Motivation Theories Overview

The process of directing and sustaining an individual's effort toward a goal.

A specific and measurable target that individuals aim to achieve.

A sense of equity or fairness in the workplace, encompassing different forms of justice.

The perceived fairness of the distribution of rewards, pay, or benefits in an organization.

The perceived fairness of the procedures used to determine resource allocation or outcomes.

The perceived fairness of the information provided to employees regarding decisions or outcomes.

The perceived fairness of the interpersonal treatment received by employees from managers and colleagues.

A state of heightened engagement in one's work, characterized by vigor, dedication, and absorption.

The degree of effort a person exerts towards a goal.

The quality of effort directed towards a specific goal. It's about whether that effort will benefit the organization.

The length of time that someone maintains effort towards a goal.

A well-known theory suggesting five basic needs motivate people, arranged in a hierarchy.

The need for basic survival, including food, water, and shelter.

The need for safety and security from harm.

The need for belonging, love, and social connections.

The need for respect and recognition from others, as well as personal achievement.

The need to reach your full potential and achieve self-fulfillment.

A model that highlights how motivation can arise from both intrinsic and extrinsic factors.

Factors that influence job satisfaction.

Factors that affect job dissatisfaction.

A theory focusing on the relationship between rewards, effort, and performance.

A theory suggesting that motivation is based on a comparison between one's inputs and outputs relative to others.

A theory that proposes that there are separate factors that lead to job satisfaction and job dissatisfaction. Focusing on eliminating dissatisfiers won't necessarily lead to satisfaction.

The drive to excel, to achieve in relation to a set of standards, and to strive to succeed.

The need to make others behave in a way they would not have otherwise. This need often manifests as a desire for control or influence.

The need for close relationships and belonging to groups. This need is about feeling connected to others.

A theory that emphasizes the importance of achievement, power, and affiliation needs in explaining motivation.

Factors related to job satisfaction, such as achievement, recognition, responsibility, and growth opportunities.

This theory recognizes that the opposite of satisfaction is not dissatisfaction, but rather a lack of satisfaction.

The factors that lead to job satisfaction and dissatisfaction are separate and distinct from each other.

A need that drives individuals to seek excellence and accomplish challenging goals.

A need that drives individuals to control and influence others.

A need that motivates individuals to seek close relationships and belonging to groups.

This theory suggests that motivation stems from fulfilling specific needs related to achievement, power, and affiliation.

When people are rewarded externally for a task, they are less likely to enjoy it than before.

A theory that suggests people are intrinsically motivated by autonomy, competence, and relatedness.

A person's desire to feel in control of their actions and choices.

A person's desire to feel competent and skilled in their actions.

A person's desire to have positive relationships with others.

Motivation that comes from internal sources, such as enjoyment and satisfaction.

Motivation that comes from external sources, such as rewards and punishments.

People with a high nAch prefer a moderate challenge, with a 50/50 chance of success.

Managers with high nPow and low nAff may be more effective because they are focused on leadership and less on social connections.

It is difficult to directly measure these needs, making it challenging to apply the theory in practice.

High achievers may be driven by personal responsibility and a desire to make a significant impact.

Individuals may have different levels of each need, and behavior can be influenced by multiple needs simultaneously.

The degree to which a person is committed to achieving a goal and determined not to lower or abandon it.

Simple tasks are more likely to be affected by goal-setting than complex tasks.

When tasks are interdependent (relying on others), group goals and task delegation are more effective than individual goals.

When an individual fails to achieve a goal, they may be more likely to abandon it if they strongly identify with their core values.

In some cultures, moderate goals might be more motivating than overly ambitious ones.

People who regularly achieve goals tend to focus on advancing towards desired outcomes.

People who prioritize fulfilling responsibilities and avoiding negative consequences.

This approach emphasizes setting specific, measurable, achievable, relevant, and time-bound (SMART) goals.

A goal-setting technique that involves an organization's objectives being translated into specific goals for each level of the organization.

Goals can be too effective, undermining creativity when learning is important because focusing too much on outcomes can hinder the learning process.

A goal-setting strategy that encourages participation, uses measurable objectives and provides regular feedback.

Excessive focus on performance goals can hinder creativity and adaptation.

Individuals might remain fixated on unattainable goals, even when admitting failure might be beneficial.

A self-regulation approach aimed at avoiding potential hazards and fulfilling duties.

A self-regulation strategy centred around achieving goals through progress and accomplishment.

A theory suggesting that individuals compare their job inputs and outcomes with those of others and then respond to eliminate any inequities.

A state in which individuals perceive their ratio of outcomes to inputs to be equal to the ratio of others with whom they compare themselves.

Employees may choose to change their inputs, outcomes, distort perceptions, or choose a different referent to restore equity.

The perceived fairness of the outcomes (e.g., pay, recognition) that employees receive.

The perceived fairness of the procedures used to determine resource allocation or outcomes.

The perceived fairness of the information provided to employees regarding decisions or outcomes.

The perceived fairness of the interpersonal treatment received by employees from managers and colleagues.

A sense of equity or fairness in the workplace, encompassing distributive, procedural, informational, and interpersonal justice.

A version of MBO used in government sectors, emphasizing goal achievement and results.

The belief in one's ability to successfully complete a task, which can influence performance and motivation.

A theory highlighting the influence of self-efficacy on how individuals respond to feedback, particularly negative feedback.

Gaining relevant experience with a task, boosting self-efficacy by demonstrating mastery.

Observing others perform a task effectively, increasing confidence in your own abilities.

Being persuaded by someone that you possess the necessary skills to be successful, enhancing self-efficacy.

An energized state that can increase self-efficacy, making you feel up to the task.

The tendency to focus on attaining goals, potentially leading to ethical compromises.

Thinking about how you are spending your time while pursuing goals can promote ethical behavior.

The combination of goal setting and self-efficacy theory, where difficult goals increase self-efficacy and performance.

A state of increased effort, direction, and persistence towards a goal.

The degree to which people's reasons for pursuing goals align with their interests and core values.

A theory suggesting that specific and challenging goals, when combined with feedback, improve performance.

Intrinsic motivation focuses on internal rewards like satisfaction and enjoyment, while extrinsic motivation stems from external incentives like bonuses or recognition.

External incentives, such as bonuses, can sometimes decrease intrinsic motivation, making people feel pressured rather than inspired.

Feedback helps people track their progress towards goals and identify areas for improvement, leading to better performance.

Self-generated feedback, where individuals monitor their own progress, can have a stronger impact on performance than externally provided feedback.

While participation in goal setting can sometimes lead to better performance, the evidence is mixed. It's not always the best approach.

Factors like goal commitment, task characteristics, and cultural values influence the relationship between goals and performance.

When pursuing goals, intrinsic motivation can be more effective in driving performance, but it can be less influential when incentives are directly tied to performance.

People who are intrinsically motivated are more likely to be satisfied with their jobs, feel a sense of belonging, and perform well.

Managers should encourage both intrinsic and extrinsic motivation to create a fulfilling work environment.

Employees who feel in control and have a sense of autonomy are likely to be more motivated and committed to their work.

Linking employee goals with organizational goals creates a shared sense of purpose, fostering higher motivation and engagement.

Supporting employee growth and development through training, mentoring, or opportunities to learn new skills cultivates motivation and commitment.

Rewarding employees for achieving goals can be an effective way to motivate them, but it's crucial to consider the potential consequences on intrinsic motivation.

A self-fulfilling prophecy where believing something can make it true. For example, teachers who think students are smart may give them more opportunities, leading to higher student self-efficacy and achievement.

A theory suggesting that behavior is controlled by its consequences. Reinforcers, such as rewards or punishments, increase or decrease the likelihood of a behavior being repeated.

Behaviors that are influenced by the reinforcement or lack of reinforcement that follows them. It contrasts with reflexive or unlearned behaviors.

A theory stating that behavior follows stimuli in a relatively unthinking manner. It emphasizes the relationship between environmental influences and behaviors.

The process of increasing the likelihood of a behavior by providing a positive consequence following its occurrence.

Learning through observation and direct experience. People learn by watching others (models) and through their own interactions with the environment.

Individuals who are observed and imitated in the process of social learning.

The process of paying attention to and noticing critical features of a model's behavior.

The process of remembering a model's behavior even after the model is no longer present.

The process of translating a mental representation of a model's behavior into physical action.

The process of evaluating the consequences of a behavior and deciding whether to imitate the model's action.

The tendency to be more influenced by models who are attractive, frequently encountered, important, or similar to oneself.

A concept suggesting that people respond to how they perceive and define consequences rather than the objective consequences themselves.

A type of reinforcement in which a desired behavior is followed by a pleasant consequence, increasing the likelihood of it occurring again.

This process involves converting observation into action, ensuring individuals can perform the observed behaviors.

The idea that individuals are more likely to perform a modeled behavior if they are rewarded for doing so.

The belief that one's effort will lead to a successful performance.

The perceived link between successful performance and receiving a desired outcome.

The value an individual assigns to a potential reward, based on its ability to satisfy their personal goals.

A situation where employees do not feel a strong connection between their effort and performance.

A situation where rewards are not directly tied to performance, potentially reducing motivation.

A situation where rewards are not attractive to employees, hindering their motivation.

Employees perceive that procedures are fairer when decision makers follow rules like consistency, avoiding bias, using accurate information, considering those affected, acting ethically, and allowing appeals.

Individuals care less about the process when outcomes are favorable.

When outcomes are unfavorable, people pay more attention to the process.

Fair procedures make employees more accepting of unfavorable outcomes.

Employees feel better about unfavorable outcomes if they have a voice in the process.

Managers should be honest with employees and avoid keeping them in the dark, even about bad news.

Explanations for bad news are more effective when they are excuses rather than justifications.

The degree to which employees are treated with dignity and respect.

Treating employees politely and respectfully is important for building a sense of fairness.

All types of justice are linked to higher levels of task performance, citizenship behaviors, and lower levels of counterproductive behaviors.

Distributive and procedural justice are strongly linked to task performance while informational and interpersonal justice are more strongly linked to citizenship behavior.

Fair treatment enhances commitment to the organization and makes employees feel valued.

When employees feel treated fairly, they trust their supervisors more, reducing uncertainty and fear of exploitation.

Perceived injustices are often subjective, meaning what one person sees as unfair, another might see as acceptable.

People tend to perceive allocations and procedures that favor them as fair.

Women are judged more harshly for violating interactional norms (e.g., social rules) than procedural norms (e.g., rules for procedures).

Third-party reactions to injustice can significantly affect the perception of fairness.

A model suggesting factors like the observer's traits, the transgressor and victim's characteristics, and the justice event itself influence how we react to injustice.

Observing mistreatment can lead to feelings of unfairness and negative reactions.

Patient mistreatment by supervisors can create distrust and less cooperative behavior among employees.

Some managers prioritize adhering to organization's justice rules for compliance, fair reputation, and norm establishing.

Other managers prioritize emotional factors (e.g., positive affect) when making justice decisions.

Although organizations might establish strong justice guidelines, their effectiveness may vary across managers.

While nations generally recognize the principles of procedural justice (e.g., rewards based on performance), cultural values influence input and outcome prioritization.

Justice perceptions are particularly prominent in countries with individualistic, feminine, uncertainty avoidance, and low power-distance values.

Tailoring programs to cultural sensitivities enhances feelings of justice.

Individuals with a high need for achievement (nAch) are motivated by the challenge of the task itself and their own personal goals, not necessarily by external rewards or recognition.

Managers should strive to align employee goals with organizational goals to maximize their effectiveness and motivation.

The investment of an employee's physical, cognitive, and emotional energies into job performance.

Refers to the feeling that one's work is meaningful and contributes to something valuable.

Employees are more engaged when they believe their values align with those of their organization.

Leaders who inspire a sense of mission and purpose can significantly increase employee engagement.

The process of setting specific, measurable, achievable, relevant, and time-bound goals.