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Jan 07, 2020 | #1
Mullins defines motivation as a driving force within people, through which they attempt to reach preconceived objectives. Motivation, in the business environment, considers why people select some specific approach instead of another approach. It further considers why people continue with their selected course of action for substantial periods of time, amid challenges and obstacles.
Mullins has considered many other aspects of motivation through her various works, including many theories of motivation. Aside from the definition of motivation and its general application to the business environment, more detailed considerations of the topic are useful for analysis, so that business can be improved through this driving force. With such an assessment of theories, managers can develop action plans to most effectively and efficiently improve levels of employee motivation. Motivation is important to organizational performance at all levels, while the theories developed on the topic are numerous, including the Content Theory of Motivation, the Hierarchy of Needs Theory, the Two-factor Theory, the Achievement Motivation Theory, process theories, the Expectancy Theory, the Equity Theory, goal theories, and more. The following will introduce three primary categories of the numerous motivational theories (content, process, and reinforcement theories,) then will go into depth in the consideration of Vroom's (1992) Expectancy Theory. Through the analysis, evaluation, and synthesis of the academic theories as it relates to the manager's role, the resultant integration will be applied to the development of a viable action plan to improve employee motivation.
Mullins' (1985) earlier work considered the fundamental needs of individuals, and how the variety of such needs and expectations often conflict in such a way that satisfaction cannot be reached through a single solution. Meanwhile, the circumstances of individuals in their work environment create additional variables which are relevant to motivation and its applications. Some analysts regard performance, motivation, and satisfaction as entirely distinct elements (Mullins 1985). This is especially true in the language of Vroom's (1992) Expectancy Theory, which (in brief summary) states that people are influenced by the expected result of their actions. Managers need to emphasize the importance of incentives which related to individual levels of performance. Furthermore, they must integrate effort, performance, and incentives, while developing methods for assessing performance.
Theories of motivation are predominantly classified according to three primary areas: content theories, process theories, and reinforcement theories (Efere 2005). Through the consideration of these categories, a general sense of the duties of management can be realized from a theoretical perspective.
Content theories give primary consideration to the driving factors of active motivation. Esteemed analysts of content theories, many of which have developed theories in the aforementioned description of theories within the expansive discussion by Mullins' (2006) work, include Abraham Maslow, Douglas McGregor, Clayton Alderfer, Frederick Herzberg, and David McClelland. Meanwhile process theories consider the entire concept of motivation, and give primary focus to how driving factors motivate a person. Such theories focus on objectives and incentives as they relate to the individual. Well-known theorists in this area include Leyman Porter, Ed Lawler, Edwin Locke, John Adams, and the Victor Vroom to be discussed in detail in the following section. Reinforcement theories, lastly, give primary consideration to the concept of an individual's actions being influenced by previous actions and experiences. These theories are also referred to as behavior modification theories, while operant conditioning and similar topics are commonly analyzed in terms of the business environment.
Vroom's (1992) Expectancy Theory emphasizes results rather than needs, while separating the concepts of effort, performance, and results as they relate to motivation. Vroom hypothesized that in order for an individual to be amply motivated towards the achievement of some objective, motivation must be deeply integrated with performance. He further considers three variables which are responsible for such integration: instrumentality, valence, and expectancy (Vroom 1992). Thus, in developing an action plan for improving motivation, managers must evaluate and apply these variables as they relate to the functionality of the targeted employees.
Expectancy, as it relates to instrumentality and valence, provides the foundation of Vroom's theory of motivation as it relates to improving employee performance. Vroom considers the relevance of expectancy to be the mentality that improved effort results in performance improvements. Factors influencing this process may be having appropriate resources readily accessible, possessing relevant skills for performance, and being networked to supportive parties should challenges arise (Vroom 1992). Meanwhile, the instrumentality element is in reference to that mentality that a desired result will be achieved when incentive is proportional to performance. The factors which influence this application are a clear understanding of how results are related to performance, the levels of trust between working individuals, and an understanding of how incentives are related to results. Lastly, Vroom regards valence as the significance which employees consider to be inherent in the expected results. The relevance of the incentive, and its impact on the individual, is the most influential element in this variable. An action plan to increase motivation, under Vroom's Expectancy Theory, must consider these variables as they related to business operations and employee functionality.
Considering all three variables of Expectancy Theory, motivation can be considered in terms of the relationship between employer and employee. The development and applications of action plans to improve motivation can also be considered. Under the Expectancy Theory, if an individual is either under the assumption that i) their improved efforts will not result in any enhancement in the level of performance, ii) that their enhanced level of performance will not result in a subsequent increase of any sort of compensation, or iii) that the available compensation will not actually benefit them, then the employee is not motivated. This consideration illustrates the challenges faced by organizations, as even successfully achieving two of these items will not result in any feasible level of improvement in motivation. Thus, viable action plans to increase motivation must ensure that all three of these elements are satisfied.
CONCLUDING REMARKS
While Mullins' (2005) definition of motivation considers the drives of individuals as they aim to reach objectives, Vroom's (1992) Expectancy Theory takes a three-tiered approach to the process type of motivational theories. It takes the variables of expectancy, valence, and instrumentality for form three primary objectives which must be simultaneously achieved to guarantee an increase in motivation.
A classic, albeit generic, approach to developing an action plan is to choose techniques relevant to business processes and target employees, adjust procedures to facilitate achieving the objectives of the new plan, and make any final preparations to set the plan in motion and evaluate its results (OIRA 2009). Vroom's expectancy theory teaches that in order for an action plan to increase motivation to be successful, it has to include a way for employees to improve performance through increased effort, a means to increase reward for improved performance, and the assurance that rewards are appropriate to the individual employee. If managers can respectively analyze and evaluate employees and the business environment, and use this data to create an action plan which fully addresses these three critical requirements, then it will theoretically achieve the desired result of improved motivation.
References
Efere, P 2005, Motivation and Job Satisfaction, Trans-Atlantic College, London.
Mullins, L 1985, 'The Process of Motivation', Industrial Management and Data Systems, vol. 85, no. ¾, pp. 5-8.
Mullins, L 2005, Management and Organizational Behavior, 7th edn, Pearson Education, NJ.
Mullins, L 2006, Essentials of Organization Behavior, Pearson Education, UK.
Office of Institutional Research & Assessment (OIRA) 2009, 'Student Ratings of Teaching Effectiveness: Creating and Action Plan', Syracuse University, New York.
Vroom, V & and Deci, E 1992, Management and motivation: selected readings, Penguin, NY.
Mullins has considered many other aspects of motivation through her various works, including many theories of motivation. Aside from the definition of motivation and its general application to the business environment, more detailed considerations of the topic are useful for analysis, so that business can be improved through this driving force. With such an assessment of theories, managers can develop action plans to most effectively and efficiently improve levels of employee motivation. Motivation is important to organizational performance at all levels, while the theories developed on the topic are numerous, including the Content Theory of Motivation, the Hierarchy of Needs Theory, the Two-factor Theory, the Achievement Motivation Theory, process theories, the Expectancy Theory, the Equity Theory, goal theories, and more. The following will introduce three primary categories of the numerous motivational theories (content, process, and reinforcement theories,) then will go into depth in the consideration of Vroom's (1992) Expectancy Theory. Through the analysis, evaluation, and synthesis of the academic theories as it relates to the manager's role, the resultant integration will be applied to the development of a viable action plan to improve employee motivation.Management, change, and motivation
Mullins' (1985) earlier work considered the fundamental needs of individuals, and how the variety of such needs and expectations often conflict in such a way that satisfaction cannot be reached through a single solution. Meanwhile, the circumstances of individuals in their work environment create additional variables which are relevant to motivation and its applications. Some analysts regard performance, motivation, and satisfaction as entirely distinct elements (Mullins 1985). This is especially true in the language of Vroom's (1992) Expectancy Theory, which (in brief summary) states that people are influenced by the expected result of their actions. Managers need to emphasize the importance of incentives which related to individual levels of performance. Furthermore, they must integrate effort, performance, and incentives, while developing methods for assessing performance.
Categorization of motivational theories
Theories of motivation are predominantly classified according to three primary areas: content theories, process theories, and reinforcement theories (Efere 2005). Through the consideration of these categories, a general sense of the duties of management can be realized from a theoretical perspective.
Content theories give primary consideration to the driving factors of active motivation. Esteemed analysts of content theories, many of which have developed theories in the aforementioned description of theories within the expansive discussion by Mullins' (2006) work, include Abraham Maslow, Douglas McGregor, Clayton Alderfer, Frederick Herzberg, and David McClelland. Meanwhile process theories consider the entire concept of motivation, and give primary focus to how driving factors motivate a person. Such theories focus on objectives and incentives as they relate to the individual. Well-known theorists in this area include Leyman Porter, Ed Lawler, Edwin Locke, John Adams, and the Victor Vroom to be discussed in detail in the following section. Reinforcement theories, lastly, give primary consideration to the concept of an individual's actions being influenced by previous actions and experiences. These theories are also referred to as behavior modification theories, while operant conditioning and similar topics are commonly analyzed in terms of the business environment.
Vroom's Expectancy Theory and developing an action plan to increase motivation
Vroom's (1992) Expectancy Theory emphasizes results rather than needs, while separating the concepts of effort, performance, and results as they relate to motivation. Vroom hypothesized that in order for an individual to be amply motivated towards the achievement of some objective, motivation must be deeply integrated with performance. He further considers three variables which are responsible for such integration: instrumentality, valence, and expectancy (Vroom 1992). Thus, in developing an action plan for improving motivation, managers must evaluate and apply these variables as they relate to the functionality of the targeted employees.
Expectancy, as it relates to instrumentality and valence, provides the foundation of Vroom's theory of motivation as it relates to improving employee performance. Vroom considers the relevance of expectancy to be the mentality that improved effort results in performance improvements. Factors influencing this process may be having appropriate resources readily accessible, possessing relevant skills for performance, and being networked to supportive parties should challenges arise (Vroom 1992). Meanwhile, the instrumentality element is in reference to that mentality that a desired result will be achieved when incentive is proportional to performance. The factors which influence this application are a clear understanding of how results are related to performance, the levels of trust between working individuals, and an understanding of how incentives are related to results. Lastly, Vroom regards valence as the significance which employees consider to be inherent in the expected results. The relevance of the incentive, and its impact on the individual, is the most influential element in this variable. An action plan to increase motivation, under Vroom's Expectancy Theory, must consider these variables as they related to business operations and employee functionality.
Considering all three variables of Expectancy Theory, motivation can be considered in terms of the relationship between employer and employee. The development and applications of action plans to improve motivation can also be considered. Under the Expectancy Theory, if an individual is either under the assumption that i) their improved efforts will not result in any enhancement in the level of performance, ii) that their enhanced level of performance will not result in a subsequent increase of any sort of compensation, or iii) that the available compensation will not actually benefit them, then the employee is not motivated. This consideration illustrates the challenges faced by organizations, as even successfully achieving two of these items will not result in any feasible level of improvement in motivation. Thus, viable action plans to increase motivation must ensure that all three of these elements are satisfied.
CONCLUDING REMARKS
While Mullins' (2005) definition of motivation considers the drives of individuals as they aim to reach objectives, Vroom's (1992) Expectancy Theory takes a three-tiered approach to the process type of motivational theories. It takes the variables of expectancy, valence, and instrumentality for form three primary objectives which must be simultaneously achieved to guarantee an increase in motivation.
A classic, albeit generic, approach to developing an action plan is to choose techniques relevant to business processes and target employees, adjust procedures to facilitate achieving the objectives of the new plan, and make any final preparations to set the plan in motion and evaluate its results (OIRA 2009). Vroom's expectancy theory teaches that in order for an action plan to increase motivation to be successful, it has to include a way for employees to improve performance through increased effort, a means to increase reward for improved performance, and the assurance that rewards are appropriate to the individual employee. If managers can respectively analyze and evaluate employees and the business environment, and use this data to create an action plan which fully addresses these three critical requirements, then it will theoretically achieve the desired result of improved motivation.
References
Efere, P 2005, Motivation and Job Satisfaction, Trans-Atlantic College, London.
Mullins, L 1985, 'The Process of Motivation', Industrial Management and Data Systems, vol. 85, no. ¾, pp. 5-8.
Mullins, L 2005, Management and Organizational Behavior, 7th edn, Pearson Education, NJ.
Mullins, L 2006, Essentials of Organization Behavior, Pearson Education, UK.
Office of Institutional Research & Assessment (OIRA) 2009, 'Student Ratings of Teaching Effectiveness: Creating and Action Plan', Syracuse University, New York.
Vroom, V & and Deci, E 1992, Management and motivation: selected readings, Penguin, NY.