Motivation of Employee in Lic Essay
Sorry, but copying text is forbidden on this website!
Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on external pressures or a desire for reward. Intrinsic motivation has been studied since the early 1970s. Students who are intrinsically motivated are more likely to engage in the task willingly as well as work to improve their skills, which will increase their capabilities. Students are likely to be intrinsically motivated if they: •attribute their educational results to factors under their own control, also known as autonomy, •believe they have the skills which will allow them to be effective agents in reaching their desired goals without relying on luck •are interested in mastering a topic, not just in achieving good grades Extrinsic motivation
Extrinsic motivation refers to the performance of an activity in order to attain an outcome, whether or not that activity is also intrinsically motivated.
Extrinsic motivation comes from outside of the individual. Common extrinsic motivations are rewards (for example money or grades) for showing the desired behavior, and the threat of punishment following misbehaviour.
Competition is in an extrinsic motivator because it encourages the performer to win and to beat others, not simply to enjoy the intrinsic rewards of the activity. A cheering crowd and the desire to win a trophy are also extrinsic incentives.
Comparison of intrinsic and extrinsic motivation
Social psychological research has indicated that extrinsic rewards can lead to overjustification and a subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with the drawing materials in subsequent observations than children who were assigned to an unexpected reward condition. While the provision of extrinsic rewards might reduce the desirability of an activity, the use of extrinsic constraints, such as the threat of punishment, against performing an activity has actually been found to increase one’s intrinsic interest in that activity.
In one study, when children were given mild threats against playing with an attractive toy, it was found that the threat actually served to increase the child’s interest in the toy, which was previously undesirable to the child in the absence of threat. For those children who received no extrinsic reward, self-determination theory proposes that extrinsic motivation can be internalized by the individual if the task fits with their values and beliefs and therefore helps to fulfill their basic psychological needs.
Push and pull
This model is usually used when discussing motivation within the context of tourism. Push factors determine the desire to go on holiday, whereas pull factors determine the choice of destination. Push motives are connected with internal forces, for example the need for relaxation or escapism, while pull factors are the external factors, such as landscape, cultural image or the climate of a destination, that induce a traveller to visit a certain location. Push factors can be stimulated by external and situational aspects of motivation in the shape of pull factors.
Then again pull factors are issues that can arise from a location itself and therefore ‘push’ an individual to choose to experience it. Since then, a large number of theories have been developed over the years in many studies there is no single theory that illustrates all motivational aspects of travelling. Many researchers have highlighted that because several motives may occur at the same time it should not be assumed that only one motive drives an individual to perform an action, as was presumed in previous studies. On the other hand, since people are not able to satisfy all their needs at once they usually seek to satisfy some or a few of them.
The self-control aspect of motivation is increasingly considered to be a subset of emotional intelligence; it is suggested that although a person may be classed as highly intelligent (as measured by many traditional intelligence tests), they may remain unmotivated to pursue intellectual endeavours. Vroom’s “expectancy theory” provides an account of when people may decide to exert self-control in pursuit of a particular goal.
A drive or desire can be described as a deficiency or need that activates behavior that is aimed at a goal or an incentive. These drives are thought to originate within the individual and may not require external stimuli to encourage the behavior. Basic drives could be sparked by deficiencies such as hunger, which motivates a person to seek food; whereas more subtle drives might be the desire for praise and approval, which motivates a person to behave in a manner pleasing to others. By contrast, the role of extrinsic rewards and stimuli can be seen in the example of training animals by giving them treats when they perform a trick correctly. The treat motivates the animals to perform the trick consistently, even later when the treat is removed from the process.
A reward, tangible or intangible, is presented after the occurrence of an action (i.e. behavior) with the intention of causing the behavior to occur again. This is done by associating positive meaning to the behavior. Studies show that if the person receives the reward immediately, the effect is greater, and decreases as delay lengthens. Repetitive action-reward combination can cause the action to become habit. Motivation comes from two sources: oneself, and other people. These two sources are called intrinsic motivation and extrinsic motivation, respectively. Reinforcers and reinforcement principles of behavior differ from the hypothetical construct of reward. A reinforcer is any stimulus change following a response that increases the future frequency or magnitude of that response, therefore the cognitive approach is certainly the way forward as in 1973 Maslow described it as being the golden pineapple. Positive reinforcement is demonstrated by an increase in the future frequency or magnitude of a response due to in the past being followed contingently by a reinforcing stimulus.
Negative reinforcement involves stimulus change consisting of the removal of an aversive stimulus following a response. Positive reinforcement involves a stimulus change consisting of the presentation or magnification of a positive stimulus following a response. From this perspective, motivation is mediated by environmental events, and the concept of distinguishing between intrinsic and extrinsic forces is irrelevant. Applying proper motivational techniques can be much harder than it seems. Steven Kerr notes that when creating a reward system, it can be easy to reward A, while hoping for B, and in the process, reap harmful effects that can jeopardize your goals. Incentive theory in psychology treats motivation and behavior of the individual as they are influenced by beliefs, such as engaging in activities that are expected to be profitable.
Incentive theory is promoted by behavioral psychologists, such as B.F. Skinner and literalized by behaviorists, especially by Skinner in his philosophy of Radical behaviorism, to mean that a person’s actions always have social ramifications: and if actions are positively received people are more likely to act in this manner, or if negatively received people are less likely to act in this manner. Incentive theory distinguishes itself from other motivation theories, such as drive theory, in the direction of the motivation. In incentive theory, stimuli “attract”, to use the term above, a person towards them, as opposed to the body seeking to reestablish homeostasis and pushing towards the stimulus.
In terms of behaviorism, incentive theory involves positive reinforcement: the reinforcing stimulus has been conditioned to make the person happier. For instance, a person knows that eating food, drinking water, or gaining social capital will make them happier. As opposed to in drive theory, which involves negative reinforcement: a stimulus has been associated with the removal of the punishment—the lack of homeostasis in the body. For example, a person has come to know that if they eat when hungry, it will eliminate that negative feeling of hunger, or if they drink when thirsty, it will eliminate that negative feeling of thirst.