MOTIVATION

MOTIVATION
INTRODUCTION What is motivation?? Motivation is a Latin word, which means to move. It is the willingness of an individual to respond to organizational requirements. Motivation is a need or desire that energizes and directs ehavior. It means inspiring others with zeal to do wor! for the accomplishment of the o "ectives of the organization. Motivation is an important function, which a manager has to perform to get things done from the people. Motivation is an action that stimulates an individual to ta!e a course of action, which will result in an attainment of goals, or satisfaction of certain material or ps#chological needs of the individual. Motivation is a powerful tool in the hands of leaders. It can persuade convince and propel people to act. TERMINOLOGIES Motive: that which causes oneself to act in a particular wa#$ reason. Motivate% cause to act in a particular wa#$ inspire. Intrinsic% qualities or values elonging naturall# or e&isting within. Extrinsic: qualities or values not elonging to or part of the real nature of the person or thing$ coming from outside Affiliation% lin! or connection made # eing attached. Incentives% things that encourages to do something$ stimulus. Needs% want, lac! or requirements Drives% desire to attain a goal or satisf# need. Re ards: something given or received in return for wor!, merit or service. Direction: information or instructions a out what to do, where to go and how to do something. Discretion: a ilit# of showing good "udgment in what one sa#s or does. DE!INITION Motivation ma# e defined as' (....the comple& of forces inspiring a person at wor! in an organisation to intensif# his desire and willingness to use his potentialities for the achievement of organizational o "ectives)

 (...the process or reaction which ta!es place in the memor# of the individuals. It ma# e viewed as a com ination of forces *motives+ maintaining human activit#) ('a willingness to e&pend energ# to achieve a goal or a reward. It is a force that activates dormant energies , sets in motion the action of people. It is the function that !indles a urning passion for action among the human eings of an organisation.) (...the set of forces that causes people to ehave in certain wa#s.) (...the goal of managers is to ma&imize desired ehaviors and minimize undesira le ehaviors.) ('a general term appl#ing to the entire class of drives, desires, needs, wishes , similar forces that induce an individual or a group of people at wor!.) -.oontz /0onnel. T"#ES O! MOTIVATORS 1+ Intrinsic $otivation: refers to motivation that comes from within the person, driving him or her to e productive. It is related to a persons level of inspiration. 2he motivation comes from the pleasure one gets from the tas! itself or from the sense of satisfaction in completing or even wor!ing on the tas! rather than from e&ternal rewards. 3owever, intrinsic motivation does not mean that a person will not see! rewards. It "ust means that e&ternal rewards are not enough to !eep a person motivated. 4+ Extrinsic $otivation: it refers to motivation that comes from outside an individual, i.e. enhanced # the wor! environment or e&ternal rewards such as mone# or grades. 2he rewards provide a satisfaction and pleasure that the tas! itself ma# not provide. 5n e&trinsicall# motivated person will wor! on a tas! even when the# have little interest in it ecause of the anticipated satisfaction the# will get from the reward. e.g.- reward for a student would o tain good grade on an assignment or in the class. T"#ES O! MOTIVATION 1+ Ac%ieve$ent $otivation It is the drive to peruse and attain goals. 5n individual with achievement motivation wishes to achieve o "ectives and advance up the ladder of success. 3ence, accomplishment is important for his6her own sa!e and not for the rewards that accompan# it. 4+ Affiliation $otivation It is a drive to relate to people on a social asis. Individuals with affiliation motivation perform wor! etter when the# are complimented for their favoura le attitude and co-operation& 7+ Co$'etence $otivation It is the drive to e good at something, allowing the individual to perform high qualit# wor!. 8ompetence6s!ill motivated individuals see! "o master#, ta!e pride in

developing and in using their pro lem solving s!ills and strive to e creative when confronted with o stacles. 2he# learn from their e&periences. 9+ #o er $otivation It is the drive to influence people and change situations. :ower motivated people wish to create an impact on their organisation and are willing to ta!e ris!s.

;+ Attit(de $otivation 5ttitude motivation is how people thin! and feel. It is their self-confidence, their elief in themselves and their attitude to life. It is how the# feel a out the future and how the# react to the past. <+ Incentive $otivation It is where the people are motivated through e&ternal rewards. 3ere, a person or team reaps a reward from an activit#. It is the t#pe of rewards that drive people to wor! harder. =+ !ear $otivation >ear motivation coercions a person to act against will. It is instantaneous and gets the "o done more quic!l#. >ear motivation is helpful in the short run. NATURE O! MOTIVATION ?nending process% human wants !eep changing , increasing. 5 ps#chological concept% deals with the human mind. Whole individual is motivated% as it is ased on ps#cholog# of the individual. Motivation ma# e financial or non-financial% >inancial includes increasing wages, allowance, onus, etc. Motivation can e positive or negative% positive motivation means use of incentives financial or non-financial. @.g. of positive motivation% confirmation, pa# rise, praise etc. Aegative motivation means emphasizing penalties. It is ased on force of fear. @g. demotion, termination. Motivation is goal-oriented ehaviour. COM#ONENTS O! MOTIVATION Motivation comprises of three main components% 0irection @ffort :ersistence We start off # deciding what we want, which is our direction as we !now where we want to go and what we have to achieve. 2hen we ma!e an effort towards our goal. We start to do

things and we continue our ma!ing the efforts for some time and give it ever#thing that we have. Aow comes the part where we have to e 'ersistent with our efforts and !eep doing them. SOURCES O! MOTIVATION )* Internal or '(s% forces: Aeeds >or securit# >or self-esteem >or achievement >or power 5ttitudes 5 out self 5 out "o 5 out supervisor 5 out organization Boals 2as! completion :erformance level 8areer advancement +* External or '(ll forces: a. Characteristics of the job >eed ac! 5mount 2iming Wor! load 2as!s Cariet# Dcope 0iscretion 3ow "o is performed b. Characteristics of the work situation Immediate Docial @nvironment Dupervisor*s+ Wor!group mem ers Du ordinates /rganizational actions Eewards , compensation 5vaila ilit# of training

 :ressure for high levels of output E@F?IDI2@D 2/ M/2IC52@ We have to e Motivated to Motivate Motivation requires a goal Motivation once esta lished, does not last if not repeated Motivation requires Eecognition :articipation has motivating effect Deeing ourselves progressing Motivates us 8hallenge onl# motivates if #ou can win @ver# od# has a motivational fuse i.e. ever# od# can e motivated Broup elonging motivates

In the initiation, a person starts feeling lac!nesses. 2here is an arousal of need so urgent, that the earer has to venture in search to satisf# it. 2his leads to creation of tension, which urges the person to forget ever#thing else and cater to the aroused need first. 2his tension also creates drives and attitudes regarding the t#pe of satisfaction that is desired. 2his leads a person to venture into the search of information. 2his ultimatel# leads to evaluation of alternatives where the est alternative is chosen. 5fter choosing the alternative, an action is ta!en. Gecause of the performance of the activit# satisfaction is achieved which than relieves the tension in the individual. T,EORIES O! MOTIVATION 2he word motivation theor# is concerned with the processes that descri e wh# and how the human ehaviour is activated and directed. It is considered as one of the most

important areas of stud# in the field of organizational ehaviour. 2here are two different categories of motivation theories- the content theories and the process theories. A* Content t%eories of $otivation 2his is also called as the Aeed theor#. It mainl# focuses on the internal factors that energize and direct human ehaviour. Dome of the need theories are1+ A-ra%a$ Maslo .)/01* Maslows theor# included ; asic needs in his theor#, namel# the- 2he ph#siological needs, Dafet# and securit# needs, Love needs, self-esteem needs and self-actualization needs. Maslow suggested that human needs are ordered in a hierarch# from simple& to comple&. 3igher level needs do not emerge as motivators until lower needs are satisfied and a satisfied need no longer motivates ehaviour. 2he simplest needs are the greatest ehaviour motivators until satisfied to the degree needed for sustaining life. ?ntil then, almost all activities will e focused at this level. #%2siolo3ical needs% >ood, water, warmth, shelter, sleep, medicine and education, etc. /nce the ph#siological needs are met, the ne&t level ecomes predominant. Safet2 and sec(rit2 needs% 2hese are the needs to e free of ph#sical danger and of the fear of losing a "o , propert#, food or shelter. It also includes protection against an# emotional harm. Social needs: Dince people are social eings, the# need to elong and e accepted # others. :eople tr# to satisf# their need for affection, acceptance and friendship. 5fter the lower needs are well satisfied, affiliation or acceptance will emerge as dominant and the person strives for meaningful social relationship.
Estee$ needs : 5ccording to Maslow, once people egin to satisf# their need to elong,

the# tend to want to e held in esteem oth # themselves and # others. 2his !ind of need produces such satisfaction as power, prestige status and self-confidence. It includes oth internal esteem factors li!e self-respect, autonom# and achievements and e&ternal esteem factors such as states, recognition and attention. Need for self4act(ali5ation: Maslow regards this as the highest need in his hierarch#. It is the drive to ecome what one is capa le of ecoming, it includes growth, achieving ones potential and self-fulfilment. It is to ma&imize ones potential and to accomplish something.

4+ Alderfer ERG t%eor2 @EB theor# is similar to Maslows hierarch# of needs. 2he e&istence .E* needs are equivalent to ph#siological and safet# needs$ relatedness .R* needs to elongingness, social and love needs. 2he growth .G* needs to self-esteem and self actualizationpersonal achievement and self-actualization. 2he ma"or conclusions of this theory are% In an individual, more than one need ma# e operative at the same time.

If a higher need goes unsatisfied than the desire to satisf# a lower need intensifies. When the higher level needs is frustrated$ people will regress to the satisfaction of the lower-level needs. 2his phenomenon is !nown as frustration-regression process

7+ !rederic6 ,er5-er3 T o !actor need t%eor2 .)/77* 3erz erg felt that "o satisfaction and dissatisfaction e&ists on dual scales. Wor!ers are motivated # two t#pes of needs6factors Aeeds relating to the wor! itself called intrinsic8$otivation factors *satisfiers+% challenging aspects of the wor!, achievement, added responsi ilit#, opportunities for growth and opportunities for advancement Aeeds relating to wor!ing conditions called extrinsic8%23iene factors *dissatisfiers+% salar#, status, wor!ing conditions, qualit# of supervision, "o securit# and agenc# policies. 5ccording to 3erz erg, the h#giene factors must e maintained in quantit# and qualit# to prevent dissatisfaction. 2he# ecome dissatisfiers when not equita l# administered, causing low performance and negative attitudes. 2he motivation factors create opportunities for high satisfaction, high motivation and high performance. 5 sence of motivation factors causes a lac! of "o satisfaction. 9+ David McClelland.)/7)* 0avid Mc8lelland has developed a theor# on three t#pes of motivating needs% Aeed for :ower Aeed for 5ffiliation Aeed for 5chievement :eople with high need for power are inclined towards influence and control. 2he# li!e to e at the center and are good orators. 2he# are demanding in nature, forceful in manners and am itious in life. 2he# can e motivated to perform if the# are given !e# positions or power positions. In the second categor# are the people who are social in nature. 2he# tr# to affiliate themselves with individuals and groups. 2he# are driven # love and faith. 2he# li!e to uild a friendl# environment around themselves. Docial recognition and affiliation with others provides them motivation. :eople in the third categor# are driven # the challenge of success and the fear of failure. 2heir need for achievement is moderate and the# set for themselves moderatel# difficult tas!s. 2he# are anal#tical in nature and ta!e calculated ris!s. Duch people are motivated to perform when the# see atleast some chances of success. Mc8lelland o served that with the advancement in hierarch# the need for power and achievement increased rather than 5ffiliation. 3e also o served that people who were at the top, later ceased to e motivated # this drives. ;+ McGre3or9s T%eor2 : and T%eor2 " 0ouglas McBregor proposed two different motivational theories- theor# H and theor# I.

3e states that people inside the organization can e managed in two wa#s. 2he first is asicall# negative, which falls under the categor# H and the other is positive, which falls under the categor# I. Assumptions of theory X: @mplo#ees inherentl# do not li!e wor! and whenever possi le, will attempt to avoid it. Gecause emplo#ees disli!e wor!, the# have to e forced, coerced or threatened with punishment to achieve goals. @mplo#ees avoid responsi ilities and do not wor! until formal directions are issued. Most wor!ers place a greater importance on securit# over all other factors and displa# little am ition. Assumptions of theory Y: :h#sical and mental effort at wor! is as natural as rest or pla#. :eople do e&ercise self-control and self-direction and if the# are committed to those goals. 5verage human eings are willing to ta!e responsi ilit# and e&ercise imagination, ingenuit# and creativit# in solving the pro lems of the organization. 2hat the wa# the things are organized, the average human eings rainpower is onl# partl# used. /n anal#sis of the assumptions it can e detected that theor# H assumes that lower-order needs dominate individuals and theor# I assumes that higher-order needs dominate individuals. 5n organization that is run on 2heor# H lines tends to e authoritarian in nature- (power to enforce o edience) and the (right to command.) In contrast 2heor# I organizations can e descri ed as (participative), where the aims of the organization and of the individuals in it are integrated$ individuals can achieve their own goals est # directing their efforts towards the success of the organization

;* #rocess t%eories of $otivation :rocess theories of motivation provide an opportunit# to understand thought processes that influence ehaviour. 2he ma"or process theories are- Crooms e&pectanc# theor#, goal-setting theor# and reinforcement theor#. 1+ Reinforce$ent t%eor2 G.>. D!inners theor# *1J<J+ suggests that an emplo#ees wor! motivation is controlled # conditions in the e&ternal environment, that is, # designing the environment properl#, individuals can e motivated. Instead of considering internal factors li!e impressions, feelings, attitudes and other cognitive ehaviour, individuals are directed # what happens in the environment e&ternal to them. D!inner states that wor! environment

should e made suita le to the individuals and that punishments actuall# leads to frustration and de-motivation. 3ence, the onl# wa# to motivate is to !eep on ma!ing positive changes in the e&ternal environment of the organization. :ositive ehaviour should e reinforced or rewarded as this increase the strength of a response or induces its repetition. Eeinforcers tend to wea!en over time and new ones have to e developed. Aegative reinforcement occurs when desired ehaviour occurs to avoid negative consequences of punishment. :unishment creates negative attitude and can increase costs. 4+ Ex'ectanc2 t%eor2 of Vroo$ 2his theor# postulates that most ehaviours are voluntaril# controlled # a person and are therefore motivated. It focuses on peoples effort-performance e&pectanc#, or a persons elief that a chance e&ists for a certain effort to lead to a particular level of performance. 2his theor# states that motivation depends on three varia les Attractiveness% the person sees the outcome as desira le. #erfor$ance4re ard lin6a3e% the person perceives that a desired outcome will result from a certain degree of performance. Effort4'erfor$ance% the person elieves that a certain amount of effort will lead to performance. 7+ <& Stac2 Ada$s E=(it2 t%eor2 2hird process theor# and focuses on fair treatment. :ersons elieve that the# are eing treated with equit# when the ratio of their efforts to rewards equals those of others. @quit# can e achieved or restored # changing outputs, attitudes, the reference person, inputs or outputs of the reference person or the situation. :eople have a tendenc# to use su "ective "udgment to alance the outcomes and inputs in the relationship for comparisons etween

different individuals. 5ccordingl#,

9+ <ere$2 ;ent%a$9s >T%e Carrot and t%e Stic6 A''roac%? @nglish philosopher, Kerem# Gentham ideas developed his ideas in the earl# #ears of the Industrial Eevolution, around 1LMM. Genthams view was that all people are selfinterested and are motivated # the desire to avoid pain and find pleasure. 5n# wor!er will wor! onl# if the reward is ig enough, or the punishment sufficientl# unpleasant. With this view, the carrot and stic69 a''roac% was uilt into the philosophies of the age. 2his metaphor relates to the use of rewards and penalties in order to induce desired ehaviour. It came from the old stor# that to ma!e a don!e# move, one must put a carrot in front of him or da him with a stic! from ehind. 0espite all the research on the theories of motivation, reward and punishment are still considered strong motivators. In almost all theories of motivation, the inducements of some !ind of carrot are recognized. /ften this is mone# in the form of pa# or onuses. @ven though mone# is not the onl# motivating force, it has een and will continue to e an important one. 2he trou le with the mone# carrot approach is that too often ever#one gets a carrot, regardless of performance through such practices as salar# increase and promotion # seniorit#, automatic merit increases, and e&ecutive onuses not ased on individual manager performance.

2he stic!, in the form of fearNfear of loss of "o , loss of income, reduction of onus, demotion, or some other penalt# has een and continues to e a strong motivator. It often gives rise to defensive or retaliator# ehaviour, such as union organization, poorqualit# wor!, e&ecutive indifferences, and failure of a manager to ta!e an# ris!s in decision-ma!ing or even dishonest#. 3owever, fear of penalt# cannot e overloo!ed. Whether managers are first-level supervisors or chief e&ecutives, the power of their position to give or with hold rewards or impose penalties of various !inds gives them an a ilit# to control, to a ver# great e&tent, the economic and social well- eing of their su ordinates ;+ Goal4settin3 t%eor2 of Ed in Loc6e 2his theor# is ased on goals as determinants of ehaviour. 2he theor# states that when the goals to e achieved are set at a higher standard than, emplo#ees are motivated to perform etter and put in ma&imum effort. 2he more specific the goals, the etter the results produced. 2he goals must e achieva le, and their difficult# level must e increased onl# to the ceiling to which the person will commit. Boal clarit# and accurate feed ac! increases securit#. It revolves around the concept of (Delf-efficac#) i.e. individuals elief that he or she is capa le of performing a hard tas!. <+ Aro(sal8 Co3nitive Eval(ation t%eor2 >ocuses on internal processes that mediate the effects of conditions of wor! on performance. 2his theor# states, a shift from e&ternal rewards to internal rewards results into motivation. It elieves that even after the stoppage of e&ternal stimulus, internal stimulus survives. It relates to the pa# structure in the organization. Instead of treating e&ternal factors li!e pa#, incentives, promotion etc and internal factors li!e interests, drives, responsi ilit# etc, separatel#, the# should e treated as contemporar# to each other. 2he cognition is to e such that even when e&ternal motivators are not there the internal motivation continues. =+ Attit(de t%eor2 >ocuses on favoura le attitudes of "o satisfaction and "o involvement leading to high performance. L+ Attrition8self4efficac2 t%eor2 >ocuses on e&planations for events or ehaviour. :erceptions of self efficac# and self esteem affect performance. MET,ODS !OR MOTIVATING EM#LO"EES 1. <o- rotation% 2his is also !nown as cross training. It can e effective for emplo#ees that perform repetitive tas!s in the "o . 2his allows the emplo#ees to learn new s!ills # shifting them from one tas! to another.

4. <o- enlar3e$ent% is a motivation technique used for emplo#ees that perform a ver# few and simple tas!s. It increases the num er and variet# of tas!s that the emplo#ee performs, resulting in a feeling of importance 7. <o- enric%$ent% this method increases the emplo#ees control over the wor! eing performed. It allows the emplo#ees to control the planning, e&ecution and evaluation of their own wor!, resulting in freedom, independence and added responsi ilit#. 9. !lexi-le ti$e% this allows the emplo#ees to choose their own wor! schedule to a certain e&tend. ;. <o- s%arin3% a less common method ut ver# effective in preventing oredom. It allows emplo#ees to share two different "o s <. E$'lo2ee involve$ent% people want to feel li!e the# are a part of something. Letting the emplo#ees to e more active in decision-ma!ing related to their "o ma!es them feel valued and important to the compan# and increases "o motivation. =. Varia-le 'a2 'ro3ra$s% merit ased pa#, onuses, gain sharing, and stoc! ownership plans are some good motivators for emplo#ees. 2he# should e offered as an incentive or reward for outstanding performance. CREATING A MOTIVATING CLIMATE 5s the organisation has an impact on intrinsic and e&trinsic motivation, it is important to e&amine organisational climates or attitudes that influence wor!ers morale and motivation. @mplo#ees want achievement, recognition and feed ac!, the opportunit# to assume responsi ilit#, a chance for advancement, fairness, good leadership, "o securit# and acceptance and adequate monetar# compensation. 5ll these create a motivating climate and lead to satisfaction in the wor! place. e.g. nurses who e&perience satisfaction sta# where the# are, contri uting to organisations retention. STRATEGIES TO CREATE A MOTIVATING CLIMATE 1. 3ave a clear e&pectation for wor!ers and communicate effectivel#. 4. Ge fair and consistent when dealing with all emplo#ees. 7. Ge a firm decision ma!er. 9. 0evelop a team wor!6team spirit. ;. Integrate the staffs needs and wants with the organizations interest and purpose. <. .now the uniqueness of each emplo#ee. =. Eemove traditional loc!s etween the emplo#ee and the wor! to e done. L. :rovide opportunities for growth. J. @ncourage participation in decision-ma!ing. 1M. Bive recognition and credit. 11. Ge certain that emplo#ees understand the reason ehind decisions and actions.

14. Eeward desira le ehaviour. 17. 5llow emplo#ees e&ercise individual "udgement as much as possi le. 19. 8reate a trustful and helping relation with emplo#ees. 1;. Let emplo#ees e&ercise as much control as possi le over their wor! environment.

CONCLUSION Aearl# all the conscious ehavior of human eing is motivated. 2he internal needs and drives lead to tensions, which in turn result into actions. 5 manager requires to create and maintain an environment in which individuals wor! together in groups towards the accomplishment of common o "ectives. 5 manager cannot do a "o without !nowing what motivates people. 2he uilding of motivating factors into organizational roles, the staffing of these roles and the entire process of leading people must e uilt on !nowledge of motivation. It is necessar# to remem er that level of motivation varies oth etween individuals and within individuals at different times. 2oda# in the increasingl# competitive environment, maintaining a highl# motivated wor!force is the most challenging tas!. 2he art of motivation starts # learning how to influence the ehavior of the individual. 2his understanding helps to achieve oth, the individual as well as organizational o "ectives. <OURNAL A;STRACTS: .erstin @L Ailsson and Margareta I WarrOn Dtom erg. Aursing students motivation. GM8 Aursing$ 4MML. http%66www. iomedcentral.com Dhah , :rof. :aram K. Dhah. Management 2utorials , 2ips. www.la#networ!s.com ;I;LIOGRA#,": 1. G2 Gasavanthappa. Aursing 5dministration. Aew 0elhi% Ka#pee Grothers$ 4. Gessie L. Marquis and 8arol K. 3uston. Leadership roles , Management functions in Aursing. <th edition. Aew 0elhi% Wolters .luwer$ 4MMJ. :p 944-974 7. 0ee 5nn Billies. Aursing Management.7rd edition. :hiladelphia% W. G. Daunders 8ompan#$ 1JJ9. :p 7;9-7;= 9. Eussell 8. Dwans urg. Management and leadership for nurse managers. 4 nd edition. Kones and Gartlett pu lishers% Massachusetts$ 1JJ<. :p 994-9;L ;. Ee ecca 5. :atronis Kones. Aursing leadership and management. 1 st edition. Aew 0elhi% Ka#pee rothers$ 4MML. :p 7M-74