UNIVERSITY OF JAMMU

TOPIC : MOTIVATION

SUBJECT : ORGANIZATION
BEHAVIOUR

SUBMITTED BY : HARSHIT MAHAJAN(15)

HITESH PANDOH(17)
ISHAN MAHAJAN(18)
MANDEEP SINGH(22)
MRIDUL PAKHETRA(25)
NAKUL MAHAJAN(28)
Motivation is the reason for people's actions desires and needs.
Motivation is also one's direction to behavior, or what causes a person to
want to repeat a behavior. An individual's motivation may be inspired by
others or events (extrinsic motivation) or it may come from within the
individual (intrinsic motivation). Motivation has been considered as one
of the most important reasons that inspire a person to move forward.
Motivation as a desire to perform an action is usually defined as having
two parts, directional such as directed towards a positive stimulus or
away from a negative one, as well as the activated "seeking phase" and
consummator "liking phase".
Motivation results from the interaction of both conscious and
unconscious factors such as the
 Intensity of desire or need
 Incentive or reward value of the goal
 Expectations of the individual & of his or her peers
These factors are reason one has for behaving in a certain way.

Psychological Theories
Motivation can be conceived of as a cycle in which thoughts influence
behaviors, drive performance affects thoughts, and the cycle begins
again. Each stage of the cycle is composed of many dimensions
including attitudes, beliefs, intentions, effort, and withdrawal which can
all affect the motivation that an individual experiences. Most
psychological theories hold that motivation exists purely within the
individual, but socio-cultural theories express motivation as an outcome
of participation in actions and activities within the cultural context of
social groups.

Natural theories
The natural system assumes that people have higher order needs, which
contrasts with the rational theory that suggests people dislike work and
only respond to rewards and punishment. According
to McGregor's Theory Y, human behavior is based on satisfying a
hierarchy of needs: physiological, safety, social, ego, and self-
fulfillment. Physiological needs are the lowest and most important level.
These fundamental requirements include food, rest, shelter, and exercise.
After physiological needs are satisfied, employees can focus on safety
needs, which include “protection against danger, threat, and
deprivation.” However, if management makes arbitrary or biased
employment decisions, then an employee’s safety needs are unfulfilled.
The next set of needs is social, which refers to the desire for acceptance,
affiliation, reciprocal friendships and love. As such, the natural system
of management assumes that close-knit work teams are productive.
Accordingly, if an employee’s social needs are unmet, then he will act
disobediently.
There are two types of egoistic needs, the second-highest order of needs.
The first type refers to one’s self-esteem, which encompasses self-
confidence, independence, achievement, competence, and knowledge.
The second type of needs deals with reputation, status, recognition, and
respect from colleagues. Egoistic needs are much more difficult to
satisfy.
The highest order of needs is for self-fulfillment, including recognition
of one’s full potential, areas for self-improvement, and the opportunity
for creativity. This differs from the rational system, which assumes that
people prefer routine and security to creativity. Unlike the rational
management system, which assumes that humans don’t care about these
higher order needs, the natural system is based on these needs as a
means for motivation.
 Self-management through teamwork
 Wage incentives
 Autonomy : increased motivation for autonomous tasks
 Rational motivations
Incentive theories: intrinsic and extrinsic motivation
Motivation can be divided into two different theories known
as intrinsic (internal or inherent) motivation and extrinsic (external)
motivation.
Intrinsic motivation
Intrinsic motivation has been studied since the early 1970s. Intrinsic
motivation is the self-desire to seek out new things and new challenges,
to analyze one's capacity, to observe and to gain knowledge. It is driven
by an interest or enjoyment in the task itself, and exists within the
individual rather than relying on external pressures or a desire for
consideration. The phenomenon of intrinsic motivation was first
acknowledged within experimental studies of animal behavior. In these
studies, it was evident that the organisms would engage in playful and
curiosity-driven behaviors in the absence of reward. Intrinsic motivation
is a natural motivational tendency and is a critical element in cognitive,
social, and physical development. The two necessary elements for
intrinsic motivation are self-determination and an increase in perceived
competence. In short, the cause of the behavior must be internal, known
as internal local of causality, and the individual who engages in the
behavior must perceive that the task increases their competence.
Students who are intrinsically motivated are more likely to engage in the
task willingly as well as work to improve their skills, which will increase
their capabilities. Students are likely to be intrinsically motivated if
they...

 attribute their educational results to factors under their own control,

also known as autonomy or locus of control
 believe they have the skills to be effective agents in reaching their
desired goals, also known as self-efficacy beliefs
 are interested in mastering a topic, not just in achieving good grades
Extrinsic motivation
Extrinsic motivation comes from influences outside of the individual. In
extrinsic motivation, the harder question to answer is where do people
get the motivation to carry out and continue to push with persistence.
Usually extrinsic motivation is used to attain outcomes that a person
wouldn't get from intrinsic motivation. Common extrinsic motivations
are rewards (for example money or grades) for showing the desired
behavior, and the threat of punishment following misbehavior.
Competition is an extrinsic motivator because it encourages the
performer to win and to beat others, not simply to enjoy the intrinsic
rewards of the activity. A cheering crowd and the desire to win a trophy
are also extrinsic incentives. The simplest distinction between extrinsic
and intrinsic motivation is the type of reasons or goals that lead to an
action. While intrinsic motivation refers to doing something because it is
inherently interesting or enjoyable, extrinsic motivation, refers to doing
something because it leads to a separable outcome. Extrinsic motivation
thus contrasts with intrinsic motivation, which is doing an activity
simply for the enjoyment of the activity itself, instead of for its
instrumental value.

Behaviorist theories
While many theories on motivation have
a mentalist perspective, behaviorists focus only on observable behavior
and theories founded on experimental evidence. In the view of
behaviorism, motivation is understood as a question about what factors
cause, prevent, or withhold various behaviors, while the question of, for
instance, conscious motives would be ignored. Where others would
speculate about such things as values, drives, or needs, that may not be
observed directly, behaviorists are interested in the observable variables
that affect the type, intensity, frequency and duration of observable
behavior. Through the basic research of such scientists
as Pavlov, Watson and Skinner, several basic mechanisms that govern
behavior have been identified. The most important of these are classical
conditioning and operant conditioning.
Classical and operant conditioning
In classical (or respondent) conditioning, behavior is understood as
responses triggered by certain environmental or physical stimuli. They
can be unconditioned, such as in-born reflexes, or learned through the
pairing of an unconditioned stimulus with a different stimulus, which
then becomes a conditioned stimulus. In relation to motivation, classical
conditioning might be seen as one explanation as to why an individual
performs certain responses and behaviors in certain situations. For
instance, a dentist might wonder why a patient does not seem motivated
to show up for an appointment, with the explanation being that the
patient has associated the dentist (conditioned stimulus) with the pain
(unconditioned stimulus) that elicits a fear response (conditioned
response), leading to the patient being reluctant to visit the dentist.
In operant conditioning, the type and frequency of behavior is
determined mainly by its consequences. If a certain behavior, in the
presence of a certain stimulus, is followed by a desirable consequence
(a reinforcer), the emitted behavior will increase in frequency in the
future, in the presence of the stimulus that preceded the behavior (or a
similar one). Conversely, if the behavior is followed by something
undesirable (a punisher), the behavior is less likely to occur in the
presence of the stimulus. In a similar manner, removal of a stimulus
directly following the behavior might either increase or decrease the
frequency of that behavior in the future (negative reinforcement or
punishment). For instance, a student that gained praise and a good grade
after turning in a paper, might seem more motivated in writing papers in
the future (positive reinforcement); if the same student put in a lot of
work on a task without getting any praise for it, he or she might seem
less motivated to do school work in the future (negative punishment). If
a student starts to cause trouble in class gets punished with something he
or she dislikes, such as detention (positive punishment), that behavior
would decrease in the future. The student might seem more motivated to
behave in class, presumably in order to avoid further detention (negative
reinforcement).

Incentive motivation
Incentive theory is a specific theory of motivation, derived partly from
behaviorist principles of reinforcement, which concerns an incentive or
motive to do something. The most common incentive would be
compensation. Compensation can be tangible or intangible; it helps in
motivating the employees in their corporate life, students in academics
and inspires to do more and more to achieve profitability in every field.
Studies show that if the person receives the reward immediately, the
effect is greater, and decreases as delay lengthens. Repetitive action-
reward combination can cause the action to become a habit.
"Reinforcers and reinforcement principles of behavior differ from the
hypothetical construct of reward." A reinforcer is anything that follows
an action, with the intentions that the action will now occur more
frequently. From this perspective, the concept of distinguishing between
intrinsic and extrinsic forces is irrelevant.
Incentive theory in psychology treats motivation and behavior of the
individual as they are influenced by beliefs, such as engaging in
activities that are expected to be profitable. Incentive theory is promoted
by behavioral psychologists, such as B.F. Skinner. Incentive theory is
especially supported by Skinner in his philosophy of Radical
behaviorism, meaning that a person's actions always have social
ramifications: and if actions are positively received people are more
likely to act in this manner, or if negatively received people are less
likely to act in this manner. Incentive theory distinguishes itself from
other motivation theories, such as drive theory, in the direction of the
motivation. In incentive theory, stimuli "attract" a person towards them,
and push them towards the stimulus. In terms of behaviorism, incentive
theory involves positive reinforcement: the reinforcing stimulus has
been conditioned to make the person happier.
Socio-cultural theory
Socio-cultural theory (also known as Social Motivation) emphasizes
impact of activity and actions mediated through social interaction, and
within social contexts. Sociocultural theory represents a shift from
traditional theories of motivation, which view the individual’s innate
drives or mechanistic operand learning as primary determinants of
motivation. Critical elements to socio-cultural theory applied to
motivation include, but are not limited to, the role of social interactions
and the contributions from culturally-based knowledge and
practice. Sociocultural theory extends the social aspects of Cognitive
Evaluation Theory, which espouses the important role of positive
feedback from others during action, but requires the individual as the
internal locus of causality. Sociocultural theory predicts that motivation
has an external locus of causality, and is socially distributed among the
social group.
Motivation can develop through an individual’s involvement within their
cultural group. Personal motivation often comes from activities a person
believes to be central to the everyday occurrences in their
community. An example of socio-cultural theory would be social
settings where people work together to solve collective problems.
Although individuals will have internalized goals, they will also develop
internalized goals of others, as well as new interests and goals
collectively with those that they feel socially connected to. Often times,
it is believed that all cultural groups are motivated in the same way.
However, motivation can come from different child-rearing practices
and cultural behaviors that greatly vary between cultural groups.
Push and pull
Push motivations are those where people push themselves towards their
goals or to achieve something, such as the desire for escape, rest and
relaxation, prestige, health and fitness, adventure, and social interaction.
However, with push motivation it's also easy to get discouraged when
there are obstacles present in the path of achievement. Push motivation
acts as willpower and people's willpower is only as strong as the desire
behind the willpower.
Additionally, a study has been conducted on social networking and its
push and pulls effects. One thing that is mentioned is "Regret and
dissatisfaction correspond to push factors because regret and
dissatisfaction are the negative factors that compel users to leave their
current service provider." So from reading this, we now know that Push
motivations can also be a negative force. In this case, that negative force
is regret and dissatisfaction.
Pull motivation is the opposite of push. It is a type of motivation that is
much stronger. "Some of the factors are those that emerge as a result of
the attractiveness of a destination as it is perceived by those with the
propensity to travel. They include both tangible resources, such as
beaches, recreation facilities, and cultural attractions, and traveler's
perceptions and expectation, such as novelty, benefit expectation, and
marketing image." Pull motivation can be seen as the desire to achieve a
goal so badly that it seems that the goal is pulling us toward it. That is
why pull motivation is stronger than push motivation. It is easier to be
drawn to something rather than to push yourself for something you
desire. It can also be an alternative force when compared to negative
force. From the same study as previously mentioned, "Regret and
dissatisfaction with an existing SNS service provider may trigger a
heightened interest toward switching service providers, but such a
motive will likely translate into reality in the presence of a good
alternative. Therefore, alternative attractiveness can moderate the effects
of regret and dissatisfaction with switching intention" and so, pull
motivation can be an attracting desire when negative influences come
into the picture.
Self-control
The self-control aspect of motivation is increasingly considered to be a
subset of emotional intelligence; it is suggested that although a person
may be classed as highly intelligent they may remain unmotivated to
pursue intellectual endeavors. Vroom's "expectancy theory" provides an
account of when people may decide to exert self-control in pursuit of a
particular goal.
Drives
A drive or desire can be described as a deficiency or need that activates
behavior that is aimed at a goal or an incentive. These drives are thought
to originate within the individual and may not require external stimuli to
encourage the behavior. Basic drives could be sparked by deficiencies
such as hunger, which motivates a person to seek food whereas more
subtle drives might be the desire for praise and approval, which
motivates a person to behave in a manner pleasing to others.
Drive-reduction theory
Drive theory grows out of the concept that people have certain biological
drives, such as hunger and thirst. As time passes the strength of the drive
increases if it is not satisfied (in this case by eating). Upon satisfying a
drive the drive's strength is reduced. Created by Clark Hull and further
developed by Kenneth Spence, the theory became well known in the
1940s and 1950s. Many of the motivational theories that arose during
the 1950s and 1960s were either based on Hull's original theory or were
focused on providing alternatives to the drive-reduction theory,
including Abraham Maslow's hierarchy of needs, which emerged as an
alternative to Hull's approach.
Drive theory has some intuitive or folk validity. For instance when
preparing food, the drive model appears to be compatible with
sensations of rising hunger as the food is prepared, and, after the food
has been consumed, a decrease in subjective hunger. There are several
problems, however, that leave the validity of drive reduction open for
debate.
Cognitive dissonance theory
Suggested by Leon Festinger, cognitive dissonance occurs when an
individual experiences some degree of discomfort resulting from an
inconsistency between two cognitions: their views on the world around
them, and their own personal feelings and actions. For example, a
consumer may seek to reassure themselves regarding a purchase, feeling
that another decision may have been preferable. Their feeling that
another purchase would have been preferable is inconsistent with their
action of purchasing the item. The difference between their feelings and
beliefs causes dissonance, so they seek to reassure themselves.
While not a theory of motivation, per se, the theory of cognitive
dissonance proposes that people have a motivational drive to reduce
dissonance. The cognitive miser perspective makes people want to
justify things in a simple way in order to reduce the effort they put into
cognition. They do this by changing their attitudes, beliefs, or actions,
rather than facing the inconsistencies, because dissonance is a mental
strain. Dissonance is also reduced by justifying, blaming, and denying. It
is one of the most influential and extensively studied theories in social
psychology.
Content theories
The content theory was one of the earliest theories of motivation.
Content theories can also be referred to needs theories, because the
theory focuses on the importance of what motivates people (needs). In
other words, they try to identify what are the "needs" and how they
relate to motivation to fulfill those needs. Another definition could be
defined by Pritchard and Ash wood, is the process used to allocate
energy to maximize the satisfaction of needs.
Maslow's hierarchy of needs
Content theory of human motivation includes both Abraham
Maslow's hierarchy of needs and Herzberg's two-factor theory. Maslow's
theory is one of the most widely discussed theories of motivation.
Abraham Maslow believed that man is inherently good and argued that
individuals possess a constantly growing inner drive that has great
potential. The needs hierarchy system, devised by Maslow (1954), is a
commonly used scheme for classifying human motives.
The American motivation psychologist Abraham H. Maslow developed
the hierarchy of needs consisting of five hierarchic classes. According to
Maslow, people are motivated by unsatisfied needs. The needs, listed
from basic (lowest-earliest) to most complexes (highest-latest) are as
follows:

 Physiology (hunger, thirst, sleep, etc.)

 Safety/Security/Shelter/Health
 Social/Love/Friendship
 Self-esteem/Recognition/Achievement
 Self actualization/achievement of full potential

Herzberg's two-factor theory

Frederick Herzberg's two-factor theory concludes that certain factors in
the workplace result in job satisfaction, but if absent, they don't lead to
dissatisfaction but no satisfaction. The factors that motivate people can
change over their lifetime, but "respect for me as a person" is one of the
top motivating factors at any stage of life.
He distinguished between:

 Motivators (e.g. challenging work, recognition, responsibility) which

give positive satisfaction, and
 Hygiene factors (e.g. status, job security, salary and fringe benefits)
that do not motivate if present, but, if absent, result in demotivation.
Herzberg concluded that job satisfaction and dissatisfaction were the
products of two separate factors: motivating factors (satisfiers) and
hygiene factors (dissatisfiers).
Some motivating factors (satisfiers) were: Achievement, recognition,
work itself, responsibility, advancement, and growth.
Some hygiene factors (dissatisfiers) were: company policy, supervision,
working conditions, interpersonal relations, salary, status, job security,
and personal life.
The name hygiene factors are used because, like hygiene, the presence
will not improve health, but absence can cause health deterioration.
Alderfer's ERG theory
Alderfer, expanding on Maslow's hierarchy of needs, created the ERG
theory. This theory posits that there are three groups of core need —
existence, relatedness, and growth, hence the label: ERG theory. The
existence group is concerned with providing our basic material existence
requirements. They include the items that Maslow considered to be
physiological and safety needs. The second groups of needs are those of
relatedness- the desire we have for maintaining important personal
relationships. These social and status desires require interaction with
others if they are to be satisfied, and they align with Maslow's social
need and the external component of Maslow's esteem classification.
Finally, Alderfer isolates growth needs as an intrinsic desire for personal
development. Maslow's categories are broken down into many different
parts and there are a lot of needs. The ERG categories are broader and
cover more than just certain areas. As a person grows, the existence,
relatedness, and growth for all desires continue to grow. All these needs
should be fulfilled to greater wholeness as a human being. These include
the intrinsic component from Maslow's esteem category and the
characteristics included under self-actualization.
Self-determination theory
Since the early 1970s Edward L. Deci and Richard M. Ryan have
conducted research that eventually led to the proposition of the self-
determination theory (SDT). This theory focuses on the degree to which
an individual's behavior is self-motivated and self-determined. SDT
identifies three innate needs that, if satisfied, allow optimal function and
growth: competence, relatedness, and autonomy.
These three psychological needs motivate the self to initiate specific
behavior and mental nutriments that are essential for psychological
health and well-being. When these needs are satisfied, there are positive
consequences, such as well-being and growth, leading people to be
motivated, productive and happy. When they are thwarted, people's
motivation, productivity and happiness plummet.
There are three essential elements to the theory:
 Humans are inherently proactive with their potential and mastering
their inner forces (such as drive and emotions).
 Humans have an inherent tendency towards growth, development and
integrated functioning.
 Optimal development and actions are inherent in humans but they do
not happen automatically.
Achievement motivation
Achievement motivation is an integrative perspective based on the
premise that performance motivation results from the way broad
components of personality are directed towards performance. As a
result, it includes a range of dimensions that are relevant to success at
work but which are not conventionally regarded as being part of
performance motivation. The emphasis on performance seeks to
integrate formerly separate approaches as need for achievement with, for
example, social motives like dominance. Personality is intimately tied to
performance and achievement motivation, including such characteristics
as tolerance for risk, fear of failure, and others.
Achievement motivation can be measured by The Achievement
Motivation Inventory, which is based on this theory and assesses three
factors (in 17 separated scales) relevant to vocational and professional
success. This motivation has repeatedly been linked with adaptive
motivational patterns, including working hard, a willingness to pick
learning tasks with much difficulty, and attributing success to effort.
Achievement motivation was studied intensively by David C.
McClelland, John W. Atkinson and their colleagues since the early
1950s. This type of motivation is a drive that is developed from an
emotional state. One may feel the drive to achieve by striving for
success and avoiding failure. In achievement motivation, one would
hope that they excel in what they do and not think much about the
failures or the negatives. Their research showed that business managers
who were successful demonstrated a high need to achieve no matter the
culture. There are three major characteristics of people who have a great
need to achieve according to McClelland's research.
 1. They would prefer a work environment in which they are able to
assume responsibility for solving problems.
2. They would take calculated risk and establish moderate, attainable
goals.
3. They want to hear continuous recognition, as well as feedback, in
order for them to know how well they are doing.
Cognitive theories
Cognitive theories define motivation in terms of how people think about
situations. Cognitive theories of motivation include goal-setting theory
and expectancy theory.
Goal-setting theory
Goal-setting theory is based on the notion that individuals sometimes
have a drive to reach a clearly defined end state. Often, this end state is
a reward in itself. A goal's efficiency is affected by three features:
proximity, difficulty and specificity. One common goal setting
methodology incorporates the SMART criteria, in which goals are:
specific, measurable, attainable/achievable, relevant, and time-bound.
Time management is an important aspect to consider, when regarding
time as a factor contributing to goal achievement. Having too much time
allows area for distraction and procrastination, which simultaneously
distracts the subject by steering his or her attention away from the
original goal. An ideal goal should present a situation where the time
between the initiation of behavior and the end state is close. With an
overly restricting time restraint, the subject could potentially feel
overwhelmed, which could deter the subject from achieving the goal
because the amount of time provided is not sufficient or rational. This
explains why some children are more motivated to learn how to ride a
bike than to master algebra. A goal should be moderate, not too hard or
too easy to complete.
Most people are not optimally motivated, as many want a challenge
(which assumes some kind of insecurity of success). At the same time
people want to feel that there is a substantial probability that they will
succeed. Specificity concerns the description of the goal in their class.
The goal should be objectively defined and intelligible for the
individual. Similarly to Maslow's Hierarchy of Needs, a larger end goal
is easier to achieve if the subject has smaller, more attainable yet still
challenging goals to achieve first in order to advance over a period of
time.
Expectancy theory
Expectancy theory was proposed by Victor H. Vroom in 1964.
Expectancy theory explains the behavior process in which an individual
selects a behavior option over another, and why/how this decision is
made in relation to their goal.
There's also an equation for this theory which goes as follows:
M=E*I*V
 M (Motivation) is the amount an individual will be motivated by
the condition or environment they placed themselves in. Which is
based from the following hence the equation.

 E (Expectancy) is the person's perception that effort will result in

performance. In other words, it's the person assessment of how
well and what kind of effort will relate in better performance.
 I (Instrumentality) is the person's perception that performance will
be rewarded or punished.
 V (Valence) is the perceived amount of the reward or punishment
that will result from the performance."
Models of behavior change
Social-cognitive models of behavior change include the constructs of
motivation and volition. Motivation is seen as a process that leads to the
forming of behavioral intentions. Volition is seen as a process that leads
from intention to actual behavior. In other words, motivation and
volition refer to goal setting and goal pursuit, respectively. Both
processes require self-regulatory efforts. Several self-regulatory
constructs are needed to operate in orchestration to attain goals. An
example of such a motivational and volitional construct is
perceived self-efficacy. Self-efficacy is supposed to facilitate the
forming of behavioral intentions, the development of action plans, and
the initiation of action. It can support the translation of intentions into
action.
John W. Atkinson, David Birch and their colleagues developed the
theory of "Dynamics of Action" to mathematically model change in
behavior as a consequence of the interaction of motivation and
associated tendencies toward specific actions. The theory posits that
change in behavior occurs when the tendency for a new, unexpressed
behavior becomes dominant over the tendency currently motivating
action. In the theory, the strength of tendencies rises and falls as a
consequence of internal and external stimuli (sources of instigation),
inhibitory factors, and consummatory in factors such as performing an
action. In this theory, there are three causes responsible for behavior and
change in behavior:

1. Instigation (Ts) – increases tendency when an activity has intrinsic

ability to satisfy;
2. Inhibition (Taf) – decreases tendency when there are obstacles to
performing an activity; and
3. Consummation – decreases a tendency as it is performed.
Intrinsic motivation and the 16 basic desires theory
The 16 basic desires that motivate our actions and define our
personalities are:

 Acceptance, the need for approval

 Curiosity, the need to learn
 Eating, the need for food
 Family, the need to raise children
 Honor, the need to be loyal to the traditional values of one's
clan/ethnic group
 Idealism, the need for social justice
 Independence, the need for individuality
 Order, the need for organized, stable, predictable environments
 Physical activity, the need for exercise
 Power, the need for influence of will
 Romance, the need for sex and for beauty
 Saving, the need to collect
 Social contact, the need for friends (peer relationships)
 Social status, the need for social standing/importance
 Tranquility, the need to be safe
 Vengeance, the need to strike back and to compete
Attribution theory
Attribution theory is a theory developed by psychologist, Fritz
Heider that describes the processes by which individuals explain the
causes of their behavior and events. A form of attribution theory
developed by psychologist, Bernard Weiner describes an individual's
beliefs about how the causes of success or failure affect their emotions
and motivations. Bernard Weiner's theory can be defined into two
perspectives: intrapersonal or interpersonal. The intrapersonal
perspective includes self-directed thoughts and emotions that are
attributed to the self. The interpersonal perspective includes beliefs
about the responsibility of others and other directed affects of emotions;
the individual would place the blame on another individual.
PRACTICAL APPLICATIONS
The control of motivation is only understood to a limited extent. There
are many different approaches of motivation training, but many of these
are considered pseudoscientific by critics. To understand how to control
motivation it is first necessary to understand why many people lack
motivation.
Implementations of natural theories
Natural theories of motivation such as Theory Y argue that individuals
are naturally willing to work and prefer jobs with high responsibility,
creativity and ingenuity. Holistically, the implementation in the
workplace based on natural theories of motivation requires creating a
comfortable and open work environment because it is through this
climate that the individuals’ goals are most likely to be aligned with the
organization’s goals. Based on the assumptions of natural theorists,
individuals are motivated to work for an organization when they feel
fulfillment from the work and organization.
 Delegation of responsibilities
 Participative management
 Job enlargement
 Firm membership
Education
Motivation is of particular interest to educational psychologists because
of the crucial role it plays in student learning. However, the specific kind
of motivation that is studied in the specialized setting of education
differs qualitatively from the more general forms of motivation studied
by psychologists in other fields.
Motivation in education can have several effects on how students learn
and how they behave towards subject matter. It can:

1. Direct behavior toward particular goals

2. Lead to increased effort and energy
3. Increase initiation of, and persistence in, activities
4. Enhance cognitive processing
5. Determine what consequences are reinforcing
6. Lead to improved performance.
Business
At lower levels of Maslow's hierarchy of needs, such as physiological
needs, money is a motivator; however it tends to have a motivating
effect on staff that lasts only for a short period (in accordance
with Herzberg's two-factor model of motivation). At higher levels of the
hierarchy, praise, respect, recognition, empowerment and a sense of
belonging are far more powerful motivators than money, as
both Abraham Maslow's theory of motivation and Douglas
McGregor's theory X and theory Y (pertaining to the theory of
leadership) demonstrate.
 According to Maslow, people are motivated by unsatisfied needs. The
lower level needs such as Physiological and Safety needs will have to be
satisfied before higher level needs are to be addressed. We can relate
Maslow's Hierarchy of Needs theory with employee motivation.

 Motivated employees always look for better ways to do a job.

 Motivated employees are more quality oriented.
 Motivated workers are more productive.

CONCLUSION
The main learning points are:
 People will be motivated by a range of factors and these are different
for everyone.
 Personality and the environment both need to be considered when
motivating people.
 High achievers choose difficult or challenging tasks and low achievers
choose easier tasks at which they are less likely to fail.
 Attribution theory shows that what we attribute our success or failure
to will have an effect on our motivation.