Motivational Concepts

Motivational Concepts
Prepare a 1,050- to 1,400-word analysis addressing the following topics:

•Choose a theory from the table.

•Describe how this theory would and would not be applicable if applied to two or more workplace situations from your experience.

•In the instance when the theory was not applicable to your experience, assess the need to develop and create new theoretical models of motivation in today’s changing work environment.

•What are the ramifications of failing to meet or create new theoretical models of motivation?

•Describe how theoretical models of motivation can affect personal satisfaction and productivity.

 

University of Phoenix Material

Motivation Concepts Table

Complete the Motivation Concept Table. You are encouraged to modify the formatting to suit your needs. Please consult with the instructor for additional specifications. The completed table is a resource for the rest of the course.

Theory Major Theorists Time of Creation Key Concepts
Psychoanalytic
Theory Freud
1900-1930 There are physiological
needs or instincts
that arise from the Id.
People are driven
to satisfy these needs,
to reach a state of
homeostasis. If there
is no socially acceptable
way to satisfy the need,
the ego must plan an
alternate strategy or
suppress the need
Behaviorism Clark Hull 1940-1960 All humans have four biologically based needs: hunger, thirst, sex and avoidance of pain. When any of these needs are deprived, a person is driven to act in a way that restores a state of biological equilibrium. Exactly which behavior results depends on how successful that particular act in the repertoire has previously been in satisfying the need (habit strength).

B= Drive X Habit
Behaviorism: Operant Conditioning B.F. Skinner 1948-1960 Contingencies of reinforcement exist in the environment, linking
stimuli to responses. Those
behaviors that are immediately
rewarded are likely to be repeated,
while those that lead to unpleasant
outcomes are not. All behavior can
be explained through past reinforcements.

Field Theory Lewin 1940-1960 Behavior is a function of both the person and the environment: B=f(P, E)
People have needs and goals that arise from their experience of reality. These goals cause an energizing or tension in the person until they are achieved. Goals have worth, potency and psychological proximity. An individual plans his behavior according to how valuable the desired outcome is and how able he feels to meet it (termed level of aspiration).

Social Learning Theory Rotter 1960-1990 Behavior is chosen. People choose to engage in behaviors that they expect will lead to the most personally rewarding goals: B= f(E, RV) where E=expectancy, RV=reinforcement value. Expectancies come from past reinforcement for a behavior or experiences of reinforcement in similar situations.
People can feel responsible for their behavior and the reinforcement they receive, i.e, have an internal locus of control OR people can feel that others, luck or uncontrollable circumstances are responsible for their behavior and subsequent reinforcement, i.e, have an external locus of control.

Attribution Theory Heider,Weiner,Kelly 1970-1990 Attribution theory states that people try to understand what causes events and behaviors in the world by considering personal and environmental forces. He contends that personal causality comes from intentionality. He also states that there are many paths to achieve an intended behavior, but that personal causality implies that the individual must set a goal and choose the specific path that he thinks will lead to its accomplishment (Deci, 1975). Building on Heider’s work, Weiner (1986) specified three dimensions of causality: locus (internal/external), stability (stable/unstable), and controllability (controllable/uncontrollable). The locus dimension influences pride and self-esteem experienced after an event if there is an internal attribution, the stability dimension influences future expectancies and the controllability dimension can influence future volition.
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