The document discusses motivational theories and aims to help learners understand what motivates them. The session aims to provide knowledge of motivational theories and help learners understand what motivates themselves. The objectives are for all learners to identify a theory, recognize pros and cons, and analyze their own motivation. Some learners will apply a theory to their experiences.

2.  Session Aim
◦ By the end of this session learners will have
knowledge motivational theories and understand
what motivates them.
 Session Objectives
 All Learners will:
◦ Identify a motivational theory and recognise
advantages and disadvantages
◦ Analyse how individuals are motivated and
reflect upon their findings
 Some learners will:
◦ Apply a motivational theory to their experiences

3. What is your understanding
of the term ‘motivation’?
 1 minute to write down your thoughts
 Be prepared to answer when questioned!!

4. “Motivation is the driving force within
individuals by which they attempt to achieve
some goal in order to fulfil some need or
expectation.”
Mullins (2010)

5. “Motivation refers to what people will do
given their ability, a supportive environment
and the rewards on offer.”
Hannagan (2008)

6. Psychological forces that determine the
direction of a person’s behaviour in an
organisation, a person’s level of effort, and a
person’s level of persistence
Jones & George (2009) Contemporary
Management

7.  Motivation can be extrinsic,
◦ Coming from rewards provided by others such as
praise or money
 It can be intrinsic,
◦ Rewards coming from within such as self
confidence or feelings of achievement

8.  According to Handy (1993)
“The search for the definitive solution to
the motivation problem is another
endless quest for the Holy Grail of
organisational theory”
 Motivation is something that shifts with
time and circumstance
 What motivates a person now may be
different to what motivated them in the
past or indeed what will in the future!

9. True or False?
 I’m a manager I must be able to motivate
people
 Money is always a good motivator
 I know what motivates me so it’s the same
for those I work with
 Everybody knows what motivates them

10. What motivates you?
Is the answer the same at
work/home?
Consider this individually for 2
minutes, then discuss with the
person next to you.

11.  Achievement
 Reward
 Winning
 Management
 Money/Pay
 Personal
Development
 Security
 Friends / Family
 Recognition
 Status
 Personal Satisfaction
 Threat / Danger
 Power
 Peers / Team-mates

12. 1. Content Theories: Emphasises the
needs that motivate people.
 Maslow
 Alderfer
 Herzberg
 McClelland

13. 2. Process Theories: Explains how
employees select behaviours with which to
meet their needs.
 Expectancy – Victor Vroom
 Equity – J.Stacey Adams
 Goal – Edwin Locke
 Reinforcement

16.  Existence - Psychological and safety needs
such as hunger, thirst and sex (Maslow’s first
two levels)
 Relatedness - Social and external esteem
(involvement with family, friends, co-workers
and employers) (Maslow’s third and fourth
levels)
 Growth - Internal esteem and self
actualisation (desires to be creative,
productive and to complete meaningful tasks)
(Maslow’s fourth and fifth levels)

17. Motivators
Achievement
Advancement
Growth
Recognition
Responsibility
Work itself
Hygiene Factors
Salary
Status
Company policy
Security
Supervision
Working
conditions

18. Hygiene factors
 One set of factors are those which, if absent,
cause dissatisfaction. These factors are
related to job context, they are concerned
with job environment and extrinsic to the job
itself. These are the hygiene or maintenance
factors (hygiene being used as analogous to
the medical term meaning preventive and
environmental)

19. Criticisms of Herzberg’s theory;
 It is often claimed that the theory applies
least to people with largely unskilled jobs or
those whose work is uninteresting, repetitive
and limited in scope.
 Some workers do not seem greatly interested
in the job content of their work or with the
motivators or growth factors

20. Identifies 3 types of motivational need:
 Achievement motivation (nAch)
 Authority/power motivation (nPow)
 Affiliation motivation (nAff)

21.  Seeks achievement, attainment of realistic
but challenging goals, and advancement
in the job.
 There is a strong need for feedback as to
achievement and progress, and a need for
a sense of accomplishment.

22.  The n-pow person is 'authority motivated'.
This driver produces a need to be
influential, effective and to make an
impact.
 There is a strong need to lead and for their
ideas to prevail. There is also motivation
and need towards increasing personal
status and prestige.

23.  The n-affil person is 'affiliation motivated',
and has a need for friendly relationships
and is motivated towards interaction with
other people.
 The affiliation driver produces motivation
and need to be liked and held in popular
regard. These people are team players.

24.  Look at McClelland’s Motivational Needs
Theory
 Think about a member of staff you work
with/manage (now or previously)
 What category do they fit in?
 What challenges does this present for the
manager?

25.  Read the CMI article “Power of small gestures”
in the ‘Motivation in practice’ folder on the
VLE

26. 2. Process Theories: Explains how
employees select behaviours with which to
meet their needs.
 Expectancy – Victor Vroom
 Equity – J.Stacey Adams
 Goal – Edwin Locke
 Reinforecment

27.  Victor Vroom’s Expectancy theory
(1964) Suggests:
◦ That the amount of effort a person
chooses to exert depends on their
expectations of the outcome
◦ High motivation can be expected if an
employee both values the reward and
expects that their performance will
achieve it.

28.  He identified 3 factors that needed to be met
for high motivation to be achieved, they
were:
1.V = Valence (Want)
◦ The degree to which the reward is desired
2.E = Expectancy (Likelihood)
◦ The probability that you can perform to the
standard needed
3.I = Instrumentality (Motivation)
◦ The probability you will get the reward

29.  Focuses on 3 relationships;
1.The probability perceived by the individual
that exerting a given amount of effort will
lead to performance.effort – performance
relationship

30. 2. Performing at a particular level will lead to
organisational rewards such as bonus,
salary increase or promotion. This is the
Performance – reward relationship
3. These rewards satisfy the employees
personal goals. This is the Rewards –
Personal goals relationship

31. Perception that effort will
lead to effective performance
Perception that effective
performance will lead to
rewards
Perception that attractive
rewards are available
RewardsPerformance
Abilities
Role
Perception
External
constraints
Effort

32.  Increased employee job satisfaction
 Linked to rewards that are controllable by the
organisation
 Improved individual and organisational
performance
 Employees feel engaged and involved with
the organisation

33.  Achievement of task impacted upon by
capability of the individual to perform
 Organisations need to correctly recognise
their employees wants
 Can be difficult to motivate all employees
with the same reward

34. People make comparisons between
themselves & others in terms of:
 Investment in work
 Outcomes of work
 Fairness
 Perceived value of rewards

36. Inputs e.g. skills,
effort, qualifications
Outcomes e.g. pay
benefits, status,
job satisfaction
Self
Inputs e.g. skills,
effort, qualifications
Outputs e.g. pay,
benefits, status,
job satisfaction
Comparisons
Judgement
of equity

37. Key principles
 Motivation driven by self-set objectives
 Objectives themselves are motivators, esp.
when set by individual
 Setting specific objectives enhances
performance
 Motivation enhanced when individual has ability
to succeed & feedback on performance
available
 Motivation to succeed enhanced when
objectives made public

38.  Behaviour is a function of consequences
 Ignores goals, needs, and expectations – focuses
solely on what happens to a person when they
take an action
 If you are rewarded (soon after the desired
behaviour) you are more likely to repeat it
 Be careful if using punishments

39. Case study
 You volunteer for 10 hours a week at the
Dog’s Trust.
 You are unpaid but love it
 The charity offers you a job
 You accept the job offer and start to work full
time for £30,000 per year
Why don’t you like it as much?

40.  What does this mean in the workplace?
 People who have an intrinsic interest in a goal
are more likely to achieve it
 People who push themselves for extrinsic
rewards are more likely to fail, and will be
less satisfied even if they succeed

41.  Self determination theory considers the
benefits of intrinsic motivation and the
possible harmful effects of extrinsic
motivation.
Cognitive Evaluation Theory
 An increase in extrinsic rewards reduces
intrinsic interest in a task
 Basically, if you are paid for something you
aren’t doing it because you want to, you are
doing it because you have to

42.  We have looked at a number of theories
 Which do you think presents the strongest
argument? Why?
 Do you think your manager knows what
motivates you? Do they use this information
to the fullest?
10 minutes – discuss with a partner

43.  Session Aim
◦ By the end of this session learners will have
knowledge motivational theories and understand
what motivates them.
 Session Objectives
 All Learners will:
◦ Identify a motivational theory and recognise
advantages and disadvantages
◦ Analyse how individuals are motivated and
reflect upon their findings
 Some learners will:
◦ Apply a motivational theory to their experiences