21249316 project report on motivation hr

8/13/2019 21249316 Project Report on Motivation HR

1/23

Downloaded from a2zmba.blogspot.com

WHAT IS MOTIVATION

People consider it to be a personal trait that ia some have

it some dont. In practice inexperienced managers often labelpeople who lack motivation as lazy. But it isnt true. hat weknow is that motivation is the result of the interaction of theindividual and the situation. Individuals differ in theirmotivational drive.

!or e"ample! a student may find reading a "o pages note

book very tiring# but the same student may be able to read $%&pages of 'arry Potter (ust in one day. )or the student thechange in motivation is driven by the situation.

*hus we can say# that the level of motivation varies bothbetween individuals and within individuals at different times.

D#!INITION$

+otivation is defined as the processes that account for anindividuals intensity# direction# , persistence of effort towardsattaining a goal.

-eneral motivation is considered with efforts towards anygoal# but we narrow our focus on organizational goals.

Key elements are$

Intensity which is considered with how hard a person tries.*his is the element most of us focus on when we talk aboutmotivation. 'owever# highintensity is unlikely to lead to


2/23


favorable (ob performance outcomes unless the effort ischanneled in a direction that benefits the organization.*herefore# we have to consider the /uality of efforts as well as

its intensity. 0ffort that is directed towards# and consistent withthe organizations goals is the kind of effort that we should beseeking. )inally# motivation has a persistence dimension. *hisis a measure of how long a person can maintain their effort.+otivated individuals stay with a task long enough to achievetheir goal.

A M%TH O& A S'I#N'#

1People are inherently lazy2. *his isnt true. 3ll people arenot inherently lazy4 and 5laziness is more a function of thesituation than an inherent individual character. If this statementis meant to imply that all people are inherently lazy# theevidence strongly indicates the contrary# many people todaysuffer from the opposite afflictionthey are overly busy#

overworked# and suffer from over exertion. hether externallymotivated or internally driven# a good portion of the labourforce is anything but lazy.

+anagers fre/uently draw the conclusion that people arelazy from watching some of their employees# who may be lazyat work.

But these same employees are often /uite industrious in

one or more activities off the (ob. Peoples need structuresdiffer. 6nfortunately# for employers# works often ranks low inits ability to satisfy individual needs. 7o the same employeewho shirks responsibility on the (ob may work obsessively onthe conditioning and anti/ue car# maintaining an awardwinning garden# perfecting bowling skills.


3/23


#A&(% TH#O&I#S O! MOTIVATION

*he $8%&s were a fruitful period in the development of

motivation concepts. *hree specific theories were formulatedduring this period# which although heavily attacked and now/uestionable in terms of validity# are probably still the bestknown explanations for employee motivation. *hese are thehierarchy of needs theory# *heories 9 and :# and the twofactor theory.

*hese theories represent a foundation from which

contemporary theories have grown# and practicing managersstill regularly use these theories and their terminology inexplaining employee motivation.

H)erarc*+ of Needs T*eor+

Its probably safe to say that the most wellknown theory ofmotivation is 3braham Maslow,s *)erarc*+ of needs. 'ehypothesized that within every human being there exists ahierarchy of five needs. *hese needs are!

$. Physiological! Includes hunger# thirst# shelter# sex# andother bodily needs". Safety! Includes security and protection from physical

and emotional harm;. Social! Includes affection# belongingness# acceptanceand friendship


4/23



5/23


7o if you want to motivate someone# according to +aslow#you need to understand what level of the hierarchy that personis currently on and focus on satisfying the needs at or above

that level.

+aslow separated the five needs into higher and lowerorders. Physiological and safety needs were described aslowerorder and social# esteem# and selfactualization as*)g*erorder needs.*he differentiation between the twoorders was made on the premise that higherorder needs are

satisfied internally =within the person># whereas lowerorderneeds are predominantly satisfied externally =by things such aspay# union contracts# and tenure>.

+aslows need theory has received wide recognition#particularly among practicing managers. *his can be attributed

to the theorys intuitive logic and ease of understanding.6nfortunately# however# research does not generally validatethe theory. +aslow provided no empirical substantiation# andseveral studies that sought to validate the theory found nosupport for it.


6/23


T*eor+ 0 and T*eor+ %

?ouglas +c-regor proposed two distinct views ofhuman beings! one basically negative# labeled T*eor+ 0# andthe other basically positive# labeled T*eor+ %. 3fter viewingthe way the managers dealt with employees# +c-regorconcluded that a managers view of the nature of human beingsis based on a certain grouping of assumptions and that he@she

tends to mold his@her behavior toward employees according tothese assumptions.

6nder T*eor+ 0# the four assumptions held by managers are!

$. 0mployees inherently dislike work and# wheneverpossible# will attempt to avoid it.

". 7ince employees dislike work# they must be coerced#controlled or threatened with punishment to achieve goals.;. 0mployees will avoid responsibilities and seek formaldirection whenever possible.


7/23


In contrast to these negative views about the nature of humanbeings# +c-regor listed the four positive assumptions that hecalled T*eor+ %$

$. 0mployees can view work as being as natural as rest orplay.". People will exercise selfdirection and selfcontrol if theyare committed to the ob(ectives.;. *he average person can learn to accept# even seek#responsibility.


8/23


Two!actor T*eor+

*he twofactor theory =sometimes also called as motivation-hygiene theory) was proposed by psychologist )rederick'ertzberg. In the belief that an individuals relation to work isbasic and that ones attitude toward work can very welldetermine success or failure# 'ertzberg investigated the/uestion# 1hat do people from their (obsA2 'e asked peopleto describe# in detail# situations in which they felt extremely

goodor bad about their (obs. *hese responses were thentabulated and categorized.

3ccording to 'ertzberg# the factors leading to (obsatisfaction are separate and distinct from those that lead to (obdissatisfaction. *herefore# managers who seek to eliminatefactors that can create (ob dissatisfaction may bring about

peace but not necessarily motivation. *hey will be placatingtheir workforce rather than motivating them. 3s a result#conditions surrounding the (ob such as /uality of supervision#pay# company policies# physical working conditions# relationswith others# and (ob security were characterized by 'ertzbergas *+g)ene factors.


9/23


MOD#&N TH#O&I#S O! MOTIVATION

#&1 t*eor+

layton 3lderfer has reworked +aslows need hierarchy toalign it more closely with the empirical research. 'is revisedneed hierarchy is labeled 0C- theory. 3lderfer argues thatthere are three groups of core needs0xistence# Celatedness#and growthDhence# the label 0C- theory. *he existence group

is concerned with providing our basic material existencere/uirements. *hey include the items that +aslow consideredto be physiological and safety needs. *he second group ofneeds are those of relatednessDthe desire we have formaintaining important interpersonal relationships. *hese socialand status desires re/uire interaction with others if they are tobe satisfied# and they align with +aslows social need and theexternal component of +aslows esteem classification. )inally#3lderfer isolates growth needsDan intrinsic component from+aslows esteem category and the characteristics includedunder selfactualization.

In contrast to hierarchy of needs theory# the 0C- theorydemonstrates that =$> more than one need may be operative atsame time# and ="> if the gratification of a higherlevel need is

stifled# the desire to satisfy a lowerlevel need increases.

0C- theory also contains a frustrationregressiondimension. 0C- theory counters by noting that when a higher


10/23


order need level is frustrated# the individuals desire to increasea lowerlevel need takes place.

Mc'lelland,s T*eor+ of needs+clellands theory of needs was developed by ?avid

+clelland and his associates. *he theory focuses on threeneeds! achievements# power# and affiliation. *hey are definedas follows!

Need for achievement$

*he drive to excel# to achieve in relation to a set ofstandards# to strive to succeed.

Need for power$*he need to make others behave in a way that they would

not have behaved otherwise.

Need for affiliation$*he desire for friendly and close interpersonal

relationships.

7ome people drive to succeed. *hey are striving for

personal achievements rather than rewards of success as perwork done. *hey have a desire to do something better or moreefficiently than it has been done before. *his drive is theachievement need. )rom research into the achievement need#+clelland found that high achievers differentiate themselvesfrom others by their desire to do things better.


11/23


1oalSett)ng t*eor+

-ene Broadwater coach of the 'amilton high school crosscountry team gave his s/uad these last words before theyapproached the line for the league championship race! 1eachone of you is physically ready. Eow# get out there and do yourbest. Eo one can ever ask more of you than that.2

*he research on goal setting theory addresses these issues#and the findings# as you will see# are impressive in terms of theeffect that goal specificity# challenge# and feedback have noperformance.

In late $8F&s# 0dwin Gocke proposed that intentions towork toward a goal are a ma(or source of work motivation.*hat is# goal tells an employee what needs to be done and how

much effort need to be expended. *he evidence stronglysupports the value of goals. +ore to the point# we can say thatspecific goals increase performance4 that difficult goals# whenaccepted# result in higher performance than do easy goals4 andthat feedback leads to higher performance than does nofeedback.

-oalsetting theory presupposes that an individual iscommitted to the goal4 that is# is determined not to lower orabandon the goal. *his is most likely to occur when goals aremade public# when the individual has an internal locus ofcontrol# and when the goals are selfset rather than assigned.


12/23


#/)t+ T*eor+

It means individuals compare their (ob inputs and outcomewith those of others and then respond to eliminate anyine/uities.

*his theory is based on the example of +s Hane Pearson

who graduated from the state university with a degree inaccounting and working with -% a public accounting firm witha monthly salary of J


13/23


*he referentthat an employee selects adds to thecomplexity of e/uity theory. *here are


14/23


". -iven payment by /uantity of production# over rewardedemployees will produce fewer# but higher/uality# units thane/uitably paid employees.

;. -iven payment on time# under rewarded employees willproduce poorer /uality of output.


15/23


3*he strength of a tendency to act in a certain way dependson the strength of an expectation that the act will be followed bya given outcome and on the attractiveness of that outcome to the

individualL. In more practical terms# expectancy theory says thatan employee will be motivated to accept a high level of pressurewhen he or she believes that effort will lead to a goodperformance appraisal4 which will lead to good org rewards suchas bonus# a salary increase# or a promotion4 and that the rewardswill satisfy the employees personal goals. *he theory# thereforefocuses on three relationship!

$. 0ffort performance relationship.". Performancereward relationship.;. Cewardspersonal goals relationship.

*hus expectancy theory helps to explain why lot of workersarent motivated on their (ob and do only the minimumnecessary to get by.

In summary# the key to expectancy theory is theunderstanding of an individuals goals and the linkage b@w effortand performance# between performance and rewards and#finally# between the rewards and individual goal satisfaction. 3sa contingency model# expectancy theory recognizes that there isno universal principle for explaining everyones motivation. Inaddition# (ust because we understand what needs a person seeksto satisfy does not ensure that the individual perceives highperformance as necessarily leading to the satisfaction to theseneeds.


16/23


Because of complications like methodological# criterion#and measurement problems# this theory is viewed with caution.

M+t* or Sc)enceA

#4er+one wants a c*alleng)ng 5ob

*his statement is false. In spite of all the attention focusedby the media# academics and social scientists on human potentialand the needs of individuals# there is no evidence to support thevast ma(ority of workers want challenging (obs. 7omeindividuals prefer highly complex and challenging (obs4 otherprospers in simple# routinized work.

*he individualdifference variable that seems to gain thegreatest support for explaining who prefers a challenging (ob

and who doesnt is the strength of an individuals higherorderneeds. Individuals with high growth needs are more responsiveto challenging work. But what percentage of rankandfileworkers actually desire higherorder need satisfaction and willrespond positively to challenging (obsA Eo current data areavailable# but a study from the $8M&s estimated the figure atabout $%N. 0ven after ad(usting for changing work attitudes and

the growth in whitecollar (obs# it seems unlikely that thenumber today exceeds


17/23


undoubtedly made their career choices# to some degree# becausethey wanted (obs that gave them their autonomy# identity# andchallenge. *hat# of course# is their choice. But for them to

pro(ect their needs onto the workforce in general ispresumptuous.

Eot every employee is looking for a challenging (ob. +anyworkers meet their higherorder needs offthe (ob. *here are $FKhours in every individuals week. ork rarely consumes morethan ;&N of this time. *hat leaves considerable opportunity#even for individuals with strong growth needs# to find higher

order need satisfaction outside the workplace.

-rofess)onal #mplo+ees are more d)ff)c/lt to mot)4ate..

Professional employees are different than your averageemployees. 3nd theyre more difficult to motivate. hyABecause professionals dont respond to the same stimuli that

nonprofessionals do.

Professional like engineers# accountants# lawyers# nurses#and software designers are different from nonprofessionals.*hey have strong and a long term commitment to their field ofexpertise. *heir loyalty is more towards their profession than totheir employer. 3nd typical rewards# like money andpromotions# are rarely effective in encouraging professionals to

exert high levels of effort.

6sually they tend to be well paid already and they en(oywhat they do. )or instance# professionals are not typicallyanxious to give up their work to take on managerial


18/23


responsibilities. *heyve have invested a great deal of time andeffort in developing their professional skills. *heyve havetypically gone to professional schools for years and undergone

specialized training to build their proficiencies. *hey also investregularly in terms of reading# taking courses# attendingconferences# and the like to keep their skills current. +ovinginto management often means cutting off their ties to theirprofession# losing touch with the latest advances in their fieldand having to let the skills that theyve spent years developingbecome obsolete.

*his loyalty to the profession and less interest in typical

organizational rewards makes motivating professionals morechallenging and complex.

So *ow do +o/ mot)4ate profess)onals

Provide them with ongoing challenges pro(ects. -ive themautonomy to follow their interests and allow them to structure

their work in ways they find productive. Provide them withlateral moves that allow them to broaden their experiences.Ceward them with educational opportunities training#workshops# and attending conferences that allow them to keepcurrent in their field. In addition reward them with recognition.3nd consider creating alternative career paths that allow them toearn more money and status# without assuming managerial

responsibilities.


19/23


S/mmar+ 6 )mpl)cat)ons for managers$

Summary

*he theories which we have discussed so far addressdifferent outcomes variables. *he theories also differ inpredictive strengths.

$> Need T*eor+ $

)our theories focused on needs. *hese were +aslowshierarchy# two factor# 0C-# and +clellands needstheories. *he strongest is the +clellands needs theory#which is regarding the relationship between achievementand productivity.

"> 1oalsett)ng t*eor+ $

*he evidence leads to conclude that goalsettingtheory provides one of the more powerful explanations ofthis dependent variable.

;> &e)nforcement t*eor+ $

*his theory has an impressive record for predictingfactors like /uality and /uantity of work# persistence ofeffort# absenteeism# tardiness# and accident rates. It does


20/23


not offer much insight into employee satisfaction or thedecision to /uit.

7ob des)gn t*eor+ $

*his theory addresses productivity# satisfaction#absenteeism# and turnover variables. But it may be limitedto employees who place a high importance on findingmeaningfulness in their (obs and who seek control over thekey elements in their work.

%> #/)t+ t*eor+ $

*his theory also deals with productivity# satisfaction#absence# and turnover variables. 'owever# it is thestrongest when predicting absence and turnover behaviorsand weak when predicting differences in employeeproductivity.

F> #"pectanc+ t*eor+ $

*his theory focused on performance variables. It hasproved to offer a relatively powerful explanation ofemployee productivity# absenteeism and turnover. Butexpectancy theory assumes that employees have fewconstraints on their decision discretion. It makes many ofthe same assumptions that the rational model makes aboutindividual decisionmaking.


21/23


22/23


()n9 rewards to p/n)s*ment$ Cegardless of how closely rewards are actually

correlated to performance criteria# if individuals perceivethis relationship to be low# the results will be lowperformance# a decrease in (ob satisfaction# and an

increase in turnover and absenteeism.

%> '*ec9 t*e s+stem for #/)t+$ Cewards should also be perceived by employees as

e/uating with the inputs they bring to the (ob. 3t a simplestlevel# this should mean that experience# skills# abilities#effort# and other obvious inputs should explain differences

in performance and# hence# pay# (ob assignments# and otherobvious rewards.


23/23


21249316 project report on motivation hr

Documents