Motivation Theories in organisational behaviour

Motivation Theories is an integral part of organisational behaviour. It is the driving force that encourages employees to put in their best effort and achieve better outcomes. It has been studied extensively by various researchers and psychologists, resulting in numerous theories that try to explain the dynamics of motivation at work. 

In this article, we will explore different motivation theories and how they can be used to create effective organisational behaviour in any workplace. We will also discuss some practical tips on how to apply these theories in order to get the most out of your team. So if you’re interested in creating a motivated workforce, read on!

Motivation theories

There are several motivation theories in organisational behaviour, and each one offers a different perspective on how employees can be motivated to achieve organisational goals. The most prominent theories are Mallow's Hierarchy of Needs, Her berg's Two-Factor Theory, and Vroom's Expectancy Theory.

Mallow's Hierarchy of Needs suggests that employees are motivated to satisfy basic needs such as food and shelter before they can be motivated to achieve higher-level needs such as self-actualisation. 

Herzberg's Two-Factor Theory posits that there are two types of factors that contribute to motivation – hygiene factors such as salary and working conditions, and motivators such as recognition and responsibility. Vroom's Expectancy Theory states that employees will be motivated to the extent that they believe their efforts will lead to desired outcomes.

Each of these theories has its own strengths and weaknesses, but all offer valuable insights into employee motivation. As a manager, it is important to understand the different theories so that you can create a motivational strategy that meets the specific needs of your organisation and employees.

Practical tips

Once you understand the different theories of motivation, you can begin to apply them in your organisation. Here are some practical tips on how to use these theories to create a motivated workforce:

• Offer rewards and recognition: Rewards and recognition are powerful motivators, so make sure you give credit where it’s due. When employees feel appreciated for their efforts, they will be more likely to stay motivated and continue working towards organisational goals.

• Set clear goals: Employees need to know what is expected of them in order to stay motivated. Make sure that all objectives are clearly outlined and that every employee knows exactly what is expected of them.

• Provide autonomy: Give employees the freedom to make decisions and take ownership of their work. This will help foster a sense of autonomy, which is an essential part of motivation.

Expectancy theory

Expectancy theory is a cognitive theory of motivation that suggests that people are motivated to engage in behaviours because they believe those behaviours will lead to desired outcomes. 

Expectancy (E) is the belief that one's own effort will lead to desired performance levels. Instrumentality (I) is the belief that successful performance will lead to desired outcomes. Valence (V) is the attractiveness or value of those outcomes. Together, these three components produce a motivational force (F) that drives behaviour: F = E x I x V.

The expectancy theory has been found to be a powerful predictor of work-related behaviours, such as task completion, job satisfaction, and absenteeism. The theory has also been used to explain how people make decisions about which activities to pursue and how much effort to expend on those activities.

The expectancy theory provides a useful framework for understanding motivation, but it is important to remember that motivation is an individual process and that different people may be motivated by different things. It is also important to understand the context in which behaviour occurs and the potential consequences of engaging in certain behaviours.

Overall, the expectancy theory provides a useful way to understand how people make decisions and why they are motivated to do certain things. By understanding the components of the theory, it is possible to gain insight into how motivation works and how to better motivate individuals.

Self determination theory

Self-determination theory (SDT) is a macro theory of human motivation and personality that emphasises the importance of intrinsic motivation and self-regulation in the development and maintenance of independent behaviour. SDT has been influential in the fields of education, health, and psychology, and has applications in organisational behaviour, sport, and exercise.

SDT posits that there are two essential types of motivation: extrinsic motivation, which comes from external factors such as rewards or punishments, and intrinsic motivation, which comes from within oneself. 

Intrinsic motivation is further divided into two sub types: autonomous motivation theories, which arises from a sense of self-determination and is characterised by volitional control over one's behaviour; and controlled motivation, which arises from a sense of lack of choice or feeling coerced.

SDT proposes that humans have three basic psychological needs: competence, relatedness, and autonomy for motivation theories These needs are universal and innate, but their strength varies across individuals. Competence refers to the need for mastery or achievement; relatedness refers to the need for social connection; autonomy refers to the need for independence or self-regulation.

SDT suggests that satisfaction of these needs leads to feelings of competence, relatedness, and autonomy (CRAM), which in turn lead to increased intrinsically motivated behaviour. 

Additionally, SDT proposes that when these needs are not satisfied, feelings of dissatisfaction arise (e.g., frustration, anxiety), which lead to decreased intrinsically motivated behaviour. Finally, SDT argues that in order to promote intrinsic motivation, it is important to nurture autonomy, competence, and relatedness.

SDT has been used to inform interventions in educational, health, and sport contexts. For example, SDT-based interventions have been developed to help individuals learn more effectively, increase physical activity, and build social relationships.