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Chapter 3
Motivation: Maximizing Productivity
FOCUS
Motivation is a key factor in work, success, and productivity. If companies cannot motivate
individuals, productivity will be mediocre to low. If individuals are unable to motivate
themselves, they will never be able to reach goals and objectives. The purpose of this chapter is
to introduce students to the complex subject of motivation. Based on this understanding, students
can begin to explore their own drives and work toward their personal and professional goals.
Learning to distinguish the difference between wants and needs is crucial. Only when students
begin to understand these differences and what motivates them can they successfully work toward
their individual goals.
CHAPTER PREVIEW
OBJECTIVES
After studying this chapter, you should be able to:
3.1 Explain why motivation is important to your success and describe the basic behavior
model.
3.2 Explain the difference between needs and wants.
3.3 Describe the contributions of four major theorists to the study of human motivation.
3.4 Explain the application of motivation theories
3.5 Describe how motivators are changing in the current work environment
TEACHING-LEARNING SUGGESTIONS
Supplementary Exercise 3.1
Introduce Chapter 3 by putting motivation into play. Prior to the beginning of class, tape or tuck
a $1 bill or some other item of value to the students under a chair in the classroom. At an
appropriate time early in your class time, tell the students that the item is under one of the chairs
in the room and the first one who finds it will receive a reward. (The reward can be the $1 or any
other item of your choosing.) Observe which students are motivated to find the item. Discuss the
following: What degrees of motivation were demonstrated? Were some students not motivated at
all? Was the motivation driven by a need or a want? How did you describe the item? Was it a
prize, a gift, a bonus, just money or movie passes? What type of item motivated the action to
look? Have students discuss the differences between their wants and needs and which most
strongly motivate them. Have them focus on why people are motivated by wants and needs, and
in what ways. Ask the students to think of ways in which they may have been motivated to
certain actions that illustrate these ideas and ask if they may want to share that experience with
the class. Several motivational theories came into use here and will develop later in the chapter.
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Answers to Jump Start
1. Student answers will vary but will probably focus on the opportunities for achievement
2. Student answers may vary but should focus on bonuses that are given every month to all
3. Student answers will vary depending on personal experiences.
3.1 Importance of Motivation
Motivation is the emotional stimulus that causes us to act. In this section, students will be
introduced to the basic concept of motivation.
Discuss Figure 3.1. This basic behavior model introduces how all humans have unsatisfied needs
in the beginning of their motivation to take action toward satisfying this need. The example of a
thirsty man seeking water easily explains his motivation to satisfy his thirst. Our needs are very
complex and the greater understanding we gain of our own and others, the more successful we
become in good human relation skills for the 21st century. Have students work the small exercise
in the paragraph below Figure 3.1 that asks them to: Think of something you are sure you need
and the reason for needing it. What will you do to satisfy your need? Could the action you take
actually cause you to be dissatisfied? How did your action make you feel? An awareness of these
actions will help the student better understand their behavior.
Supplementary Exercise 3.2 with T.M. 3.1A, B, & C
Distribute copies of the self-test provided on Teaching Master 3.1 to each student. Encourage the
students to answer the questions honestly in order to get a true reading of their motivations.
Emphasize that there are no right or wrong answers and no “trick” questions – and that the best
results will come from the most immediate response or their first thoughts about the question.
After students have completed and scored the test, have them discuss their results. If they have
answered the inventory honestly, discussions will be interesting as students learn what their
primary and secondary motivators are and that they may or may not have been what they thought.
The results of this test will become even more valuable to the student as the motivation concepts
and their real-world applications are developed. Students should be encouraged to remember
these preferences for reflection as the chapter progresses.
Answers to In the News
Student answers will vary and should indicate an understanding of the key role motivation plays
Answers to Ask Yourself
1. Student answers will vary widely depending on the need levels felt by the student. The
2. Students should be willing to discuss what action(s) they may have taken or what feelings
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3. Answers will vary but should include the concepts that all humans are motivated toward
3.2 WANTS VERSUS NEEDS
The examples will help students understand the differences between wants and needs. Primary
and secondary need levels are defined.
Supplementary Exercise 3.3
Have students review the job characteristics listed below and rank them from 1 to 12 in order of
their own perceived importance.
Job security
Importance of work to society
Salary
Flexibility of work hours
Benefits Package (health care, retirement, savings, etc.)
Chances for promotion
Interesting work
Opportunity for training/new skills
Friendly coworkers and supervisor
Involvement in decision making
Vacation/Personal time
Recognition for job well done
Total the class score by determining how many people ranked job security first, second, third, etc.
Then move to importance of work. Calculate how many ranked it first, second, etc. Viewing the
scores will help students become aware of just how different individuals needs are and better
appreciate how difficult it is for leaders to motivate individuals with such diverse values. Have
students think of what types of external motivators they would use on the class if they were their
employees in a work group. Instructor may want to mention that this exercise is often used in
corporate training sessions and that salary is usually ranked in the fourth or fifth position in the
list of the motivators.
Answers to Ask Yourself
3.3 FOUR THEORIES OF MOTIVATION
The classic theories of motivation developed by Maslow, Herzberg, McClelland, and Vroom are
presented with graphics to illustrate the concepts.
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Discuss Figure 3.2, Maslow’s Hierarchy of Needs. This basic idea about motivation is the
foundation for all the other theories about motivation. The most important part if this idea is that
a person must feel a need to be motivated toward some action to satisfy that need. Simply said,
motivation is a felt need. The other important art of this model is that people generally progress
along this stair-step set of needs in the order indicated in the Figure 3.2. For example, once a
person has a place to stay and food to eat (Step 1), they will then seek a job with benefits and
economic security (Step 2), then perhaps join a professional organization along with other friends
from the work place (Step 3), and ultimately want to be the president of that organization for the
sense of esteem and because it might result in a promotion on the job (Step 4). Finally, that
person retires, becomes a consultant to the former employer, signs up for oil painting lessons, and
begins volunteering with the Habitat for Humanity, all aimed at self-actualization, or being all
they can be (Step 5.) Individuals may have to drop back to lower levels on the scale at times,
depending on life circumstances. For example, if highly self-actualized persons were to lose their
job or all their life’s investments, the second level may become their focus until the situation
improves and the progression can once again be accomplished.
Answers to Technology Connection
2. Encourage students to share examples of hygiene factors on a previous or current job
3. Student answers will vary depending on their perceived personality traits. Encourage
4. Student answers will vary depending on their personal situation but should indicate that
3.4 APPLYING MOTIVATION THEORIES
To be effective in leadership roles, understanding what motivates us, learning alternative ways to
fulfill needs, and knowing how to motivate others are important skills.
Supplementary Exercise 3.4 with T.M. 3.2 A and B
Have students complete the self-test in the text called Motivation Theory Applications. This
exercise will help students determine the types of behaviors that may result from each of the real-
world situations. You may want students to do the test individually or as a group. Once the
various behaviors have been identified, discuss why the student and employee were motivated to
react in such ways. You may choose to run copies of the exercise from Teaching Master 3.2 A or
use the text copy for completing the exercise based on responses from the students. The
instructor should discuss Figure 3.5 along with this exercise. It explains possible outcomes that
apply to the choices the students will make in this exercise. Once the students have completed
their responses, the instructor should share the possible responses illustrated on T.M. 3.2B and
discuss both the positive and negative outcomes. Discuss any additional responses the students
may have developed.
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Discuss Figure 3.5 Motivational Model. The instructor should emphasize that this model takes
the original Basic Motivational Model illustrated earlier in the chapter a step further. In this
model, if the felt need is not satisfied or fulfilled, there will be two choices of behavior--either
positive or negative. It is important to consider the results/impact of our behavior and the effects
it may have now and later.
Discuss Figure 3.6 Motivational Source Fields. Notice that outside forces have the highest
degree of influence on motivating individuals. A few of the effective tools in this field are praise
and recognition and promotions and awards. These would carry a high probability of motivating
most people. Inside forces are less easily manipulated and influencing people’s motivation
through the early forces is virtually impossible. These forces are firmly fixed with value and
belief systems and well established early in life.
Answers to In the News
Discuss Figure 3.7 Methods for Enhancing Motivation. This list of helpful techniques can be
applied in work or personal situations. These methods will enhance motivation in followers. No
matter if you are leading a work group committee or a local city convention committee, the
techniques will help you be an effective leader.
Answers to Ask Yourself
3.5 HOW MOTIVATORS ARE CHANGING
Managers and supervisors are recognizing significant changes in what motivates employees in
today’s workplace. The changes have come about because four generations are now fully
engaged in the workplace: the Traditionalists, the Baby Boomers, the GenXer’s, and the
Generation Y or Millennials as they are often called. Another even younger group is already
closing in on their heels and will soon bring yet another challenge to motivating employees at
work. Many of the Traditionalists are not retiring, but remaining in the work force creating this
wide range of generational appeal. Each brings different values and expectations into the
workplace. To motivate workers of today and tomorrow, leaders will need to use a variety of
motivational methods. This section develops some of the new techniques and methods.
Answers to Ask Yourself
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KEY TERM DEFINITIONS
Motivation The emotional stimulus that causes you to act.
Primary needs Those required to sustain life – the need for air, food, water, and shelter, etc. and
physiological in nature.
Secondary needs Psychological needs that fulfill the needs for affiliation, love, respect and are
tied to our value systems.
Maslow’s hierarchy of needs theory A motivation theory that recognizes five levels of needs.
Individuals are motivated by needs within each specific level. When these needs are met,
individuals are no longer motivated by that level and move upward.
Physiological needs A level of Maslow’s hierarchy of needs theory, those primary needs
required to sustain life at a very basic level--the desire for food, sleep, water, shelter, and other
satisfiers of physiological drives.
Safety and security needs The second step of the Maslow hierarchy, reflect the desire for
physical, economic, and emotional security, such as safe working conditions, job security, and
periodic salary increases.
Social needs The third step of the hierarchy, center around the desire for meaningful affiliation
with others such as love, affection, and acceptance.
Esteem needs The fourth level of Maslow’s motivational hierarchy, include the need the for
respect from self and others that can be met by increased responsibility, recognition for work well
done, and merit increases and awards.
Self-actualization needs The final step of Maslow’s hierarchy of needs theory, include the need
for personal growth, freedom of creative expression, and using one’s abilities to the fullest extent.
Herzberg’s two-factory theory Apopular theory of motivation that says two sets of factors or
conditions influence the behavior of individuals at work--one set to satisfy and the other to
motivate.
Hygiene factors Identified by Herzberg as necessary to maintain a reasonable level of
satisfaction, such as working conditions, job security, quality of supervision, and interpersonal
relationships on the job.
Motivational factors Identified by Herzberg as building high levels of motivation, such as
achievement, advancement, recognition responsibility, and the work itself.
McClelland’s acquired needs theory A motivational theory based on the belief that your needs
are the result of your early personality development. Based on cultural exposure, people have
three basic needs: achievement, power, and affiliation and these three needs are the primary
motives for behavior.
Vroom’s expectancy theory Views motivation as a process of choices and says people behave in
certain ways based on their expectation of results.
Motivational source fields Believed to influence individual behavior and the sources of
influence can outside, inside or early forces in our lives.
SUGGESTED RESPONSES TO REVIEW QUESTIONS
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1. Motivation is important to individuals and organizations because learning what motivates
2. The basic motivational behavior model states that motivation is goal directed. It begins
3. The major motivational theorists are Maslow, Herzberg, McClelland, and Vroom.
4. Since feeling unappreciated is the number one reason employees leave a job, praise and
5. The outside forces that can affect an employee’s motivation include promotions and
6. Multi-generational relationships in the workplace are here to stay. Beginning with the
7. Motivational techniques that are becoming increasingly important to motivate employees
SUGGESTED RESPONSES TO DISCUSSION QUESTIONS
1. Student answers will vary. Ask whether they were motivated by a want or a need.
2. Students answers will vary. Help students analyze whether their action was constructive
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3. Student answers will vary. Instructor may want to point out that much of an individual’s
4. Student responses should focus on Elton Mayo’s study, determined early in the
5. Student answers will vary. The instructor should make certain that an understanding of
the generational differences in the work place is understood and openly discussed.
ANSWERS TO CASE STUDIES
Answers to 1 (The Grinch)
1. Ron is operating at the social needs level of Maslow’s hierarchy. He is motivated by
2. Carolyn’s options may be few in this situation. Bob may be a candidate for a job
3. There could be generational issues at play in the situation and Carolyn should address
4. If Bob’s behavior doesn’t change, further resentment toward Bob by the other employees
5. The other employees will begin to openly voice their opinions, show negative behaviors,
Answers to 2 (Flickering Lights)
1. Gary best fits McClelland’s Acquired Needs Theory operating with a high need for
2. Remembering Vroom’s Expectancy Theory that says you behave in certain ways because
3. From the limited description given, it would appear that Gary is operating primarily from
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HUMAN RELATIONS IN ACTION
Individuals will present their findings and discuss their process of selection. The presentation
should provide a detailed description of their process and involve the full class in discussions and
comparisons of other selections and sources they may have had. Particular attention should be
given to developing reasons for being motivated toward their choices(s). Individual students
should describe their use of the Internet in finding their choice(s). Their motivations toward their
searches and selections should be fully explored.
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