The word motivation is derived from ‘motive', which means an active form of a desire, craving or need that must be satisfied. Motivation is the key to organizational effectiveness. The manager in general has to get the work done through others. These 'others' are human resources who need to be motivated to attain organizational objectives.
DEFINITION
According to George R. Terry,
"Motivation is the desire within an individual that stimulates him or her to
action."
In the words of Robert Dubin, it is
"the complex of forces starting and keeping a person at work in an
organization". Viteles defines motivation as "an unsatisfied need
which creates a state of tension or disequilibrium, causing the individual to
move in a goal directed pattern towards restoring a state of equilibrium, by
satisfying the need."
According to Encyclopaedia of Management. "Motivation refers
to the degree of readiness of an organism to pursue some designated goals and
implies the determination of the nature and locus of force inducing a degree of
readiness."
On the basis of above definitions, the
following observations can be made regarding motivation:
- Motivation is an inner
psychological force, which activates and compels the person to behave in a
particular manner.
- The motivation process is
influenced by personality traits, learning abilities, perception and
competence of an individual.
- A highly motivated employee works
more efficiently and his level of production tends to be higher than
others.
- Motivation originates from
the-needs and wants of an individual. It is a tension of lacking something
in his mind, which forces him to work more efficiently.
- Motivation is also a process of
stimulating and channelising the energy of an individual for achieving set
goals.
- Motivation also plays a crucial
role in determining the level of performance. Highly motivated employees
get higher satisfaction, which may lead to higher efficiency.
- Motivating force an^ its degree,
may differ from individual to individual depending on his personality,
needs, competence and other factors.
- The process of Motivation helps
the manager in analyzing and understanding human behavior and finding but
how an individual can be inspired to produce desirable working behavior.
- Motivation may be positive as well
as negative. Positive motivation includes incentives, rewards and other
benefits while negative motivation implies some punishment, fear, use of
force etc.
- The motivation procedure contributes to and boosts up the morale of the employees. A high degree of motivation may lead to high morale.
FEATURES OF MOTIVATION
The following are the features of
motivation:
- It is an internal feeling and
forces a person to action.
- It is a continuous activity.
- It varies from person to person and from time
to time.
- It may be positive or negative.
IMPORTANCE OF MOTIVATION
Motivation is an important part of
managing process. A team of highly qualified and motivated employees is
necessary for achieving objectives of an organization because of the following
reasons:
- Motivated employees make optimum
use of available resources for achieving objectives.
- Motivation is directly related to
the level of efficiency of employees.
- Motivated employees make full use
of their energy and other abilities to raise the existing level of
efficiency.
- Motivated employees make
goal-directed efforts. They are more committed and cooperative for
achieving organizational objectives.
- Motivated employees are more loyal
and sincere to an organization. These factors help reduce absenteeism and
labor turnover.
- Motivation is considered as a
backbone of good industrial relations.
- Effectively motivated employees
get more job satisfaction and possess high morale.
- Motivation also helps in improving the image of an organization.
The motivation process begins with
identification of individual needs. For example, when an employee feels
underpaid then what, then he tries to fulfill his needs by asking for a raise
or by working harder to earn a raise or by seeking a new job. He then chooses
to pursue one or more of these options for instance, working harder while
simultaneously looking for a job. If his hard work resulted in a pay rise, he
probably feels satisfied and will continue to work hard. But if no raise has
been provided he is likely to try another option. Since people have many
different needs, the satisfaction of one need or set of needs is likely to give
rise to the identification of other needs. Thus, the cycle of motivation is
constantly repeated.
Understanding human motivation is crucial for managing people. Extensive research has been performed to find out what makes people work and how to motivate them. This includes managers, social scientists, behaviorists and psychologists. A number of theories have been developed, even though there is no universally acceptable motivation theory. Understanding these theories facilitates the managers to get a better insight into the human behavior.
NEED-BASED THEORIES TO MOTIVATION
Need-based theories try to answer the question, "what factor(s) motivate people to choose certain behaviors?" Some of the widely known need-based theories are as follows:
(a) Maslow's Hierarchy of Needs
Maslow Abraham proposed his theory in the 1940s. This theory, popularly known as the Hierarchy of Needs assumes that people are motivated to satisfy five levels of needs: physiological, security, belongingness, esteem and self-actualization needs. The figure 9.1 shows Maslow's hierarchy of needs
Maslow suggested that the five levels
of needs are arranged in accordance with their importance, starting from the
bottom of the hierarchy. An individual is motivated first and foremost to
satisfy physiological needs. When these needs are satisfied, he is motivated
and 'moves up' the hierarchy to satisfy security needs. This 'moving up process
continues until the individual reaches the self-actualization level.
Physiological needs represent the basic issues of survival such as
food, sex, water and air. In organizational settings, most physiological needs
are satisfied by adequate wages and by the work environment itself, which
provides employees with rest rooms, adequate lighting, comfortable temperatures
and ventilation.
Security or safety needs refer to the
requirements for a secure physical and emotional environment. Examples include
the desire for adequate housing and clothing, the need to be free from worry
about money and job security and the desire for safe working conditions.
Security needs are satisfied for people in the work place by job continuity, a
grievance resolving system and an adequate insurance and retirement benefit
package.
Belonging or social needs are related
to the, social aspect of human life. They include the need for love and
affection and the need to be accepted by one's peers. For most people these
needs are satisfied by a combination of family and community relationships and
friendships on the job. Managers can help ensure the 'satisfaction of these
important needs by allowing social interaction and by making employees feel
like part of a team or work group.
Esteem needs actually comprise of two
different sets of needs:
- The need for a positive self-image
and self-respect.
- The need for recognition and
respect from others.
Organizations can help address esteem
needs by providing a variety of external symbols of accomplishment such as job
titles and spacious offices. At a more fundamental level, organizations can
also help satisfy esteem needs by providing employees with challenging job
assignments that can induce a sense of accomplishment.
At the top of the hierarchy are those
needs, which Maslow defines the self-actualization needs. These needs involve
realizing one's potential for continued: growth and individual development.
Since these needs are highly individualized and personal, self-actualization
needs are perhaps the most difficult for managers to address. Therefore, an
employee should try to meet these needs on his own end. However, an
organization can help his employee by creating a climate for fulfillment of
self-actualization needs. For instance, an organization can help in fulfillment
of these needs by encouraging employee’s participation in decision-making
process and by providing them with an opportunity to learn new things about
their jobs and organization. This process of contributing to actual
organizational performance helps employees experience personal growth and
development associated with self-actualizing.
Maslow's concept of the need hierarchy possesses a certain intuitive logic and has been accepted universally by managers. But research has revealed several shortcomings of the theory such as some research has found that five levels of needs are not always present and that the order of the levels is not always the same as assumed by Maslow. Moreover, it is difficult for organizations to use the need hierarchy to enhance employee motivation.
(b) ERG Theory of Motivation
Clayton Alderfer has proposed an
alternative hierarchy of needs - called the ERG Theory of Motivation. The
letters E, R and G stand for Existence, Relatedness and Growth. The figure 9.2
shows ERG theory:
ERG Theory the need hierarchy developed
by Maslow into three 9.2. The existence needs in this theory refers to the
physiological and security needs of Maslow. Relatedness needs refers to
belongingness and esteem needs. Growth needs refers to both self-esteem and
self-actualization needs.
Although ERG Theory assumes that motivated behavior
follows a hierarchy in somewhat the same fashion as suggested by Maslow, there
are two important differences.
- Firstly, ERG theory suggests that
more than one kind of need might motivate a person at the same time. For
example, it allows for the possibility that people can be motivated by a
desire for money (existence); friendship (relatedness), and an opportunity
to learn new skills (growth) all at the same time.
- Secondly, ERG theory has an
element of frustrations-regression that is missing from Maslow's need
hierarchy. Maslow maintained that one heed must be satisfied before an
individual can progress to needs at a higher level, for example, from
security needs to belongingness. This is termed as
satisfaction—progression process. Although the ERG theory includes this
process, it also suggests that if needs remain unsatisfied at some higher
level, the individual will become frustrated, regress to a lower level and
will begin to pursue low level needs again. For" example, a worker
previously motivated by money (existence needs) is awarded a pay rise to
satisfy this needs. Then he attempts to establish more friendship to
satisfy relatedness needs. If for some reason an employee finds that it is
impossible to become better friends with others in the work place, he may
eventually become frustrated and regress to being motivated to earn even
more money. This is termed as ‘frustration-regression' process.
The ERG theory emphasis on the
following key points regarding needs:
- Some needs may be more important
than others.
- People may change their behavior after any particular set of needs has been satisfied.
(c) The Dual-Structure Approach to
Motivation
Another popular need-based approach to motivation is the dual-structure approach developed by Frederick Herzberg. This is also known as Two-factor Theory. Herzberg developed this approach after interviewing 200 accountants and engineers in Pittsburg. He asked them to recall such occasions when they had been dissatisfied and less motivated. He found that entirely different sets of factors were associated with satisfaction and dissatisfaction. For instance, an individual who identified 'low pay' as causing dissatisfaction did not necessarily mention 'high pay' as a cause of satisfaction. Instead, several other factors, such as recognition or accomplishment, were cited as causing satisfaction.
This finding suggests that satisfaction and dissatisfaction are at opposite ends of a single scale. Employees would, therefore, be satisfied, dissatisfied or somewhere in between. Herzberg argued that attitudes and motivation consists of a dual structure. One structure involves a set of factors that result in feelings ranging from satisfaction to no satisfaction. The other structure involves a set of factors that result in feelings ranging from dissatisfaction to no satisfaction.
Herzberg identified two sets of factors responsible for causing either satisfaction or dissatisfaction. The factors influencing satisfaction are called motivation factors or motivators, which are related specifically to the job itself and the factors causing dissatisfaction are called hygiene factors, which are related to the work environment in which the job is performed.
Motivators
·
Achievement
·
Recognition
·
Advancement
·
The work itself
·
The possibility of personal growth
· Responsibility
Hygiene or Maintenance Factors
- Company policies
- Technical supervision
- Interpersonal relations with
supervisor
- Interpersonal relations with peers
- Interpersonal relations with
subordinates
- Salary
- Job security
- Personal life
- Work conditions
- Status
Based on these findings, Herzberg recommended that managers seeking to motivate employees should first make sure that hygiene factors are taken care of and that employees are not dissatisfied with pay, security and working conditions. Once a manager has eliminated employee dissatisfaction, Hertzberg recommends focusing on a different set of factors to increase motivation, by improving opportunities for advancement, recognition, advancement and growth. Specifically, he recommends job enrichment as a means of enhancing the availability of motivation factors.
Although widely accepted by managers, Hertzberg’s dual structure approach however suffers from certain drawbacks. Other researchers who measured satisfaction and dissatisfaction based on different aspects reached very different conclusions. They have also criticized Herzberg's theory for its inability to define the relationship between satisfaction and motivation and to pay enough attention to differences between individuals. Hence, at present Herzberg's theory is not held in high esteem by researchers in the field of motivation. The theory, however, had a major impact on managers and has played a key role in increasing their awareness of motivation and its importance in type work place.
'X' AND ‘Y' THEORIES OF MOTIVATION
Douglas McGregor observed two diametrically opposing viewpoints of managers 'about their employees; one is negative called "Theory of X" and another is positive called "Theory of Y". I
Theory
of X
Following are the assumptions of
managers who believe in the "Theory of X" regarding their employees.
- Employees dislike work.
- Employees must be coerced,
controlled or threatened to do the work.
- Employees avoid responsibilities
and seek formal direction.
- Most employees consider security of job, most important of all other factors in the job and have very little ambition.
Theory
of Y
Following are the assumptions of
managers who believe in the "Theory of Y" regarding their employees.
- Employees love work as play or
rest.
- Employees are self-directed and
self-controlled and committed to the organizational objectives.
- Employees accept and seek responsibilities.
- Innovative spirit is not confined to managers alone, some employees also possess it.
Applicability of Theories 'X' and 'Y'
Theory 'X' in its applicability, places exclusive reliance upon external control of human behavior, while theory 'Y', relies heavily on self-control -and self-direction.
Theory 'X' points to the traditional approach of management. Literally, this theory of behavior is related to organizations that lay hard and rigid standards of work-behavior. Some examples of such organizations are organizations that break down jobs into specialized elements, establish 'norms of production, design equipment to control worker's pace of work, have rigid rules and regulations, that are sometimes very vigorously enforced.
Theory 'Y’, on the other hand, secures the commitment of employees to organizational objectives. This motivational theory places emphasis on satisfaction of employees. While applying this theory, the use of authority, as an instrument of command and control is minimal. Employees exercise self-direction and self-control.
The concepts of 'Job' Enlargement', 'Participation' and 'Management by Objectives' are quite consistent with theory ' Y'.
McGregor supports the applicability of motivational theory 'Y', instead of theory ‘X'. Organization should keep in mind that once theory 'X' is employed for organizational working, it is difficult for the management to shift to theory ' Y', all of a sudden. However, with systematic, judicious and slow steps, shifting in the practical applicability of theory 'X' to theory ' Y' usually can be achieved.
MC-CLELLAND's NEED THEORY OF MOTIVATION
David C. McClelland and his associate
Atkinson have contributed to an understanding of motivation by identifying
three types of basic motivating needs. These needs have been classified as:
1.
Need for Power
2.
Need for Affiliation
3. Need for Achievement : :
Need for Power
According to this theory the need for power, which might be defined as the desire to be influential in a group and to control one's environment is an important motivation factor. Research suggests that people with a strong need for power, are likely to be superior performers and occupy supervisory positions. Such types of individuals generally look for positions of leadership, they act effectively, are outspoken, have a stubborn character and exert authority.
Need
for Affiliation
The need for affiliation means the
desire for human companionship and acceptance. Those with a high need for
affiliation often behave the way they think other people want them to, in an
effort to maintain friendship. They prefer a job that entails a good deal of
social interaction and offers opportunities to make friends. The principal
characteristics of such peoples' traits are as follows:
- Desire to like and be liked.
- Enjoy company and friendship.
- Prefer cooperative situation.
- Excel in group task.
- Star attraction in gathering.
- Leadership qualities.
This need is closely associated with the "social-type” of personality, who are sociable, friendly, cooperative and understanding. Persons with high motivation for power and affiliation have better chances of becoming good managers.
Need
for Achievement
People with a high need for achievement, always feel ambitious to be successful; are ever prepared to face challenging situations and set arduous goals .for themselves. They are prone to take calculated risks; and possess a high sense of personal responsibility in getting jobs done. These people are concerned with their progress, and feel inclined to put in longer hours of work" Failures never dishearten them and they are always ready to put in their best efforts for excellent performance.
PROCESS-BASED THEORIES TO MOTIVATION
The field of organizational behavior
has generally moved a way from the needs theories of motivation. Needs theories
are content-oriented - that is, they explain what are the causes leading to
motivated behaviors. They do not explain why or how motivated behavior occurs.
These questions relate to behaviors or actions, goals and feelings of
satisfaction., These concepts are addressed by various process-based theories
to motivation.
Process-based theories to motivation are concerned with how motivation occurs. They focus on why people choose to enact certain behavioral options to fulfill their needs and how they evaluate their satisfaction after they have attained these goals. Two of the most useful process-based approaches to motivation arc expectancy theory and equity theory.
(a) Expectancy Theory of Motivation
Expectancy theory of motivation was
developed by- Victor Vroom. Basically, Vroom's expectancy theory views
motivation as a- process of governing choices. The expectancy theory tries to
explain how and why people choose a particular behavior over an alternative.
The theory suggests that motivation depends on two things: how much an
individual desires a particular goal and how likely he thinks he can get it.
For instance, a person is looking for a job and reads an advertisement for a
position of Marketing Executive with a starting salary of Rs. 3 lakh per year.
Even though he might want the job, he probably does not apply because he is
aware that there is little chance of getting it. Next he sees an advertisement
is for Field Supervisor for a salary of Re. 1 lakh per year. In this case he
realizes that he .can probably get the job, but still doesn't apply simply
because he doesn't want it. Then he comes across another advertisement for a
Management Trainee in a big organization with a starting salary of Rs. 2 lakh
per year. He chooses to apply for this job because he wants it and also thinks
that he has a reasonable chance of getting it. Figure 9.3 shows the expectancy
theory of motivation.
The expectancy theory rests on four
assumptions:
- The theory assumes that behavior
is determined by a combination of forces in the individual and in the
environment.
- It assumes that people make
decisions about their own behavior in organizations.
- It assumes that different people have
different types of needs, desires and goals.
- It assumes that people make choices from among
alternative plans of behavior based on their perceptions of the extent to
which a given behavior will lead to desired outcomes.
The above model suggests that
motivation leads to efforts and that effort, when combined with individual
ability and environmental factors, result in performance. Performance, in turn,
leads to various outcomes—each of which has an associated value called its
'valence'. According to this model, individuals develop some sense of these
expectations before they exhibit motivated or non-motivated behavior.
Effort-to-Performance Expectancy
The effort-to-performance expectancy
refers to an individual's perception of the probability that effort will result
in high performance. When an individual believes that effort will lead directly
to high performance, expectancy is quite strong, that is close to 1.00. For
instance, if one feels sure that studying hard for an examination (effort) will
result in scoring high marks (performance), then his effort-to-performance
expectancy is high, that is close to 1.0. When an individual believes that
effort and performance are unrelated, the effort-to-performance expectancy is
very weak, that is close to 0.0. Usually we are not sure about our expectations,
so they fall somewhere between 0.0 and 1.0 with a moderate expectancy. ;
Performance-to-Outcome Expectancy
The performance-to-outcome expectancy
means an individual's perception of the probability that performance will
result in a specific outcome. For example, an individual who believes that high
performance will lead to a pay raise has a high performance-to-outcome
expectancy, approaching to 1.00. An individual who believes that high
performance may possibly lead to a pay raise has a moderate expectancy between
1.00 and 0. And an individual who believes that performance has no relationship
to rewards has a low performance-to-outcome expectancy that is close to 0.
Outcomes and Valences
Expectancy theory recognizes that an individual may experience a variety of outcomes as a consequence, of behavior in an organizational environment. A high performer, for example, may get big pay raises, fast promotions and praise from the boss. However, he may also be subject to a lot of stress and incur resentment from co-workers. Each of these outcomes has an associated value or valence that is,, an index of how much an individual desires a particular outcome. If an individual wants an outcome, its valence is positive. If an individual does not want an outcome, its valence is negative. If an individual is indifferent to an outcome, its valence is zero. It is this advantage of expectancy theory that goes beyond the need-based approaches to motivation.
Thus, for motivated behavior to occur
on the part of any individual, three conditions must be met, which are as
follows:
- First, the effort-to-performance
expectancy must be greater than zero.
- Second, the performance-to-outcome
expectancy must also be greater than zero.
- Third, the sum of the valences for all relevant outcomes must be greater than zero.
Expectancy theory maintains that when
all of these conditions are met, the individual is motivated to expand effort.
The expectancy theory also has several other important practical implications,
which managers should keep in mind. The managers can perform the following
activities in relation to this -
- Determine what outcomes employees
prefer.
- Define, communicate and clarify
the level of performance that is desired.
- Establish attainable performance
goals.
- Link desired outcomes to
performance goal achievement.
Practical Applicability of Expectancy
Theory
If a manager wishes to motivate his employees for increased and better performance, then he has to make sure whether the reward system is highly supportive to hard work or high quality. The manager will particularly see that the specific system, as applicable in their case, is communicated to them, so as to make them feel confident that their energized efforts will be rewarded.
Another important point, which should not be ignored by the manger, is that rewards must correspond to the varying preferences of an individual employee.
In conclusion, no doubt 'expectancy' theory has gained much popularity with theorists, but much more work still needs to be put in, before it can be accepted for use as an effective instrument of explanation of 'motivation' with all its implications.
The Porter-Lawer Extension
Porter and Lawler have proposed an interesting extension to the expectancy theory. The human relationists assumed that employee satisfaction causes good performance but research has not supported such relationship. Porter and Lawler suggest that there may indeed be a relationship between satisfaction and performance but that it goes in the opposite direction, that is, superior performance can lead to satisfaction.
Porter-Lawler Model
First, an individual's initial effort is influenced by his perception regarding the value of reward and the likelihood that the effort will yield a reward. The probability that increased effort will lead to improved performance is affected by an individual's traits, abilities and perception of his role in an organization. The model also distinguishes between intrinsic and extrinsic rewards. Finally, the Porter-Lawler model borrows from equity theory the idea that the employee's satisfaction depends on the perceived equity of the rewards relative to the 'effort expended and the level of performance attained.
Implications for Managers
Expectancy theory can be useful for
organizations attempting to improve the motivation of their employees. Nadler
and Lawler suggest a series of steps for managers in applying the basic ideas
of the theory.
1.
They should determine the primary
outcomes that each employee likely desires.
2.
They should decide what kind and levels
of performance are needed to meet organizational goals.
3.
They should ascertain that the desired
levels of performance are attainable.
4.
They should ensure that desired
outcomes and performance are linked.
5.
They should also analyze the complete
work situation for conflicting expectancies.
6.
They should make sure that the rewards
are large enough.
7.
They should make sure that the overall
system is equitable for everyone.
The expectancy theory has also its limitations. It is quite difficult to apply, for example, application of this theory in the work place would require to identify all the potential outcomes for each employee, to determine all relevant expectancies and then to balance everything somehow to maximize employee motivation. Expectancy theory also assumes that people are rational - therefore, they will systematically consider all the potential outcomes and their associated expectancies before selecting a particular behavior. However, few people actually make decisions in such a precise and rational manner.
(b) Equity Theory
J. Stacy Adams developed equity theory
of motivation. The equity theory argues that motivations arise out of simple
desire to be treated fairly. Equity can be defined as an individual's belief
that he is being treated fairly relative to the treatment of others. The figure
9.4 shows the equity process.
A person's perception of equity develops through a four-step process as shown below:
1.
First an individual evaluates the way
he is being treated by an organization.
2.
The next step is for an individual to
choose a co-worker who seems to be in a roughly similar situation and to
observe how an organization treats him.
3.
In the crucial step of equity theory an
individual 'compares' the two treatments.
4. In the fourth step he evaluate a sense of equity to see if the two treatments seem similar or if the are different.
Adam suggests that employees make these
comparisons by focusing on input and outcome ratios. An employee's
contributions or input to an organization include time, education, effort,
experience and loyalty. Outcomes are what an individual receives from an
organization such as, pay, recognition and social relationships. The theory
suggests that people view their outcomes and inputs as ratio and then- compare
their ratio to the ratio of someone else. This other 'person' may be someone in
the work group. The comparison may result in three types of attitudes:
·
The individual may feel equitably
rewarded,
·
Under-rewarded.
· Over-rewarded.
An individual will experience a feeling of equity when the two ratios are equal. If an individual has the feeling of equity then he should maintain the status quo. If he has a feeling of inequity then he is likely to change the input.
The single most important idea for managers to remember about equity theory is that if rewards are to motivate employees, they must be perceived as being equitable and^ fair. However, managers must remember that different employees have different sense towards basis for a reward and this may result in problems. Hence, the best way to avoid such problems is to make all employees aware of the basis for rewards.
Reinforcement Based Approaches to
Motivation
A final approach to the motivation process focuses on why some behavior are maintained and changed overtime. Reinforcement-based approaches explain the role of those rewards as they cause behavior to change or remain the same over time. Specifically, reinforcement theory is based on the fairly simple assumption that behaviors that result in rewarding consequences are likely to be repeated, whereas behavior that results in punishing consequences are less likely to be repeated. There arc similarities between expectancy theory and reinforcement theory. Both consider the processes by which an individual chooses behaviors in a particular situation. However, the expectancy theory focuses more on behavior choices and the latter is more concerned with the consequences of those choices.
Reinforcement Contingencies
Reinforcement contingencies are the
possible outcomes that an individual may experience as a result of his or her
behaviors. The four types of reinforcement contingencies that can affect
individuals in an organizational setting are positive reinforcement, avoidance,
punishment and extinction.
Positive Reinforcement is a method of
strengthening behavior. It is a reward or a positive outcome after a desired
behavior is performed. When a manager' observes an employee is doing a good job
and offers praise then this praise helps in positive reinforcement of behavior.
Other positive reinforces include pay, promotions and awards.
The other reinforcement, contingency
that can strengthen desired behavior is avoidance. This occurs when an
individual chooses certain behavior in order to avoid unpleasant consequences.
For instance, an employee may come to work on time to avoid criticism.
Punishment is used by some managers to
weaken undesired behaviors. The logic is that the unpleasant, consequence will
reduce an undesirable behavior again, for example, punishing with fine for
coming late.
Extinction can also be used to weaken behavior, specially that has previously been rewarded. When an employee tells a vulgar joke and the boss laughs, the laughter reinforces the behavior and the employee may continue
to tell similar jokes. By simply
ignoring this behavior and not reinforcing it, the boss can cause the behavior
to subside which eventually becomes 'extinct'.
Positive reinforcement and punishment are the most common reinforcement contingencies practiced by organizations. Most managers prefer a judicious use of positive reinforcement and punishment. Avoidance and extinction are generally used only in specialized circumstances.
NEW APPROACHES TO MOTIVATION IN ORGANIZATIONS
New approaches are emerging to supplement the established models and theories of motivation. Two of the most promising are Goal-Setting Theory and the Japanese Approach.
(a) Goal-Setting Theory
This approach to motivation has been pioneered in the USA by Edwin Locke and his associates in 1960s and refined in 1980s. Goal-setting theory suggests that managers and subordinates should set goals for an individual on a regular basis, as suggested by MBO. These goals should be moderately difficult and very specific and of type that an employee will accept and make a commitment to accomplishing them. Rewards should be tied directly to accomplished goals. When involved in goal-settings, employees see how their effort will lead to performance, rewards and personal satisfaction.
Salient features of this theory are as
follows:
- Specific goal fixes the needs of
resources and efforts.
- It increases performance.
- Difficult goals result higher
performance than easy job.
- Better feedback of results leads
to better performances than lack of feedback.
- Participation of employees in goal
has mixed result.
- Participation of setting goal,
however, increases acceptance of goal and involvements.
- Goal setting theory has defined
two factors,' which influences the performance. These are given below:
o
Goal commitment
o Self-efficiency.
The mere act of goal setting does not ensure higher levels of motivation among employees. In fact, there seem to be three important criteria that goals must meet if they are to influence the behavior of organization members. They are goal specificity, goal difficulty and goal acceptance.
Goal Specificity
Goals must be stated in specific terms if they are to motivate effective performance. Goals must be set in terms of measurable criteria of work performance, i.e., number of units produced, new sales etc. and must specify a lime period within which the goal is to be attained. It also gives a sense of personal satisfaction and accomplishment to workers if he is able to meet the specific goal.
Goal Difficulty/Challenge
There exists a relationship between goal difficulty and work motivation. The more difficult- and challenging the goal is, the higher the level of motivation and performance. However, it is essential that goals are set at realistic levels. Goals that are very difficult to achieve are unable to motivate since it is beyond the capacity of the concerned individual.
Goal Acceptance
In order to influence motivation and performance, a goal must be internalized by an individual. In other words, the person has to feel some personal ownership of the goal and must have commitment to achieve it.
Goal Setting in Practice
The most obvious implication of
goal-setting theory is that managers should be helping subordinates to set
goals that are specific and reasonably difficult so that subordinates accept
and internalize them as their own goals. Besides this, there are a number of
issues that arise in implementing goal setting in practice.
- Though specificity of goal is
essential and measurability is desirable, it should not affect in
identifying meaningful and valid objective of goal attainment.
- The manager can stimulate goal
acceptance in at least three ways:
o
By involving subordinates in
goal-setting process.
o
By demonstrating a supportive
attitude and approach toward his subordinates.
- By assigning various rewards to the achievement of goals.
Management by Objectives (MBO) is a managerial technique for improving motivation and performance using goal-setting principles.
Cognitive Evaluation Theory
A researcher 'Charms' reported in 1960 that extrinsic motivation like pay or rewards for a job, which has an intrinsic-motivation content, which is prior to such rewards. It tends to decrease overall level of motivation. This proposal is called cognitive Evaluation Theory" which has been supported by a large number of research studies conducted subsequently.
(b) Japanese Approach to Motivation
The Japanese approach to motivation has
gained increasing popularity around the world during the past few years. This
approach is rather a philosophy of management than a theory or model. The basic
tenet of the Japanese approach is that managers and workers should perform
together as partners. Since both of them see themselves as one group, ail
members are committed and motivated to work in the best interests of an
organization. No one is called an employee; instead everyone is a team member,
team leader or coach and everyone owns the 'share' of an organization. Like
goal-setting meow, the Japanese approach is likely to become more common in
businesses throughout the world.
Integration of Motivation Theories
Thus several theories complicate our understanding. Some of these theories are compatible and some are not. The real challenge that a researcher has to face is integration of all or at least some of these together so that their inter and intra-relationships are established. This will also improve the understanding of motivation. Certain attempts are made in USA and elsewhere.
Enhancing Motivation in Organizations
Managers trying to enhance the
motivation of their employees can, of course, draw on any of the theories
described above. They may in practice adopt specific interventions derived from
one or more theories or they may influence motivation through the
organization's reward system. The organization can enhance motivation in
following ways:
- Humanize the work environment: Respect the need to treat each
employee as an individual.
- Publicize both short and long-term
organizational goals:
Encourage personal and
departmental goal setting.
- Promote from within: It's great for morale and
simplifies hiring procedures.
- Use incentive programs: Inducing the feeling that 'if
you're creative enough, you won't have to rely on expensive financial
bonuses.'
- Establish appropriate deadlines: Every project should have a
deadline.
- Be liberal with praise: It's almost impossible to over
praise and easy to under praise.
- Be consistent in your own work and
in your relations with others.
- Show a personal interest in the people who
work for you: Relations are always smoother between people
who know each other on a personal basis than relations between people who
merely want something from each other.
- Admit mistakes: People will respect you for it and
will be less likely to hide their own mistakes.
- Don't whitewash unpleasant assignments: Prepare subordinates for unpleasant assignments well in advance and offer what support you can.
Managerial Approaches for Improving
Motivation
A number of approaches can help
managers motivate workers, to perform more effectively. The following steps
promote intrinsic motivation:
- Workers Participation in
Management (WPM)
- Management by Objectives (MBO)
- Organization Behavior Modification
- Job-Redesign
- Alternative Work Schedules.
Two approaches, however, have been especially effective: linking pay to jot performance and quality of work-life programs.
Pay and Job Performance
Pay often can be used to motivate
employee performance. But a pay plan also must be able to do the following
tasks:
- Create the belief that good
performance leads to high levels of pay;
- Minimize the negative consequences
of good performance; and
- Create conditions in which rewards other than pay are evaluated as related to good performance.
Quality of Work Life Programs
Quality of Work Life (QWL) is defined
as an attempt through a formal program to integrate employee needs and well
being with the intention of improved productivity, greater worker involvement
and higher levels of job satisfaction.
Programs for QWL improvements range from those requiring minor changes in an organization to those requiring extensive modifications in structure, personnel and the utilization of resources. There are three types of QWL programs, which are as follows:
Quality Circles
Quality Circles (QC) are small groups of workers who meet regularly with their supervisor as their 'circle leader' to solve work-related problems. QCs give an employee an opportunity for involvement, social-need satisfaction, participation in work improvement and challenge and opportunity for growth. They are, in essence, vehicles for providing employees with opportunities to satisfy lower and upper-level needs as stated by Maslow, through the motivators described in 'Herzberg's theory.
Alternative
Work Schedule
Organizations also frequently use the modified 'work-week' as a way to increase employee motivation. A modified 'work-week' can be any work schedule that does not conform to a traditional 8 hours a day or 5 days a week format. The modified 'work-week' helps individual satisfy higher-level needs by providing more personal control over one's work schedule. It also provides an opportunity to fulfil several needs simultaneously.
Job-Redesign
Job-Redesign or changing the nature of
people's job is also being used more as a motivational technique. The idea
pursued here is that mangers can use any of the alternatives job rotation, job
enlargement, job enrichment as part of motivational programme. Expectancy
theory helps explain the role of work design in motivation.
