Abstract on the discipline: “Psychology” On the topic: “Motivation: the role of motives in human development”

Employee motivation is defined as the enthusiasm, energy level, commitment and creativity that an employee brings to the organization on a daily basis.

Motivation comes from the Latin word movere, which literally means movement. All the definitions that you read in books or dictionaries refer to the fact that motivation is behavior, and in order to achieve the desired goals and results, you need to direct this behavior in the right direction.

Employee motivation in an organization is the extent to which an employee feels engaged with the organization's goals. There are two types of motivation:

• Intrinsic motivation
• Extrinsic motivation

Motivated employees are an asset to an organization and are directly proportional to the success of the organization. Motivation is intangible, difficult to measure and extremely difficult to control, but it is very easy to increase if done correctly. It's all about intention, intensity and persistence.

Types of personnel motivation in an organization

There are two types of motivation - internal and external. The organization needs to understand that employees are not clones, but people with different character traits. Therefore, effectively motivating your employees will require a deeper understanding of the different types and methods of motivation.

By understanding this, you can better classify your employees and apply the right type of motivation to increase employee engagement and satisfaction. Some employees respond better to intrinsic motivation, while others may respond better to extrinsic motivation.

Intrinsic motivation

Intrinsic motivation means that a person is motivated from within. He has a desire to perform well in the workplace because the results align with his belief system.

A person's deeply held beliefs are usually the strongest motivational factors. Such individuals exhibit common qualities such as acceptance, curiosity, honor, and a desire to succeed.

Research has shown that praise increases intrinsic motivation, as does positive feedback from employees. But all this must be done in moderation. If you overdo any of these, there is a high chance that the person will lose motivation.

This is well observed in children and is used as an example here - if children are overrated for the little things they have to do on a daily basis, their motivation levels decrease.

So if you are a manager or leader, please be intentional about your feedback or praise. Make sure it's empowering and your employees understand your expectations.

Extrinsic motivation

Extrinsic motivation means that a person's motivation is stimulated by external factors - rewards and recognition. Some people may never get intrinsic motivation and only extrinsic motivation will work for them to complete tasks.

Research shows that extrinsic rewards can sometimes stimulate a person's desire to learn a new set of skills. Rewards such as bonuses, perks, rewards, etc. can motivate people or provide real feedback.

But you also need to be careful with external rewards! Too much of anything can be detrimental, and as a manager or leader, you must be clear about the extent to which you are going to motivate your employees to achieve the organization's goals.

Lecture No. 7. Motivational sphere of the psyche

One of the problems actively studied by modern psychology is the problem of motivation of human behavior and activity. The essence of the problem is to study the motivating forces due to which a person’s mental activity is turned on and directs his activity to some object; the forces that drive a person when choosing one or another model of behavior, one or another method of action. These phenomena belong to the motivational sphere of the psyche.

To approach the concept of motivation, we must start with needs - the foundation of the motivational sphere - and motives - more complex mental formations, on the basis of which motivation is formed.

Needs

– subjective phenomena that arise when an individual experiences a need for some object necessary for his life and development. They act as a source of human activity and encourage him to act in relation to the object of need.

Ideas about needs as an independent mental phenomenon were formed in the first half of the 20th century. One of the first works devoted to this issue was L. Brentano’s monograph, published in 1921. Brentano proposed viewing need as any negative feeling that an individual tries to eliminate.

There have been many different classifications of needs in psychology. At the moment, the most relevant is the hierarchical scheme proposed by A. Maslow, a representative of humanistic psychology. Maslow expressed the opinion that all needs are innate and are divided into vital and spiritual. According to the hierarchy he built, at the base of the pyramid of human needs are physiological needs, and at the top are the needs associated with human self-realization - the highest level of psychological manifestation. In general, the pyramid looks like this:

1) physiological needs (food, water, air);

2) safety and security (both physiological and psychological);

3) the need for love and belonging (i.e., belonging to any social group);

4) the need for respect (approval, recognition of competence, etc.);

5) cognitive and aesthetic needs (thirst for beauty, knowledge, justice);

6) the need for self-actualization (maximum realization of one’s abilities, capabilities, looking at oneself not only as a reasonable person, but also as a creative person). The basis of this hierarchy is the idea that the dominant needs located at the bottom of the pyramid must be sufficiently satisfied before a person can recognize the presence of higher-order needs and be motivated by them in his actions. Of course, this contradicts the well-known truth that “an artist must be hungry.” But this truth is rather a metaphor or an exaggerated idea. Because as long as a person experiences a need for food and water - a real need, and not a problem of choosing between a piece of bread and a delicious dish, a sip of water and a sip of expensive wine, he will not be able to think about anything other than thirst and hunger. He will not create great things or care about career growth. His activities will be aimed at satisfying vital needs, since the instinct of self-preservation is inherent in all of us by nature. However, this provision concerns only extreme, polar types of needs. Maslow says that needs at adjacent levels can often arise simultaneously. They are never satisfied on an all-or-nothing basis. A person can be motivated at two or more levels of needs at the same time. Maslow cites statistics that the average person satisfies his needs at approximately this level:

1) physiological – by 85%;

2) safety and security – by 70%;

3) love and belonging – 50%;

4) truth, beauty, goodness – 30%;

5) respect – 40%;

6) self-actualization – 10%.

Maslow's concept was not clearly accepted. In domestic and world psychology, different views on the essence of needs have been formed. Among the most competitive, the following concepts can be noted: need considered as a need (D. N. Uznadze), need as an object of satisfying a need (V. G. Lezhnev), need as the absence of a good (V. S. Magun), need as a necessity ( B. F. Lomov, D. A. Leontiev), need as a state of tension (V. N. Myasishchev, P. A. Rudik), need as a systemic reaction (J. Schwanzer), etc.

Next, we move on to consider the next link in the chain of motivational sphere. This is the motive

– an incentive to perform actions generated by a system of human needs. Motives have a greater or lesser degree of awareness. Their interesting feature is that in the process of activity, motives, being dynamic formations, can change. These changes are possible at any stage of activity, so a behavioral act is often completed not according to the original, but according to the transformed motivation. For example, a policeman returning from duty and hearing a cry for help from the gateway rushes there out of a sense of professional duty. Seeing that the bully has snatched a mobile phone from a very pretty girl and is trying to run away, our hero begins to chase the offender for other reasons. Perhaps, if the girl had been less beautiful, such zeal would not have been shown and the matter would have been limited to a sympathetic proposal to contact her local police officer to draw up a report.

There are different points of view regarding both needs and motives. Motives are considered in many aspects:

1) as an incentive, need: since need is the source of human activity, some researchers identify it with motives (P. V. Simonov, D. V. Kolosov);

2) motive as an object of satisfaction of needs - such a view is based on the premise that objects become objects of desires and goals of actions of the subject when the latter includes it in the practical awareness of his attitude to needs (S. L. Rubinstein);

3) motive is intention - this point of view is based on the fact that intention is a motivating force, an act of will, therefore, it can be assumed that it is closely related to motivation and motive. (B.V. Zeigarnik, K. Levin);

4) motive is a personal property (H. Murray, D. Atkinson, K. K. Platonov);

5) a motive is a mental state that forces a person to act or not act (R. A. Piloyan, D. Guilford, E. R. Hilgard);

6) the motive acts as satisfaction - a positive emotional state, which is one of the factors that positively influences the course of activity (V. G. Aseev, A. G. Kovalev, P. M. Yakobson).

The term “motivation” in modern psychology refers to at least two mental phenomena:

1) a set of motivations that cause an individual’s activity and determine the degree of this activity (i.e., motivation as a system of factors that determine behavior);

2) the process of education, formation of motives, internal control of human behavior, supporting behavioral activity at a certain level.

Motivation determines the purposeful nature of action. V. G. Leontyev proposed considering two types of motivation:

1) primary motivation manifests itself in the form of instinct, drive, need;

2) secondary motivation manifests itself in the form of a motive. Motives, in turn, are divided into internal and external.

Internal motives are formed on the basis of a person’s needs, his emotions, interests, external ones - under the influence of the situation and environmental factors.

Motivation, as a rule, is not made up of any one motive, but a set of them structured in a certain way, including both external and internal components.

In modern psychology there are a considerable number of concepts

motivation. All of them can be roughly reduced to five main areas.

1. Behaviorist theories of motivation

. Behaviorists explain behavior through the “stimulus-response” scheme, considering the stimulus to be the active source of the body’s reactions, and, consequently, human behavior. Therefore, as such, the problem of motivation is not considered by them as an object of psychology. However, it is noted that the body does not always react in the same way to an external stimulus. To explain differences in reactivity, behaviorists introduced a certain factor into their scheme, which they called motivation. But this factor is reduced only to physiological mechanisms, therefore the content of the concept of “motivation” in behaviorism has practically nothing in common with what was discussed above.

2. Cognitive theories of motivation

. In these theories, motivation is understood as a mechanism for choosing a certain form of behavior, determined by thinking. This approach dates back to W. James, who at the end of the 19th century. identified several types of decision-making as a conscious, deliberate motivational act. He called the objects of thought that hinder or stimulate the final action the grounds, or motives, of a given decision.

In the second half of the 20th century. motivational concepts of J. Rotter, G. Kelly, H. Heckhausen, J. Atkinson and other representatives of the cognitive movement in psychology appeared. What these concepts have in common is that, in contrast to the mechanistic view of behaviorists, the role of consciousness in the determination of human behavior is recognized as leading.

Cognitive theories of motivation led to the introduction of a number of new scientific concepts into the psychology of motivation, such as “social needs”, “life goals”, “cognitive factors”, “cognitive dissonance”, “values”, “expectation of success”, “fear of failure” , “level of aspirations”.

3. Biological drive theory

. This theory is based on the fact that when the balance in the body is disturbed, a desire arises to restore balance - a need, as a result a biological impulse arises that encourages a person to satisfy it. In this case, motivation is spoken of as the mobilization of energy (J. Nuytten). The main premise of this approach is the idea that a state of inactivity is natural for the body. Consequently, for his transition to activity to occur, some special motivating forces are necessary. If we consider a living organism as active, then the concept of “motivation” from the point of view of representatives of this concept becomes redundant. The inconsistency of these views was shown by the domestic physiologist N. E. Vvedensky at the end of the 19th – beginning of the 20th centuries, demonstrating that the state of physiological rest is also an active state.

4. Psychoanalytic theories of motivation

. With the emergence of S. Freud's doctrine of the unconscious at the end of the 19th century. a new approach to the study of the determination of behavior has emerged. This approach implies that human behavior is primarily subordinate to the unconscious core of mental life, formed by powerful drives. Basically, psychoanalysts consider such drives as libido (sexual energy) and aggressiveness. These drives require immediate satisfaction and at the same time are blocked by the “censor” of the personality, called the “super-ego”. The “super-ego” is understood as a system of social norms and values ​​perceived by an individual in the process of socialization. Thus, if in cognitive concepts human behavior is controlled by consciousness and motivation is consciously formed, then according to Freud the process of motivation is unconscious.

W. McDougall had a similar approach. He identified 18 instincts in humans and on this basis formulated his “thermal” concept. According to this concept, the stimulator of behavior, including social behavior, is a special innate energy that has an instinctive basis.

5. Theories of the relationship between motivation and activity

. One of them, the theory of causal attribution, founded by F. Heider, became the basis for the methodological principle of active mediation of behavior.

Causal attribution is understood as the subject’s interpretation of the interpersonal interaction of the causes and motives of other people’s behavior. Based on the subjective interpretation of the motivation for the actions of the object of communication, the subject can assume a further pattern of behavior development, i.e., if you know what motives of activity most often prevail among your communication partner, you will be able to predict his behavior in a given situation.

The main motives considered by the theory of causal attribution are affiliation (the desire for communication) and rejection of communication, aggressiveness and the motive for suppressing aggressiveness, altruism and egoism, the motive for the desire for power.

Empirical research

The motivational sphere of man is mainly the study of the patterns of its ontogenetic development. Psychologists observe what trends are in the formation of certain motives in different age groups. In addition, the dynamics of motive formation in different professional or educational groups are considered.

In newborns and infants, along with vital needs for food, warmth, and other things, there are also needs that reflect their mental activity. This is the need for impressions - children greedily catch new sounds, rays of light, touches.

Also, from infancy, children have a pronounced need for activity, caused by the need for activity for proper development (“work builds the organ”). Children constantly come up with new games and engage in activities that are absolutely uninteresting to an adult.

During the process of ontogenesis, the structure of the motif changes. This is expressed in an increase in the number of factors determining the formation of motivation. The content of motivation also changes, since dominant needs change with age. As a person grows up, those classes of needs that are described in A. Maslow’s hierarchy awaken in a person, and they arise, as a rule, in the sequence in which this researcher arranged them.

Thus, at the age of 6, a child begins to increasingly develop a need to understand the surrounding reality, mainly those objects that have social significance. At the age of 9 years, the need for recognition from the social environment arises. By the age of 15, the need to develop one’s abilities and develop new skills becomes important. After the age of 15, most teenagers develop and dominate the need to realize themselves as an individual.

As for the need for generosity and justice, the dynamics of its development are as follows: at primary school age it is just emerging, in adolescence it manifests itself quite clearly, and by adolescence it is already fully formed and activated.

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Aesthetic needs also change with age. If we consider this process using the example of the formation of interest in music, we can trace such dynamics. In early preschool age, children develop a steady interest in music; by the end of this period, the number of children who love both to sing and listen to music increases - favorite musical recordings appear, which the child constantly asks their parents to play, again and again. At primary school age, children with appropriate abilities develop a desire to master musical literacy and performance skills. During adolescence, almost everyone develops musical preferences (from classical to hard rock), and adolescents with performance skills develop an interest in studying the history and theory of music.

Thus, the general pattern of development of the motivational sphere is the following dependence - the more socially mature a person becomes, the wider and more conscious the motivational field becomes.

What is the importance of motivating staff in an organization?

According to psychologists, self-realization is a very human thing. Our basic nature is to cherish something and see it flourish, and this applies to most things we do in everyday life. This is true for both social and societal space.

Motivation plays a very important role in a person's life. Whether it's improving ourselves or our organization. Motivated employees do not need to be told how to achieve results; they take initiative, are willing to take on additional responsibilities, are innovative and goal-oriented.

Motivated employees ensure the following:

• There is a positive atmosphere in the organization
• Colleagues are happy and feel safe at work
• Make sure customers are happy
• They always achieve better results than their colleagues

Thus, motivation is a very important factor and ensures that employees remain active and do their best for their organization. In addition, a high level of motivation reduces staff turnover. In the next section, you will learn about 5 simple ways to motivate your employees.

Types of incentives

Traditionally, an organization builds a system of employee motivation and uses methods to stimulate them. Traditionally, material and non-material incentives are distinguished. The first includes wages, consisting of a fixed and variable part. Since an employee quickly begins to take receiving a salary for granted, it is necessary to incentivize him to perform better by paying additional money for special successes in his work. Non-material incentive methods include various social programs (training, development, health maintenance and career growth) and various types of benefits. For example, an additional day off, the opportunity to come to work with your pet, holidays for employees and their families.

Herzberg's theory of motivation

Herzberg's motivation theory or two-factor theory states that there are two factors that an organization can adjust to in order to influence motivation levels in the workplace.

Herzberg identified two factors:

1. Motivating factors . Having motivating factors encourages employees to work harder. These are factors in the workplace.
2. Hygiene factors . Hygiene factor, if absent, will hinder employees from doing their best at work. Hygiene factors are environmental factors that contribute to employee behavior.

Here are some examples of motivating and hygiene factors.

There are 4 statistics involved here:

High hygiene and high motivation

This is the ideal situation that any manager or leader would like to achieve. Here all employees are well motivated and there are very few grievances.

High hygiene and low motivation

In this situation, employees have very few complaints, but they are also not highly motivated. A very good example of this situation: employees are paid well, but the work is not very interesting. Employees simply take their paychecks and leave.

Low hygiene and high motivation

This is a difficult question, the employees here are very motivated, but they have many grievances. A typical example of this situation is when the work is extremely interesting, but the workers are not paid according to market standards.

Low hygiene and low motivation

There's no point in guessing, this is clearly a bad situation. There is no employee motivation or compliance with hygiene requirements.

Motivation and stimulation

Often ordinary consciousness equates these concepts. This is due to the fact that the essence of motivation and stimulation is approximately the same and has a single goal - increasing labor productivity. But at the same time, motivation is a person’s internal conviction that he needs to work well, and incentives are external, motivating factors that push a person to the need to work. Both tools should be used productively in the activities of an HR manager. Motivation is a longer-term phenomenon; its formation requires quite a lot of time and resources, but it also produces long-lasting and high-quality results. Stimulation may be faster, but it has a short-term effect.

How to apply this theory in practice?

1. First of all, correct and change the company's bureaucratic policies. Make sure your human resources are in line with what other organizations offer and that they know what management expects. Taking both into account, create rules that are win-win for everyone.
2. Make sure your managers are also mentors and not just bosses. Every employee should be respected and supported.
3. Organizational culture plays a very important role here. There are no stamps here.
4. Ensure compensation, benefits and bonuses meet market standards. If you don't pay your employees well, why should they be interested in any initiatives?
5. To increase job satisfaction, make sure that workplaces are designed well and that employees find their work meaningful.
6. Delegate your employees' responsibilities to make them feel valued. Respect their individuality, take their feedback seriously, and take action when necessary.

How does motivation work?

The employer, through his actions (rewards or punishments), creates a structure for the employee’s behavior - sets guidelines that allow the employee to learn “what is good and what is bad.”

In fairness, we note that Adam Smith was one of the first to analyze the problem of developing shared values ​​and their influence on people’s behavior in his “The Theory of Moral Sentiments” (“The Theory of Moral Sentiments, or the experience of studying the laws that govern the judgments that we naturally form first about actions other people, and then about their own”), first published in 1759. A. Smith became, in fact, the founder of axiological management - the theory of managing employees using a value system.

There are personal, group and social values. One of the founders of humanistic psychology, A. Maslow, believed that people are motivated to search for personal values, because This is what makes their life meaningful. In other words, personal values ​​constitute the motivational basis of behavior. Unlike needs, which depend on circumstances and the internal state of the subject, personal values ​​are stable.

That is, in any activity, an individual (in our case, an employee) strives to achieve some very specific goals. Ideally, the manager knows about these goals and, through his motivational actions, moves the employee closer or further from the desired goal. For example, an ambitious employee may be interested in elements of moral encouragement and the prospect of career growth, while a pragmatist may be closer to material incentives. An effective leader must constantly monitor the logical chain of needs-motives-incentives-results, promptly making the necessary adjustments to it.

The second mistake is the predominance of negative or positive motivation.

The next aspect is that any employee, as we have already found out, has his own value system, his own tasks, his own goals. The company has its own value system. It is clear that when choosing his line of behavior, an employee looks at the company’s values ​​and the employer’s requirements through the prism of his axiological structure. Social norms, ideals, and values ​​are perceived and assigned by the individual individually and selectively.

If an employee accepts the company’s values ​​and begins to perceive them as his own, if these values ​​are internalized, the employee will become an ideal employee. If the internalization of corporate values ​​does not occur, the values ​​will remain only socially declared and will not affect the behavior of the employee. Adaptation, like the formation of a personal value system, is a rather long and complex process. To understand how this process can be accelerated, let’s find out exactly how the internalization of values ​​occurs. According to V.A. Slastenin et al., interiorization of a value is possible only when a person, together with a group, is involved in the practical implementation of this value, feeling it as his own, in a similar way - in the process of “own (together with other people) activity” describes the formation of a personal value system G .WITH. Batishchev. Please note that the value system, according to the authors, is formed in the process of joint activity.

From the above it follows that the process of internalization of the corporate value system will end faster if the team pays due attention to cultivating the corporate spirit. Moreover, corporate events should not be one-time, random. A modern developing company must have a well-developed and planned corporate policy; it is planned based on the tasks solved by the company’s employees. An employee should feel like an employee - an integral part of the team. This will help him learn the rules of industrial behavior, perceive the organization’s goals as his own, and integrate his value system into the company’s value system.

Diagnostics

Through multiple experiments, it was found that there is an optimal level of motivation. And diagnostics of this area makes it possible to determine how much the real level corresponds to the optimal level .

To carry out diagnostics, special techniques are used:

• Thematic Apperception Test (TAT);
• Heckhausen motivation test;
• technique of color metaphors;
• repertory grid technique;
• Need for Achievement Questionnaire (Yu. Orlov).

In addition the interview method , when data is collected through personal contact between a specialist and the subject.

The third mistake is neglecting corporate policy.

We deliberately do not consider here ways to cultivate corporate spirit - this is too extensive a topic to talk about in passing. Let's look at just one example - gifts. For a holiday, a company anniversary, or some other date, an employee receives an unexpected, unexplained payment. Will this payment be a stimulus? We said above that a manager, when working with an employee, must track the chain of needs-motives-incentives-results; that in order to transform from a worker into an employee, an individual must learn to perceive the tasks and values ​​of the company as his own; that a person’s actions determine personal goals that are directly related to his needs. From this sequence it follows that in order to become an employee, an employee must learn to model this chain for himself - i.e. correlate the results of your activities with the expected stimulation. In our example, this sequence is broken - the employee does not see the direct dependence of remuneration on the results of his work. Such a payment will not be a motivation to work for the benefit of the company. Only predictable, explainable stimulation will motivate.

Factors

There are three classes of motivating factors:

1. needs and instincts;
2. motives that determine the direction of behavioral strategies;
3. emotions and subjective experiences, as well as behavior-regulating attitudes.