The process by which a person’s efforts are energized, directed and sustained toward attaining a goal.

1. Motivation
Energize, Direction and Persistence

3. Motive, Motivation and Motivators
• Motive - A motive is an inner state that energizes, activates or
moves and directs behavior towards goals. Motives arise out of
the needs of individuals.
• Motivation - Motivation is the process of stimulating people to
action to accomplish desired goals. Motivation depends upon
satisfying needs of people.
• Motivators - Motivator is the technique used to motivate people
in an organization. Managers use diverse motivators like pay,
bonus, promotion, recognition, praise, responsibility etc., in the
organization to influence people to contribute their best.

4. Define Motivation?
Motivation refers to the process by which a
person’s efforts are energized, directed and
sustained toward attaining a goal.
The energy is
a measure of
intensity,
drive,
and vigor.
The direction is the Effort
that’s directed toward, and
consistent with,
Organizational Goals.
In the persistence we
want employees to
persist in putting
effort to achieve
those goals.

5. Importance of Motivation
• Motivation helps to improve performance levels of
employees.
• Motivation helps to change negative or indifferent
attitudes of employee to positive attitudes.
• Motivation helps to reduce employee turnover and
thereby saves the cost of new recruitment and
training.
• Motivation helps to reduce absenteeism in the
organization.
• Motivation helps managers to introduce changes
smoothly without much resistance from people.

6. Features of Motivation
Motivation is an internal feeling
Motivation produces goal
directed behavior
Motivation can be either
positive or negative
Motivation is a complex process

7. I am bold and not afraid to speak my mind
Six years into my first job, when I was still a junior manager, I got
into an argument with the head of business during dinner after the
launch of a strategy. I was arguing that I didn’t believe one leg of
the strategy would work, and I was forcefully trying to make the
point. The next morning, a helpful colleague asked me why I was
hell-bent on having what he called a ‘career limiting conversation’.
But I think that conversation had a positive effect.
Two weeks after that, I was chosen, by the same head of business,
to lead a cross-functional team to work out plans to execute parts
of the strategy. I don’t think that would have happened had the
business head been offended.

8. Issues in Motivation Theory

9. Issues in Motivation
➢ Motivating in Tough Economic Circumstances
➢ Managing Cross-Cultural Motivational Challenges
➢ Motivating Unique Groups of Workers
• Motivating A Diverse Workforce.
• Motivating Professionals.
• Motivating Contingent Workers.
• Motivating Low-skilled, Minimum-wage Employees.
➢ Designing Appropriate Rewards Programs
• Open-book Management.
• Employee Recognition Programs.
• Pay-for-performance.

10. Challenging Issues in Motivation

11. Cross-Cultural Challenges
Cross-Cultural Challenges
• Motivational programs are most applicable in cultures where
individualism and quality of life are cultural characteristics
• Uncertainty avoidance of some cultures inverts Maslow‟s needs
hierarchy.
• The need for achievement (nAch) is lacking in other cultures.
• Collectivist cultures view rewards as “entitlements” to be distributed
based on individual needs, not individual performance.
Cross-Cultural Consistencies
• Interesting work is widely desired, as is growth, achievement, and
responsibility.

12. Motivating Unique Groups of Workers
Motivating a diverse workforce
through flexibility:
• Men desire more autonomy than
women do.
• Women desire learning opportunities,
flexible work schedules, and good
interpersonal relations.

13. Flexible Work / Job Schedules
Compressed work week
• Longer daily hours, but fewer days
Flexible work hours (flex-time)
• Specific weekly hours with varying arrival, departure,
lunch and break times around certain core hours
during which all employees must be present.
Job Sharing
• Two or more people split a full-time job.
Telecommuting
• Employees work from home using computer links.

14. Motivating Professionals
Characteristics of professionals
• Strong and long-term commitment to their field of
expertise.
• Loyalty is to their profession, not to the employer.
• Have the need to regularly update their knowledge.
• Don‟t define their workweek as 8:00 am to 5:00 pm.
Motivators for professionals
• Job challenge
• Organizational support of their work

15. Motivating Contingent Workers
• Opportunity to become a
permanent employee
• Opportunity for training
• Equity in compensation
and benefits

16. Motivating Low-Skilled, Minimum-Wage Employees
• Employee recognition
programs
• Provision of sincere praise

17. Current Issues in Motivation
Designing Appropriate Rewards Programs

18. Designing Appropriate Rewards Program
Open-book management
• Involving employees in workplace decision by opening up the financial
statements of the employer.
Employee recognition programs
• Giving personal attention and expressing interest, approval, and appreciation
for a job well done.
Pay-for-performance
• Variable compensation plans that reward employees on the basis of their
performance:
• Piece rates, wage incentives, profit-sharing, and lump-sum bonuses
Stock option programs
• Using financial instruments (in lieu of monetary compensation) that give
employees the right to purchase shares of company stock at a set (option)
price.
• Options have value if the stock price rises above the option price; they
become worthless if the stock price falls below the option price.

19. Motivational Theories

20. Elephants and Chains
A man was passing by an elephant enclosure in a zoo when he noticed
that the huge animals were being restricted using only a small rope tied
to their front leg. There were no chains and no cages. Clearly, these
elephants could break out of these bonds without much effort. The
man was intrigued and asked the mahout about it. The mahout smiled
and said, ‘Right from the time when the elephants are small, we use the
same rope to tie them. At that age, this rope is enough to hold them. As
they grow up, they are conditioned to believe they cannot break away.
They believe that the same rope can still restrain them, so they never try
to break free.’
This is a phenomenon called
‘belief perseverance / assumed constraint’.

21. Belief Perseverance
As philosopher Gordon Livingston said more articulately,
‘It is difficult to remove by logic an idea not placed there by
logic in the first place.’
The elephants are not the only ones bound by the story in their
heads. It happens to all of us, and it also happens in organizations.
Belief perseverance can help us understand why it is so hard to
change entrenched views. All of us who have tried to implement
any change—change in culture, transformation, new approach or
strategy—would certainly have faced this challenge.
This is why when individuals, teams and employees in an
organization believe in something contrary to the change one is
trying to incorporate, the resistance is enormous.

22. Maslow’s Hierarchy of Needs

23. Maslow’s Hierarchy of Needs Theory
• Abraham Maslow, a well-known Psychologist in a classic paper published in
1943, outlined the elements of an overall theory of motivation.
• Maslow‘s Need Hierarchy Theory is considered fundamental to understanding
of motivation.
• His theory was based on human needs. He felt that within every human being,
there exists a hierarchy of five needs.
• These are:

25. Maslow’s Definition of Self-Actualized Person
• Has no mental illness
• Satisfied in basic needs
• Fully exploited talents
• Motivated by values

26. • Superior perception of reality
• Increased acceptance of self, of
others, and of nature
• Increased spontaneity
• Increased detachment and desire for privacy
• Greater freshness of appreciation and
richness of emotional reaction
• Increased autonomy and resistance to
conformity
• Higher frequency of peak experiences
• Increased identification with the human species
• Improved interpersonal experiences
• More democratic character structure
• High levels of creativity
Characteristics of Self-actualizing persons

27. Relevance of Maslow’s Theory
• Deprivation at a lower level, causes loss of
interest in higher level needs.
• A satisfying job at the higher levels will raise
the level of tolerance or deprivation at the
lower levels.
• When a need at a given level is satisfied, the
law of diminishing returns set in.
• Over-satisfying of a need may produce a sense of
guilt and/or deliberate self-deprivation.
• Different people will feel needs with different
levels of intensity

28. Mc. Gregor’s Theory ‘X’ and Theory ‘Y’

29. Mc. Gregor’s Theory ‘X’ and Theory ‘Y’
Douglas McGregor is best known for proposing
two assumptions about human nature:-
Theory X and Theory Y.
• Theory X - is a negative view of people that
assumes workers have little ambition, dislike
work, want to avoid responsibility, and need to
be closely controlled to work effectively.
• Theory Y - is a positive view that assumes
employees enjoy work, seek out and accept
responsibility, and exercise self-direction.

30. McGregor’s Theory Y
• The expenditure of physical and mental effort in work is as natural
as play or rest.
• People can exercise self-direction and self-control in the service of
objectives to which they are committed.
• The average human being learns, under proper conditions, not only
to accept but to seek responsibility.
• The capacity for creativity in solving problems is widely distributed
among population.
• Motivation occurs at the social, ego, and self-realization levels as well
as at the first two levels.

31. McGregor’s Theory X
• People inherently dislike work and will avoid it if they can.
• People must be coerced, controlled, directed, and threatened
in order to make them work.
• The average human being prefers to be directed, wishes to
avoid responsibility, and has relatively little ambition.
• Most people have little capacity for creativity for solving
problems.
• Motivation occurs only at the first two levels.

32. Herzberg’s Two Factor Theory

33. Herzberg’s Two Factor Theory
• The two-factor theory (also known as Herzberg's motivation-
hygiene theory and dual-factor theory) states that there are certain
factors in the workplace that cause job satisfaction, while a separate
set of factors cause dissatisfaction.
• It was developed by Frederick Herzberg, a psychologist, who
theorized that job satisfaction and job dissatisfaction act
independently of each other.
Two-factor theory distinguishes between:
• Intrinsic Factors - ‘Motivators’ (e.g. challenging work, recognition,
responsibility) that give positive satisfaction, such as recognition,
achievement, or personal growth,
• Extrinsic Factors - ‘Hygiene’ (e.g. status, job security, salary, fringe
benefits, work conditions) that do not give positive satisfaction,
though dissatisfaction results from their absence.

35. Three Needs Theory
- Motivation and Needs -

36. Three-Needs Theory
David McClelland and his associates proposed the three-needs
theory, which says there are three acquired (not innate) needs that
are major motives in work.
These three needs include the:
• need for achievement (nAch) - which is the drive to succeed
and excel in relation to a set of standards.
• need for power (nPow) - which is the need to make others
behave in a way that they would not have behaved otherwise.
• need for affiliation (nAff) - which is the desire for friendly and
close interpersonal relationships.

37. Most people have a motivation to achieve but only in 10% of the population achieve
their goals.
The percentage (10%) is likely to be much higher in certain jobs, like management.
High-achievers share three major characteristics.
• They like to set their own goals. They want the victory or defeat to be unmistakably theirs.
• They tend to avoid extremes of difficulty in selecting goals. They prefer moderate goals.
• They prefer tasks which provide them with more or less immediate feedback.
• Effect of monetary incentives is rather complex.
• They are normally working at peak efficiency anyway. They prefer to place a high price on
their jobs.
McCleland’s Self-Motivated Achiever

38. Purpose
We all want a better life, better job, more money, better recognition and so on. But do we
really know what satisfies us the most in case we were going to be rewarded? Does your
organization know what you would consider as a great reward?
Objective
Design a questionnaire on preferred rewards and recognitions for your subordinates.
Motivation Exercise
What do you want for Reward - Application

39. Purpose
This exercise is effectively a questionnaire that you can provide to members of staff on a
periodic basis (e.g. annually) to collect ideas on rewards and recognitions.
Objective
Fill in the questionnaire on preferred rewards and recognitions.
Motivation Exercise
What do you want for Reward - Questionnaire

40. Goal-Setting Theory
- Motivation and Goals -

41. Goal Setting Theory
• Goal setting involves establishing specific, measurable,
achievable, realistic and time-targeted (S.M.A.R.T ) goals.
• Work on the theory of goal-setting suggests that an effective tool
for making progress is to ensure that participants in a group with
a common goal are clearly aware of what is expected from them.
• On a personal level, setting goals helps people work towards
their own objectives.
• Goal setting features as a major component of personal
development literature.

44. Contemporary Theories of Motivation

45. Reinforcement Theory – Motivation and Behaviour
• Reinforcement theory says that behavior is a function of its
consequences. Those consequences that immediately follow a
behavior and increase the probability that the behavior will be
repeated are called rein forcers.
• Reinforcement theory ignores factors such as goals, expectations,
and needs. Instead, it focuses solely on what happens to a person
when he or she does something.
• Using reinforcement theory, managers can influence employees’
behavior by using positive rein forcers for actions that help the
organization achieve its goals. And managers should ignore, not
punish, undesirable behavior.

46. Expectancy Theory – Motivation and Behaviour
Expectancy theory proposes that a individual will
decide to behave or act in a certain way because they are
motivated to select a specific behavior over other
behaviors due to what they expect the result of that
selected behavior will be.
• Expectancy theory is about the mental processes
regarding choice, or choosing.
• It explains the processes that an individual
undergoes to make choices.
• In the study of organizational behavior, expectancy
theory is a motivation theory first proposed by
Victor Vroom of the Yale School of Management.

47. Equity Theory – Motivation and Perception
• Equity theory is a theory that attempts to explain
relational satisfaction in terms of perceptions of
fair/unfair distributions of resources within
interpersonal relationships.
• Equity theory was first developed in 1963 by John
Stacey Adams, a workplace and behavioral
psychologist, who asserted that employees seek to
maintain equity between the inputs that they bring to
a job and the outcomes that they receive from it
against the perceived inputs and outcomes of others
(Adams, 1965).
• The belief is that people value fair treatment which
causes them to be motivated to keep the fairness
maintained within the relationships of their co-
workers and the organization.

48. Equity Theory [Contd.]
➢ Equity theory focused on,
• Distributive Justice :- which is the perceived fairness of the
amount and allocation of rewards among individuals.
• Procedural Justice :- which is the perceived fairness of the
process used to determine the distribution of rewards.
➢ It shows that distributive justice has a greater influence on
employee satisfaction than procedural justice, while procedural
justice tends to affect an employee’s organizational commitment,
trust in his or her boss, and intention to quit.

49. The Scarf Model

50. Designing Motivating Jobs
Ways that managers can design motivating jobs

51. Agility – The Ritz Carlton Hotel
One organization that has been using this process for decades, and
has almost taken it to a fine art, is The Ritz-Carlton Hotel
Company.1 This hotel chain is known for exemplary customer
service. It does not manage to continuously deliver this by merely
training employees about the things they must do or things they
must avoid. That list would be endless. Instead, they have built a
story-based programme that instils a customer service ethic in all
their employees. This is how it works.
Everyone in the company from around the world is encouraged to
submit stories about the Ritz-Carlton people going above and
beyond. Each week, a story is selected and sent out to all Ritz-
Carlton hotels. It is read out at the line-up meetings when the staff
gathers before starting a shift. The Ritz-Carlton calls them ‘wow’
stories.

52. Three times a week, on Mondays, Wednesdays and Fridays, the staff
recounts ‘wow’ stories in the line-ups. Each time such a story is told,
it triggers a conversation about what everyone sees as significant in
it and often prompts the retelling of other stories about things that
have happened in their own hotel. So, rather than receiving a
corporate directive on how to behave, the staff vicariously
experiences behaviours that everyone recognizes as exemplary.
At the end of the year, there is a competition to select the top ten
stories.
This process of replacing abstraction with concreteness works
powerfully in many other areas as well—making sense of customer
feedback, understanding the drivers of employee engagement, and
external sharing of the values and beliefs of the organization as it
builds the employer brand.
Agility – The Ritz Carlton Hotel [Contd.]

53. Designing Motivating Jobs
➢ Job Enlargement :- horizontally expanding a job through
increasing job scope.
• Job scope - the number of different tasks required in a job and the
frequency with which these tasks are repeated.
➢ Job Enrichment :- the vertical expansion of a job by adding
planning and evaluating responsibilities.
• Job enrichment increases job depth - which is the degree of control
employees have over their work.

54. ➢ Job Characteristics Model (JCM) :- It identifies five core job dimensions,
their interrelationships, and their impact on employee productivity,
motivation, and satisfaction. These five core job dimensions are :-
• Skill variety :- the degree to which a job requires a variety of activities so that
an employee can use a number of different skills and talents.
• Task identity :- the degree to which a job requires completion of a whole
and identifiable piece of work.
• Task significance, the degree to which a job has a substantial impact on the
lives or work of other people.
• Autonomy, the degree to which a job provides substantial freedom,
independence, and discretion to the individual in scheduling the work and
determining the procedures to be used in carrying it out.
• Feedback, the degree to which doing work activities required by a job results
in an individual obtaining direct and clear information about the effectiveness
of his or her performance.
Designing Motivating Jobs

55. ➢ Redesigning Job Design Approaches :- Although the JCM
has proven to be useful, it may not be totally appropriate for
today’s jobs that are more service and knowledge oriented. The
nature of these jobs has also changed the tasks that employees
do in those jobs.
Two emerging viewpoints on job design are causing a rethink of the
JCM and other standard approaches.
• Relational perspective of work design :- focuses on how
people’s tasks and jobs are increasingly based on social
relationships.
• Proactive perspective of work design :- says that employees
are taking the initiative to change how their work is performed.
Designing Motivating Jobs

56. Suggestions for Using the JCM
• Combine tasks (job enlargement) to create more meaningful work.
• Create natural work units to make employees‟ work important and whole.
• Establish external and internal client relationships to provide feedback.
• Expand jobs vertically (job enrichment) by giving employees more
autonomy.
• Open feedback channels to let employees know how well they are doing.

57. What Motivates People?

59. Inducing a ‘Lean-in’ Behaviour
It is said that a picture is worth a thousand words. I have over 350
photographs of participants in my workshops telling stories to their
table groups. A table group usually includes four participants. The
photographs are taken during the first exercise, where the
participants are asked to narrate an anecdote from their life. Other
than the animation on the speakers’ faces and their gestures, the one
thing common in all the pictures is that all the listeners lean in.
Now think of every meeting you go to or all the presentations you
ever sat through. Think of the postures of most of the people in
the room. Were they leaning in or leaning back?
However, if any presenter starts narrating a story, most people
engage and lean in.

60. Recognition Motivates

63. Challenge Motivates

64. Belonging Motivates

65. Power Motivates

66. Learning Motivates

67. Self-Esteem Motivates

68. Relatedness
Motivates

69. Autonomy Motivates

71. Fairness Motivates

74. The Leadership Motivation
Assessment
Application

75. How to use?
• To use this, show the extent to which you agree or disagree with each of the
following statements on a scale running from 1 (Strongly Disagree) to 5 (Strongly
Agree).
• For each statement, put a ‘tick-mark’ in the column that best describes you. Please
answer questions as you actually are (rather than how you think you should be),
and don't worry if some questions seem to score in the 'wrong direction'. When
you are finished, please 'Calculate the Total’ and review the results at the bottom.

77. Thank You
Motivation is a Continuous Process…