staff motivatio lecture 2

1. STAFF MOTIVATION
4. 0 Describe motivation as a factor
affecting work performance in tourism
organization

2. RELATED TASKS
 Key terms of staff motivation in organization
 Types of motivation.
 Theories of motivation-Maslow;
 Importance of motivating staff;
 Factors for improving motivation
 Conclusion.

3. TERMS RELATED TO MOTIVATION
 Motivation
 Need
 Drive
 Reward
 Instinct
 Reinforcer
 Reinforcement
 Intrinsic motivation
 Extrinsic motivation

4. WHAT IS MOTIVATION?
Motivation comes from the root “motive”
which means,
“a reason for doing something”
why do you do whatever you want to do?

5. QUOTATION:
“People don’t change
their behaviour unless it makes a difference
for them to do so”
by: Frank Tarkenton

6. FOR EXAMPLE:
1. Why are you here?
2. Why are you studying?
3. Why do you spend sleepless nights studying?
4. Why do you intend to have a higher GPA?
5. Why do you strive to avoid supplementary?
6. Why do you struggle to master difficult tasks in
performing tasks?

7. The answer to the above questions is because,
“People don’t change their behaviour unless it
makes a difference for them to do so”

8. DEFINITION OF MOTIVATION
According to Jay, (2007: 24),
Motivation is all about satisfying people’s wants
and needs.
A good example is Maslow’s Hierarchy of needs

9. DEFINITION, CONT……..
 Motivation is the desire, needs or interests that
arouse an organism and direct it towards a
specific goal.
 It is the process of arousing movement in the
organism through the release of energy within the
tissues.

10. DEFINITION…….
 Clegg, et al., (2011:148)
Motivation is the psychological processes that
drive behaviour towards the attainment or
avoidance of some object (be that object a
person or relationship, an abstract concept such
as love, or a material good such as money, iPod or
car)

11.  Motivation can arise from either external or internal
sources.
 Desire for food and water, for example, arise from
internal and the desire for approval and recognition
results from external circumstances.

12.  Sometimes motivation results from interaction of
both internal and external factors.
For example:
To shift from one working station to another,
might be a result of a combination of the two.

13.  Motivation is defined as “the intention of
achieving a goal, leading to goal-directed
behavior.

14. INTRINSIC MOTIVATION
 Is a desire to be effective in the needs.
 It comes from within someone’s heart;
 It includes, for example:
enjoyment of a task, the satisfaction of a job well
done, and the desire to achieve, etc.

15. EXTRINSIC MOTIVATION
 Is an external reward which when given to
someone, it stimulates certain behaviour
 It comes about because of external factors such as a
bonus or another form of reward; or avoiding
punishment of a bad outcome;
 Being motivated to work hard at the office because
you are looking for a promotion is a type of extrinsic
motivation

16. EXTRINSIC………
 Social recognition, money, fame, competition or
material achievements are all examples of
extrinsic motivation

17. THE 2 TYPES IN
SCHOOL ENVIRONMENT
 The former type of motivation may include one’s
desire not only to pass exam, but also to pass with a
higher grade,
 The latter motivation may include one’s struggle just
to avoid a supplementary or repeat course, or to be
given a reward or any pay, or just to be recognized to
have done well.

18. NEED
 It is a condition whose satisfaction is necessary
for the maintenance of homeostasis (state of
balance).
 Is an internal imbalance that occurs when there is
something incomplete.
 Or, it is perceived lack that causes a behaviour,
which may be psychological, physiological, or
social.

19. DRIVE
 It is an attempt of an organism to restore its state of
balance (homeostasis) by satisfying a certain need.
Eating food, for example, is a response of hunger
stimulus.

20. INSTINCT
 It is an inner or genetically predetermined
disposition to behave in a particular way when
confronted with certain stimuli.

21. INSTICT….
 Instinct is what differentiate us from others;
 Each of us has their own way of behaving when
confronted with a particular stimulus;
 That is why we are expected to act differently
when confronted with different stimuli (be they
wise actions or unwise ones)

22. REWARD
 Is a thing that you are given because you
have done something good, or worked
hard, etc.

23. REINFORCEMENT
 Is any behaviour that strengthens a
particular learning and makes a particular
behaviour more probable (to recur/to be
repeated)
 Is a consequence that increases the
probability of a behaviour to occur.

24. REINFORCER
 Is anything that is applied during the process of
reinforcement so as to encourage certain
behaviour to recur.

25. THE COMPLEX NATURE
OF MOTIVATION
 Learning what motivates you is an essential part
of knowing yourself;
 Knowing what motivates others is basic to
establishing and maintaining effective
relationships

26. MOTIVATION NATURE….
 Each person is motivated by different needs, at
varying degrees, and at different times;
 Internal motivation is self-granted and comes when
something is meaningful or gives sense of purpose

27. MOTIVATION NATURE…
 External motivation is an action taken by another
person;
 Usually involves an incentive or anticipation of a
reward.
Examples:
 Money
 Awards
 Performance feedback

28. MOTIVATION NATURE..
 Most people need both intrinsic and extrinsic
motivation.
 Organizations should strive to balance internal and
external motivation so as to help workers
maximize their performance.

29. TYPES OF MOTIVATION
 Scholars differ in the way they classify
motivation;
 Each of them, however, do agree on the two
types which are:
i. Intrinsic motivation; and
ii. Extrinsic motivation

30. INTRINSIC
 Preference for challenge
 Curiosity/interest
 Independent mastery
 Independent judgement
 Internal criteria for
success
EXTRINSIC
 Preference for easy work
 Pleasing a teacher/getting
grades
 Supervisor has to figure out
problems
 Reliance on boss’s judgment
about what to do
 External criteria for success

31. OTHER TYPES
 Achievement motivation,
 Affiliation motivation/membership-based
 Competence motivation,
 Power motivation,
 Attitude motivation.
 Task motivation;
 Integrative motivation; and
 Instrumental motivation.
 Look for their meaning and how can they be
applied to motivate workers in work places.

32. THEORIES OF MOTIVATION
 Many psychologists have added to our knowledge of
what motivates people.
 The basic problem is how to apply knowledge of
motivation in the workplace.
 There exist a number of theories, each trying to
explain how staff in the work place can be
motivated.

33. SOME OF THEORIES:
 Maslow’s Hierarchy of needs Theory ( Abraham
Maslow).
 Goal Setting Theory (Edwin Locke) .
 Two factor Theory, also called Herzberg theory
(Fredrick Herzerberg).
 Expectancy Theory (Victor Vroom).
 ERG Theory developed (Clayton Alderfer)
 Our focus: Maslow’s theory.

34. MASLOW’S HIERARCHY
OF NEEDS THEORY
 Abraham Harold Maslow was an American
psychologist
 He introduced his hierarchy of needs in 1943
paper entitled ‘A theory of Human Motivation’
 He proposes that humans are motivated by
multiple needs which exist in a hierarchical order;
 He identified five types of motivating needs in
order of ascendance

36. PHYSIOLOGICAL NEEDS
 Include the most basic human physical needs,
including food, water, air, shelter and warmth.
 In the organizational setting, these are reflected in
the need for adequate heat, air and basic salary to
ensure survival;
 The case of Mweka:
housing and allowance for the same (to those leaving
off campus), good offices, free breakfast, and food
allowance.

37. SAFETY NEEDS
 Needs for a safe and secure physical and
emotional environment and freedom from
threats,
i.e. free from war and natural disasters in the
workplace. A safe working environment.
 In organizations/workplace setting; safety needs
reflect the need for safe job, fringe benefits and
job security.

38. Safety needs……………..
 from physical attack
 from emotional attack
 from fatal disease
 from invasion
 from extreme losses (job, family members,
home, friends)
 when frightened, our thoughts and energies are
diverted
 threat of, or actual attack creates “fight or flight”
reaction
 threats to safety can be physical or emotional

39. SOCIAL NEEDS
 The needs that reflect desire to be accepted by one’s
peers, have friendships, be part of a group, and be
loved.
 In organizations, these needs influence the desire for
good relationships with co workers, participation in a
work group, and positive relationship with
supervisor(s).

40. SOCIAL NEEDS……………
 Inclusion - part of a group: colleagues, peers, family,
clubs
 Affection - love and be loved
 Control - influence over others and self

41. ESTEEM NEEDS
 Relate to the desire for a positive self-image and to
receive attention, recognition, and affection from
others;
 Within organizations, esteem needs reflect
motivation for recognition, an increase in
responsibility, high status, and credit for
contributions to the organization.
 respect from others through: awards honor status
 respect for self through: mastery achievement
competence

42. SELF ACTUALIZATION
 These represent the needs for self-fulfilment, which are
the highest needs category;
 They concern developing one’s full potential, increasing
one’s competence, and becoming a better person;
 These needs can be met in the organization by
providing people with opportunities to grow, be
creative, and acquire training for challenging tasks and
advancement.

43. SELF ACTUALIZATION REQUIREMENTS
 Stop cruelty and exploitation;
 Encourage talent in others;
 Do work one considers worthwhile;
 Enjoy taking on responsibilities;
 Prefer intrinsic satisfaction;
 Seek truth;
 Give unselfish love;

44.  Only few people rich this stage.
 Most of us end up striving to achieve the lower needs
until we die or loose potential of fighting against
them.
 To some, they end up frustrating if they do not
achieve in most of their struggle.
 Where are we (you and I)

45.  According to Maslow’s theory, lower-level needs take
priority; they must be satisfied before higher level
needs are activated.
 The needs are satisfied in sequence: physiological
come before safety and safety before social needs,
etc.

46.  Once a need is satisfied, it declines (stops to be a
motivator) in importance and the next higher
need is activated;
(hence the saying: a received motivator is no
longer a motivator”.

47. NOTE
 As a manager, remember that some people are
motivated by money and others by interesting
work and recognition.
 Knowing diverse motivating factors by individuals
will help a manager to motivate different people
differently.

48. WHY MASLOW’S THEORY?
 When discussing motivation, some theories
cannot be Ignored, since they explain why people
act the way that
they do and why others refrain from doing
certain things
(Swanepoel et al., 2003)

49. HOW CAN THE THEORY
INFLUENCE WORKERS
IN A WORK STATION

50.  Workers will work harder at tasks when they feel the
result is important to them, or that if in some ways the
task measures their real worth as a person;
 Also, if workers are given a chance to give suggestions
and contribute ideas, they will generally feel more
responsible in their attitude towards the task and think
that the outcome is dependent upon their efforts.
 Workers tend to exert themselves more when a
standard of attainment has been set
 In all responsibilities, workers who can’t reach the
standard, feels a reduction in his/her own sense, and
feels that s/he is losing the approval of the superior
and equals (colleagues)

51.  It is important to note that, the standard set should
be within the capacity of workers and this will make
them work hard.
 Praise is often an incentive. Both children and adults
are likely to work harder if they feel that their efforts
are appreciated;
 To adults, it should be used sparingly.

52.  The individual’s interest in and the enthusiasm for doing
a job well constitutes motivation.
 This happens when:
 There is a fair rewards system in place
 Goals are clear and challenging
 There is frequent feedback of performance
 There is a positive relationship with co-workers

53. THEREFORE:
 Motivation is one of the factors that contribute
to employee performance.
 Other factors include:
 Ability;
 Opportunity;
 clarity of expectations; and
 leadership

54. HOW TO MOTIVATE STAFF
 Motivating staff is an essential part of
management since motivated staffs are
those who have made a conscious decision
to try considerably to achieve something
they appreciate
 The extent to which employees are
motivated is influenced by culture and
techniques that managers use to motivate

55.  The process is traced back from the concept of HRM;
 What is HRM- you discussed it.
 By considering functions of management:
 Planning;
 Organizing;
 Coordinating;
 Controlling;
 Supervising; and
 Decision making.

56.  Considering the functions of a manager, you
realize that motivation is among those tasks;
 So; motivation process begins with identifying
the needs of a person;
 There are many views on how to motivate staff;
 Few suggestions (among others) may help:

57. i. Employees should be involved in the organization’s
decision making
ii. They should be recognized for their contribution
towards organizational success
iii. They should be empowered and given some degree
of autonomy in the execution of their jobs;
(useful to intrinsically motivated people)

58.  iv. Employers (or managers, as representatives of
employers) should strive to meet workers needs:
 All the needs as identified by Maslow.
 v. Encourage team work;
 since strong teams have strong relations which
inspire motivation to individuals.
 work teams increases opportunity for affiliation;

59.  vi. Inculcate the desire to succeed;
 by providing the right kind of support;
 employees be open-minded to work
 vii. Developing challenging work assignments that will
increase the opportunity for achievement

60. viii. Use reinforcement and punishment
accordingly (who is motivated by
what);
ix. Ensure proper and timing of
performance feedback;
x. Improve internal communication to
give and receive information on
various issues

61. xi. The organization should ensure
performance standards are objective,
measurable, realistic, and transparent to all
employees;
xii. Organizations must have all the necessary
resources and use them effectively
(human, financial, physical, and
information resources).

62. IMPORTANCE OF MOTIVATING
STAFF
i. It helps managers to understand what prompts people to initiate
action, what influences their choice of action, and why they persist
in that action over time.
ii. It increases proficiency; i.e. it leads to behaviour that reflect high
performance within organizations
iii. Motivation increases employees’ commitment in the workplace
iv. Motivation lowers absenteeism from work as workers are content
with their own working lives
v. It reduces costs of production and maximizes profit at the same
time satisfying customer needs (and expectation)

63. Question
 In which ways can you motivate employees
without raising their

64. Conclusion
 Motivation is essential to be successful in any endeavor
you undertake;
 It can be tangible or intangible;
 It is very important in workplaces as it plays a key role in
the effective performance of employees;
 In an organization, managers play a significant role in
employee motivation. They use different motivation
techniques to improve productivity, thereby promoting
cooperation between employees and employers.

65.  The management style to use will determine the
extent to which employees will be motivated;
 Some employees may worker harder if they are
threatened with punishment but for others this can
lead to demotivation and therefore they will either
produce less work or eventually leave

66. Thank you
for listening