Soft Skills Training
Employee Motivation Theories

 Employee Motivation Theories

Brought to You by eSoft Skills 

1. A Psychological Approach To Employee Motivation


The importance of psychology in achieving and maintaining Employee Motivation is essential. A message can be repeated over and over to a group of employees but unless they believe it and believe in it, the words are empty. The following are some of the key psychological theories which aid employers in their end goal of producing a motivated workforce.


a. Herzberg’s Theory of Motivation  


Herzberg’s theory is that Employee Motivation is affected both by the employee’s level of satisfaction and dissatisfaction and that, importantly, these two elements are independent of one another. 


That is to say that although an employee can be satisfied by the elements of their job which are intrinsic to the job itself, such as achievement and recognition, while at the same time being dissatisfied by the elements which are secondary factors of the work – pay and benefits, job security and relationships with co-workers.


This was described by Herzberg as the Motivation-Hygiene Theory. Elements which are done because they are essential to the job were considered the “motivation” part of the theory.

 

They were done because they had to be done; therefore the worker was “motivated” to carry them out. Carrying these tasks out was considered to be the motivation of the employee, because they were required or compelled to do them. Having work to do demand that the worker rise to – and meet – a challenge, their motivation was set in stone.


The “hygiene” element, rather than a reference to personal hygiene and cleanliness as one might assume, was actually a reference to the upkeep of personal determination.

 

They were things that needed to be constantly maintained because they were not intrinsic to the job. Herzberg’s assertion was that the opposite of satisfaction was not Dissatisfaction, but rather an absence of satisfaction. 


Similarly, the opposite of dissatisfaction was an absence of dissatisfaction rather than simply satisfaction. In terms of motivating employees, it is important to encourage satisfaction on the one hand, and avoid dissatisfaction on the other.


b. Maslow’s Hierarchy of Needs 


Abraham Maslow’s pyramid detailing the hierarchy of human needs is actually a more general listing of things on which every human should be able to rely on, but is applicable to the issue of Employee Motivation. 


In any job, from the most basic to the most specialized, the employee should be able to rely on their employer and their co-workers to uphold their access to the most basic needs – those which are essential and without which a human’s health will suffer. The absence of access to these needs is the basis for everything else. As we go up the pyramid the needs become less essential but arguably more decisive.


A sense of security and of belonging is also important to any employee. Knowing that one’s physical safety is ensured allows a person to do their job without fear. Security is not merely a physical concept; it also refers to the security of a person’s job and the conditions that allow them to do that job.

 

Giving a person tasks to do is an essential part of motivation, but providing them the environment in which to carry out those tasks is no less important for motivation. Allowing a level of interaction and encouraging a team ethic will further a person’s intent to do their job and do it well.


In the upper two echelons of the pyramid, the needs are now more refined and specific. It is possible to do a job without self-esteem, but it is undesirable. Encouragement and positive feedback are important factors in ensuring that an employee does their job to the best of their ability.

 

Without these factors, the likely outcome is a drop in performance and a reluctance to carry out further tasks completely and reliably. Self-actualization needs such as creativity and spontaneity allow the mind to work to its optimum level, and actively motivate the employee.

 

These theories fit in somewhat with Herzberg’s – that there are certain things which must be guaranteed as an absolute base, and then others which guarantee the effort of an effective employee through their desire to be part of something good.


c. The Two Models and Motivation 


Abraham Maslow’s theory on the hierarchy of human needs was an influence on Frederick Herzberg’s later theory regarding the factors which motivate workers. While Maslow considered the needs of a person to all be on the one hierarchical list, Herzberg felt that there were two very separate elements of the plan.

 

To look at Maslow’s list, one would feel that as the requirements as set out in the pyramid were met, the level of satisfaction would rise while, at the same pace, the dissatisfaction would drop. It was Herzberg’s contention that this is not the case. Herzberg felt that satisfaction and dissatisfaction were actually wholly separate and that both needed to be attended to.


Herzberg and Maslow created two separate theories, and while much of what is set out in the hierarchy of needs is backed up by the theories in the “two factor” theory, it is expanded upon and honed.

 

While to look at Maslow’s model one would feel that as long as certain needs were met, satisfaction would rise and dissatisfaction fall in equal measure, Herzberg holds that one could have a high level of satisfaction from carrying out their tasks in an efficient manner and meeting their targets, yet if they were constantly worried that they could lose their job for reasons separate to performance, they would not be as motivated as they could be.


There is, however, something to be said of Maslow’s hierarchy, in that the pyramid as he set it out could be split into sections. In this case, the top sections (and particularly the peak) would correspond somewhat to Herzberg’s “motivation” factors and the lower sections to his “hygiene factors. Herzberg’s theory is not a contradiction of Maslow’s, but at the same time is not a direct application of it.

 

There are certainly differences between the two. They both have their part to play in employee motivation, however, and they have a lot more in common than to separate them.

2. Object-Oriented Theory 


Object-Oriented Theory


Motivation is not all about philosophical needs, of course. A lot of people work better when they have the concrete facts in front of them – something to work towards, something to avoid. Different things motivate different people, and in any given team or workforce there will be a mix of these people.

As Herzberg’s Theory suggests, what will motivate each individual will be a mix of satisfaction and non-dissatisfaction. This is similar to the old theory of the “carrot and whip” – based on the hypothesis of riding a horse and using the carrot to encourage it to speed up, and the whip to prevent it from slowing down too much.

Then there is also the idea of the plant – seeing a worker as a “plant” who, given the right mix of the already-discussed factors, will flower beautifully. The carrot, the whip, and the plant are united into the heading of “Object-Oriented Theory”.


a. The Carrot 


The “carrot” as a theory takes its lead from horse-riding and dates back to the middle of the 20th century. The idea is that a cart driver would tie a carrot to a long stick and dangle it in front of the horse or donkey which was pulling his cart.

As the donkey moved forward towards the carrot, he would pull the cart and driver forward, ensuring that the carrot always remained beyond his reach until such time as the driver slowed down and stopped, at which point – should he so desire – the driver could give the carrot to the horse as a reward for doing what it has been encouraged to do.


For the employer, this can perhaps be read in a number of ways. Looking at how the “carrot” theory works, it is quite easy to assume that the “carrots” offered to employees should be continually moved beyond their reach, and this assumes that the employee is as stubborn and witless as a donkey.

This would be a rash assumption to make, and continually moving the point of reward away from the employee could be seen as a disincentive. Not delivering on a promise is always likely to annoy workers rather than stiffen their resolve to meet the new goals.


It could, however, also be argued that the carrot on the stick is something which should not just hang there within easy reach. The employee will need to keep testing themselves, but as long as they meet their challenges they will be rewarded at the end of their efforts. In the theory detailed in the first paragraph, there is a defined end point.

The important element of the theory is that if someone has the promise of a reward at the end of their work, they are likely to keep striving for it. If that reward is continually denied them even at the end of their work, however, do not be surprised if it ceases to work.


b. The Whip 


In different cultures it is known by different names, but the second part of the “Carrot” theory is the Whip. There is a long history of terms and sayings attached to the idea of having an element of threat involved in motivating a group of employees, or anyone for that matter.

“Spare the rod and spoil the child”, for example, is an old proverb meaning that if you never punish someone for transgressing, they will come to believe that they can transgress as and when they wish. In the old “Carrot” theory, the way it works is that if the employee tired of chasing after a carrot that never seems to get any closer, simply slows down, a quick smack with the whip will make it speed up again.


The theory of motivation by threat of punishment is one which needs to be handled very carefully indeed. Not only is it absolutely illegal in many places to physically discipline workers, but other forms of threat can have a detrimental effect on the workforce.

An employer, team leader, or manager with a reputation for flying off the handle when things are not to their satisfaction may get results from some people, but this method can lead to a culture of fear within a company or department, and stifle performance in order to simply get the work done.


It is left up to the person providing the motivation to decide to what extent and in what way they will use the “whip”. There can be initiatives which combine the carrot and the whip – for example, in a one-off situation over the course of a day or so, the person or people who have performed worst in the team can be required to buy coffees or any other small reward for those who have performed best.

A “forfeit” system can also be applied, but it is dangerous to apply anything too humiliating in this situation. The limits of the system need to be clearly defined. If it is something so meaningless that it won’t be taken seriously, the whip ceases to be a motivation. If it is too stringent it becomes the whole focus and can infringe upon performance.


c. The Plant 


An element of objected-oriented motivation which, is essentially separate from the above, but not incompatible with them, is known as “Plant” theory. Take as your example a simple house plant. In order to ensure that a plant flourishes it is important to give it the best combination possible of different nourishing elements.

Most plants will require sunlight, warmth, water, and food in order to grow in the way you would wish. By the same token, employees will be motivated by a combination of factors.


The average employee will require motivation in many of the forms discussed by Maslow and Herzberg, and because humans are not all the same it will be a matter of judgment to ensure that each employee gets the right amount of each factor.

This can be something as simple as getting the balance of “carrot and whip” motivation right. It is important, in many managers’ eyes, to get the balance right between the arm around the shoulders and the boot up the backside. 

Making an employee feel valued and supported without letting them become coddled is important, as is ensuring that they know they have to perform without making them feel like they have a gun against their head.


Taking three of Herzberg’s essential elements of motivation as an example, some employees work best with the prospect of challenge in their work, while some will work better with the goal of recognition. Others, equally, will want simply to get through as much work as they can while doing the work to a high level of quality.

It is important to take into account the differing “buttons” that need to be pressed in each staff member to ensure that they do their job as well as possible. It is many people’s view that the team which will work best is the one that has a combination of people who work well under different motivations. This way, tasks within the team can be assigned in a balanced way and ensure the best performance from every individual, and consequently the best performance from the team.

The “Plant” theory, as applied here, is about knowing which plant requires which type of nourishment in which measure. By getting the balance right you can ensure the best “greenhouse” arrangement.



3. Using Reinforcement Theory


Using Reinforcement Theory


The concept of reinforcement theory is an old idea, which has been used in many different settings for many different purposes. If you have a pet dog, the chances are that you have used reinforcement theory in training it to behave the right way – a treat for sitting, rolling over and walking when you ask it to, and a punishment for climbing on the furniture or going to the toilet in the house.

 It is not, however, limited to dogs, although the way it is applied changes depending on whom the theory is being practiced on.

For humans, something as crude as a piece of candy to reward a good deed will not be as effective, but the concept of rewarding good practice and punishing bad holds firm. Reinforcement theory has been established as successful and coherent, and it is a valid method of ensuring the best performance.


a. A History of Reinforcement Theory


We are all conditioned to act in certain ways based on certain stimuli. This is something that is visible in most things we do. From something as simple as waking up and getting out of bed when an alarm goes, to calling the fire department if we see a fire, our responses to certain situations are more or less instinctive , as we are not automatons, we do have some leeway in exactly how we respond.

The knowledge of how we respond to stimuli was articulated in 1911 by E.L. Thorndike in what he called the “Law of Effect”.

Essentially, this lays down that in a situation where normal results can be expected, a response to stimuli which is followed by something good will become more “right” in our minds, while a response followed by something “bad” will become more “wrong”.


To take this theory and apply it practically, as children we are still learning and our parents will usually use positive and negative reinforcement to apply lessons.

Practically, if we eat up all our vegetable when we may not necessarily want to, we will be given a pudding after dinner. If we push our sister over, we may be sent to our room or to sit in the corner and think about what we have done.

These reinforcement steps may be applied as often as possible until we always eat our vegetable and refrain from pushing our sisters over.


Behavioral conditioning is a subject which some consider controversial and even cruel, but there is a strong body of opinion which suggests that it is absolutely necessary. B.F. Skinner responded to arguments that human drives needed to be respected by saying that people learn behaviors based on what resulted from them.


If somebody is of a mind to transgress because they enjoy transgression, but find that the result of their conduct is reduced freedom, they will become less likely to transgress so often. The thought of transgressing can become painful when associated with the idea of what will result. This theory is known as “behaviorism”.


b. Behavior Modification in Four Steps 


Once we have accepted that there is a truth to the theory of reinforcement, it is important to look at how the theory can be applied in terms of ensuring the desired behavior.

The message of reinforcement theory is that it is possible for you to modify behavior in yourself or in others by associating undesirable behaviors with undesirable outcomes. In order to be fully “scientific” and guarantee the desired results from a program of behavior modification, it is worth following a strict pattern and recording the results faithfully.

By referring to the results it is possible to see what patterns of modification work best. The following is a trusted four-step pattern for behavior modification:


  • 1. Define the behavior to be modified.
  • 2.Record the rate at which that behavior takes place.
  • 3. Change the consequences which result from that behavior.
  • 4. If this does not succeed in preventing the behavior, change the consequences to a greater or lesser extent.


By working through this model as often as is necessary it is possible to change the behavior of an individual from being detrimental to being positive in most cases.

The form that this pattern might take practically in a workplace is as follows. Person A has a tendency to leave their work station and go and speak to their friend, Person B. Person A is perfectly capable of delivering good work when they keep their mind on it.

The distraction is infringing on Person B’s work, too, and they do not have the willpower to refrain from chatting with Person A. In order to ensure that both people’s work is as good as it can be it is necessary to stop Person A from behaving in this way. Thus we have defined the behavior to be modified.


It is then necessary to see how often this happens. If it happens three times a day outside of scheduled breaks, and goes on for ten minutes at a time, then half an hour is lost to this behavior in a given day.

If it is allowed to continue, this can build into hours lost in a given week – in fact, in a five day week, five “person hours” are lost to this behavior – half an hour each day for Person A and half an hour for Person B. As yet, nothing is being done.

There are numerous things that could be tried here. Simply telling them to return to their workstation is one. If this works in reducing the amount of time lost, then a positive result has been achieved.


However, this may mean that Person A simply changes tack and goes to chat with their friend when you are not in the vicinity. Most offices now, however, have software which records the amount of time an employee stays away from their work station.

By checking the time lost in a given day, and tallying the times that Person A and B were both inactive, it is possible to record how much time is lost when you are away from your desk. This can then be addressed in a number of ways.

One way may be to stagger the lunch breaks of the members of the team, ensuring that Persons A and B cannot take lunch together as they would prefer.

By checking how this affects the conduct of Person A you can see if this is working. As time goes on you can apply a number of different methods and settle on the one that works best.


c. Appropriate Uses in the Workplace 


As things stand, it is really up to the employer, line manager or other supervisor to decide how to apply reinforcement and behavior modification in the workplace.

The above example is one case where it can be helpful, but behavior modification is not limited to cases of deliberate transgression (although if the transgression is deliberate it will be more likely to build a clear, causal link in the mind of the individual).

Behavior modification can also be used to aid a situation where an employee is working less effectively than they might for reasons other than rule-breaking.

People have different ways of going about their jobs, but if one or more employees have a technique that is hindering their results, then behavior modification can form part of their coaching.


Reinforcement theory can also play a part in rewarding employees. If the members of a team have risen above and beyond what is expected of them, it is usually within the capability of a company to deliver some form of reward such as a team lunch.

The knowledge that they can have a leisurely two-hour lunch break on the company if they consistently hit targets and exceed expectations is something that will remain in the minds of employees.

They will be encouraged to continue the good work by the knowledge that their ability to exceed expectations has been noted and rewarded, and may be rewarded again.


4. Using Expectancy Theory 


Using Expectancy Theory

While there are a number of theories which focus on needs as a driver of motivation, Victor Vroom’s Theory of Expectancy rather thrives on the outcomes. To clarify, while Herzberg and Maslow make the case for motivation being something that is dependent on need, Vroom suggests that the best motivation is to concentrate on the result of work as being the ultimate goal.

He splits the process down into three sections – effort (for which motivation is essential), performance, and outcome. The theory is that if the employee is sufficiently motivated to achieve the results, their performance will be better as a result, and the outcome will to some extent take care of itself as a result of improved performance – which will itself be a result of greater effort.


a. A History of Expectancy Theory 


Victor Vroom is a much-respected professor and researcher in the business world, and works at the Yale Business School as well as serving as a consultant for some of the world’s most successful companies. This elevated status is due in no small part to his expectancy theory of motivation, which addresses the reasons why people follow the path that they do within corporations.

His proposition was that behavior results from choices made by the individual where the choice exists to do something else. The underlying truth in this theory is that people will do what works out best for them. The important element is the outcome.


Vroom worked on this theory with fellow business scientists Edward Lawler and Lyman Porter. The theory dates back to 1964 and is still widely used by professors.

While the process is characterized as Effort, Performance, Outcome, and more specifically as E>P (increased effort leads to a greater performance) and P>O (increased performance brings a better outcome), he takes notice of the fact that greater effort will not happen all by itself. What makes a satisfactory outcome for one individual may not necessarily work for another.


Clearly the theory has convinced many, as Vroom has been much in demand since the theory was unveiled, and major companies such as American Express have taken great care to solicit his opinions.

While the Expectancy Theory may seem simple and largely self-explanatory, Vroom does make specific reference to elements which can easily be ignored, and without which the theory would not work. It is therefore beneficial to take not only the three factors above, but Vroom’s three “Variables”.


b. Understanding the Three Factors 


The core variables in the theory of expectancy are Valence, Expectancy, and Instrumentality. The meaning that these variables have is as follows:


Valence – the importance that is placed by the individual upon the expected outcome. If the outcome for a project’s successful completion is that the individual will be rewarded with more important projects when they would actually rather be rewarded with time off, they will place less value on the outcome, and their motivation to perform well will suffer, leading to reduced effort.

Ensuring that the valence of a task is at a suitable level is a significant motivation


Expectancy – the belief that increased effort will lead to increased performance. Expressed in more simple terms, this means that if you put in more effort, the results will be better.

This obviously depends to some extent on having the resources, the skills, and the support to get the job done. While effort is undoubtedly important it is not quite accurate to say that more effort will always mean better results. 

More effort on its own may well simply be wasted effort, if the person doing the work is using the wrong tools, is the wrong person or is working with people who have limited interest in reaching the same outcome.


Instrumentality – this is the belief that if an individual performs up to a certain level, they will be rewarded with an outcome that will be beneficial to them.

 It is one thing to tell an individual that, should they meet their performance targets, they will be rewarded with a beneficial outcome, and another to convince them of that. The important factors in Instrumentality are:

  • - an understanding that performance equals outcome (so the reward depends upon the satisfactory performance)
  • - a sense of trust that the people who promise the reward will deliver
  • - trust in the capacity of the people judging the performance and the outcome

Therefore, the Theory will only work in practice if the individual recognizes that they need to perform, and trusts the people in control to judge their performance and deliver what is promised.



c. Using the Three Factors to Motivate in the Workplace 


The three factors of the theory of expectation as set out above all have their part to play in the workplace. Along with what has been learned from Herzberg and Maslow’s theories, we can take their insistence on the needs of an employee and put them in a goal-oriented context by applying Vroom’s theories.


Firstly there is the issue of valence. Does the motivation exist to complete a task well if the outcome is uninspiring? Surely not, therefore to ensure the maximum motivation, it is ideal to offer something which will be coveted. This is perhaps the most important level of the E>P>O equation. The effort will rise to meet the outcome. How this is used in the workplace will depend on what the company can deliver.


Then there is the issue of expectancy. Effort will only lead to performance where the conditions exist to make it so. In the simplest terms, you might be able to deliver a fine reward to someone who can build a kennel for your dog. But if you only hand them two planks of wood and a broken screwdriver, you may as well offer them a trip around the world for all the good it will do.

You cannot expect someone to meet their goals if you do not present conditions which make this possible. All the effort in the world will not make it happen.


Finally there is the issue of instrumentality. This is important in workplaces where big rewards have been offered before, and in those where it is done for the first time. There is little point in a small-income business to offer a sports car as an incentive for better performance, as there is little likelihood of them delivering it.

Equally there is limited reason to offer a chocolate bar as the reward for a project which will make a company a million dollars, as it just seems like a slap in the face.

Equally, if rewards have been offered before and the task completed only for the company to express their regrets and fail to pay out the reward, the chance that people will trust enough to put the effort in again is greatly reduced.

5. Personality’s Role in Motivation 


Personality’s Role in Motivation


In any organization, there needs to be a mix of personality types. The importance of personality types is decried by some as a kind of fad science, but it is difficult to run an office or any other workplace when everyone has the same “soft skills”. The reason for this is perhaps best explained by the old saying “too many cooks spoil the broth”.

 

Where everyone has the same personality type and a problem arises, there is likely to be conflict as everyone tries to take the same role in solving it. The different personality types are not explicitly defined, and therefore there is no hard-and-fast list, but there is a set of soft skills which all workplaces require, and these are best met by different types of people.


a. Identifying Your Personality Type 


You probably have an idea of your own personality type. A personality type is defined by the aspects of your character that emerge when around others or when doing important work. These character aspects are, as often as not, described as “soft skills”.


You may have been described as “maternal”, “skeptical”, “humorous”, or any number of other things. These are issues which do not relate directly to your work but can aid or restrict your ability to do it, and can aid or restrict others. It is considered beneficial to have as many different types of personality in a workplace as possible.


There are countless tests that can be done to detect a personality type, and many different ways the results can be expressed, but there are certain things which hold true in all personality tests.


Perhaps the best way in the workplace to detect a personality type is to judge your reaction to a problem which affects a whole team, or a group within it. Are you immediately looking for a way of overcoming the problem? Are you instinctively worried by what happens, and do you look to other people to help out?


Do you comfort people who are stressed out by the problem? Or do you perhaps sit on the fringes, making comments and playing for laughs? Strange as it may sound, all of these elements are worthwhile in a team. The person who immediately looks for the solution is a “problem solver”; the second type is a “consensus seeker”.


The third is considered a “nurturer” while the last listed is a “humorist”. All of these are classic personality types.


Equally, all of these people, and others, play a major part in making up a workplace.


Without the problem solvers, an organization would be in trouble if things deviated from the plan as laid out.


Without consensus seekers, it would be easy for a problem solver to become too autonomous, solving the problem to their satisfaction without being particularly concerned for how others felt about the solution.


Without the nurturers, people would feel that a problem could too easily become a crisis.


Without the humorists a bad situation would depress everyone.


Reason and etiquette dictate how much we allow our personality to take control of us, but most people will avoid becoming too “cliché” in how they behave. What is your personality type?


b. Identifying Others’ Personality Type 


Most people know, or have an idea of, what personality type they conform to most. When meeting new people – and the workplace is one arena where this happens perhaps more than any other – it can be difficult to get a handle on what other people’s personality types are. The only way to really get a firm sight of what kind of personality you are dealing with is to speak to people and to monitor how they conduct themselves.


One way of doing the latter is to hold “ice-breaking” or “getting to know you” games and sessions. By playing certain games and by monitoring people, you can find out a lot about what kind of person they are.


There are countless games designed to find out about people, one of which is the “stranded on a desert island” game. This basically takes the shape of a hypothetical shipwreck where the team is stranded on a desert island after their ship has run aground.


There is a list of things which have been left on the ship, and limited time before the tide comes in and takes it away, so you have to prioritize what you will rescue, from the small, seemingly insignificant things to the larger items which may seem to have more practical use. Different people will wish to rescue different things, and will make their reasoning known.


This game is beneficial because not only does it show what people’s priorities are, it will also show a lot about their personality when you step “outside the game”.


There will initially be a team of people sat there with lists which differ hugely. The whole team will, though, need to decide what they as a team rescue from the ship. In doing this, team members will make their points and some ground will be given on some items.


From this you will be able to work out who is a dominant character, who is pragmatic, who is light-hearted, and so on. Some people will concede points quickly whereas others will try to make their point – whether they do so in a bullish way, a more structured way or however else.


You will also find that in many situations two or more people will vie for the “Alpha” role, while others will value their less confrontational part. From games such as this you can learn a lot about someone else’s personality type.


c. Motivators by Personality Type 


The different personality types have different ways of motivating the people around them as well as themselves. Someone who emerges as a conciliatory person is likely to motivate others by speaking to them one-on-one and allowing them to see where they excel as well as where they can improve.


Being able to put bad news in a good way, as well as being able to share good news discreetly in a way, can be very valuable.


Other people, who may have a more dominant personality, will have a different way of motivating positively or negatively. They will generally tend to prefer delivering criticism one-on-one, as doing it in the open will de-motivate others, but good news will be delivered loudly and shared throughout the team, as a way of spreading the joy and motivating other people to try to achieve the same, and gain the same kind of acclaim.


Depending on someone’s personality type, they will have vastly different ways in which they can contribute to the team’s motivation. Indeed, it is becoming common practice in many workplaces to have what are known as “champions” to take control of certain aspects of the team.


This empowers people in non-management roles to play a significant part without pressuring them with the responsibility of the concrete performance of the team. By assigning people the correct champion’s role, you can enable them to get the best out of themselves and others, and not let a talent go to waste.

Make sure to check our article titled Employee Motivation Ideas 


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