This document discusses different theories of motivation. It begins by defining motivation as consisting of intensity, direction, and persistence of effort toward a goal. It then outlines several needs theories including Maslow's hierarchy of needs and Herzberg's two-factor theory. Maslow's hierarchy proposes that lower level needs must be satisfied before higher level needs motivate. Herzberg's theory distinguishes between hygiene factors that prevent dissatisfaction and motivation factors that increase satisfaction. The document also discusses process theories including expectancy theory, which ties motivation to expectations of rewards, and goal setting theory, which proposes that specific, difficult goals improve performance through increased effort, attention, and persistence.
3. What motivates you?
What motivated you to attend class today?
What motivates you to go to work everyday?
What motivates you to spend time with friends and
family?
4. The processes that account for an individual’s
intensity, direction, and persistence of effort
toward attaining a goal.
Key Elements
1. Intensity: how hard a person tries
2. Direction: toward a beneficial
goal
3. Persistence: how long a person
tries
9. Satisfied needs cease to motivate students
When threatened, student needs become more
basic
Self-actualization drives people to utilize their
most unique abilities
11. Hygiene Factor - work condition related to
dissatisfaction caused by discomfort or pain
◦ maintenance factor
◦ contributes to employee’s feeling not dissatisfied
◦ contributes to absence of complaints
Motivation Factor - work condition related to
the satisfaction of the need for psychological
growth
◦ job enrichment
◦ leads to superior performance & effort
14. Reflection…Reflection…
• summarize what you havesummarize what you have
learnedlearned
• make a connection frommake a connection from
your experienceyour experience
• ask a questionask a question
16. Performance RewardEffort
Perceived
value of reward
Perceived effort -
performance
probability
Perceived
performance -
reward probability
“If I work hard,
will I get the job
done?”
“What rewards
will I get when
the job is well
done?”
“What rewards
do I value?”
17. Needs theories
Maslow’s
hierarchy of needs
Herzberg’s two
factor theory
Process theories
• Expectancy Theory
• Goal Setting Theory
*******************
18. Goals
Specific
Difficult
Accepted
Effects on Person
Energizes
Directs attention
Encourages persistency
Encourages hard work
Feedback
Performance
Goal setting is generally accepted
as among the most valid and useful
motivation theories in educational
environments, industrial and
organizational psychology, human
resource management, and
organizational behavior.
19. It's important to strike an appropriate balance
between a challenging goal and a realistic goal.
Setting a goal that you'll fail to achieve is possibly
more de-motivating than setting a goal that's too
easy. The need for success and achievement is
strong, therefore people are best motivated by
challenging, but realistic, goals.
20. Encouraging the
development of goal-
attainment strategies
or action plans
Increasing
TEAM’S persistence
Regulating
TEAM’S effort
Directing
TEAM’S attention
Goals
Motivate
TEAMS
by...
Task
performance
Goals
21. Difficult Goals Lead to Higher Performance.Difficult Goals Lead to Higher Performance.
- Easy goals produce low effort and low motivation because the
goal is too easy to achieve.
- Impossible goals ultimately lead to lower performance
and low motivation because people begin to experience failure.
Specific Difficult Goals Lead to Higher Performance forSpecific Difficult Goals Lead to Higher Performance for
Simple Rather Than Complex Tasks.Simple Rather Than Complex Tasks.
- Specific goals impair performance when employees do not have
clear strategies for success
Feedback Enhances The Effect of Specific, DifficultFeedback Enhances The Effect of Specific, Difficult
Goals.Goals.
- Goals and feedback should be used together.
Insights from Goal-Setting ResearchInsights from Goal-Setting Research
22. Reflection…Reflection…
• summarize what you havesummarize what you have
learnedlearned
• make a connection frommake a connection from
your experienceyour experience
• ask a questionask a question