Define motivation and distinguish direction and intensity of motivation
Liberty University
AVIA 245 Aviation Leadership
Professor: Jim Molloy
2022
Define motivation and distinguish direction and intensity of motivation
Ability refers to the knowledge, skills, and receptiveness to learning that a person brings to a task or
job. Knowledge is what a person knows. Skill is their capacity to perform some particular activity (like
welding or accounting), including knowing what is expected of them (called accurate role perceptions).
Receptiveness to learning is a function of how quickly a person acquires new knowledge. Some people
have more ability than others, and high-ability people generally perform better than low-ability people
(although we will see that this is not always the case).1
Accurate role perceptions refer to how well an individual understands their organizational role. This
includes the goals (outcomes) the person is expected to achieve and the process by which the goals will
be achieved. An employee who has accurate role perceptions knows both their expected outcomes and
how to go about making those outcomes a reality. Incomplete or inaccurate role perceptions limit
employees’ capacity to meet expectations, regardless of their abilities and motivation.
The performance environment refers to those factors that impact employees’ performance but are
essentially out of their control. Many environmental factors influence performance. Some factors
facilitate performance, while others constrain it. A word processor who has to work with a defective
personal computer is certainly not going to perform at peak levels, regardless of ability or desire.
Students who are working full time and carrying a full load of classes may not do as well on an exam as
they would if they could cut back on their work hours, despite the fact that they have high ability and
high motivation.
Motivation is the fourth major factor that determines whether a person will perform a task well.
Motivation is a force within or outside of the body that energizes, directs, and sustains human behavior.
Within the body, examples might be needs, personal values, and goals, while an incentive might be seen
as a force outside of the body. The word stems from its Latin root movere, which means “to move.”
Generally speaking, motivation arises as a consequence of a person’s desire to (1) fulfill unmet needs or
(2) resolve conflicting thoughts that produce anxiety (an unpleasant experience). There are many ways
in which we describe and categorize human needs, as we will see later in this chapter. Certain needs are
fundamental to our existence, like the need for food and water. When we are hungry, we are energized
to satisfy that need by securing and ingesting food. Our other needs operate in a similar manner. When
a need is unfulfilled, we are motivated to engage in behaviors that will satisfy it. The same is true for
situations in which we experience conflicting thoughts. When we find ourselves in situations
inconsistent with our beliefs, values, or expectations, we endeavor to eliminate the inconsistency. We
either change the situation, or we change our perception of it. In both cases, motivation arises out of
our interaction with and perception of a particular situation. We perceive the situation as satisfying our
needs, or not. Motivation is thus a result of our interacting with situations to satisfy unmet needs or to
resolve cognitive dissonance.
Simply stated, work motivation is the amount of effort a person exerts to achieve a certain level of
job performance. Some people try very hard to perform their jobs well. They work long hours, even if it
interferes with their family life. Highly motivated people go the “extra mile.” High scorers on an exam
make sure they know the examination material to the best of their ability, no matter how much
midnight oil they have to burn. Other students who don’t do as well may just want to get by—football
games and parties are a lot more fun, after all.
Motivation is of great interest to employers: All employers want their people to perform to the best
of their abilities. They take great pains to screen applicants to make sure they have the necessary
abilities and motivation to perform well. They endeavor to supply all the necessary resources and a good
work environment. Yet motivation remains a difficult factor to manage. As a result, it receives the most
attention from organizations and researchers alike, who ask the perennial question “What motivates
people to perform well?”
In this chapter we look at current answers to this question. What work conditions foster
motivation? How can theories of motivation help us understand the general principles that guide
organizational behavior? Rather than analyze why a particular student studies hard for a test, we’ll look
at the underlying principles of our general behavior in a variety of situations (including test taking). We
also discuss the major theories of motivation, along with their implications for management and
organizational behavior. By the end of this chapter you should have a better understanding of why some
people are more motivated than others. Successful employees know what they want to achieve
(direction), and they persist until they achieve their goals (intensity).
Our discussion thus far implies that motivation is a matter of effort. This is only partially true.
Motivation has two major components: direction and intensity. Direction is what a person wants to
achieve, what they intend to do. It implies a target that motivated people try to “hit.” That target may
be to do well on a test. Or it may be to perform better than anyone else in a work group. Intensity is how
hard people try to achieve their targets. Intensity is what we think of as effort. It represents the energy
we expend to accomplish something. If our efforts are getting nowhere, will we try different strategies
to succeed? (High-intensity-motivated people are persistent!)
It is important to distinguish the direction and intensity aspects of motivation. If either is lacking,
performance will suffer. A person who knows what they want to accomplish (direction) but doesn’t
exert much effort (intensity) will not succeed. (Scoring 100 percent on an exam—your target—won’t
happen unless you study!) Conversely, people who don’t have a direction (what they want to
accomplish) probably won’t succeed either. (At some point you have to decide on a major if you want to
graduate, even if you do have straight As.)
Employees’ targets don’t always match with what their employers want. Absenteeism (some
employees call this “calling in well”) is a major example.2 Pursuing your favorite hobby (your target) on a
workday (your employer’s target) is a conflict in direction; below, we’ll examine some theories about
why this conflict occurs.
There is another reason why employees’ targets are sometimes contrary to their employers’—
sometimes employers do not ensure that employees understand what the employer wants. Employees
can have great intensity but poor direction. It is management’s job to provide direction: Should we
stress quality as well as quantity? Work independently or as a team? Meet deadlines at the expense of
costs? Employees flounder without direction. Clarifying direction results in accurate role perceptions, the
behaviors employees think they are expected to perform as members of an organization. Employees
with accurate role perceptions understand their purpose in the organization and how the performance
of their job duties contributes to organizational objectives. Some motivation theorists assume that
employees know the correct direction for their jobs. Others do not. These differences are highlighted in
the discussion of motivation theories below.
At this point, as we begin our discussion of the various motivation theories, it is reasonable to ask
“Why isn’t there just one motivation theory?” The answer is that the different theories are driven by
different philosophies of motivation. Some theorists assume that humans are propelled more by needs
and instincts than by reasoned actions. Their content motivation theories focus on the content of what
motivates people. Other theorists focus on the process by which people are motivated. Process
motivation theories address how people become motivated—that is, how people perceive and think
about a situation. Content and process theories endeavor to predict motivation in a variety of situations.
However, none of these theories can predict what will motivate an individual in a given situation 100
percent of the time. Given the complexity of human behavior, a “grand theory” of motivation will
probably never be developed.
A second reasonable question at this point is “Which theory is best?” If that question could be
easily answered, this chapter would be quite short. The simple answer is that there is no “one best
theory.” All have been supported by organizational behavior research. All have strengths and
weaknesses. However, understanding something about each theory is a major step toward effective
management practices.
