How to Find Out what motivates

A survey conducted among the membership of the Chartered Management Institute (Management Today, 2004) shows that 82 percent of them still depend on the annual assessment for knowledge about their individuals and their accomplishments, despite the fact that they also make it clear that they feel that the annual assessment gives them little value and is too often considered a waste of time for all concerned.There is also a major gap between people in boardrooms and what Think about it and what the people who really do the everyday work on the supply chain think is going on.

There are only a few, often very basic improvements in how people are handled in most companies that could make a big difference to bottom-line outcomes. Unfortunately, too many executives do not have the data they need to tell them what they are, and only a small number of executives have even defined the questions they need answers to.Although several companies believe that 'our employees are our greatest asset,' executives also take few active measures to involve them in the company, to produce better results from their work or to ensure that they make the best possible use of the talents of their people.

Employees are a major source of insight about how the company can be changed, but 'running a survey' is not such an easy procedure. Employee surveys should be used instead of merely a 'temperature-taking' method to define areas of needed change that have a high effect on organizational efficiency.If they are especially motivated and what motivates them, they can be used to reveal employee emotions and attitudes to their boss. Although a standard 'opinion' survey can be helpful, a more systematic approach to surveys can provide companies and leaders with:

• Effectiveness assessment of vital business processes
• Valuable data for executives to help them steer the company
• A focus on improvement on problems that can create a major competitive advantage for the company
• Ideas to help create a stronger focus on the customer.
• Feedback on acts that encourage critical company activities.

References 

1. (IESBA, 2019)IESBA (2019) ‘Staff Questions & Answers Long Association of Personnel With’, (May), pp. 1–15.

2. (Badiou et al., 2016)Badiou, A. et al. (2016) 6. The Populism That Is Not to Be Found, What Is a People? doi: 10.7312/badi16876-007.

3. Buckley, D. (2020). 3 Steps on How to Figure out What Motivates You at Work. [online] Lifehack. Available at: https://www.lifehack.org/860656/what-motivates-you-at-work [Accessed 6 Jan. 2021].

   ‌

Read More

How to manage the significant difference between coercion and volunteerism - Part 2

 

In addition to the points used in Part I in managing the significant difference between coercion and volunteerism, the following methods can be outlined.

Persuade

This is especially useful when both parties have equal power and there is a need to preserve long-term working relationships. The results can be short-term and long-term, altering attitudes that influence actions. Examples of 'persuasive' behaviour can include: 

• Logic -' Just look at the cost-benefit analysis and you're going to see it. ’
• Propaganda -' You read the independent report that said that. ’
• Self-discovery - 'Why don't you go and let me know what's going to work? ’

Preventative

This can be used to postpone or prohibit the evaluation, intervention, or judgment of an issue. When the other one has more control (like the boss), it is most helpful, but it can backfire by irritating the other person and creating negative experiences. Examples of 'preventive' actions include: 

• Delay -' I can't do that until the course is over. ’
• Avoidance -' I don't feel sure about tackling that. ’
• Ignoring - not doing what was requested or changing the subject.

Preparatory

Such activities are concerned with establishing the correct environment or environment for other actions. In their execution and effect, they appear to be long-term, but require careful preparation and are not to be seen as the overnight panacea. When used in combination with other techniques, they are especially successful. Examples of 'preparatory' behaviour include: 

• Butter'em up -' This is one area you're going to excel in; it's up to your street right now. ’
• Timing -' Leave this before we have workers back off leave after the holidays. ’
• Image -' This is going to be useful for you to put up your evaluation. '. .

While the most effective strategy, combination or series of the above methods can be practised to achieve an end target, how can we guarantee that the employees are satisfied?

References

1. Google Books. (2013). Motivation, Ability and Confidence Building in People. [online] Available at: https://books.google.lk/booksid=fP4JBAAAQBAJ&pg=PA35&lpg=PA35&dq=Reeves,+R(2005)+Management+Today&source=bl&ots=xlmLvMhked&sig=ACfU3U0TeN9WsL9qJijknoeMabJDb6Bag&hl=en&sa=X&ved=2ahUKEwj06fK4v6juAhU94XMBHSZpCAUQ6AEwCnoECAoQAg#v=onepage&q=Reeves%2C%20R.%20(2005)%20Management%20Today&f=false [Accessed 7 Jan. 2021].

2. (Whittaker, McLennan and Handmer, 2015)Badiou, A. et al. (2016) 6. The Populism That Is Not to Be Found, What Are a People? DOI: 10.7312/badi16876-007.Blvd, J. F. K. et al. (2011) Libraries in Developing Countries.Terry, H. (no date) ‘To Influence’, pp. 9–12. Whittaker, J., McLennan, B. and Handmer, J. (2015) ‘A review of informal volunteerism in emergencies and disasters: Definition, opportunities and challenges’, International Journal of Disaster Risk Reduction, 13, pp. 358–368. DOI: 10.1016/j.ijdrr.2015.07.010.

3. Oshwiki.eu. (2011). Prevention and control strategies - OSHWiki. [online] Available at: https://oshwiki.eu/wiki/Prevention_and_control_strategies [Accessed 5 Jan. 2021].

   ‌

‌  

Read More

How to manage the significant difference between coercion and volunteerism - Part 1

 

Many companies find it difficult to build work that is actually liberating, but when they make their job choices, it is what many people look for. There is a major gap between conscripts and volunteers as well as, indeed, in How managed they are. The strategies that can be used by managers for this are as follows.

• Compulsion vs persuasion
• Push
• Pull
• Persuade
• Preventative
• Preparatory

Compulsion vs persuasion

Persuasion, even for conscripts, is far stronger than compulsion, just as the pen is stronger than the sword! Managers, if they use persuasion rather than compulsion, have a much better chance of success with all employees. The former builds morale, initiative and inspiration, while the latter destroys those qualities very effectively. The three fundamental components of persuasion are:

• Suggest
• Play on the person’s sentiments
• Appeal to logic.

Once convinced, the individual is motivated enough to deliver the goods. The director must have accomplished the goal quietly, gently and with the minimum of effort. In effect, it is an effortless accomplishment.

Looking at the choices in more depth, there is a variety of influence methods when evaluating the alternatives that can be used to modify the actions of others, each with different consequences. Below, each of the five driving techniques and their potential impacts is discussed.

Push

The individual or individuals affected feel a force forcing them (or pushing them) to change their behaviour. This can be effective in achieving rapid changes in behaviour where changes in attitude or long-lasting impacts are not really significant. It can, however, have unpredictable or negative after-effects, particularly if someone is driven to sustain the necessary behaviour change to get the job done. Examples of the conduct of 'drive' would include: 

• Coercion - ‘I really think you should because everyone else is and you don’t want to be left out, do you?’
• Threats - ‘If you don’t, you’ll be in big trouble when the boss finds out. . . ’
• I Blocking - ‘I can’t agree to that, you’ll have to go elsewhere. . . ’.
  

Pull

This includes providing constructive forces to bring the individual or individuals together with you, but it depends on your rank and personality. It creates short-term rather than long-term outcomes; also, it is likely to accrue actions rather than attitude change. 

• Rewards - Okay, well, after you've done that, I can give you something.
• Recognition - 'This would be a strong departmental accomplishment to place on the intranet of the company'
• Charisma - ‘Oh go on, do it just for me. . . please!’

While the most effective strategy, combination or series of the above methods can be practised to achieve an end target, how can we guarantee that the employees are satisfied?

References

1. Google Books. (2013). Motivation, Ability and Confidence Building in People. [online] Available at: https://books.google.lk/booksid=fP4JBAAAQBAJ&pg=PA35&lpg=PA35&dq=Reeves,+R(2005)+Management+Today&source=bl&ots=xlmLvMhked&sig=ACfU3U0TeN9WsL9qJijknoeMabJDb6Bag&hl=en&sa=X&ved=2ahUKEwj06fK4v6juAhU94XMBHSZpCAUQ6AEwCnoECAoQAg#v=onepage&q=Reeves%2C%20R.%20(2005)%20Management%20Today&f=false [Accessed 7 Jan. 2021].

2. (Whittaker, McLennan and Handmer, 2015)Badiou, A. et al. (2016) 6. The Populism That Is Not to Be Found, What Are a People? DOI: 10.7312/badi16876-007.Blvd, J. F. K. et al. (2011) Libraries in Developing Countries.Terry, H. (no date) ‘To Influence’, pp. 9–12. Whittaker, J., McLennan, B. and Handmer, J. (2015) ‘A review of informal volunteerism in emergencies and disasters: Definition, opportunities and challenges’, International Journal of Disaster Risk Reduction, 13, pp. 358–368. DOI: 10.1016/j.ijdrr.2015.07.010.

‌  

Read More

What does and does not motivate people ?

The management literature is full of real case histories on what motivates and does not motivate people. A preliminary initial broad range of the different approaches that have been tried to draw lessons for the future is presented here. 

The traditional Victorian style of strict discipline and punishment not only failed to deliver the goods, but it also left a mood of discontent and resentment amongst the working class.

Instead of positive results, punishment seems to have generated negative results and increased animosity between 'them' (the management) and 'us' (the workers). The 'carrot' approach, in comparison to this, involving acceptance, appreciation and acknowledgement of commitment, has greatly enhanced the working environment, generated the 'goods' and provided immense satisfaction to the employees.

At the British Psychological Society Conference in Bournemouth in January 2006, Liverpool John Moores University discovered from studies into disciplinary practices that continuous reinforcement is the best way to make children act (The Daily Telegraph, 2006). The study claimed that teachers note a 'dramatic' change in a discipline that raises the amount of support for good conduct and decreases criticism directed at unruly pupils. When teachers were encouraged to increase the amount of praise from 54 to 85 per cent and decrease 'telling-offs' from 46 to 15 per cent, compared with almost a quarter before the move, the result was 6 per cent of pupils disturbing or failing to work. So, the motivating mantra appears to be 'catching someone doing something right.'

People also say that inspiring his or her staff is the key duty of the boss. What they really mean is that managers need to have items that activate people and influence people to participate in the desired behaviour. Managers ought to do this both personally and internally so that workers can deliver and gain pleasure from the 'goods' as well.

This may seem somewhat inconsistent, but it seems to work. In the manager's kitbag, the main tools for producing the desired behaviour change (i.e. motivating the team) are:

• Approval, praise and acknowledgement
• Confidence, reverence and high expectations
• Loyalty, given the possibility of obtaining it
• Improvement in individual skills to carry out a task
• Building trust and self-esteem
• Removing organizational barriers that stand in the way of performing mance by individual and group (smooth business processes, systems, methods and resources)
• Enrichment of the Job
• Effective communication
• Incentives for finances.

While everyone will have their preferences, the list is arranged for many in some order of significance - it is interesting to note that cash for many people is way down the ladder of motivators.

Organizations may want productive and responsible workers, even happy ones, but the ultimate aspiration seems to be for free workers - and for work that liberates the individual rather than limits it. There is an increasing demand for 'job autonomy' from employees, which means having a greater say on how, where and when their job is done, with, perhaps above all, an expanded learning opportunity.

References 

1. The Daily Telegraph (2006) 6 January
2. Management Today (2004) December
3. Replicon. (2016). Why Money Doesn’t Motivate Employees - Replicon. [online] Available at: https://www.replicon.com/blog/why-money-doesnt-motivate-employees/ [Accessed 9 Jan. 2021].

4. Harvard Business Review. (2003). How to Motivate Your Problem People. [online] Available at: https://hbr.org/2003/01/how-to-motivate-your-problem-people [Accessed 10 Jan. 2021].

   ‌

Read More

Empowerment and motivation

 

Is the motivation of empowerment? Henry Ford points out that with workers, every pair of hands gives you a free brain. Managers have long recognized that they were not having their workers to perform to their capacity. But how can they improve the efficiency of employees? The mantra has been 'empowering' to execute them. The philosophy behind self-managed teams is to trust them to take decisions. In a large canvas, give people the authority and support they need, then get out of the way - even let them decide their course. In reality, so many executives have found it impossible to let go.

The concept was derived from W. Edwards Deming, who, after the Second World War, was brought in to revitalize Japanese industry and became a modern champion of empowerment. He indicated that the path to quality improvement came through empowerment, by connecting the Japanese instinct for consensus with the industrial idea of teamwork. Western industrialists introduced Complete Quality Control in the 1980s, alarmed at the success of Japanese rivals (TQM). The production will be delivered by quality circles, consisting of motivated workers. Unfortunately, the pervasive mentality of command and control was unable to acknowledge independence. As a result, the results provided by TQM and the endless documentation needed to comply with quality benchmarks proved counter-productive. Motivation has subsided.

Sadly, the practice didn't live up to the promise again. Far too often, little control was actually provided to them when employees were n 'empowered.' It was easily taken back again if the control was actually granted.

There are five main questions that you need to answer specifically for each employee to find and maintain the best talent:

• Where are we going?
• What are we doing to get there?
• What do you want me to do?
• What will you do to help me do it?
• What is in it for me when I do?

Repeat often and any time there is a transition, major or small, to answer these five questions. Invite people to dialogue with you to find out whether you are achieving your objective of making them run on purpose. Does their current job sound purposeful, and does it yours, not less importantly?

References 

1. Goleman, D. (1995) Emotional Intelligence, Bantam Books, New York
2. Harvard Business Review. (2018). When Empowering Employees Works, and When It Doesn’t. [online] Available at: https://hbr.org/2018/03/when-empowering-employees-works-and-when-it-doesnt [Accessed 1 Jan. 2021].

Read More

How does this definition apply to that of managers of human capital ?

Today, the term 'a good manager' should be reaffirmed, politically correct, as a good manager of people'. How does this definition, however, apply to that of the management of human capital and the motivation of that 'capital'?

A mixture of both technical experience and personal traits is involved in management itself. For example, technical expertise may come in the form of an understanding of the theories of motivation and traits from understanding a good manager's features or behaviours. Taylorist-driven 'scientific leadership' for most of the 20th century It gave the impression that it was mainly (if not exclusively) technological considerations that mattered. This mechanistic approach is gradually being softened today by a greater focus on issues guided by people/values. As a key differentiator in the performance of executives who could 'tune in' to the emotional side of themselves and others, Daniel Goleman (1995) has made a strong case for emotional intelligence. The behavioural approach focuses on individuals (rather than techniques) and claims that it is individuals who make things happen; it argues that improvement is not a technological challenge, but that it is critically based on the definition and interpretation of success.

It means a transition to the 'best' when we think of change and any concept of 'better' is simply a reflection of the ideals of those concerned. It is these questions of principles that have a vital effect on the degree of individual engagement. Competence without dedication is not a solid basis for effective decision-making or organizational results.

In the end, leadership is not about sheer coercion - in many companies, people easily see beyond this and hence the high levels of scepticism. It is about making individuals genuinely believe in what they do.(pure McGregor Theory Y?’)

Management here focuses on being dedicated to employee needs (and therefore motivations) and growth, which can only be achieved if workers believe in what they do, want to do it, and understand that management is there to help them become more successful in doing it. A successful manager believes in the importance of individuals and treats them. They are formed and built equally and with reverence, hence the vital element of trust. But how often, in reality, does this happen? Management, of course, requires a mixture of what you are doing and the way it is done.

It could be argued that a people/values-driven approach is reflected in the phrase ‘human capital management’.The word, however, although it may well represent much of its spirit, is It can easily be interpreted as representing that concern, often associated with the more formalized, technological and deceptive, even cold and calculating, agendas and the terms themselves (using the words' capital 'and' management 'so close together).

This approach to human resource management is now about to be expanded into 'human capital accounting,' which some claim is a trend that is much more potentially 'dehumanizing.' Few will consider this growth (and phrase) an ideal solution, particularly when one hears a chief executive wax lyrically about employees being the best assets of the business only for people to find that they are 'virtual' and are, if not completely, forgotten in company accounts, which at all levels is even more disrespectful to the workforce.

It may not be ideal to speak about people as 'assets,' but surely it is better not to discuss them directly at all?

There are certainly better words than 'human resources' or 'human remains' or 'human capital' as one group of embittered workers found themselves and many would not hesitate to welcome it. With the use of the word 'people money' in itself, there is something wrong. Problems occur only when the fundamental culture of the company is perceived as inherently exploitative. In so many companies today, it is this general lack of confidence that ultimately makes many organizational changes extremely difficult.

Overall, the concept of 'human resource management' (and its extension to 'human capital accounting') is by no means necessarily incompatible with the term 'good people manager,' but jargon is in the way of concentrating on the heart of the real sense that we are seeking to express, namely that people and values are the keys to both successful management and organizational success.

As long as that is (and is seen to be) the driving motive behind what we do and the way we do it, it rightly becomes irrelevant to semantic arguments over language. Unfortunately, as it is very rarely the case, both the message and the messenger become language and, maybe, too frequently, there is far more behind the two separate words than is normally understood. As Lord Brown of Madingley (BP's CEO) said,' Technology can be bought; the talent to execute them is what we need.' And that takes individuals who want to do it.

References

1. (Badiou et al., 2016)Badiou, A. et al. (2016) 6. The Populism That Is Not to Be Found, What Is a People? doi: 10.7312/badi16876-007.Blvd, J. F. K. et al. (2011) Libraries in Developing Countries.Terry, H. (no date) ‘To Influence’, pp. 9–12.
2. (2019). What is Human Capital Management? - Definition from WhatIs.com. [online] SearchHRSoftware. Available at: https://searchhrsoftware.techtarget.com/definition/human-capital-management-HCM.
3. Ifs.com. (2020). Human Capital Management. [online] Available at: https://www.ifs.com/corp/solutions/enterprise-resource-planning/human-capital-management/ [Accessed 4 Jan. 2021].

Read More

Theories of Motivation m - Part 2

 

5.The Equity Theory

As compared to 'what' induces motivation, process theories explain 'how' happiness comes about. The theory of equity postulates that workers weigh their input into a job against the performance they obtain from it. The more incentives they receive, the greater their satisfaction. This resonates with the concept of work satisfaction by Naveed et al. (2011, p.302) as the difference between employee input and job output. Employees who perceive that they earn more production from their work than what they put into them will experience job satisfaction with regard to this principle. Some elements of the work itself often influence how it is viewed by an employee. Tasks that are explained offer higher employee satisfaction as a consistent task generates a satisfied, engaged workforce and demonstrates a great deal of interest in the work that is performed. Authors have identified five key work characteristics that affect an employee's psychological condition and influence their morale and job satisfaction, as well as their absenteeism levels, namely the variety of skills involved in a task, the identity and importance of the task, autonomy, and feedback. Workers equate their input-outcome ratio with that of other employees and employees will experience satisfaction if they find it to be equal (Robbins, 2007). They become frustrated and less motivated if workers perceive inequity in their input-outcome ratio relative to other employees.

6.Value – Percept Theory

The values of individuals decide their satisfaction with their jobs and workers hold various value systems in organisations, so their satisfaction levels may often vary based on this principle. Looking at the theory of value-percept, the idea is that the difference between expectations and what is obtained will cause disappointment depending on how important the job is to the individual (Anderson, Ones, Sinangil & Viswesvaran, 2001, p.32).In this theory, the possible issue is that there is a probability of a relationship between what individuals want and what they consider essential. These definitions can be technically separable, but difficult to distinguish functionally.

7.Vroom’s Expectancy Theory

The expectation theory of Vrooms stipulates that conduct is a result of decisions that are available to prioritize. The principle is to derive happiness and minimize employee frustration. Individual variables such as character and abilities assess output (Wagner and Hollenburg, 2007). This theory further clarifies that success, motivation, and effort are within the motivation of a person and this is confirmed by variables such as valence, instrumentality, and expectancy. The greater the commitment at work, the greater the results. 

8.Porter-Lawler Model

This is a theory of motivation that is systematic and more complete and covers different aspects. This model will provide specifics of the relationship between job performance and attitudes that characterize managers perfectly. The model also focuses on human behavioural assumptions. The model's deductions assume that human behaviour is affected by both internal and external influences, has various objectives, preferences and needs, logical and making their own decisions about their behaviour. Finally, people choose between alternative behaviours (Wagner and Hollenburg, 2007).

References 

1. M. Badubi, R. (2017). Theories of Motivation and Their Application in Organizations: A Risk Analysis. INTERNATIONAL JOURNAL OF INNOVATION AND ECONOMIC DEVELOPMENT, [online] 3(3), pp.44–51. Available at: https://researchleap.com/impact-recruitment-selection-strategy-employees-performance-study-three-selected-manufacturing-companies-nigeria/.
2. KnowledgeHut (2019). Motivation Theories - 5 Famous Motivation Theories | KnowledgeHut. [online] KnowledgeHut Tutorial. Available at: https://www.knowledgehut.com/tutorials/project-management/motivation-theories.
3. Lumenlearning.com. (2019). Theories of Motivation | Boundless Psychology. [online] Available at: https://courses.lumenlearning.com/boundless-psychology/chapter/theories-of-motivation/

Read More

Theories of Motivation - Part 1

 

We can identify several main Theories of Motivation.

• Maslow’s Hierarchy of Needs

• Herzberg’s Two-Factor Theory/Motivator-Hygien

• McGregor’s X and Y Theories

• McClelland’s Need Achievement Theory

• The Equity Theory

• Value – Percept Theory

• Vroom’s Expectancy Theory

• Porter-Lawler Mode

1.Maslow’s Hierarchy of Needs

The way Maslow's theory is explained, according to Smith & Cronje (1992), depends on the fact that individuals want to increase what they want to do in life and their desires are prioritized according to their value. Centred on Maslow's hierarchy of requirements, content theories of job satisfaction revolve around the desires of workers and the variables that offer them a fair degree of satisfaction (Saif et al., 2012). Maslow came up with a five-stage theory focused on the basic physical, biological, social and psychological needs of human beings that positions the individual's needs in various categories and prioritizes their achievement. In order of declining priority, these groups are (Figure 1 & 2 ):

• Physiological needs (food, shelter, clothing);
• Safety and security needs (physical protection);
• Social needs (association with others);
• Esteem needs (receiving acknowledgement from others); and
• Self-actualisation needs (the desire for accomplishment or to leave behind a legacy).

 Figure 1

Figure 2

The hierarchy of needs of Maslow forms the base of theories that aim to describe work satisfaction. Teachers, like all individuals, have needs that must be met. They also need the recognition and appreciation of students, colleagues, and parents, in addition to the basic needs for food, shelter and clothing, protection from physical, harm, and social interaction.

2. Herzberg’s Two-Factor Theory/Motivator-Hygien

The two-factor theory of Herzberg, also known as Motivator-Hygiene, emerged from a study carried out between accounts and engineers to decide what makes a person feel good or bad about their work (Saif et al., 2012). With regard to 'satisfiers,' Herzberg noted that there were five work features that bring satisfaction, namely success, appreciation, the job itself, transparency and growth. Herzberg described institutional politics, the management approach, supervision, compensation, relationships at work and working conditions at the other end of the continuum as factors that could demoralize workers. Golshan, Kaswuri, Agashahi and Ismail (2011:12) claim that Herzberg's theory is increasingly applied by organizations to build opportunities among their employees for "personal growth, enrichment and recognition."After completing some phases of their career, workers should be rewarded and honoured for special accomplishments, for example when they deliver excellent results in their subject areas; at a more specific level, they should also be responsible for deciding how to perform tasks relevant to their work. Nevertheless, the two-factor hypothesis has received its share of criticism. Golshan et al. (2011) point out that it does not differentiate between physical and psychological factors and explain specifically what motivators are and how they vary from hygiene variables; instead of using percentages, it also does not express the degrees of satisfaction and dissatisfaction as a metric. Another criticism levelled against it is that it makes assumptions that in the same situation every person will react in the same way.

3. McGregor’s X and Y Theories

Based on two sets of assumptions, McGregor's (1960) Theory X and Y models categorize workers as belonging to one of two classes. Theory X assumptions take a negative view of people: people may have "an inherent dislike of work and, if possible, avoid it; therefore, to make them work, they must be coerced, controlled, directed and threatened with punishment." They prefer to be directed, avoid transparency, have little motivation, and want protection (Saif et al. 2012, p.138). The theories of Theory Y take the opposite view: the mental and physical inputs spent at the workplace are equivalent and equal to those that rest or play. The sole result of exerting effort might not be environmental causes or any risks from outside. Workers or individuals should exercise caution and diligence in order to accomplish goals, but the hunger in their ability to commit to goals depends on how great the incentives are for that form of achievement. People may respond to the quest for responsibility under normal circumstances and not only accept it (Saif et al., 2012, p.1357). Applying these assumptions to a school setting, one might argue that two of the key causes of teacher discontent have to be dealt with by problem students and For example, a rigid and inconsiderate leadership, a principal who is coercive and does not respect teachers' efforts, or an excessively directive principal who never delegates or encourages teachers to make independent decisions. In comparison, a positive principle can be a source of teacher satisfaction at work (Alavi & Askaripur, 2003, p.312).

4.McClelland’s Need Achievement Theory

The need accomplishment theory of McClelland postulates that certain individuals are motivated to achieve success by pursuing "personal achievement rather than rewards themselves" (Saif et al., 2012, p.1387). This theory is readily applicable to learning environments and explains why, despite the challenges they face, some teachers are highly successful: they set themselves high expectations and what drives them is to achieve these objectives. The ERG theory of Alderfer is linked to the hierarchy of needs of Maslow, but it reduces the five categories of the need of Maslow to three; namely, a relationship is (esteem/social needs), then development is (self-actualization) and life is (security/physiological needs).

References 

1. M. Badubi, R. (2017). Theories of Motivation and Their Application in Organizations: A Risk Analysis. INTERNATIONAL JOURNAL OF INNOVATION AND ECONOMIC DEVELOPMENT, [online] 3(3), pp.44–51. Available at: https://researchleap.com/impact-recruitment-selection-strategy-employees-performance-study-three-selected-manufacturing-companies-nigeria/.
2. KnowledgeHut (2019). Motivation Theories - 5 Famous Motivation Theories | KnowledgeHut. [online] KnowledgeHut Tutorial. Available at: https://www.knowledgehut.com/tutorials/project-management/motivation-theories.
3. Lumenlearning.com. (2019). Theories of Motivation | Boundless Psychology. [online] Available at: https://courses.lumenlearning.com/boundless-psychology/chapter/theories-of-motivation/

Read More