The document discusses motivation theories and a motivation program for administrative facilitators. It begins by discussing different views of motivation from behaviorist and theoretical perspectives. It then outlines a motivation program that includes getting to know employees, providing recognition, opportunities for professional and personal development, growth opportunities, evaluation and feedback. The program aims to create customized motivational plans, set clear goals and incentives, improve employee contribution and skills, and facilitate continuous performance management. Finally, the document discusses the manager's role in facilitating motivation through providing an empowering work environment.

1. Motivation
Program
Presentation
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2. “Motivation is not a particular characteristic of
behavior, nor a particular functional process on
which all reasonable men will agree, but an
explanatory construct in a particular theoretical
conception of behavior” (Robert C. Bolles, 1967,
p546)
Motivation
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According to the behaviorists, learning can be
defined as “the relatively permanent change in
behavior brought about as a result of experience
or practice.” (Huitt, W., & Hummel, J. 2006).
Behavior
Motivation & Behavior theories - Definition

3. Administration Facilitators Motivation Program
 Get to know employees
 Nominate staff
 Evaluation and Feedback
 Professional and Personal development
 Growth opportunities
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4. Motivation Program contd…
 Know your employees: As Bolles mentioned, all cannot be motivated
based on one assumption. Given, the organization has over 25 Admin
facilitators (AFs) from 10 different countries, age groups from early 20s
to late 50s, different educational qualifications and prior experience, the
motivational factors will be of wide range. Knowing an employee
personally and discussing what motivates them before planning in
general is important. This also makes employees feel heard.(Friedman,
S. D., & Lobel, S, 2003).
 Recognize staff: “Employees in an organization form global belief
concerning the extent to which the organization values their
contribution and cares their well being”(Eisenberger, R., Fasolo, P., &
Davis-LaMastro, V, 1990. pg.500)
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5. Motivation Program contd…
 Professional and Personal development: “Becker suggests that the
more one has at stake in an organization or, similarly, the more one
has accrued and thus could lose by leaving the employee system, the
greater the personal commitment to the organizations” (Hrebiniak, L.
G., & Alutto, J. A,1972)
 Growth opportunities: “... a workforce has emerged that is more
educated, mobile, diverse, and discerning in work and life choices
than ever before.” (Stum, D.L, 2001,Pg.4)
 Evaluation and Feedback: It directs the employee behaviour and
contributes to higher performance than absence. It is a means of
gaining reputation, making clarifications and regulating goal
difficulties. It helps employees to work with more involvement and
leads to greater job satisfaction. (Gliddon, G , 2004).
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6. Motivation Program - Outputs
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1. College Director to discuss with the Associate directors and the
chairs of the departments.
2. Department chairs to seek approval from respective Executive
Dean.
3. Department Chair and AF meets in person
• Beginning of the Academic year to talk about the factors that
influence motivation.
• End of the academic year to compare the results
4. Chair to create the required environment and possibilities as
discussed and agreed with AF.
5. AFs to maintain an account of activities other than regular day to
day routine, that can be used as reference of employee involvement.
6. A n Admin – Staff Student evaluation to be run once in an
Academic Year.
7. Management to provide professional development opportunities
involving technical, psychological and organizational skills.
8. Provide opportunities and events to socialize with colleagues,
friends and families.

7. 7
Motivation Program - Outcomes
1. A n agreed motivational plan customized based on the AF’s
duties and department needs.
2. Chair and AF has clear measurable goals for
accomplishment, along with related incentives.
3. AFs develop a feeling of accountability and work diligently.
4. Development of additional skills.
5. Builds AF relationship with other departments creating
scope to share best practices.
6. Increase in AF’s contribution.
7. Continuous feedback on performance by faculty and students
8. Creates doors for further development.

8. 8
Manager’s role in shaping Motivation and Behavior
Managers are coaches, they facilitate motivation. It is achieved
through providing an environment that keeps employees desire
and improves commitment to perform. (Whetten and Cameroon,
2007) .

9. References
Arnolds, C. A., & Boshoff, C. (2002). Compensation, esteem valence and job
performance: an empirical assessment of Alderfer's ERG
theory. International Journal of Human Resource Management, 13(4),
697-719.
Friedman, S. D., & Lobel, S. (2003). The happy workaholic: A role model
for employees. The Academy of Management Executive, 17(3), 87-98.
Eisenberger, R., Fasolo, P., & Davis-LaMastro, V. (1990). Perceived
organizational support and employee diligence, commitment, and
innovation.Journal of applied psychology, 75(1), 51.
Hrebiniak, L. G., & Alutto, J. A. (1972). Personal and role-related factors
in the development of organizational commitment. Administrative
science quarterly, 555-573.
Feldman, D. C., & Weitz, B. A. (1988). Career plateaus in the salesforce:
Understanding and removing blockages to employee growth. Journal
of personal selling & sales management, 8(3), 23-32.
Gliddon, D. G. (2004). Effective performance management systems
current criticisms and new ideas for employee evaluation. Performance
Improvement,43(9), 27-34.
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10. Stum, D. L. (2001). Maslow revisited: Building the employee
commitment pyramid. Strategy & Leadership, 29(4), 4-9.
Locke, E. A., & Latham, G. P. 2004. What should we do about
motivation theory? Six recommendations for the twenty first
Theory of Motivation. By ROBERT C. BOLLES. New York, Harper and
Row, 1967. Pp. 546
Locke, E. A., & Latham, G. P. (1994). Goal setting theory. Motivation:
Theory and research, 13-29.
Hull, C. L. (1943). Principles of behavior: An introduction to behavior
theory.
Reference contd……..
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Huitt, W., & Hummel, J. (2006). An overview of the behavioral
perspective. Educational Psychology Interactive. Valdosta, GA: Valdosta
State University. Retrieved [date],
fromhttp://www.edpsycinteractive.org/topics/behavior/behsys.html

11.  ERG Theory
 Goal Setting Theory
 Reinforcement Theory
Theories of Motivation
Locke, E. A., & Latham, G. P conclude, motivational theories "do not
so much as contradict one another as focus on different aspects of
the motivational process" (2004, p.389).
Appendix 1
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12. Clayton Alderfer redefined hierarchy theory of motivation in his own
terms. He re-categorized Maslow’s hierarchy of needs into three simpler
and broader classes of needs (Arnolds, C. A., & Boshoff, C. ,2002, pg.
698):
Existence needs- These include need for basic material necessities. In
necessities. In short, it includes an individual’s physiological and
physical safety needs.
Relatedness needs- These include the aspiration individual’s have for
have for maintaining significant interpersonal relationships (be it with
with family, peers or superiors), getting public fame and recognition.
recognition. Maslow’s social needs and external component of esteem
esteem needs fall under this class of need.
Growth needs- These include need for self-development and personal
personal growth and advancement. Maslow’s self-actualization needs
needs and intrinsic component of esteem needs fall under this category
ERG Theory
Appendix 1 A
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13. Goal Setting Theory
1960’s, Edwin Locke put forward the Goal-setting theory of
motivation. This theory states that goal setting is essentially linked to
task performance. The important features of goal-setting theory are as
follows:
(Locke, E. A., & Latham, G. P. 1994, Pg.14)
 The willingness to work towards attainment of goal is main source
of job motivation.
 Specific and clear goals lead to greater output and better
performance.
 Goals should be realistic and challenging.
 Better and appropriate feedback of results
Appendix 1 B
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14. Reinforcement Theory
It was expressed by Hull and his associates. It states that individual’s
behaviour is a function of its consequences. It is based on “law of
effect”, i.e, individual’s behaviour with positive consequences tends
to be repeated, but individual’s behaviour with negative
consequences tends not to be repeated (Hull, 1943).
This theory is a strong tool for analyzing controlling mechanism for
individual’s behaviour. However, it does not focus on the causes of
individual’s behaviour.
 Positive Reinforcement- This implies giving a positive response
when an individual shows positive and required behaviour.
 Negative Reinforcement- This implies rewarding an employee by
removing negative / undesirable consequences.
 Punishment- It implies removing positive consequences so as to
lower the probability of repeating undesirable behaviour in future.
 Extinction- It implies absence of reinforcements. In other words,
extinction implies lowering the probability of undesired behaviour
by removing reward for that kind of behaviour.
Appendix 1 C
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