Motivation Theories: Maslows Hierarchy

Motivation Theories: Maslows Hierarchy It is interesting to learn more about motivation because it has a long way to grow a business. First of all, motivation can be explained in simple terms as desire or willingness to do something; enthusiasm: keep staff up to date and maintain interest and motivation (Oxford dictionaries online, 2012). Motivation can be defined as Motivation is a reflection of the reasons why people do things. All behavior is therefore based on choice-people choose to do things that they do (Richard, 2007, p553). Moreover, Cole states that Motivation is the term used to describe those processes, both instinctive and rational, by which people seek to satisfy the basic drives, perceived needs and personal goals, which trigger human behavior. (Cole, 1995, p119).The motivation is one of the employer needs which encourage him to be more loyal and work with more enthusiasm. Motivation theories Maslows Hierarchy Maslows theory relates motivation to a hierarchy of needs with basic needs at the bottom and higher needs at the top as in Figure 1. The first level is the physiological needs such as food, housing and clothingà ¢Ã¢â€š ¬Ã‚ ¦is it enough to allow you to enjoy life. The second level is safety needs it is needs for stable environment relatively free from threats and it is security that your job is safe and secure that your working condition are safe. The fourth level is love and belonging it is being recognized for doing your job well, for example a feeling of belonging with your colleagues they support you and communicate with you. The fifth level is self-actualisation it is being promoted and more responsibility also given the chance and the scope to develop new ideas. ( Richard,2007,p557, from class) Maslow argued that there was a relationship between the different classes, the needs at the bottom of the hierarchy are basic and they need to be satisfied before a person can move on to the next level. For example an individual has not eaten; he or she feels hungry and as a response he or she eats and diminishes feelings of hunger so he or she cannot work well before this need is satisfied. Maslows theory became an early useful framework for discussions about what people needs may experience ate work also the ways in which their motivation can help them to meet managers. One criticism of this theory is that systematic movement up the hierarchy does not seem to be a consistent form of behaviour for many people. Figure 1: Hierarchy of needs (GOOGLE) Taylors Scientific Taylors motivation theory is created in 1911 and this theory is called a scientific management theory, thats mean a relation between science and management at the organization of work. According to Taylors research motivation thinks that money is the first thing which motivates people to work. But give to the employers some promotion and time to think about them self can help them to improve and work more seriously. Taylor believed that monetary reward was an important motivating factor. This is known as piece work. He lined how much money a person earned to how much the produced in a day. Their output was linked to a piece rate if people worked hard and produced a lot that day they would earn a lot of money, if they didnt work hard and didnt produce much they would not earn a lot of money that day. (From class) There are some problems with Taylors approach. He treats people as machine rather than as humans. He assumes that people are only interested in getting money from work in fact people want other things from work, a service of achievement, friendships with colleagues and work fulfills more than just monetary needs. Elton Mayo Elton Mayo (1880-1949) participated in Human relations Movement. He contributed with the social research performed at the Hawthorne plant of the Western Electric Company in Chicago, USA, between 1927 and 1932, and named the Hawthorne Studies. Elton Mayo is considered as the founder of the human relations movement. He was working on some studies concerning fatigue; accidents and labor turnover at work when he was approached by executives of the Western Electric Company for advice. The studies were conducted over several years in a number of different stages, as follows: first stage (1924-1927). This was carried out by the companys own staff under the direction of Messrs Pennock and Dickson. This stage was performed with respect to the effects of lighting on output. One group, had a consistent level of lighting, the other group had its lighting varied. The experimental group productivity increase even when the lighting was reduced to a low level. Stage two (1927-1929) is to make more d etailed study of the effects of differing physical conditions on productivity. In this research the separated six women working in the relay assembly section from the rest and they give them rest pauses and lunch times different in timing and in length. The result was that their productivity increased in better and worse conditions. The women productivity increased because they were the center of attention.(Cole,2004,p33) Mayo suggested that motivation at work was promoted by such factors as: -a good communication with the employer -a good teamwork which the employer feel relaxed -showing interest in others -ask the other before to make a decision -ensuring the wellbeing of other -ensuring work is interesting and non-repetitive Mayo believe that motivation encourage employer to work more and to choose their position in the work. 1-4 Herzberg Herzberg concentrated on satisfaction and dissatisfaction at work. His theory is sometimes called the two-factor theory which divided into: -Motivators factors or satisfiers for example: work itself, responsibility, achievement. -Hygiene factors or dissatisfies for example salary, company policy, working conditions.(Cole,2004,p37) The factors of motivators are all related to the actual content of the work place and job responsibilities. The hygiene factors are good or adequate will not in themselves make the person satisfied, by ensuring that they are indeed adequate. In other part, where these aspects are bad, extreme dissatisfaction was reported by all respondents. The work of Herzberg has tended to encourage attention to such as factors as: Suitable supervision which encourages the labor force rather than restricts it. Job enlargement programs, job enrichment and job satisfaction which can often be increased through work restructuring. The setting and achieving of targets and objectives. In order to manage the two-factor approach to motivation effectively, attention in the following areas: -A management style, attitude and approach to staff, trust and honesty, limitations or technology concerned in the work itself. -General factors of status, believed in, given opportunities for change and development of the organization. -staff has a good relationship between each other that is facilities the successful of the activities within organization.(Pettinger,2007,p560) David McClelland McClelland (1961) and his colleagues have examined how people think and their work led them to identify three categories of human need which are: Need for affiliation: to develop and maintain interpersonal relationships. Need for achievement : to show successful task results and take personal responsibility Need for power: to be able to influence and control others and to shape events. (Boddy,2002,p399) McClelland secluded need for achievement as a main human motive, and one that is influenced strongly by personality and by environment. Humans with a high need of achievement seem to have characteristics such as: their need for achievement is consistent, they seek tasks in which they can exercise personal responsibility, they prefer tasks which present a challenge without being too difficult and which they see as within their mastery and they want feedback on their results. Also they are less concerned about their social or affiliation needs. McClelland realized that the need for achievement is affected by education, childhood experiences and culture background. Therefore designing helping programmes can help increase the achievement motive in employees at work place. Using motivation theories in business It is important when doing investigative work, especially about motivation, that we remember that the existing theories on human behavior are just that theories. Theories are there to be challenged. Over a period of time, theories come and go. Just because you read one theory does not mean to say it is exactly what happens or that is how humans behave. As time passes and we gain new knowledge, theories may become totally discredited. The identification of the fact that business organisations employ people because of the contribution they make to production. In return for that contribution, people receive money in the form of a wage or salary.The successful of business start from the motivation theory for example if a firm can motive its employees after that it can improve employee morale and increase productivity then the business will be enhance. (bized, 2012). Motivation within the institution is when leaders encourage their subordinates to accomplish their tasks and provide a sui table environment in which they feel able to work. Employees give of themselves to change the work environment, considering each as an employee in order to ensure the proper functioning of the company so that its resources are fully optimized. Ensure that the tasks well paid because employees are a Family Company that is why they are the first team success, in order to generate intense harmony between all members of the institution to create its own culture the company. This allows the institution to stand very well on the socio-economic and financial institution made à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹him guaranteed future periods, since everyone is projected to a plane that is the health of the firm as the short, medium and long term. (Memoire online, 2012) The successful of business start from the motivation theory for example if a firm can motive its employees after that it can improve employee morale and increase productivity then the business will be enhance as in figure2: Figure2 (Madura,2007) A firm may not be able to motivate some employees, regardless of its efforts or the methods used to motivate them. If not form of motivation is effective, the threat of being fired may serve as a last resort to motivate these employees. Firms can enhance job satisfaction and therefore motivate employees by providing: an adequate compensation program, which aligns compensation with performance; job security; employee involvement programs and a flexible work schedule. A firms decisions regarding the motivation concepts summarized here affect its performance, if a firm can motivate its employees, it can improve employee morale and increase productivity. While there are many motivation theories, the proper form of motivation varies with the firms characteristics and may even vary among employees.(Madura,2007) Example of company using a motivation theories Case study: Kelloggs Kelloggs created in 1898 from W.K. Kellogg, and his brother, Dr. John Harvey Kellogg and this company produced the delicious recipe for Kelloggs Corn Flakes. In 2006, The Kellogg Company celebrated its 100-year commitment to nutrition, health and quality. In this time e Kellogg Company is the worlds leading producer of breakfast cereals. Its products are manufactured in 18 countries and sold in more than 180 countries also it has been a leader in health and nutrition. The most important of success the company it return from adapt the motivation theory. Kelloggs culture supports its role as a good employer. Employees are encouraged to speak positively about each other when focusing on their strength. The creating of a great place to work for Kelloggs is supported by the motivation theory. First of all Kelloggs adapt the motivation theory of Maslow by every employee is motivated to work through each of 5 levels and its positive effects for each employee and the company for instance: In physiological needs: Kelloggs offers competitive salaries this helps people to acquire the basic needs for living. Also Kelloggs gives people a childcare vouchers, cash alternatives to company cars and discounted life assurance schemes. These things help workers to be motivated and to be loyal to the company. In safety needs: Kelloggs securities the safety of all employees. The company is responsible to give a safe and healthy work environment to prevent accidents. Kelloggs also offers employees a range of working patterns. For example some may want to work part-time others may want career breaks or undertake homeworking. This will be a variety of options for the employees in a healthy work-life balance. In social needs: Kelloggs operates weekly group huddles. These provide opportunities for employees to receive information on any part of the business, including sales data and company products. Kelloggs positively recognizes and rewards staff achievements. In self-actualization: Kelloggs supplies employees with the possibility to take stimulating responsibilities and on challenging. This is helpful to the employees to develop and improve. For example: Laura Bryant joined Kelloggs in 2002 after fished her university. She joined the Field Sales team initially that help her to visit five to ten supermarkets a day to develop relationships at a local level. After two years she was promoted to Customer Marketing Manager at Head Office. This helped to increase her profile as she wanted to move into marketing. By encouraging from her manager, Laura made the transition from Sales to Marketing as Assistant Brand Manager on Rice Krispies and Frosties. In 2009 she was promoted again to manage the marketing plan for Special K and she is now Brand Manager for Kelloggs Cornflakes. The company has helped motivate her to raise the hierarchy of needs and achieve her career ambitions. In the second part Kelloggs adapt the motivation of Taylor for example many employees are motivated by cash alternatives which include the opportunity to buy and sell their holiday days. Also Taylors theory breaks down jobs into specialist tasks through the division of labor and this is corresponds to large companies like Kelloggs. Also the staffs of the company are encouraged to be creative and use their imagination to contribute towards change. In the third part, Kelloggs apply the motivation theory of Mayo in keeps a two-way dialogue with employees through its communication programs. This is helpful to allow the workforce. Kelloggs has kind of dialogue recording for communication like this one: Here at Kelloggs listening is a central premise of the way we work. We believe that our employees have some of the best ideas and that a successful company is one that listens to the grass roots feedback and acts on it. Any employee can raise an issue or a suggestion via their rep who will raise it at one of their monthly meetings. (Sue Platt, HR Director) The Kelloggs suggestion box scheme helps to improve productivity and making business a great place to work. Also Kelloggs helps to generate ideas and has an initiative called Snap, Crackle and Save an employee suggestion scheme to save costs within the supply chain. For example a lot of ideas have been put forward over the last couple of years. One idea suggested that one thickness of cardboard could be used for packaging in all manufacturing plants in Europe. This saved around  £250,000 per year. Kelloggs helps personal development planning for employees which includes provisions such as study leave as part of staff development. This reinforces staff commitment and their sense of being treated well. In the fourth part, Kelloggs adapt the motivation theory of Herzberg by developed a number of motivating factors. For example this company has a Fit for Life program offering to the employees access to fitness centers, annual fitness assessments by healthcare specialists every spring and free health checks. It also provides a summer hours from May to September so if employees have worked a lot of hours they can adjust their working hours to balance their work against family or lifestyle commitments. This motivation is related to Herzberg because in the workplace he want to give individuals job satisfaction These include, for example, promotion or recognition for effort and performance also the level of responsibility of the job. . Herzberg believed that businesses needed to ensure hygiene factors were minimised in order to enable motivators to have their full effect, because hygiene factors make the employees in the work place feel unhappy. This motivation from Herzberg helps Kellogg s to build a business that delivers consistently strong results. For example: Home working, part-time working, flextime and job sharing. Subsidized access to local facilities or on-site gyms Parental leave, career breaks, time off for depends and paternity and maternity. This an example of employee works with Kelloggs: Claire Duckworth works in the Consumer Insight team at Kelloggs. She takes part in Latin American ballroom dancing competitively with her partner. They are ranked 7th in England in the over-35 category. Flexible working at Kelloggs enables her to travel to events and provides her with the opportunity to pursue her hobby at a serious level. This opportunity to adjust her working life to accommodate her personal ambitions makes Claire feel respected and supported. Also the Kelloggs sales team meets every Friday morning to share success stories of the week. Analyze This case study illustrates the range of different motivation measures in practice at Kelloggs. It demonstrates that highly motivated employees can improve efficiency, output and quality for a business. Kelloggs is able to make work a more profitable and competitive business also more exciting and interesting experience for employees whilst creating a more productive. Conclusion: The importance of Motivation Theory Motivation at work is the taste that the subject has to do, the extent to which it involves, perseverance, continuity of effort he agrees. Motivation resulting from the satisfaction, it is important to specify certain criteria which are:  · The work itself,  · The economic level it provides,  · Relations in which he bathes. Operation depends as much on human motivational balance and satisfaction of the tension on the search for new tensions, thus some form of imbalance, for example, when a project (cognitive or social) is the subject humans often developed another action project, he tries to carry and so on. Arguably enhancing cognitive and social activities is their own creation and not in an external object. Turning your dissertation into a 2:1 Turning your dissertation into a 2:1 Title: Dissertation Copy Writing. How to turn your dissertation from a 2:2 to a 2:1 When you are given your first piece of coursework as an undergraduate, you are also given (or should be) a copy of the marking criteria which will be applied when your work is assessed. Although by the time you reach the point of writing a dissertation you will be approaching the culmination of a course of study, the same basic judgements will be made. Of course, there is always a margin allowed for tutors and lecturers to apply their own judgement, it is never simply a ‘numbers game’, and the dissertation you present will always be marked by more than one person, but basically the same criteria will be applied at whatever level you are working. So, how do you raise your dissertation from the mediocrity which is represented by a 2:2, to the degree of excellence represented by a 2:1? Essentially, the difference in terms of actual marks is often minute: a 2:2 would normally be the result of a mark between 50% and 59%, whereas a 2:1 represents a mark between 60% and 69%. Look at the borders here, not the maximum of each: the difference between a 2:2 and a 2:1 could be as little as 2%. In reality, however, this is rarely the case. Your work will be marked interpretively and therefore in order to be sure of upping that grade, you need a comfortable difference not a borderline one. Approach this logically and you will see that you need to consider how your work can be improved in each of the applicable criteria in order to raise your grade and you should think about this from the outset. Before you begin your dissertation, look carefully at the marking criteria and note where the differences between a 2:2 and a 2:1 lie. You’ll notice that the criteria for either a 2:2 or 2:1, requires the following: Understanding of the question Identifying the major themes The ability to develop a well-structured argument The inclusion of supplementary evidence from primary texts, correctly referenced A strong conclusion A bibliography using the referencing style of your academic institution. Having probably been in academic life for some time before attempting a dissertation you should be thinking ‘this is all pretty standard’ and if you are not, then that 2:1 is just a dream because the way to turn a 2:2 into a 2:1 is down to your ability to recognise just where each of these basic requirements needs to be expanded. In general, the key differences between a 2:2 and a 2:1 exist in the depth of research and the quality of analysis. That being the case you should focus on your level of research and your analytical ability to improve your grade. Also, this ability to research and analyse must be linked seamlessly to your argument. To earn a 2:1 you must make your points cogently and show that you have expanded your reading beyond the merely required towards the comprehensive. A good way of doing this is to look at the bibliographies of a primary text because you will then be using a credible source to develop your research base. From here, you can begin to analyse, i.e. literally take apart and comment critically on the evidence so that it informs your dissertation argument and never at any point appears separate from the central themes. A 2:1 dissertation reflects a much deeper level of thought than a 2:2, which is why it is the minimum requirement of most respected universities in order to carry out post-graduate research. However, even within the 2:1 there are divisions of which you should be aware in order that you are sure of your 2:1, rather than hoping just to scrape through. In other words, you need to be aiming for a mark in the region of 65% to 69%. To achieve this, you need to demonstrate: that you can not only develop an argument but that you have anticipated some of the possible challenges to it that your reading goes beyond the basic in both collation and coherence that your analysis has added to your argument and developed your thinking that you have produced a conclusion that does more than just summarise your argument but also provides a genuine synthesis of wide-ranging yet focussed thought. Remember, that the award of a 2:1 grade reflects on the level of excellence of the academic institution to which you belong as much as you so it will not be given lightly but that, of course, is what makes it worth having, isn’t it? How to turn your dissertation from a 2:1 to a First Class In order to preserve their quality benchmark, most universities strictly limit the number of First Class degrees that they award and this is reflected in the assessment of a First Class dissertation. When you think about it, you wouldn’t really want it any other way because the expansion of the number would devalue the inherent status that achieving a First Class degree carries and the key to this is the ability to research and write a First Class dissertation. For this reason, if for no other, you need to work not only harder to achieve a First Class dissertation grade but also in a very specific way. Let’s examine precisely how by taking the structuring of a First Class dissertation step by step. You will have at your disposal a marking scheme with which by the stage in your academic career when you are required to write a dissertation, you should be very familiar. You need, now, to look at this more closely, even analytically, than you have ever done before, so that you isolate the features which separate the wider excellence of the 2:1 from the specific excellence of the First. Looking closely at the marking levels, you will instantly see that it would be theoretically possible to achieve a First Class dissertation grade by gaining a mark that is anything over 70%. In practice, however, you will more often than not be literally competing for a First against your fellow students because the university might often decide in abstract how many Firsts it ultimately intends to award and your dissertation is a crucial part of this. Therefore, you must ensure that your dissertation stands out from the rest and rather than just edging into the 70s reaches closer to 80%. The basics should not need to be stated if you are aiming at the highest level with your dissertation so let’s take it has read that you will write well, argue coherently, reference appropriately and correctly and provide a convincing conclusion; even to get a 2:2 you would need all of these to be present. Therefore, it is not on that you should focus for a First but on other factors, not called for in the lower levels, even the 2:1: this extra something is rooted in the demonstration of research abilities beyond the obvious and the ability to find the original in the familiar. In other words, a First Class dissertation will display not only wide reading but also an innovative approach to both the interpretation of the research and its application. Your thoughts need to be both critical and original and whilst the first of these may be familiar, the second will be less so because in all probability you will not have been required to display originality until now. Indeed, you m ay have been actively discouraged from allowing your own thoughts to enter into your work, as most academic work encourages you to take an objective view rather than a subjective one. You now need to forget that to some extent and begin to allow your personal perspective to enter your work. Of course, you still need to present a balanced argument, well supported by strong evidence in the form of wide and yet focussed reading, but you must now also add to this the evident ability to detect and develop a nuance so that it becomes a uniquely significant imperative in your work that separates it from the work of others. Above all, to obtain a First Class grade for your dissertation, you need to display a scholarly approach, together with an individualistic but grounded and viable methodology which includes evidence of innovation and independent thinking. This is of course a very difficult task, especially if you are working in a very familiar field. Most of the original lines of approach may appear to have been developed already but this will not be the case. There is not a single topic on which the last word has been said and if you can find and develop an original line of thought which you can support with a strong argument and comprehensive research, then that prized First Class dissertation is within your grasp, all you have to do is go for it! How to turn your dissertation from a First Class to an Upper First Class The one word with which you need to engage in order to achieve an Upper First Class dissertation is originality. Everything else that you need to accomplish should be second nature to you at this level and what you want now is to demonstrate how your thinking will add to the body of thought on the subject. Indeed, the development of a First Class dissertation to an Upper First Class dissertation may be said to rest if not exactly solely then certainly heavily upon this aspect of your work. One of the main reasons for this, is that the vast majority of Upper First Class dissertations are later developed into theses for post graduate research, may indeed already be part of it, and as the excellence of a university’s research, from its staff as well as students, is the way in which it is ultimately judged in the academic world, it is clear that this grade will not be freely awarded. Therefore, if you are hoping to achieve this level, you will need considerable intellectual insigh t combined with an innovative approach. Clearly, the fundamental basis of an Upper First Class dissertation is wide ranging research but you should approach this from the first with an eye to discovering a new approach, something that has not been explored before and that further research will help to develop into a significant contribution to the topic you are studying. This is both challenging and exciting as you have the chance to contribute to a topic for which your attraction has been demonstrated by your having chosen to study it in the first place and reached the level that you have. Also, as has already been mentioned, what you identify as areas of possible future research in this dissertation may well be the basis for further study and you should incorporate this into your dissertation as a fundamental part of its structure throughout, if you are going to achieve an Upper First Class grade, which in most cases will require you to gain over 80% as your final mark. As research is so vital at this level, it is worth taking a little time to explain how you should go about it when preparing your Upper First Class dissertation. As with the research for lower grades, you should, of course, first consult the primary sources. Every field has its experts and in your search for innovation, you should not overlook the established. However, whilst you are assembling evidence from what has been said, the Upper First Class dissertation student will be looking just as vitally for what has been omitted. Ask yourself the following as you read: What is this expert saying? Does this expert cover the topic comprehensively? Are there any areas of particular interest to me which are absent? Can my research develop this further? Has anyone else covered the thinking which I believe to be original? By breaking down your research into this critical approach, you are beginning to work in the way that is needed to obtain an Upper First Class grade for your dissertation. It should also be remarked that the level of fluid and cohesive argument that you will need to produce in order to achieve an Upper First Class grade for your dissertation must be beyond reproach. There must, of course, be no errors in either the presentation or the structure and careful proof-reading is essential. Also, you must in no way sacrifice the logical and reasoned coherence of your argument to the quest for originality. There is little point in exploring a nuance you have discovered if your basic argument is flawed. Therefore, before you expand your writing and research ensure that you have covered the basics of the topic. Remember that ultimately what is required to achieve an Upper First Class grade for your dissertation is innovative thought coupled with a well-argued central discussion. The conclusions you draw are also a fundamental part of an Upper First Class dissertation as is a comprehensive bibliography so don’t leave either your conclusion or your bibliogr aphy until the last minute. Give both the importance they deserve in your dissertation and you will leave your assessor with the desired impression: that they have read an Upper First Class piece of work which is, of course, precisely what you want and which, by following this brief guide, you will have every chance of achieving.