The document discusses various theories of motivation. It begins by defining motivation and exploring its key elements. It then examines several prominent content theories of motivation, including Maslow's hierarchy of needs, Herzberg's two-factor theory, McGregor's Theory X and Theory Y, and McClelland's learned needs theory. Process theories such as Alderfer's ERG theory are also summarized. The document analyzes each theory, provides examples and implications, and notes some common criticisms of the theories. Overall, the document provides an overview of important motivation theories from a content and process perspective.
Theories of Motivation
Motivation is something that prompts, compels and energizes an individual to act or behave in a particular fashion at a particular time for attaining some specific goal or purpose.
"Motivation" is a Latin word, meaning "to move".
Human motives are internalized goals within individuals.
Motivation may be defined as those forces that cause people to behave in certain ways. "Motivation is a class of drives, needs, wishes and similar forces".
Koontz and O'Donnell
This is a presentation on motivation, types and theories. Our motive defines our inner state of our mind, activates and directs our behaviour.
Some of the theories explain the relationship between managers and employees
In this PPT we cover
1. What is motivation?
2. 3 components of motivation
3. Motivation Process
4. Motivation and need satisfaction
5. Characteristics of motivation
6.Types of motivations
7.Types of motivators
8. Motivation theories
-Maslow's hierarchy of needs
-Herzberg's Two Factor Theory
-McGregors X & Y Theory
- Vrooms Expectancy Theory
- Alderfer's ERG Theory
- McClleland's Learned Needs Theory
9. Motivating and Engaging Employees
Leadership plays a central part in understanding group behavior, for it is the leader who usually provides the direction toward goal attainment. Therefore, a more accurate predictive capability should be valuable in improving group performance.
Based on Latin word “movere”, motive(need) has been defined as follows: “A motive is an inner state that energizes ,activates, or moves (hence motivation),and that direct behavior towards goals.”
Congenital anomalies of esophagus-Tracheoesophageal fistula, Esophageal atresia, esophageal stenosis, esophageal duplication cyst, esophageal webs or rings,, diverticulum of esophagus and congenital short esophagus
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
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Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
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Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
2. “ A G R E A T M A N I S
O N E W H O C A N
M A K E A S M A L L M A N
F E E L G R E A T , A N D
P E R F O R M G R E A T . ”
3. INTRODUCTION
•Latin word -MOVERE’ – To move
• Motive is the urge, need, want or desire that includes a
person to work.
• Motivation is the process of including and instigating the
subordinates to put in their best.
4. MOTIVATION
• Motivation is a psychological feature that
induces an individual to act towards a
desired goal.
• It is the processes that
account for an individual’s
intensity, direction, and
persistence of effort
towards attaining a goal.
Key Elements
1. Intensity: how hard a person tries
2. Direction: toward beneficial/avoidance goal
3. Persistence: how long a person tries
5. DEFINITION
• Motivation means a process of stimulating people to action
to accomplish desired goals.
-W.G.Scott
• Motivation is a process that starts with a physiological or
psychological deficiency or need that activates a behaviour or
a drive that is aimed at a goal or incentive.
-F.Luthens
7. MOTIVATION PROCESS
Need
• Either physiological or psychological imbalance
Drives
•Set up to alleviate needs.
•Action oriented
•Providing an energizing thrust toward reaching an incentive
•Ex: Hunger/thirst drive
Incentive
• Anything that alleviate & reduce a drive
8. NATURE & CHARACTERISTICS
• Component of directing
• Psychological aspect
• Goals directed
• Continuous process
• Integrated
• Positive or negative
• Complex and Dynamic process
• Financial or non-financial
18. CONTENT THEORIES
•Determine what it is that motivates people at work.
• Identify the needs/drives that people have and how these
needs are prioritized.
• Referred as ‘static’ because they incorporate only one or few
points in time and are either past- present time oriented.
19. MASLOW’S HIERARCHY OF
NEED
• Proposed by Abraham Maslow
• Human behaviour is goal-directed.
• Motivation cause goal-directed behaviour.
• It is through motivation that needs can be handled and
tackled purposely.
22. PHYSIOLOGICAL NEEDS
• Are the physical requirements for human survival.
• If these requirements are not met, the human body cannot
function properly and will ultimately fail.
• Examples: Hunger, Thirst, Sleep, Sex etc
23. SAFETY AND SECURITY
Safety and security needs include:
• Personal security
• Financial security
• Health and well-being
• Safety net against accidents/illness and their adverse
impacts
24. SOCIAL NEEDS
• This involves emotionally based relationships like friendship,
intimacy, family etc.
• Humans need to feel a sense of belonging and acceptance
• They need to love and be loved by others.
• In the absence of these elements, many people become
susceptible to loneliness, social anxiety, and clinical
depression.
•This need for belonging depending on the strength of the peer
pressure
25. ESTEEM NEEDS
• All humans have a need to be respected and to
have self-esteem and self respect.
• There can be two versions of esteem needs, a lower one and
a higher one.
• The lower one is the need for the respect of others, the need
for status, recognition, fame, prestige, and attention.
• The higher one is the need for self-respect, the need for
strength, competence, mastery, self-confidence, independence
and freedom.
26. SELF-ACTUALIZATION
• This level of need pertains to what a person’s full potential is
and realizing that potential.
• Maslow describes this desire as the desire to become more
and more what one is, to become everything that one is
capable of becoming.
27. CRITICISM
• Maslow's theory is a theory of human behavior in general
rather than work behavior
• Little evidence has been found for the ranking of needs
that Maslow described, or even for the existence of a
definite hierarchy at all. (Wahba, M. A., & Bridwell, L.
G.,1976)
•Needs are not independent to one another, they overlaps
(Kenrick, D.T., et.al,2010)
28. CONTD…
• The position and value of sex on the pyramid is in the
physiological needs category along with food and breathing; it
lists sex solely from an individualistic perspective, it forgets the
emotional, familial and evolutionary aspects of the same.
(Kenrick, D.T., et.al,2010)
• Needs are interactive, dynamic system anchored in the
ability to make social connections.( Steve Denning, 2012)
29. THE HERZBERG’S MOTIVATION-
HYGIENE THEORY
• Herzberg’s Motivation-Hygiene Theory is given by Fredrick
• According to Hertzberg, Motivation is a two stage process.
–The opposite of Satisfaction is No Satisfaction.
–The opposite of Dissatisfaction is No Dissatisfaction.
30.
31.
32. HYGIENE FACTORS
•Preventive and environmental in nature
•Roughly equivalent to Maslow's lower level needs
•It prevents dissatisfaction, but they do not lead to satisfaction
•It cannot motivate
35. FACTORS FOR
DISSATISFACTION
• Company Policies
• Supervision
• Relationship with Supervisor and Peers
• Work conditions
• Salary/Perks
• Status
• Security
36. FACTORS FOR SATISFACTION
• Growth opportunity
• The work itself
• Achievement
• Responsibility
• Recognition
• Advancement
37.
38. IMPLICATIONS
• Many organisations try to motivate employees with hygiene
factors like salary.
• Hygiene factors are necessary for employee retention, but it
cannot motivate talented employees to stay with organisations
for long.
39. CRITICISMS
•The theory appears to be bound to the critical incident method
• The reliability of the data could have been negatively
impacted by ego-defensiveness on the part of the employee
• The value of the factors differed as a function of the
occupational level of the employee
•Ignores the part played by individual differences among
employees(Gaziel, 1986).
40. CONTD…
• It is more of an job satisfaction theory than of a motivation
theory
•Two factors are not actually distinct. Factors overlapped as
• sources of satisfaction and dissatisfaction
(K Aswathappa, 2005)
41. MCGREGOR'S THEORY X AND
THEORY Y
• Douglas McGregor proposed X-Y theory.
• McGregor's ideas suggest that there are two fundamental
approaches to managing people.
• Theory X and Theory Y have to do with the perceptions
managers hold on their employees, not the way they
generally behave.
• It is attitude not attributes.
42. Theory X
• It assumes employees are inherently lazy and will avoid work
if they can and that they inherently dislike work. As a result of
this, management believes that workers need to be closely
supervised and comprehensive systems of controls developed.
Theory Y
• In this theory, management assumes employees may be
ambitious and self-motivated and exercise self-control. It is
believed that employees enjoy their mental and physical work
duties. According to them work is as natural as play.
43. SIGNIFICANCE
• Theory remains a valid basic principle from which to
develop positive management style and techniques.
• Remains central to organizational development, and to
improving organizational culture.
• A simple reminder of the natural rules for managing people,
which under the pressure of day-to-day business are all too
easily forgotten.
• Theory X might be more suitable in some crisis situations
but less appropriate in more routine and formalized
situations. In India Theory X may still be useful at the lower
levels of organisation.
44. MCCLELLAND’S NEEDS THEORY
• Proposed by a psychologist David McClelland
• Individual are acquired over a period of time and gets
molded with one’s experience of the life. McClelland’s Needs
Theory is sometimes referred to as Three
• Need theory or Learned Needs Theory.
45.
46. CONTD…
• Model that attempts to explain 3 motivational needs
• Need for achievement (n-Ach): The drive to excel, to
achieve in relation to a set of standards, to strive to
succeed.
• Need for power (n-Pow): The need to make others
behave in a way that they would not have behaved
otherwise.
•Need for affiliation (n-Aff): The desire for friendly and
close interpersonal relationships.
47. ALDERFER’S ERG THEORY
• Alderfer’s ERG Theory is the extension of Maslow’s Needs
Hierarchy, wherein the Maslow’s five needs are categorized
into three categories, Viz. Existence Needs, Relatedness
Needs, and Growth Needs.
48. CONTD…
Existence Needs
– Comprises of all those needs that relate to the physiological
and safety aspects of human beings and are a prerequisite for
the survival.
– Thus, both the physiological and safety needs of Maslow are
grouped into one category because of their same nature and a
similar impact on the behavior of an individual.
49. CONTD…
Relatedness Needs
–Refer to the social needs, that an individual seeks to
establish relationships with those for whom he cares.
–These needs cover the Maslow’s social needs and a part of
esteem needs, derived from the relationship with other
people.
50. CONTD..
Growth Needs
–The growth needs cover Maslow’s self-actualization needs
as well as a part of esteem needs which are internal to
the individual, such as a feeling of being unique,
personnel growth, etc.
–Thus, growth needs are those needs that influence an
individual to explore his maximum potential in the existing
environment
53. PROCESS THEORY
•Deal with the “process” of motivation, on how motivation
occurs
• Concerned with cognitive antecedents that go into
motivation or effort and with way they relate to one another
54. VROOM’S EXPECTANCY
THEORY
• Proposed by Victor. H. Vroom
• Based on the assumption that an individual’s behavior results
from the choices made by him with respect to the alternative
course of action, which is related to the psychological events
occurring simultaneously with the behavior.
• This means an individual selects a certain behavior over the
other behaviors with an expectation of getting results, the
one desired for.
55. CONTD…
• This theory is built around the concept of valence,
instrumentality, and Expectancy and, therefore, is often
called as VIE theory.
• The algebraic representation of Vroom’s Expectancy theory is:
• Motivation (force) = ∑Valence x Expectancy
56. CONTD…
• Expectancy – a person’s belief that more effort will result in
success. If you work harder, it will result in better
performance.
• Instrumentality- the person’s belief that there is a
connection between activity and goal. If you perform well,
you will get reward.
• Valence – the degree to which a person values the reward,
the results of success.
57.
58. IMPLICATIONS
• Everyone has a unique combination of valences,
instrumentalities, and expectancies. Thus vroom theory
indicates only the conceptual determinants of motivation and
how they are related, not the what motivates the employees of
an organisation.
• Vroom model does not directly contribute much to the
techniques of motivating personnel in an organisation.
(F.Luthens,1995)
59. ADAM’S EQUITY THEORY
• The Adam’s Equity Theory posits that people maintain a
fair relationship between the performance and rewards in
comparison to others.
• Proposed by John Stacey Adams
• Based on the following assumptions:
• Individuals make contributions (inputs) for which
they certain rewards (outcome)
60. CONTD..
1.Overpaid Inequity: When an individual perceives that
his outcomes are more as compared to his inputs, in
relation to others. The overpaid inequity can be expressed
as:
61. CONTD..
• Underpaid Inequity: When an individual perceives that his
outcomes are less as compared to his inputs, in relation to
others. The Underpaid Equity can be expressed as:
62. CONTD…
Equity: An individual perceives that his outcomes in relation
to his inputs are equal to those of others. The equity can
be expressed as
63. CONTD…
• Adam’s equity theory shows the level of motivation among
the individuals in the working environment.
• An individual is said to be highly motivated if he perceives to
be treated fairly. While the feelings of de-motivation arise, if
an individual perceives to be treated unfairly in the
organization
64. GOAL SETTING THEORY,
EDWIN A LOCKE (1968)
• Goal setting involves establishing SMART goals.
• People are aware of what is expected from them.
• On a personal level, setting goals helps people work
towards their own objectives.
• Goals are a form of motivation that sets the standard for
self-satisfaction with performance.
• It is considered an “open” theory, so as new discoveries
are made it is modified.
65. CONTD..
• Create a positive context for feedback.
• Use constructive and positive language.
• Focus on behaviours and strategies.
• Tailor feedback to the needs of the individuals.
• Make feedback a two-way communication process.
66. CONTD..
• Employees’ participation in goal is not always desirable.
• Participation of setting goal, however, makes goal more
acceptable and leads to more involvement.
• goal setting theory has certain eventualities such as:
67. CONTD..
a. Self-efficiency- Self-efficiency is the individual’s self-
confidence and faith that he has potential of performing the
task.
b. Higher the level of self-efficiency, greater will be the efforts put
in by the individual when they face challenging tasks.
c. While, lower the level of self-efficiency, less will be the efforts
put in by the individual or he might even quit while meeting
challenges.
68. CONTD..
b. Goal commitment- Goal setting theory assumes that the
individual is committed to the goal and will not leave the goal.
The goal commitment is dependent on the following factors:
• Goals are made open, known and broadcasted.
• Goals should be set-self by individual rather than designated.
• Individual’s set goals should be consistent with the
organizational goals and vision.
69. REINFORCEMENT THEORY
• This theory is based on the concepts of operand conditioning
developed by B.F. Skinner.
• It argues that the behavior of people is largely determined
by its consequence.
• Those actions that tend to have positive or pleasant
consequences tend to be repeated more often in future, while
those actions that tend to have repeated negative or
unpleasant consequences are less likely to be repeated
again.
70.
71. CONTD…
1. Positive Reinforcement: A method of strengthening
behavior with rewards or positive outcomes after a desired
behavior is performed.
2. Avoidance / Negative reinforcement: Used to
strengthen behavior by avoiding unpleasant consequences
that would result if the behavior was not performed.
72. CONTD..
3. Punishment: Used to weaken undesired behaviors by
using negative outcomes or unpleasant consequence when the
behaviour is performed.
4.Extinction: Used to weaken undesired behaviors by
simply ignoring or not reinforcing that behavior.
73. SIGNIFICANCE
• Performance = motivation X ability X situational
factors
• More motivated the employees, more the performance
• Motivation is important in getting and retaining people.
Motivation tools act as the glue that links individuals to
organizational goals
• Employee motivation is directly linked to business profits,
and the more self-motivated your employees are, the more
differentiated and successful you will be as a business.
74. IMPORTANCE OF MOTIVATON
Puts human resources into action
• Maximum utilization of human resources
• By building willingness
• To accomplish the organisational goals
75. CONTD..
Improves level of efficiency of employees
• Increase in productivity,
• Reducing cost of operations,
• Improving overall efficiency.
76. CONTD…
Leads to achievement of organizational goals
• There is best possible utilization of resources
• There is a co-operative work environment
• The employees are goal- directed and they act in a
purposive
77. CONTD…
Builds friendly relationship
• Effective co-operation
• Inter -personal relationships
Leads to stability of work force
• Employees will remain loyal to the
enterprise
Reduction in labour turnover
• Here the management will fulfil all the
genuine needs of the employees
78. IMPORTANCE TO AN
INDIVIDUAL
• Motivation will help him to achieve his personal goals.
• If an individual is motivated, he will have job
satisfaction.
79. CONTD..
• Motivation will help in self- development of individual.
• An individual would always gain by working with a dynamic
team.
82. EXTRINSIC MOTIVATION
Extrinsic motivation means that the individual's motivational
stimuli are coming from outside.
Extrinsic motivation is external in nature.
• Examples
• Employee of the month award
• Benefit package
• Bonuses
• Organized activities
83. INTRINSIC MOTIVATION
Intrinsic motivation means that the individual's motivational stimuli
are coming from within.
• Examples
• Acceptance
• Curiosity
• Honor
• Independence
84. CONTD..
• Acceptance: We all need to feel that we, as well as our decisions, are
accepted by our co-workers.
• Curiosity: We all have the desire to be in the know.
• Honor: We all need to respect the rules and to be ethical.
• Independence: We all need to feel we are unique.
• Order: We all need to be organized.
• Power: We all have the desire to be able to have influence.
• Social contact: We all need to have some social interactions.
• Social Status: We all have the desire to feel important.
85. INTRINSIC
Comes from within a
person
Feels more responsibility
Feels a need to achieve
something for its own sake
Connect the activity with their
self-esteem
Enjoys working on the
assignment
Tries to achieve the growth
of an individual
EXTRINSIC
Comes from outside forces
Tries to achieve a higher
position, pay or status
Feels it will ensure their
position or status
Work for recognition from
supervisor or from superior
Values, rewards or award for
completing the work
Outside forces controls life
Luck
86. ROLE & FUNCTION OF MANAGER
IN CREATING MOTIVATING
CLIMATE
Role
• Recognize each worker as a unique individual who is
motivated by different things.
• Identify the individual and collective value system of the
unit; and implement a reward system that is consistent with
those values.
• Listen attentively to individual and collective work values
and attitudes to identify unmet needs that can cause
dissatisfaction
87. CONTD..
• Encourage workers to stretch themselves in an effort to
promote self-growth and self-actualization.
• Maintain a positive and enthusiastic image as a role model
to subordinates in the clinical setting.
• Encourage monitoring, sponsorship and coaching with
subordinates.
• Devote time and energy to create an environment that is
supportive and encouraging to the discouraged individual.
• Develop a unit philosophy that recognizes the unique worth
of each employee and promotes reward systems that make
each employee feel like a winner.
88. FUNCTIONS
• Use legitimate authority to provide formal reward systems.
• Use positive feedback to reward the individual employee.
• Develop unit goals that integrate organizational and
subordinate needs.
• Maintain a unit environment that eliminates or reduces job
dissatisfies.
• Promote a unit environment that focuses on employee
motivators.
89. CONTD…
• Create the tension necessary to maintain productivity
while encouraging subordinate job satisfaction.
• Clearly communicate expectations to subordinates.
• Demonstrate and communicate sincere respect, concern,
trust and a sense of belonging to subordinates.
• Assign work duties commensurate with employee‟s
abilities and post performance to foster a sense of
accomplishment in subordinates.
• Identify achievement, affiliation or power needs of
subordinates and develop appropriate motivational
strategies to meet those needs.
90. REFERENCES
• Wahba, M. A., & Bridwell, L. G. (1976). Maslow reconsidered: A review of research on
the need hierarchy theory. Organizational Behavior and Human Performance, 15(2),
212–240. doi: 10.1016/0030- 5073(76)90038-6
• Steve Denning, What Maslow Missed, 2012,
http://www.forbes.com/sites/stevedenning/2012/03/29/what-maslow-missed/
• Kenrick, D.T., Griskevicius, V., Neuberg, S.L., & Schaller, M. (2010). Renovating the
pyramid of needs: Contemporary extensions built upon ancient foundations.
Perspectives on Psychological Science, http:// www.csom.umn.edu/assets/144040.pdf
• A.H. Maslow, A Theory of Human Motivation, Psychological Review 50(4) (1943):370-
96
• Alderfer, Clayton P., An Empirical Test of a New Theory of Human Needs;
Organizational Behaviour and Human Performance, volume 4, issue 2, pp. 142–175,
May 1969
91. REFERENCES
• Alderfer, C. P. (1969). An empirical test of a new theory of human
needs. Organizational Behavior and Human Performance, 4, 142–175.
• Herzberg, F., Mausner, B., & Snyderman, B. (1959). The motivation to
work. New
• York: John Wiley and Sons;
• Herzberg, F. (1965). The motivation to work among Finnish supervisors.
Personnel Psychology, 18, 393–402.
• Porter, L. W., & Lawler, E. E. (1968). Managerial attitudes and
performance.
• Homewood, IL: Irwin; Vroom, V. H. (1964). Work and motivation. New
York: Wiley.
92. REFERENCES
• K Aswathappa, Human Resource And Personnel Management,
Tata McGraw-Hill Education, 2005
• Gaziel, H. (1986). Correlates of job satisfaction: A study of
the two factor theory in an educational setting. The Journal
of Psychology, 120(6), 613-626.
• Adams, J.S. 1965. Inequity in social exchange. Adv. Exp. Soc.
Psychol. 62:335-343.