Introduction to Management

BUS102 Introduction to Management

Motivation Week 5

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Motivation • As seen in the formula below, motivation plays a very

important role in the performance of employees:

Performance Motivation Ability Environment

• The purpose of today’s lecture is to share with you some of the most popular motivational theories and how they can be applied in the workplace.

• This will help you to motivate not just employees but yourself as well.

Maslow’s hierarchy of needs

• Maslow’s hierarchy of needs is based on a pyramid that ranks a series of needs starting from the most urgent.

• For example, once a lower-level need is satisfied, it is no longer a motivator, thereby requiring a higher-level need in order to remain motivated.

Activity: On the next slide is an illustration of Maslow’s model as well as a number of work-related examples. In groups, identify where each example belongs on the hierarchy.

Maslow’s hierarchy of needs Source: https://www.simplypsychology.org/maslow.html

• Autonomy • Breaks • Collaboration • Delegation • Job titles • Passion • Recognition • Salary • Social events • Stable work • Training • Water coolers

Two-factor theory • This theory was developed by Frederick Herzberg who

found that what satisfies employees can be unrelated to what dissatisfies them.

• He differentiated between hygiene factors and motivators. Both are important.

• The absence of hygiene factors is de-motivating but their presence is not necessarily motivating.

• Motivators, in contrast, compel employees to actually work harder and to be happier.

Hygiene factors • Examples of hygiene factors include:

– Safety – Job security – Working conditions – Company policies – Adequate supervision – Regular wages

• The absence of any of those would lead to de-motivation but their presence wouldn’t necessarily lead to motivation (unless they were extraordinary).

Motivators • Examples of motivators include:

– Achievement – Recognition – Promotions – Additional responsibility – Autonomy – Interesting work – Personal growth

• Each of those go beyond the minimum expectations of employees and are therefore motivating.

Activity • Herzberg’s two-factor theory applies not just in the

workplace but in the classroom, too.

• In groups, see if you can identify five hygiene factors and five motivators from a student perspective.

• For example, a hygiene factor is your chair. Its absence would be de-motivating but its presence isn’t motivating.

• An example of a motivator could be a funny video because it’s using entertainment to teach a lesson.

Acquired needs theory • Developed by Douglas McClelland, this theory states that

people are motivated by three needs:

– The need for achievement – The need for affiliation – The need for power

• Everyone possesses a combination of these three needs.

• Some of us, however, are dominant in just one or two.

Acquired needs theory • This is about ambition and success. It reflects

those who enjoy reaching milestones, implementing ideas and planning their career.

The need for achievement

• This is about being liked and accepted. It reflects those who value collaboration and harmonious workplace relationships.

The need for affiliation

• This is about influence and control. It reflects those who want to change their environment and to make a difference.

The need for power

Activity

• Imagine you have three employees:

– Adam is motivated by the need for achievement. – Anna is motivated by the need for affiliation. – Peter is motivated by the need for power.

• In groups, come up with a list of three ways that you could motivate each of those employees.

Reinforcement theory

• Reinforcement theory is based on the premise that people will modify their behaviour based on what they think the consequences might be.

• It stems from one of the most famous experiments ever conducted: Pavlov’s Dog.

• Watch the first 90 seconds of this video to understand what this means: https://youtu.be/S6AYofQchoM

Reinforcement theory

• From that video you would have noticed two very important terms: stimulus and response.

• These are key to reinforcement theory because, at work, employees respond to a range of stimuli, thereby changing their behaviour for the better.

• These stimuli, and potential responses, can be seen in the four ways that reinforcement theory is applied in the workplace.

Reinforcement theory Positive

reinforcement Positive behaviour followed by positive consequences.

Negative reinforcement

Positive behaviour followed by removal of negative consequences.

Punishment Negative behaviour followed by negative consequences.

Extinction Negative behaviour followed by removal of positive consequences.

Activity • In groups, see if you can identify in which of the four reinforcement

categories the following examples belong:

– Providing an employee with praise for a job well done. – Giving an employee a demotion for poor performance. – Ignoring an employee’s annoying behaviour in the hope it will

stop. – Nagging an employee for an overdue report. – Creating an ‘Employee of the Month’ award. – Giving an employee a written warning for unacceptable

behaviour. – Granting an employee less autonomy due to prior

irresponsibility. – Ending the probation period early due to strong performance.

Goal-setting theory • The setting of goals has been widely proven to be

a major motivator for employees.

• There are four reasons why:

– Goals provide direction. – They energise people. – They provide a challenge. – They encourage creative thinking.

Goal-setting theory • One of the most popular methods of goal-setting is

the SMART acronym, which stands for:

– Specific – Measurable – Adaptable – Realistic – Time-based

ACTIVITY: Working alone, use the SMART method to write a goal of your own for this particular subject. Share your goal with your teammates.

Summary • In this lecture, we have discussed different motivational

theories, in particular:

– Maslow’s hierarchy of needs – Two-factor theory – Acquired needs theory – Reinforcement theory – Goal-setting theory

• Remember that theories are only ever important when you understand how to apply them in the real world.

• Which one of those theories appealed to you the most?

TUTORIAL

Report structure

• Look at the assessment outline: – What headings are being recommended? – What is the word count for each section?

• The introduction should outline what the report is about and how you will discuss the information, it gives an outline

Report structure

• The Body, analysis or research outlines: – The key information that you have found – Information must be relevant and useful – Headings must convey meaning that directs

the discussion and keeps the report on track – You may find more information than the word

count permits, so be selective in what you use

• Conclusion:

− Contains an overview / summary of the content

− The writer’s interpretation of the content − May provide answers to the question:

‘What does all this mean?’

Report structure

Illustrating the report • Rule for using visuals – always think about

what is the purpose – Emphasise – Clarify – Simplify – Reinforce – Summarise – Add interest – Improve credibility – Increase coherence

Do not use visuals to make

your report ‘Look Pretty’

Preparing your Report • In preparation for assessment 2:

– Open a Word document – Set up your report framework with all the

required headings – Review Assessment 2’s outline – Read the case study

• Next week we will review key theory and start the report