Motivation Theories
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Motivation is at the center of biological, cognitive and social regulation, and its importance lies in the consequences of the actions its promotes (Ryan and Deci, 2000). Motivation is of primary concern to anyone in a teaching or managerial position because it is what makes other people react. There are many different reasons that people are motivated to learn or perform requested tasks. These can be external rewards such as money or material rewards, or internal rewards such as inner satisfaction and gratification. They can also be to avoid negative consequences: people may obey orders which they do not necessarily agree with out of fear of retribution such as being excluded from certain opportunities or being shunned or physically harmed. Many theories of motivation have been explored by psychologists over the years. Self-determination theory (SDT) is based on the importance of a personÆs evolved inner resources for personality development and the regulation of oneÆs behavior (Ryan and Deci, 2000). SDT explains a personÆs motivation to fill their own inner needs. According to SDT, three psychological needs must be met for intrinsic motivation to occur: autonomy, relatedness, and competence (Sheldon and Kasser, 2001). People have the basic need to feel free and uncoerced in their behavior, but close to important others in their behavior, and competent in carrying out this behavior. Though SDT initially divided motivation simply into intrinsic and extrinsic typ
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flict in their interpersonal relationships.
In the work place, these motivating factors need to be taken into consideration when dealing with personnel. Performance monitoring, which happens in many situations, is a very sensitive issue, and needs to be handled with great delicacy (Amsler, Findley and Ingram, 2001). Observation by supervisors ensures that the required work is performed, motivates workers to perform well, even when a supervisor is not present, and promotes commitment to fellow workers and the task at hand. Good communication skills are necessary in supervisory personnel so that they are able to monitor workers without alarming them, but rather motivating them to perform at their best at all times. Workers must be made to see the monitoring as a positive step towards rewards, both extrinsic (monetary rewards, promotions) and intrinsic (self-satisfaction).
The monitoring process must be individualized to the particular situation being monitored (Amsler, Findley and Ingram, 2001). It can involve direct observation, inspection of completed work, automated surveillance, one-on-one reviews of work performance, team meetings, or reports by other individuals. Performance monitoring is an important part of emplo
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Approximate Word count = 1891
Approximate Pages = 8 (250 words per page)
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