reward or incentive systems, be sure the goal you set is to learn and improve in some area, not just to perform well or look smart.

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Beliefs and Self-Perceptions

2 basic concepts of ability

• Entity view of ability – Belief that ability is a fixed characteristic that cannot be changed. If a person holds this belief they tend to set small performance goals and strive to protect themselves from failure

• Incremental view of ability – Belief that ability is a set of skills that can be changed. If a person holds this belief they tend to set mastery goals and handle failure constructively

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Mastery-oriented People

• People who focus on goals because they value achievement and see ability as improvable :

• Attitude toward Failure: Low • Goals Set: Moderately difficult and challenging • Attributions: Effort, use of right strategy,

sufficient knowledge is cause of success • View of Ability: Incremental; improvable • Strategies: Adaptive strategies; e.g., try another

way, seek help, practice/work more

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Failure-avoiding People

• People who avoid failure by sticking to what they know, by not taking risks, or by claiming not to care about their performance :

• Attitude toward Failure: High • Goals Set: Very hard or very easy • Attributions: Lack of ability is cause of failure • View of Ability: Entity • Strategies: Self-defeating strategies; e.g., make a

feeble effort, pretend not to care

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Failure-accepting People

• People who believe their failures are due to low ability and there is little they can do about it

• Attitude toward Failure: Expectation of failure; depression

• Goals Set: Low performance goals or no goals • Attributions: Lack of ability is cause of failure • View of Ability: Entity • Strategies: Learned helplessness; likely to give up

– Learned helplessness – The expectation, based on previous experiences with a lack of control, that all ones efforts will lead to failure

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Encouraging Self-Worth

• Emphasize that abilities are not set but always improvable.

• Talk about the difference between learning (mastery ) goals and performance goals.

• Encourage help-seeking and help-giving

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