Lesson Structure:Motivation VBS111

1  Introduction

• How important is the study of motivation
• What is motivation
• Maslows theory of motivation
• Incentives
• Internal or intrinsic incentives
• Incentives external to the working environment
• The relational character of incentives
• Social reinforcers

2  Awareness

• Motivation and goals
• Motivation and distress
• Reinforcement
• Classical conditioning
• Operant conditioning

3  Tangible Rewards

• Self determination theory
• Hygiene and motivation theory
• Tangible rewards

• Intrinsic motivation
• Security – Cultural, Production of community, Gender, Age, Vocation, Education, etc
• Ethics
• Gratitude
• Belief systems
• Peer pressure
• Extringsic and intrinsic reinforcement at work

5  Negative Motivators

• Punishment
• Pain
• Suffering
• Discipline
• Threat.

6  Initiating Motivation

• Explain how to initiate motivation with an individual or group for a situation not previously confronted.

• Goal setting
• Influence of Groups on individual motivation
• Social loafing
• Employee motivation in the workplace by managers
• Expectations
• Job design
• Motivation for a personal trainer

8  Applications

• Space management
• Time management
• Staff appraisals
• Expectations
• Vicious and virtuous cycles
• PBL Project: Create and present a plan with specific strategies for improving the employee’s motivation in the workplace, based on a clear understanding of the person’s needs, values and situation.

Learning Goals: Motivation VBS111

• Describe the nature and scope of motivation
• Identify the differences between people that distinguish the application of motivational skills
• Explain the significance of knowledge and understanding to motivation.
• Explain the effects of Tangible Rewards (eg: Money, Services, Goods) as a major motivator.
• Explain the effect of intangible Rewards (eg: Security, Ethics, Gratitude, Belief Systems/Religion, Peer Pressure) as a major motivator.
• Explain how actions can be motivated by negative motivators such as pain, suffering, discipline, threat), and distinguish this type of motivation from positive motivation.
• Explain how to initiate motivation with an individual or group in a situation not previously confronted.
• Explain how motivation can be maintained or increased in both successful and unsuccessful environments.
• Identify a range of situations where motivational skills can be applied, and determine an appropriate way to initiate and maintain motivation in each of those situations.

Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona’s credentials:

Iona Lister
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.

Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.

Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.

She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.

Books include: A Guide to Living with Alzheimer’s Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.

Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner.

Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB)

Trainer (Skills for Seeing): Macular Society

Reviewer of Books/Information: Macmillan Cancer Support

Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member

Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes

SELF-DETERMINATION THEORY

The history of this theory can be traced to a set of early experiments done by Deci showing that extrinsic rewards such as monetary payments can undermine people’s intrinsic motivation for the rewarded activity. This finding was important as it was the first evidence that desired outcomes such as rewards can have the unintended consequence of decreasing intrinsic motivation because they limit people’s sense of self-determination–that is, because people come to feel controlled by the rewards. Over the past 20 years, nearly 100 published experiments have provided additional support for the initial finding of tangible extrinsic rewards undermining intrinsic motivation. The finding was very controversial when it first appeared because it seemed to contradict the prevailing behaviourist wisdom of that time, which maintained that the careful use of rewards (or reinforcements) was the most effective approach to motivation.

This is not to say that tangibles do not have a role in motivating behaviour. There is a massive amount of research in the judicious use of reinforcement methods to increase performance. However a balance between their use and intrinsic motivation is essential in optimising a person’s performance.

HYGIENE AND MOTIVATION THEORY

Frederick Herzberg proposed two part theory of motivation – the first part is the Hygiene Theory and the second concerns the Motivation Theory.  Hygiene is the first part of the theory – it includes the company, policies and administration, supervision, working conditions, interpersonal relationships and salary, status and job security.  These factors alone do not lead to higher motivation.  But without them there will be dissatisfaction.

The second part of the theory relates to motivation.  This concerns what motivates people with regards to what they actually do on the job.These include achievement, recognition, growth/advancement and interest in the job.  Therefore, all of the factors included by Herzberg are important in their entirety, i.e. without the hygiene factors there will be dissatisfaction which will also reduce motivation.This lesson will consider tangible rewards and lesson 4 will consider intangible rewards.

Tangible rewards can be important motivators.  If a member of staff knows that if they do their job well, they will receive certain rewards; it can act as a powerful reinforcer. Tangible rewards include money, benefits, services and goods.

However, money is not the only important factor, so intangible rewards will be considered in the next lesson.  Between 1945 and 1965 The Minneapolis Gas Company carried out a survey on what their potential employees desired most from a job.  The ratings varied slightly between men and women, but the highest factors for both groups were –

• Security
• Advancement
• Type of Work
• Company – proud to work for.

Factors such as pay, benefits and working conditions were given low ratings by both groups.

Kovach (1987) found that as an employee’s income increases, money becomes less of a motivator.  This is contrary to the belief that pay is the prime motivator.  However, this should not be regarded as an opportunity to pay employees poorly.

Money is however a factor in motivating people.  Reward systems and payments do get results.

“Money is important”!

​Some have argued that monetary incentives have lost their force.  Peter Drucker (1974) denies this. He argues that anti-materialism is a myth, that in fact, money is taking so much for granted, that is actually acting as a de-motivator.

“Economic incentives are becoming rights rather than rewards”.

We do live in a monetary motivated world.  If the reward is sufficient, good human relations will improve a team/individual to produce their best efforts.  If the financial reward is insufficient, monetary reward cannot be compensated by good human relations.  Consider professional athletes, many will now play for the highest bidder and the pride of playing for their own country is not often enough.  Professional tennis players are refusing to play Wimbledon as the rewards are not high enough, so money is obviously a motivating factor in sport and business.

Monetary rewards can take the form of wages, bonuses, discounts and rewards. At the end of each week or month, the member of staff will receive their wages.  However, it is important to consider how their wages are organized.

Overtime – For example, if a person receives the same wages each month, no matter how well he/she has performed, or how many hours they have worked, this can be particularly de-motivating.  Let us say that person A works 50 hours a week, but receives the same wages as person B who works 40 hours a week.  Why bother with the extra ten hours?  In this example, some consideration should be given to whether overtime is to be paid to staff.  It is important to bear in mind, though, that some staff will do overtime to gain more money, but not necessarily produce better or more work.

Bonuses – Another additional payment/reward can be in the form of bonuses.  Staff may be rewarded for hard work in the form of bonuses at the end of the year, month, week, quarter, etc.  Bonuses may be awarded individually to staff. For example, persons A and B worked the hardest so they received 50% of the bonus allowance; persons C and D worked hard, but not so hard, so they received 30% of the allowance; persons E and F received 20%; and the remainder did not receive a bonus.

Commission payments – Many sales people will receive commission payments on the amount of sales they make. This can be a real financial motivator as staff members are aware that certain sales targets are required to receive certain commission payments. Tiered commission structures are particularly useful in motivating staff, for example, if they reach $10,000 sales in a month, their commission may increase by an additional 5% above the usual amount.

Pension contributions, Health care and Childcare contributions – Many companies make contributions to their employees’ pensions, health care and childcare.  Some companies will provide free healthcare for their employees in health care organizations.  Others will offer childcare within the organization, for example a crèche, or offer vouchers towards child care costs. Whilst these may not be a direct reward, they are a reward for their continued work and employment.

Goods – Goods may be offered as motivating rewards. For example, goods such as holidays may be offered if targets are met.

Services – Services can be offered for staff achieving targets and working hard, including those mentioned above, such as childcare support.

FREQUENTLY ASKED QUESTIONS

Here is a list of the most often asked FAQ’s.

General

Q. Why should I enrol with the Academy for Distance Learning?
A. Here at ADL, our students are our priority – we treat everyone as a unique individual.

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A. No, as each module has been written by highly qualified industry professionals. The content of the material is presented in such a way that text books are not required. However, if you require additional reading your tutor will be able to supply a list.

Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby, move house, etc)
A. It’s OK to take a break and start up your study at a later point in time. Just let us know.

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A. There is no maximum age limit. We do however, have a minimum age limit of 18 years. Below that age parental consent would be required.

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A. Our courses are revised and updated on a rotation system.

Q. Do you have a Cancellation policy?
A. Yes. We have a cancellation policy that is fair and equitable. For further details please click here.

Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.

Enrolment

Q. When can I enrol/start?
A. You may enrol and start at any time of the year – it’s all self- paced.

Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.

Q. How long do I have to complete the course?
A. You complete the course at any time that is convenient for you.

Q. Completing a 100 hour module – how long will it take?
A. For some students a 100 hour module will take approximately to 3- 6 months to complete. Others take less time and some even longer.

Assessment

Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a Project, instead of sitting the exam) – the choice is yours – you sit for the exam in your own location.

Q. I don’t cope well with exams – what can I do?
A. You may elect to undertake a Project (set by your tutor) instead of sitting the exam. Projects are completed from your home and can usually take a couple of weeks to complete.

Q. If my assignment is not up to standard is there an opportunity to resubmit my work?
A. Yes –

Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons, there would be 10 assignments.

Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country.

Qualifications

Q. What qualification will I receive?
A. For individual modules, you would be awarded a Certificate endorsed by TQUK (Training Qualifications, UK), providing you complete all assignments and the exam. If you just want to complete only the assignments and not sit for the exam or finish a Project, then a Letter of Achievement would be awarded. For more details on qualifications available please click here.

Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to Design Your Own Diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. You choose modules that you think will help you in achieving your goal.

Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of all courses and providing all assignments and exam requirements have been met, you will receive your Award and a Transcript.

Tutors

Q. Our tutors – who are they?
A. We appoint Tutors and require that they must be currently active in their industry, with at least 5 years’ experience in their chosen profession.

Q. Can I contact my tutor at any time?
A. Yes – you have unlimited access to your tutor via email through our Online Classroom. You can always leave a message with ADL requesting your tutor to contact you. You decide on how much or how little contact you wish to have.

Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.