UNIVERSITY OF GREENWICH

BUSI1628 – Managing
Organisations and Individuals
Portfolio 2
INTRODUCTION:
The following report's major content is to identify definitions and discuss numerous theories
and processes of motivation. As a result, this essay will go into Locke's goal-setting theory,
Alderfer's ERG theory, and Maslow's hierarchy of needs in depth. Tested theories will also be
used in the education sector to identify and solve the problem of low pay. Following that, the
most appropriate theory will be offered in this study, together with its benefits and
drawbacks. Finally, we will go over the issues mentioned and offer an analysis to propose
which theories can be applied.
1. DEFINITION MOTIVATION AND PROCESS MOTIVATION
2.1 Content and Process Theories:
Motivational theories are classified into two types: content theories and process
theories. They each focus on a different facet of motivation and offer unique insights
into what motivates human conduct. Content theory and process theory are
complementary methods for understanding motivation. Content theory provides
insights into the needs that motivate people, whereas process theory describes how
people make decisions about how to meet those needs. Both types of theories can
help individuals and groups understand and manage motivation.
2.2 Maslow’s Hierarchy of Needs
In 1943, Abraham Maslow proposed a motivational theory known as Maslow's
Hierarchy of Needs. Based on this theory, the author argues that every human
being has a hierarchy of needs, expressing basic physiological needs to complex
social and psychological needs. When low needs are met, it motivates people to
achieve higher needs.

The demand levels of the Maslow Tower include:

• Physiological needs: include the most basic human needs to sustain life, such
as food, water, clothing, and shelter.
• Safety needs: the need to help people feel safe and protected, such as work
and finances.
• Love and belongingness needs: human connection, needs such as love,
acceptance, care, companionship, and respect.
• Esteem needs: this is the need to be respected and appreciated by others,
from oneself in achievements.
• Self-actualization needs: maximizing one's potential, creating, and
contributing to society.

Each person's needs are different, depending on the situation and time. These needs
are all desires and requirements needed to meet life, development, and happiness.
For example, the needs of young and old people will be different. Young people need
more energy to work and learn, while old people need more time to rest. Similarly,
the needs of office workers will be different from those of manual workers; office
workers will choose something related to their interests after a working week, while
workers will choose something related to their interests to do after a working week.
hands and feet, there may be a need to do extra work outside of work hours to
improve the family's income.
According to the author Maslow, needs are a great motivator to motivate people.
When human needs are not met, pressure creates stress and leads to negative
actions. On the contrary, when needs are met, it will create excitement, thereby
helping people live more actively, contribute more to society, or create something
new.

Figure 1: Source - Poston, 2009

2.3 Equity Theory of Motivation:

John Stacey Adams proposed a theory of motivation in 1963, called equity theory of
motivation. The author addresses the issue of employees' awareness of the degree
to which they are treated fairly and properly in the organization. The basic
assumption of the theory is that people want to be treated fairly; Individuals in
organizations tend to compare their contributions and the benefits they receive with
the contributions and benefits of others. Employees will feel treated fairly when
they feel their benefit or contribution ratio is equal to that of others.

The author of the theory said that people always want to be treated fairly. Most
employees tend to compare the effort they put into their work with the amount of
salary they receive. If employees feel that their salary is lower than their effort, they
will find that injustice affects their motivation. If the result of the comparison is
parity, i.e. fairness, then they will continue to maintain their efforts and
performance. If the remuneration received exceeds their expectations, they will
tend to increase their effort at work.
With the author's evaluation and comparison theories, fairness theory is a useful
tool to help businesses in the process of managing and leading employees. Some
advantages can be mentioned as creating motivation to work, retaining employees,
attracting talents, increasing opportunities for employees to access jobs, thereby
helping them accumulate diverse knowledge, and creating professionalism at work.
In addition, the theory also helps businesses increase profits thanks to the
application of fair policies, the company can attract top talents to its company,
thereby helping to improve productivity, and work efficiency and promote revenue
growth of the business. In addition to the advantages, this theory also has some
disadvantages that we need to consider to have ways to overcome such as
differences in perception, inability to compare accurately, and not predicting
everything. There are many factors to evaluate the benefits that employees receive
in the process of working such as level of work, qualification of the individual, etc.
Therefore, this comparison is not always accurate and reflects correctly.
 2.4 Goal Setting Theory of Motivation

Edwin Locke's study demonstrated in the late 1960s that setting specified and
challenging goals leads to improved performance. According to Edwin Locke, the
intention to work toward a goal is the primary source of labor motivation. As a result,
having clear and demanding goals, as well as attracting people to goal setting, is vital
to encourage workers.

2. APPLYING MOTIVATIONAL THEORIES TO MANAGEMENT ISSUES

The topic of low wages in education will be explored and handled by studying
management difficulties. Even though teaching is a popular profession, teacher
salaries are still low. According to the 2022 NEA Rankings & Estimates, the median
teacher salary in the United States for the 2020-21 school year was $65,293 (up 1.9%
from the previous year). The median wage is expected to rise to $66,397 in the 2021-
2022 school year. The median beginning wage for teachers in the 2020-21 school year
was $41,770, up 1.4% from the previous year. However, when inflation is included,
this statistic reveals a 4% decline. When adjusted for inflation, the starting wage has
declined by $1,689 from the 2008-09 school year. Given the ongoing staffing shortages
in schools and the departure of teachers, the timing of inflation-adjusted wage
decreases could not be worse.

Educators across the country are quitting in droves, citing a growing staffing shortage,
mounting workload, and most importantly, insufficient pay. Applying Maslow's
Hierarchy of Needs, we can see how low pay impacts educators on multiple levels,
affecting their well-being and ultimately leading to burnout and resignation.

Firstly, low wages make it difficult to afford necessities like housing, food, and
healthcare, jeopardizing teachers' physical and emotional health (Maslow's
physiological needs level). Additionally, financial instability and insecurity caused by
low pay negatively affect their sense of safety and security (Maslow's safety needs
level). The resulting stress can strain their social and familial relationships, further
exacerbating anxiety and worry.

Low pay also hinders teachers' sense of autonomy and self-fulfillment (Maslow's
esteem needs level). Feeling unable to provide for themselves and their families can
breed feelings of inadequacy and disappointment at work. Furthermore, limited
financial resources can restrict their opportunities for professional development and
growth, hindering their pursuit of self-actualization (Maslow's self-actualization needs
level).

Addressing the issue of low wages in education necessitates implementing sensible

financial policies that cater to both the basic and aspirational needs of educators. This
requires a combination of wage increases, improved welfare benefits, and other forms
of financial support. Such measures can foster a stable and positive work
environment, leading to increased motivation, improved job satisfaction, and
ultimately, enhanced learning outcomes for students.

Drawing from the Goal-Setting Theory, achieving the desired pay requires a systematic
approach. Firstly, we must set clear, quantifiable, and attainable goals for teacher
 compensation. These goals should be established based on factors like cost of living
and comparisons with other professions. Next, we need to develop a comprehensive
action plan, which could include wage negotiations with the administration, public
campaigns for wage increases, or exploring alternative job opportunities offering
higher pay.

Furthermore, it's crucial to regularly monitor progress towards established goals and
gather feedback from educators and stakeholders. This feedback can be used to refine
the action plan and ensure progress towards achieving the desired outcome.
Recognizing and incentivizing progress through rewards and bonuses can further
enhance motivation and commitment.

Finally, if the desired results are not achieved, adjustments may be necessary. This
could involve reevaluating goals, modifying the action plan, or seeking additional
support from relevant organizations or advocacy groups.

By implementing a multi-faceted approach informed by Maslow's Hierarchy of Needs

and Goal-Setting Theory, we can create a sustainable solution to the issue of low
teacher pay. This will ultimately result in a more rewarding work environment for
educators, leading to a higher quality of education for our children.

3. REFLECTIVE SUMMARY
Having two fellow teammates by my side provided invaluable encouragement and
support throughout the project. We exchanged ideas freely and tackled challenges
together, fostering a sense of camaraderie and mutual respect. This experience
opened my eyes to the power of teamwork and equipped me with the skills to utilize
my teammates' strengths to achieve common goals. I am confident that the lessons
learned from this collaboration will continue to benefit me in future endeavors.
4. CONCLUSION
Collaborating with just me and a colleague was truly an enriching experience. We
operate cohesively, ensuring equitable distribution of tasks and maintaining clear and
 open communication. This collaborative environment allows us to focus on common
goals and maximize the strengths of each individual.

The partner I worked with provided invaluable encouragement and support

throughout the project. We exchange ideas freely and solve challenges together,
fostering camaraderie and mutual respect. This experience opened my eyes to the
power of teamwork and equipped me with the skills to leverage my teammates'
strengths to achieve common goals. I am confident that the lessons learned from this
collaboration will continue to benefit me in my future endeavors.

REFERENCE:

1) Poston, B. (2009) Maslow, Surgical technologist, 41(8), pp.347-353.

2) Saul Mcleod, PhD (November 24, 2023) Maslow’s Hierarchy Of Needs,
Retrieved from: https://www.simplypsychology.org/maslow.html
3) Indeed Editorial Team, (Feb 23, 2023) A Guide to Equity Theory of
Motivation. Retrieved from: https://www.indeed.com/career-
advice/career-development/equity-theory-of-motivation
4) NEA Collective Bargaining and Member Advocacy Department (April 26,
/2022). Retrieved from: https://www.nea.org/resource-library/teacher-salary-

benchmarks
PRESENTATION