- 1. Motivational Theories and TheirApplication on Students
Motivation
2. Abstract Motivation is the concept related with the need and
drive to achievethat need. Every step we take in our lives because
of the Motivationonly. Ex-We want to pray, go to temple. We want to
get education,knowledge, degree, we go to college etc. We do work
according to our requirements or to fulfill ourrequirements.
Motivation is purely personal phenomenon. A person who does noteat
non-veg, you cant attract the person for many non-vegdelicious
dishes. 3. Motivation is that attraction towards things or
activities.Till the need is not satisfied, its motivation for you.
Onceit is satisfied, no more motivation from that need. You
arehungry, food is motivation for you, once you had food, nomore
attraction for you. Once you get MBA degree, no more interest in
doing thesame course again. Now you want Ph. D. or somethingelse
and that is your motivation now. We do everything to satisfy any
need. But as a managerone need to understand the use of motivation,
to knowothers need and to use motivation as device to take workfrom
them 4. Motivational theories help us to understand the use of the
theories inpractical lives or in our professional or personal
lives. When we talkabout motivational theories, we relate them with
the work life. In thatcase how we can make a students feel that
these theories are asimportant for them as for an employee. Ex- I
train a group of managersregarding motivation, I can tell them
example of Maslows model andhierarchy of need, they can relate as
they know that they started workingfor money and then for security
and .. but a student who is freshgraduate, does not know the actual
requirement of a job only for moneyas first step, how can he relate
with the theory. For this purpose I used here the theories for the
motivation ofmanagement students. If a management student is coming
to the class, first he shouldunderstand the value of that
particular subject in his personal life andlater in his future
professional life. Then only he can me motivatedtowards learning
that topic or subject. Here I will try to help students as well
their faculties to understand thevalue of motivation in education
and learning and its importance in ourreal life scenario. 5.
Motivation According to the Wikipedia: Motivation is a
Psychological feature that arouses an organism toact towards a
desired goal and elicits, controls, and sustains certaingoal
directed behaviors. It can be considered a driving force; a
psychological drive thatcompels or reinforces an action toward a
desired goal. For example,hunger is a motivation that elicits a
desire to eat. Motivation hasbeen shown to have roots in
physiological, behavioral, cognitive,and social areas. Motivation
may be rooted in a basic impulse to optimize well-being, minimize
physical pain and maximize pleasure. It can alsooriginate from
specific physical needs such as eating, sleeping orresting, and
sex. Motivation is an inner drive to behave or act in a certain
manner.These inner conditions such as wishes, desires, goals,
activate tomove in a particular direction in behavior. 6. Theories
of MotivationAn Overview of Some of the Popular Motivational
Theories 7. Abraham MaslowsNeed Hierarchy ModelMaslow defined human
needs as: Physiological: the need for food, drink, shelter, and
relieffrom pain(Satisfy by money). Safety and security: the need
for freedom from threat; thesecurity from threatening events or
surroundings. Belongingness, social, and love: the need for
friendship,affiliation, interaction, and love. Esteem: the need for
self-esteem and for respect fromothers. Self-actualization: the
need to fulfill oneself bymaximizing the use of abilities, skills,
and potential. 8. Need Hierarchy 9. Douglas McGregors
ParticipationModel Theory X: With respect to people, this is a
process of directing theirefforts, motivating them, controlling
their actions, modifying theirbehavior to fit the needs of the
organization. Without this active intervention by management,
people would bepassive even resistant to organizational needs. They
must, therefore,be persuaded, rewarded, punished, controlled their
activities must bedirected. This is managements task -- in managing
subordinatemanagers or workers. We often sum it up by saying that
managementconsists of getting things done through other people.
Behind this conventional theory there are several additionalbeliefs
less explicit, but widespread: The average man is by nature
indolent he works as little aspossible. He lacks ambition, dislikes
responsibility, prefers to be led. He is inherently self-centered,
indifferent to organizational needs. He is by nature resistant to
change. He is gullible, not very bright the ready dupe of the
charlatan andthe demagogue. 10. Theory Y: People are not by nature
passive or resistant toorganizational needs. They have become so as
a result ofexperience in organizations. The motivation, the
potential for development, thecapacity for assuming responsibility,
the readiness todirect behavior toward organizational goals are
allpresent in people. Management does not put them there.It is a
responsibility of management to make it possiblefor people to
recognize and develop these humancharacteristics for themselves.
The essential task of management is to arrangeorganizational
conditions and methods of operation sothat people can achieve their
own goals best by directingtheir own efforts toward organizational
objectives. 11. Frederick Herzbergs Hygiene andMotivational Factors
His research emphasized job enrichment (depth) rather than
jobenlargement Job context (hygiene factors) needed to be optimal
to prevent jobdissatisfaction. These factors (according to
Herzberg) did notmotivate. Job content (motivators) factors that
did lead to motivation Money (according to Herzberg) could motivate
if it was seen as areward for accomplishment; but if money was
given without regard formerit, then it was a hygiene factor.HYGIENE
FACTORS: Policies and Administration Supervision Working Conditions
Interpersonal Relations (with supervisors, peers and subordinates)
Money, Status, Security 12. MOTIVATIONAL FACTORS Achievement
Recognition for Accomplishment Challenging Work Increased
Responsibility Growth and Development 13. Motivation and Hygiene
FactorsTHE JOB SURROUNDINGS AND THEHYGIENE
FACTORSSUPERVISIONWORKING CONDITIONS
RESPONSIBILITYACHIEVEMENTBENEFITS THE JOB ITSELFCOMPANY INTER- AND
THE POLICY AND PERSONAL WORK ITSELF MOTIVATOR RECOGNITION ADMINIS-
RELATION- FACTORSTRATIONSHIPSGROWTH ADVANCEMENT
SECURITYSTATUSSALARY 14. Valence Expectancy Theory of Vroom The
expectancy theory of Victor Vroom helps toexplain the choosing
process among individualsin terms of the value (valence) of the
reward andthe expectancy of receiving the reward.Management
practices: Managers need to focus on employeeexpectations for
success. Managers must actively determine which second-level
outcomes are important to employees. Managers should link desired
second-leveloutcomes to the organizations performancegoals. 15.
Expectancy Theory 16. Equity TheoryEquity theory is not a new one
but focuses on howindividuals perceive their reward or pay
comparedto what others are receiving.Issues of social justice and
distributive justice areinvolved in the theory of Stacy Adams. 17.
Employees compare their efforts and rewards withthose of others in
similar work situations. Individuals, who work in exchange for
rewards fromthe organization, are motivated by a desire to
beequitably treated at work. Equity exists when employees perceive
that the ratiosof their inputs (efforts) to their outcomes
(rewards) areequivalent to the ratios of other similar employees.
Inequity exists when these ratios are not equivalent. 18. How to
motivate students:Application of Theories There is and there can be
no teaching where attention of the scholar is not secured. The
teacher who fails to get the attention of his scholars, fails
totally. Hughes-1880 19. Application of motivational theorieson
students: MecGregors Participation theory- Theory X and Y X type
students- want to learn, but need support from faculties. Y type
students are self learners, want more and more interactivelecture
sessions. Application of Valence- expectancy theory: They put their
efforts What value they give to the result, means degree or
learning etc What efforts they should put to get that result. What
result they will actually get after putting that much of efforts.
Faculty role is- need to believe that they can do well. Need to
make them believe what is worthwhile for them- only marks
orlearning. 20. Equity theory: Students are really affected by the
biased behavior offaculty. Teacher needs to be impartial in
appreciation ormotivating students. Real feedback for their
performance. Transparency in assessment system. Goal setting
theory: As a true leader for their students faculties should set
therealistic targets for them and help them to achieve
thosetargets. Time to time Assignments, deadlines for the
completionshould be there to prepare them for future and
motivatethem towards continuous learning. 21. Apart from the use of
these theories there are different roles andresponsibilities of
faculty to create a motivational environmentfor the students to
make them understand the value of Motivationand learning.
Supportive Environment- Students should not havehesitation to speak
or give answer either wrong or right.There should be open
discussion and participationbetween faculty and students. Real
challenges and completion on time- they should begiven real and
attainable goals and challenges but withmeaningful learning
objectives. There should not be overuse of any
motivationaltechniques or theories. 22. Continuous programs and
activities for them. Teach them self goal setting, self
reinforcement andperformance appraisal. Help them to recognize the
link between their need fulfillmentthrough their efforts. Tell them
the importance of Law Of Attraction to getthe targets. (Motivate
them to work hard for their goals) Use of Outside Motivation
sources: Extrensic Rewards: Good Marks, Recognition, Value
ofacademic activities etc. Intrensic Rewards: (Motivation from
within) Find out theirreal interest, include variety of elements,
participation ofstudents in lesson plan, activities and
opportunities. Allow them to create end product. Team works and
games.Funfilled activities as example of films in teaching. 23.
Simulation in teaching- be a role model for the
students,communicate your expectation with your students, be friend
foryour students. Not only for study but counsel them for personal
issues andlife. Work as the guide for them. Show your enthusiasm in
their success. Appreciation for their work. Be representative for
them whenever required. Make abstract content more concrete (Use
the examples whichhelp them to relate the topic with their personal
life and issues).Tell the relevance before starting topic, which
will motivatethem to connect with the topic and more learning will
happen. 24. Three major goals to motivate:1. Attention: get the
attention of the students through fun, use of stories, problem and
situational analysis.2. Create mental set: more participation,
their own experiences, importance of the topic for them.3. Create
need to learn: make them feel the need to learn more and more by
asking specific questions. They should not feel as they know
everything now about topic. There should be always scope for more
learning and secret to be opened. They should feel still there are
lot to know which they do not know. Give them chance to explore
themselves.Ex- ask them about need analysis of T&D, then next
how you can create that need in your employees?From general to
specific questions. 25. IN BRIEF: Be friendly- Active listener
Participation of students Students attention and creation of need
to learn Arouse curiosity with real and achievable task Comfort
Zone for students to speak out. Command on topic of faculty
Importance of topic for students real life scenario. Knowledge of
current technology and topics. 26. Question ? Can we actually
motivate some one?Thank You Poonam Jindal
