MOTIVATION

Need Theories
Presented by:
Michelle Ann S. Pring
 MOTIVATION

 Motivation is getting others to do something because they want to do

it.
 The process which encourages and guides behavior
 Internal and external factors that stimulate desires and energy in
people to be continually interested and committed to a job, role or
subject, or to make an effort to attain goal.
 Motivation results from the interaction of both conscious and
unconscious factors such as the:
1. Intensity of desire or need
2. Incentive or reward value of the goal
3. Expectations of individual and of his or her peers
 NEEDS

 A motivating force that compels action for its satisfaction.

 Needs range from basic survival needs (common to all human beings)
 Satisfied by necessities, to cultural, intellectual, and social needs (varying
from place to place and age group to age group) satisfied by necessaries
 Types of Motivational
Theories

 Content Theories
Focus on individual needs – that is, physiological or
physiological deficiencies that individuals feel a
compulsion to reduce or eliminate. Maslow’s Hierarchy of
Needs

Alderfer’s ERG Theory

Content
Theory Herzberg’s Motivation –
Hygiene Theory

McClelland’s three – needs

Theory
 Types of Motivational
Theories

 Process Theories
Focus on how cognitive processes as
thoughts and decision within the minds of
Adam’s Equity Theory
people influence their behavior.

Vroom’s Expectancy Theory

Process
Theory Goal-setting Theory

Reinforcement Theory
 ABRAHAM MASLOW’S

Hierarchy of Needs
Theory
MASLOW’S THEORY OF
MOTIVATION
CLAYTON ALDERFER’S

ERG Theory
 ERG Theory

Clayton P. Alderfer's ERG theory from 1969 condenses Maslow's five human needs into three
categories: Existence, Relatedness and Growth.

Growth Relatedness Existence

Needs Needs. Needs

Internal esteem and self actualization; Encompass social and external

these impel a person to make creative
or productive effects on himself and
the environment (e.g., to progress
toward one's ideal self). Maslow's
fourth and fifth levels. This includes
desires to be creative and productive,
and to complete meaningful tasks.
Include all material and
esteem; relationships with
physiological
significant others like family,
desires (e.g., food, water, air,
friends, co-workers and
clothing, safety, physical love
employers . This also means to be
and affection). Maslow's first
recognized and feel secure as part
two levels.
of a group or family. Maslow's
third and fourth levels
 ERG Theory

Even though the priority of these needs differ

from person to person, Alberger's ERG theory
prioritises in terms of the categories'
concreteness.

 Growth needs are the least concrete in

that their specific objectives depend on the
uniqueness of each person.
  Relatedness needs are less concrete than
existence needs, which depend on a
relationship between two or more people.
 Existence needs are the most concrete,
and easiest to verify.
FREDERICK HERZBERG’S

Motivation –
Hygiene Theory
 Motivation –
Hygiene Theory
 He first published his theory in 1959 in a book entitled ‘The Motivation to Work’
and put forward a two factor content theory which is often referred to as a two
need system.
 Fredrick Herzberg and his associates developed the MOTIVATION HYGIENE
THEORY, commonly known as the two factor theory, in the late 1950s and early
1960s. Herzberg and his associates conducted a research based on the interview
of 200 engineers and accountants who looked for 11 different firms in
Pittsburgh area, U.S.A.
 The purpose of the research was to find out as to what variables are perceived
to be desirable goals to achieve and conversely, undesirable conditions to avoid.
During the course of the interviews, these men were asked to describe a few
previous job experiences in which they felt “exceptionally good” or
“exceptionally bad” about jobs. They were also asked to rate the degree of
which their feelings were influenced-for better or worse- by each experience
which they described.
 Motivation – Hygiene Theory

“Motivators” can
motivate but lack
of motivators does
not cause
dissatisfaction.

“Hygiene factors”
can cause
dissatisfaction but
cannot motivate
 Motivation VS
Hygiene Theory

Motivational Factors Hygiene Factors

 Achievement  Company Policy
 Recognition  Supervision
 Work itself  Relationship with Boss
 Responsibility  Work conditions
 Advancement  Salary
 Growth  Relationship with peers
 Motivation VS
Hygiene Theory

McClelland’s Three-Needs Theory

David McClelland proposed that an individual’s

specific needs are acquired over time and are shaped by
one’s life experience
The theory states three basic needs

• Need for achievement

• Need for power
• Need for affiliation
 Need for achievement
• Personal responsibility
• Feedback
• Moderate Risk

In Summary: The drive to excel,

to achieve in relation to a set of
standards, and to strive for
success
 Need for power

• Influence
• Competitive

In Summary: The need to make others

behave in a way that they would not
have behaved otherwise
 Motivation VS
Hygiene Theory

Need for Affiliation

• Acceptance and friendship

• Cooperative

In Summary: The desire for friendly and

close interpersonal relationships
 Stacey Adams equity theory

John Stacey Adams' equity theory helps explain

why pay and conditions alone do not determine
motivation. It also explains why giving one
person a promotion or pay-rise can have a
demotivating effect on others.
 Inputs

This equity theory term encompasses the quality and quantity

of the employees contributions to his or her work. Typical
inputs include time, effort, loyalty, hard work, commitment,
ability, adaptability, flexibility, tolerance, determination,
enthusiasm, personal sacrifice, trust in superiors, support
from co-workers and colleagues, skill...
 Outputs

Outputs in equity theory are defined as the positive

and negative consequences that an individual
perceives a participant has incurred as a consequence
of his/her relationship with another. Outputs can be
both tangible and intangible. Typical outcomes are job
security, esteem, salary, employee benefits,
expenses, recognition, reputation, responsibility,
sense of achievement, praise, thanks, stimuli...
 Perception of equity

Adams' Equity Theory is a far more complex and sophisticated

motivational model than merely assessing effort (inputs) and reward
(outputs). Equity Theory adds a crucial additional perspective of
comparison with 'referent' others (people we consider in a similar
situation). 'Referent' others are used to describe the reference points
or people with whom we compare our own situation, which is the
pivotal part of the theory.
 Victor Vroom’s Expectancy
Theory of Motivation

assumes that behavior results from conscious choices among

alternatives whose purpose it is to maximize pleasure and to
minimize pain. Vroom realized that an employee's
performance is based on individual factors such as personality,
skills, knowledge, experience and abilities. He stated that
effort, performance and motivation are linked in a person's
motivation.
  

the belief that increased effort will lead to increased

performance i.e. if I work harder then this will be better
This is affected by such things as:
 Instrumentality
the belief that if you perform well that a valued outcome will be
received. The degree to which a first level outcome will lead to
the second level outcome. i.e. if I do a good job, there is
something in it for me. This is affected by such things as:
 Valence
the importance that the individual places upon the expected
outcome. For the valence to be positive, the person must
prefer attaining the outcome to not attaining it. For example,
if someone is mainly motivated by money, he or she might
not value offers of additional time off.
 Goal Setting theory

Goal-setting theory refers to the effects of setting goals on

subsequent performance. Researcher Edwin Locke found that
individuals who set specific, difficult goals performed better than
those who set general, easy goals. Locke proposed five basic
principles of goal-setting: clarity, challenge, commitment, feedback,
and task complexity.
 Effective goal-setting principles:
1.Clarity. A clear, measurable goal is more achievable than one that is poorly
defined. In other words, be specific! The most effective goals have a specific
timeline for completion.
2.Challenge. The goal must have a decent level of difficulty in order to
motivate you to strive toward the goal.
3.Commitment. Put deliberate effort into meeting this goal. Share your goal
with someone else in order to increase your accountability to meet that goal.
4.Feedback. Set up a method to receive information on your progress toward
a goal. If losing 30 pounds in four months turns out to be too hard, it is better
to adjust the difficulty of your goal mid-way through the timeline than to give
up entirely.
5.Task complexity. If a goal is especially complex, make sure you give yourself
enough time to overcome the learning curve involved in completing the task. In
other words, if a goal is really tough, make sure you give yourself some
padding to give you the best chance at succeeding.
 Reinforcement theory of motivation

The reinforcement theory suggests that managers should try to

structure the contingencies of rewards and punishments on the job in
such a way that the consequences of effective job behavior are
positive while the consequences of ineffective work behavior are
negative or unpleasant. 
1. Positive Reinforcement: A method of strengthening
behavior with rewards or positive outcomes after a
desired behavior is performed.
2. Avoidance / Negative reinforcement: Used to strengthen
behavior by avoiding unpleasant consequences that would
result if the behavior was not performed.
3. Punishment: Used to weaken undesired behaviors by
using negative outcomes or unpleasant consequence when
the behavior is performed.
4. Extinction: Used to weaken undesired behaviors by
simply ignoring or not reinforcing that behavior.