MOTIVATION

NDEJJE UNIVERSITY

Mr. Musa Manga Nsubuga

PhD (Cand.) UK; MSc Eng. Envir. (1.1 Dist) Leeds, UK; BSc.
Const.(1.1 Hons) MAK; Dip. Arch

FACULTY OF ENGINEERING AND SPORTS SCIENCE

DEPARTMENT OF CIVIL ENGINEERING
 Learning Objectives
 Characterizethe nature of motivation, including its
importance and basic historical perspectives

 Identify
and describe the need-based perspectives on
motivation

 Identify and describe the major process-based

perspectives on motivation

 Describe learning-based perspectives on motivation

 The Nature of Motivation
 Motivation is the way of starting, channeling and
maintaining human behavior in the work situation
towards a specific goal.

 Motivation is an important ingredient in boosting the

morale of the individual worker and Improving his
productivity. An effective manager should endeavor to
know and understood the motivation of his constituents.

 Motivation is an inner state that moves an individual to

work toward the achievement of goal.
 The Nature of Motivation
 The set of forces that leads people to behave in
particular ways.

 The Importance of Motivation

◦ Job performance depends upon motivation, ability, and
environment
◦ P=M+A+E
 The Motivation Process
 Under the motivation process, needs produce
drives which eventually lead to the
accomplishment of desired goals.

Drives or Achievement of
Needs
Motives Goals
Motivational Framework
 Motivational Framework
 Visualizing how motivational processes occur.

◦ Need: Anything an individual requires/wants

◦ Need deficiency: Leads to need to satisfy the need

◦ Goal-directed behaviours: Result from trying to satisfy

the need deficiency

◦ Rewards/Punishments: Consequences of the goal

directed behaviour
 Motivational Theories
 Theconcept of motivation is discussed under two
broad theories:
◦ Content theories
◦ Process theories

 Content theories try to identify the needs a person will

seek to satisfy and how these needs affect motivation
of an individual.
 Process theories examine the thought process that

people experience prior to taking action.

Historical Perspectives on Motivation
 The Traditional Approach
◦ Frederick Taylor: “Scientific Management”
◦ Assumes that employees are motivated by money
 The Human Relations Approach
◦ Favourable employee attitudes results in motivation to
work hard
 The Human Resource Approach
◦ People want to contribute and are able to make genuine
contributions
 Need-Based Perspectives on
Motivation
 Need-based Theories of Motivation
◦ Assume that need deficiencies cause behaviour.

 The Hierarchy of Needs

◦ Abraham Maslow: Assumes that human needs are
arranged in a hierarchy of importance.
The Hierarchy of Needs
 Table of Needs
 Physiological needs- basic needs for sustaining life
◦ Food and Water
◦ Sleep
◦ Health
◦ Body Needs
◦ Exercise and Rest
 Table of Needs
 Safety
Needs- needs to be free from physical
change.
◦ Security and safety
◦ Protection
◦ Orderly & neat surroundings
◦ Comfort & peace
◦ No threats or danger
◦ Assurance of long term economic well-being
 Table of Needs
 Social needs- needs to belong and accepted to
others
◦ Acceptance
◦ Feeling of belonging
◦ Membership in a group
◦ Love & appreciation
◦ Group participation
 Table of Needs
 Esteem(ego) needs-power, prestige, status, self-
confidence, self-worth, high regard
◦ Recognition & prestige
◦ Confidence and Leadership
◦ Competence and success
◦ Strength and intelligence
 Table of Needs
 Self-actualization
needs- desires and aspirations of
an individual to become what one is capable of
becoming.
◦ Self-fulfillment and potential
◦ Doing things for challenge of accomplishment
◦ Intellectual curiosity
◦ Creativity and aesthetic appreciation
◦ Strength and intelligence
 Table of Needs
 Self-actualization needs- desires and aspirations of
an individual to become what one is capable of
becoming.
◦ Self-fulfillment and potential
◦ Doing things for challenge of accomplishment
◦ Intellectual curiosity
◦ Creativity and aesthetic appreciation
◦ Strength and intelligence
 Today, many organizations are applying the logic of
the need hierarchy. The manager should know the
need level of the individual worker/faculty.
 Need-Based Perspectives on
Motivation
 ERG Theory
Clayton Alderfer: Describes existence, relatedness, and
growth needs
 Needs categories

◦ E: Existence needs
◦ R: Relatedness needs
◦ G: Growth needs
 More than one need may motivate a person at the same
time
 Satisfaction-progression and frustration-regression
components imply that a person may not stay at the same
level of need in Maslow’s Hierarchy of Needs.
 Need-Based Perspectives on
Motivation
 The Dual-Structure Theory (Frederick Herzberg et al.)

◦ Identifies motivation factors which affect satisfaction, and

hygiene factors which determine dissatisfaction

◦ Motivation factors: Intrinsic to the work itself and include

factors such as achievement/recognition

◦ Hygiene factors: Extrinsic to the work itself and include

factors such as pay/job security
The Dual-Structure Theory
 The Dual-Structure Theory

Hygiene Factors: Relating to Satisfying Factors: Relating

Environment Around the Job to the Job Itself
Policies and Administration Achievement
Supervision Recognition for
Accomplishment
Working Condition Challenging work
Interpersonal Relations Increased personality
Money Growth and development
Security
 Process-Based Perspectives on
Motivation
 Other Important Needs
◦ The Need for Achievement: David McClelland
The desire to accomplish a task or goal more effectively
than was done in the past
◦ The Need for Affiliation
The need for human companionship
◦ The Need for Power
The desire to control the resources in one’s environment
 Process-Based Perspectives on
Motivation
 This theory suggests that human beings are self-
activating organisms and can to some extent
control their own responses to pressure, select their
own goals and choose the paths towards these
goals.

 Why people choose certain behavioural options to

satisfy their needs?
 How people evaluate their satisfaction after they have

attained these goals?

 Process-Based Perspectives on
Motivation
The Equity Theory of Motivation
 Focus

◦ People’s desire to be treated with what they perceive as

equity and to avoid perceived inequity
◦ Equity: The belief that we are being treated fairly in
relation to others
◦ Inequity: The belief that we are being treated unfairly
in relation to others
The Equity Comparison
 Outcome (self)/Inputs (self) compared with Outcomes

(other)/Inputs (other)
Responses to Perceptions of Equity and
Inequity
 Process-Based Perspectives on
Motivation
 The Expectancy Theory of Motivation: Victor Vroom
Motivation depends on how much we want something and how likely we
think we are to get it
 Key components

◦ Effort-to-performance expectancy: Person’s perception of the

probability that effort will lead to performance
◦ Performance-to-outcome expectancy: Person’s perception of the
probability that performance will lead to certain outcomes
◦ Outcomes and valences
 Outcome: Anything that results from performing a particular behaviour
 Valence: The degree of attractiveness/unattractiveness a particular
outcome has for a person
The Expectancy Theory of Motivation
 Process-Based Perspectives on
Motivation
The Porter-Lawler Model
 Focuses on relationship between satisfaction and

performance
◦ Satisfaction is determined by the perceived equity of
intrinsic and extrinsic rewards for performance.
◦ Performance eventually leads to satisfaction.
 Process-Based Perspectives on
Motivation
Guidelines for practicing managers as a result of
expectancy theory
 Determine the primary outcomes each employee

wants
 Decide what levels/kinds of performance are needed

to meet organizational goals

 Make sure the desired levels of performance are

possible
 Link desired outcomes and desired performance
 Analyse the situation for conflicting expectancies
 Make sure the rewards are large enough
 Make sure the overall system is equitable for
 Learning-Based Perspectives on
Motivation
Learning
 A relatively permanent change in behaviour or

behavioural potential resulting from direct or indirect

experience
How Learning Occurs
 The Traditional View: Classical Conditioning

◦ A simple form of learning that links a conditioned response

with an unconditioned stimulus
 The Contemporary View: Learning as a Cognitive
Process
◦ Assumes people are conscious, active participants in how
they learn
 Learning-Based Perspectives on
Motivation
Reinforcement Theory and Learning
B. F. Skinner: Operant Conditioning
 Behaviour is a function of its consequences

 Reinforcement is the consequence of behaviour

 Types of Reinforcement in Organizations

◦ Positive reinforcement: A reward or other desirable consequence

that a person receives after exhibiting behaviour
◦ Negative reinforcement (avoidance): The opportunity to avoid or
escape from an unpleasant circumstance after exhibiting behaviour
◦ Extinction: Decreases the frequency of behaviour by eliminating a
reward or desirable consequence that follows that behaviour
◦ Punishment: An unpleasant or aversive consequence that results
from behaviour
Schedules of Reinforcement
 Learning-Based Perspectives on
Motivation
Social Learning in Organizations
 Occurs when people observe the behaviours of others,

recognize their consequences, and alter their own

behaviour as a result

Conditions for social learning

 Behaviour being observed/imitated must be simple
 Observed/Imitated behaviour must be concrete
 The Alligator River Story
Once upon a time, there was a river practically
overflowing with alligators. As you may have guessed, it
was called Alligator River. A girl named Abegail Greg,
lived on the opposite bank. Abegail and Greg were very
much in love with each other. One slight complication:
no boat, and an alligator–filled river stood between them.
Abegail decided to seek help so that she could see her
boyfriend. She approached Rene, who owned a boat. She
explained her situation to Rene and asked if she could
borrow his boat. Rene thought for a moment and replied,
“ Sure you can borrow my boat but under one condition.
You sleep with me tonight.”
 The Alligator River Story
This startled Abegail, because she didn’t want to sleep
with Rene, she just wanted to borrow she boat.
She wandered the down the road until, she met Henry.
She explained her plight w/ (her desire to see Greg and
Rene’s response) to Henry. Henry said, “Don’t bother
me! That’s not my concern! Leave me alone!” Finally,
Abegail went back to Rene and slept with him that night.
The next morning, Rene, true to his word loaned his boat
to Abegail.
 The Alligator River Story
Abegail sailed across the river and saw her beloved Greg. After
spending a few delightful hours together, Abegail felt compelled to
tell Greg what happened. After she had related the whole story,
Greg blew up completely, ‘You what? I can’t believe that you slept
with him! That’s it – its all over – just forgot the relationship – get
out of my life!
Distraught, Abegail wandered off. She came upon Larry, who was
wandering around too. Borrowing his shoulder to cry on, Abegail
poured out her story to Larry. Larry then went looking for Greg
(with Abegail close behind). Larry found Greg and proceeded to
beat him up; with Abegail gleefully and laughingly applauding the
bloody pummeling.
That’s the end of the story.
 The Alligator River Story
QUESTION TO ANSWER
Whose action is the most disgusting? Rate the characters
from 1 to 5 in the order of most (1) to least (5). Put your
answer on a ¼ sheet of paper.
Henry Rene Abegail Larry Greg
With the members of your group, discuss your answer, until
you can reach a consensus. Leader will write the group
answer and write on the board together with other leaders
of the groups.
 How do we make Jobs More
Interesting
Job rotation
Job enlargement
Job enrichment