2. DEFINITION
•It is a dynamic process
initiating and directing
behavior, continuous but
fluctuating in intensities, and
aimed at the satisfaction of
the individual‟s need (Swift).
3. Motivation is defined as the process
that initiates, guides, and maintains
goal-oriented behaviors. Motivation
is what causes us to act, whether it
is getting a glass of water to reduce
thirst or reading a book to gain
knowledge.
4. COMPONENTS OF MOTIVATION
• Activation involves the decision to initiate a
behavior, such as enrolling in a psychology
class.
• Persistence is the continued effort toward a goal
even though obstacles may exist, such as
taking more psychology courses in order to
earn a degree although it requires a significant
investment of time, energy, and resources.
• Intensity can be seen in the concentration and
vigor that goes into pursuing a goal.
5. CHARACTERISTICS
Motivation is a psychological phenomenon: Motivation is
an internal feeling which generates within an individual.
Motivating factors are always unconscious but they are to
be aroused by leadership action.
Motivation is based on needs: Needs may be consciously
or unconsciously felt. Needs may be (a) fundamental
needs such as food, clothes, shelter, etc. and (b) ego-
satisfaction needs such as self-development, self-
actualization. These needs vary with individuals and with
the same individual at different times.
Goals are motivator: Motivation causes goal directed
behavior, feeling of need by the person causes him to
behave in such a way that he tries to satisfy himself.
6. CHARACTERISTICS
Motivation is different from satisfaction: Motivation
implies a drive towards an outcome while satisfaction
involves outcomes already experienced and
achieved satisfaction is the contentment experienced
when a desire is satisfied.
Motivation is a continuous process: Motivation is an
unending process. Wants are innumerable and cannot
be satisfied at one time. As satisfaction of needs is an
unending process, so the process of motivation is also
unending.
Motivation is related to a person in totality: Person in
totality, not in part, is motivated.
7. IMPORTANCE OF MOTIVATION
• Best utilization of resources: Motivation ensures best and
efficient utilization of all types of resources.
• Will to contribute: There is a difference between
“capacity to work” and “willingness to work.” One can
be physically and mentally fit to work but he may not be
willing to work. Motivation results in a feeling of
involvement to present his better performance. Thus,
motivation bridges the gap between capacity to work
and willingness to work.
• Sizeable increase in production and productivity: When
motivated properly, people try to put efforts to produce
more, thus increasing their efficiency and as a result of
this the general production and productivity of the
organization increases.
8. IMPORTANCE OF MOTIVATION
• Basis of cooperation: In a zeal to produce more the
members work „as a team to pull the weight effectively,
to get their loyalty to the group and the organization, to
carry out properly the activities allocated and generally
to play an efficient part in achieving the purpose which
the organization has undertaken'.
• Improvement upon skill and knowledge: All the
members will try to be as efficient as possible and will try
to improve upon their skill and knowledge so that they
may be able to contribute to the progress of the
organization.
• Better image: A firm that provides opportunities for the
advancement of its people has a better image in the
minds of the public as a good employer.
9. IMPORTANCE OF MOTIVATION
• Best utilization of resources: Motivation ensures best and
efficient utilization of all types of resources.
• Will to contribute: There is a difference between
“capacity to work” and “willingness to work.” One can
be physically and mentally fit to work but he may not be
willing to work. Motivation results in a feeling of
involvement to present his better performance. Thus,
motivation bridges the gap between capacity to work
and willingness to work.
• Sizeable increase in production and productivity: When
motivated properly, people try to put efforts to produce
more, thus increasing their efficiency and as a result of
this the general production and productivity of the
organization increases.
10. CLASSIFICATION OF MOTIVATION
Intrinsic motivation: Intrinsic motivations are those
that arise from within the individual, such as doing a
complicated cross-word puzzle purely for the
personal gratification of solving a problem.
Internal desires to perform a particular task, people
do certain activities because it gives them pleasure,
develops a particular skill, or It‟s morally the right
thing to do.
11. Extrinsic motivation: Extrinsic motivations are those
that arise from outside of the individual and often
involve rewards such as trophies, money, social
recognition or praise.
Factors external to the individual and unrelated to the
task they are performing. Examples include money,
good grades, and other Rewards.
12. TECHNIQUES OF MOTIVATING THE
STUDENTS IN CLASSROOM
• Child centric approach
• Linking with previous knowledge
• Definiteness of goals
• Knowledge of the results and progress
• Praise
• Rewards
• Healthy competition
13. THEORY OF HUMAN MOTIVATION
• It was in 1943 a Psychologist Mr.
Abraham Harold Maslow suggested his
Theory of Human Motivation. Maslow's
theory is based on the Hierarchy of
Human Needs.
14. ASSUMPTIONS IN HIERARCHY OF
NEEDS THEORY
I
• Man is a wanting being, i.e. his wants are growing
continuously even when some wants are satisfied.
Human needs are of varied and diversified nature.
They can be arranged in a hierarchy of importance
progressing from a lower to a higher order of needs.
• Needs have a definite hierarchy of importance. As
soon as needs on a lower level are fulfilled, those on
the next level will emerge and demand satisfaction.
• A satisfied need does not act as a motivator.
• As one need is satisfied, another replaces it.
15.
16. • Physiological Needs : Physiological needs are the
basic needs for sustaining human life. These needs
include food, shelter, clothing, rest, air, water, sleep
and sexual satisfaction. These basic human needs
(also called biological needs) lie at the lowest level
in the hierarchy of needs as they have priority over
all other needs.
17. • Security / Safety Needs : These are the needs
connected with the psychological fear of loss of
job, property, natural calamities or hazards, etc. An
employee wants protection from such types of fear.
He prefers adequate safety or security in this regard
i.e. protection from physical danger, security of job,
pension for old age, insurance cover for life, etc.
The safety needs come after meeting the
physiological needs.
18. Social Needs : An employee is a human being is
rightly treated as a social animal. He desires to stay in
group. He feels that he should belong to one or the
other group and the member of the group should
accept him with love and affection. Every person
desires to be affiliated to such groups. This is treated
as basic social need of an individual.
19. • Esteem Needs : This category of needs include the
need to be respected by others, need to be
appreciated by others, need to have power and
finally prestigious position. Once the previous needs
are satisfied, a person feels to be held in esteem
both by himself and also by others. Thus, esteem
needs are two fold in nature. Self esteem needs
include those for self confidence, self-respect,
competence, etc. The second groups of esteem
needs are those related to one's status, reputation,
recognition and appreciation by others. This is a
type of personal ego which needs to be satisfied.
20. Self-actualisation Needs : This is the highest among
the needs in the hierarchy of needs advocated by
Maslow. Self actualisation is the desire to become
what one is capable of becoming. It is a 'growth'
need. A worker must work efficiently if he is to be
ultimately happy. Here, a person feels that he should
accomplish something in his fife. He want to utilise his
potentials to the maximum extent and desires to
become what one is capable of becoming.
22. ACHIEVEMENT
People with a high need for achievement (nAch)
seek to excel and thus tend to avoid both low-risk
and high-risk situations. Achievers avoid low-risk
situations because the easily attained success is not
a genuine achievement. In high-risk projects,
achievers see the outcome as one of chance rather
than one's own effort. High nAch individuals prefer
work that has a moderate probability of success,
ideally a 50% chance. Achievers need regular
feedback in order to monitor the progress of their
acheivements. They prefer either to work alone or
with other high achievers.
23. AFFILIATION
Those with a high need for affiliation (nAff) need
harmonious relationships with other people and need
to feel accepted by other people. They tend to
conform to the norms of their work group. High nAff
individuals prefer work that provides significant
personal interaction. They perform well in customer
service and client interaction situations.
24. POWER
A person's need for power (nPow) can be one of two
types - personal and institutional. Those who need
personal power want to direct others, and this need
often is perceived as undesirable. Persons who need
institutional power (also known as social power) want
to organize the efforts of others to further the goals of
the organization. Managers with a high need for
institutional power tend to be more effective than
those with a high need for personal power.
25. THEMATIC APPERCEPTION TEST
McClelland used the Thematic Apperception Test (TAT) as
a tool to measure the individual needs of different people.
The TAT is a test of imagination that presents the subject
with a series of ambiguous pictures, and the subject is
asked to develop a spontaneous story for each picture.
The assumption is that the subject will project his or her
own needs into the story.
Psychologists have developed fairly reliable scoring
techniques for the Thematic Apperception Test. The test
determines the individual's score for each of the needs of
achievement, affiliation, and power. This score can be
used to suggest the types of jobs for which the person
might be well suited.
26. IMPLICATIONS FOR MANAGEMENT
People with different needs are motivated differently.
• High need for achievement - High achievers should
be given challenging projects with reachable
goals. They should be provided frequent feedback.
While money is not an important motivator, it is an
effective form of feedback.
• High need for affiliation - Employees with a high
affiliation need perform best in a cooperative
environment.
• High need for power - Management should provide
power seekers the opportunity to manage others.
27. WEINER’S ATTRIBUTION THEORY
•Bernard Weiner (born 1935) is a social
psychologist who is known for
developing a form of attribution theory
which explains the emotional and
motivational entailments of academic
success and failure.
28. • It emphasizes that learners' current self-
perceptions will strongly influence the ways
in which they will interpret the success or
failure of their current efforts and hence
their future tendency to perform these same
behaviors.
29. • First, the cause of the success or failure
may be internal or external. That is, we
may succeed or fail because of
factors that we believe have their
origin within us or because of factors
that originate in our environment.
30. • Second, the cause of the success or failure
may be either stable or unstable. If the we
believe cause is stable, then the outcome is
likely to be the same if we perform the same
behavior
unstable,
on another occasion.
the outcome is likely
If it is
to be
different on another occasion
31. •Third, the cause of the success or
failure may be either controllable or
uncontrollable. A controllable factor is
one which we believe we ourselves can
alter if we wish to do so. An
uncontrollable factor is one that we do
not believe we can easily alter.
32. •An important assumption of
attribution theory is that people will
interpret their environment in such a
way as to maintain a positive self-
image.
33. FACTORS RELATED TO ATTRIBUTION
THEORY
• Ability is a relatively internal and stable factor over
which the learner does not exercise much direct
control.
• Task difficulty is an external and stable factor that is
largely beyond the learner's control.
• Effort is an internal and unstable factor over which
the learner can exercise a great deal of control.
• Luck is an external and unstable factor over which
the learner exercises very little control.
