Motivation and behavior presentation
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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.
![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……..
10
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](https://image.slidesharecdn.com/motivationandbehaviorpresentation-140617132928-phpapp01/85/Motivation-and-behavior-presentation-10-320.jpg)
Motivation and behavior presentation
- 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 2 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 3
- 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) 4
- 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). 5
- 6. Motivation Program - Outputs 6 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. 9
- 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…….. 10 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 11
- 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 12
- 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 13
- 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 14
Editor's Notes
- #14: Clear, particular and difficult goals are greater motivating factors than easy, general and vague goals. Realistic goals: Unambiguous, measurable and clear goals accompanied by a deadline for completion avoids misunderstanding. This gives an individual a feeling of pride and triumph when he attains them, and sets him up for attainment of next goal. Challenging: The more challenging the goal, the greater is the reward generally and the more is the passion for achieving it.
- #15: Positive Reinforcement For example - Immediately praising an employee for coming early for job. This will increase probability of outstanding behaviour occurring again. Reward is a positive reinforce, but not necessarily. If and only if the employees’ behaviour improves, reward can said to be a positive reinforcer. Positive reinforcement stimulates occurrence of a behaviour. It must be noted that more spontaneous is the giving of reward, the greater reinforcement value it has. Negative Reinforcement-Both positive and negative reinforcement can be used for increasing desirable / required behaviour. Punishment-In other words, punishment means applying undesirable consequence for showing undesirable behaviour. For instance - Suspending an employee for breaking the organizational rules. Punishment can be equalized by positive reinforcement from alternative source. Extinction-For instance - if an employee no longer receives praise and admiration for his good work, he may feel that his behaviour is generating no fruitful consequence. Extinction may unintentionally lower desirable behaviour.