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CHAPTER 5
Motivation of Personnel
LEARNING OBJECTIVES
After reading this chapter, the students will have achieved the following objectives:
• Understand a definition of motivation.
• Comprehend organizational theory and motivation from a historical perspective.
• Know the major theories of motivation.
• Explain some prescriptions for criminal justice management regarding
motivation.
• Describe public service motivation.
• Understand an integrated model of motivation.
KEY TERMS
achievement-power-affiliation theory
behavioral school of management
classical writers
equity theory
McClelland
McGregor
organizational development
need theory
LECTURE OUTLINE
I. Theories of Motivational of Personnel
A. Need theory
1. The most recognized theory of motivation comes from the work of Maslow.
He posited that motivation is one result of various psychological and physical
needs that all people have and which affect their behavior patterns. Maslow
argued that human beings have five basic needs.
a. Physiological needs assure the basic survival of the individual. Included in
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people need to know that there is a secure and certain environment in
which they can act as social beings.
c. Belonging needs are reflected in the desire to be loved and to belong to a
group. In addition, people need to have and show affection toward other
human beings. This need may be expressed either in joining groups or by
receiving support from one’s family, friends, and relatives.
e. Self-actualization needs center around one’s potential to grow and to do
one’s best in endeavors. According to Maslow, these needs are different
for every individual, which is why it is difficult to develop a motivational
strategy that is able to meet the self-actualization needs of all employees.
2. The hierarchy is divided into higher-order needs and primary needs.
a. Higher-order needs are belonging, esteem, and self-actualization.
b. Primary needs are physiological and for safety and security.
B. Theory X and theory Y
1. Based on the work of McGregor. His seminal article “The Human Side of
2. Theory X derives from three fundamental assumptions (which McGregor
considers to be the conventional view of management):
a. Management is responsible for organizing the elements of productive
3. Theory Y’s optimistic view of the human condition assumes
a. Management is responsible for organizing the elements of productive
enterprise—money, materials, equipment, people—for economic ends.
b. People are not ignorant of or resistant to organizational needs. They have
become so as a result of their experience in organizations.
c. Motivation, potential for development, capacity for assuming
responsibility, and readiness to direct behavior toward organizational
goals are present in people. Management does not put them there. It is a
C. Achievement-power theory
1. The achievement theory of motivation was originally developed by
2. Achievement: Individuals can be led toward specific behaviors because these
behaviors produce feelings of achievement. People with high achievement
3. Power motive: A growing body of literature attempts to document the role that
power plays in organizations, particularly in decision-making processes. The
power motive can be defined as a person’s need to have some type of
influence over another’s behavior.
4. The power motive effect on criminal justice personnel has been researched as
well.
a. Stojkovic (1984) documents the types of socialized power within inmate
social systems and how they affect the operation of a prison.
b. Specific bases of socialized power were employed by both inmates and
officers to complete their respective job assignments and tasks. For
D. Expectancy theory
1. Based on the belief that if a certain amount of effort is put forth, a calculated
outcome will result.
3. Valences are the level of satisfaction or dissatisfaction produced by various
outcomes.
4. Example: Police officers’ motivational levels are a function of what they expect
5. If an employee is constantly rewarded, both intrinsically and extrinsically, he or
she should be satisfied.
E. Equity theory
1. Holds that an individual’s motivation level is affected by his/her perception of
fairness in the workplace. The theory holds that individual motivation must be
2. Postulates two fundamental assumptions
a. Individuals evaluate their interpersonal relationships as they would any
3. Based on inputs and outputs as perceived by the employee.
a. Inputs examples are age, seniority, training, and education.
b. Outputs examples are promotion, salary, recognition, and benefits.
F. Theory Z
1. Viewed as a holistic approach to management and administration. With
2. Based on three assumptions
a. There is among management a concern for production, a position
expressed in theory X.
3. Archambeault and Wierman suggest several changes that have to occur in the
management of police organizations in order for police to become more
responsive than they now are to their employees and their communities.
a. There must be shared decision making in police organizations, with
individual officers having increased input on matters that affect them,
needs beyond the work setting, including, educational, personal, and
family needs.
II. Prescriptions for Criminal Justice Management
A. One key element links all these differing approaches to employee motivation: the
needs, perspectives, and viewpoints of employees are instrumental not only to
their individual growth but also to organizational effectiveness.
1. More directly, it would be accurate to conclude that effective criminal justice
2. The present challenge to police managers is to provide a work climate in
which every employee has the opportunity to mature, both as an individual
and as a member of the department. However, the police manager must
believe that individuals can be essentially self-directed and creative in their
work environments if they are motivated by the management.
B. While cognizant of the fact that the management of criminal justice systems is
different from the management of private companies or other public institutions, a
number of programs can be taken from these other sectors and applied effectively
to criminal justice processes. Two of these programs are quality circles and
management by objectives.
C. Quality circle programs
1. Assume that:
a. Interactions among employees should provide for the maximum growth of
2. Can be defined as small groups of employees, typically non-management
3. Within the police subsystem of the criminal justice process, researchers have
strongly recommended this approach. Hatry and Greiner suggest that the use
4. This approach to improving the motivational levels of police officers is also
applicable to other workers in the criminal justice process, (e.g., corrections
officers, counselors, and court personnel).
D. Management by objectives (MBO)
1. Can be defined as a process whereby individual managers and employees
identify goals and work toward their completion and evaluation within a
specific time period.
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a. A lack of commitment only breeds contempt for and disapproval of the
program in lower-level employees.
b. Administrative staff must be able to accept criticism and suggestions from
employees, or management will not be attuned to the workings of the
organization.
2. Any MBO program must take into consideration the power structure in the
organization. It is often difficult for managers to share power with
3. Workers and management must believe that the MBO process is worth
pursuing. In many organizations, lack of commitment has led to the demise of
MBO programs.
a. Administrative staff must be able to receive criticisms and suggestions
from the employee.
b. The organization must believe in the empowerment of employees and the
subsequent enrichment.
E. Public Service Motivation (PSM)
a. PSM seeks to understand why people pursue public service work and has
relevance to understanding criminal justice organizations.
F. An integrated model of motivation
1. Based on key elements of the theories and literature discussed above, this
model has six basic elements:
a. Personal motives and values are important. Criminal justice workers have
motives and values that stress public service as well as personal interests
in having a profession that is appreciated and remunerated fairly and
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f. Interpersonal and group processes must support members’ goals. In
criminal justice organizations, this means the development of work groups
that identify with employees’ individual interests, as well as group
concerns.
2. The goal is to create a motivational environment so that maximum effort can
be exhibited by employees.
a. Motivational models show the importance of employee needs, goal-
directed behavior, performance, rewards and punishments, and
reassessment of needs within the motivational process.
CHAPTER SUMMARY
The purpose of this chapter was to expose the student to a definition of motivation and
provide some historical foundation for the exploration of theories of motivation. We found that a
number of theories of motivation were applicable to criminal justice, yet no one model was able
to explain the diverse and complex motivation processes of all criminal justice personnel. One
recurring theme did run through many of the theories, however: management needs to recognize
that subordinates have needs, abilities, and opinions that are crucial to the effectiveness of the
organization. Whether the subject was policing, courts, or corrections, this requirement still
applied. Criminal justice practitioners have met with mixed result when applying various
motivational models. This may very well be attributable to an organization’s culture.
In addition, we reviewed two models for improving the motivation level of criminal
demonstrate their usefulness to criminal justice administrators.
An understanding of the motivation process cannot be divorced from other relevant
aspects of an organization. Subsequent chapters, starting with Chapter 6 on job design, address
important issues that also affect the motivation of criminal justice workers. Leadership, power,
and socialization all have an impact on the motivation of police officers, court personnel, and
REVIEW QUESTIONS
1. It is often said that criminal justice employees are unmotivated. Comment on this
2. Discuss the differences between the human relations school and the behavioral school of
3. Invite a police chief to class to discuss specific strategies he or she employs to motivate
4. Examine quality circle programs and MBO models in criminal justice organizations.
What are both the prospects for and problems with these types of programs in criminal
justice? Go to the library and review the recent literature on the effectiveness of these
5. Discuss how private organizations differ from public organizations in terms of
motivational tools. Recall that private organizations have the incentive of financial
bonuses that are difficult for criminal justice agencies to generate.
DISCUSSION TOPICS/STUDENT ACTIVITIES
1. Form the students into three groups. Give the groups 20 minutes to analyze the case study
on pages 156 and 157 of the text (“But How Can You Sleep Nights?”). Assign each
3. Have the students give specific examples of a management by objectives program in
a sheriff’s department.
4. Have the students list the criteria by which MBO can be successful and then explain, in
5. Divide the students into two groups; one group will play the role of probation officers
while the other should play the role of correctional officer. Have the two groups debate
INTERNET CONNECTIONS
1. Read Andy Lester’s article “Theory X Doesn’t Work with Telecommuters” on the
O’Reilly ONLamp.com website at
http://search.oreilly.com/?i=1&q=andy+lester&u1=q&act= pg_prev
2. Access a full explanation of the theory X and theory Y human behavioral management
4. Visit the US Office of Personnel Management (OPM) to learn about their program to
sustain performance management: http://www.opm.gov/perform/articles/029.asp
5. Read the article on a Delaware program that uses motivational tools for drug offenders
