The paper 'Analysis of Motivation and its Influence on Workers Performance " is an outstanding example of management coursework. The major goal of any professional higher education institution is to train students to become ‘ reflective practitioners’ ability to critically reflect on their career and professional practice. Workplace environment requires analysis of information, communication, problem-solving skills and reflection of personal roles in the organization (Casio & Aguinis, 2005). Motivation can be defined as the Psychological feeling which heightens and individual to act towards achieving a given goal in a desirable manner.
The drive or motive for the action results from the direction and purpose of the person’ s behavior. Thus, no one can understand another person’ s motivation or that person’ s best motives. Motivation in the workplace requires the development of competencies and skills necessary in a professional organisation requires students to reflect on individual behavior and of there peers. This is can be achieved through self-assessment strategies in solving complex problems (Steers et al, 2005). Available literature shows that peer and self- assessment strategies are important tools in developing competency required in future workplaces as well as in making effective judgments.
This paper aims at analyzing self-assessment based on motivation (Michaelson, 2005). Self-assessment can be defined in the context of taking responsibility to monitor and evaluate personal attributes on aspects of motivation. However, the basic question in this paper is how students Self-awareness about motivation can be replicated in the current or future workplace? (Casio & Aguinis, 2005). Literature Review To answer questions about workplace motivation through self-assessment, a literature review was conducted by analyzing one case study and evaluation of student self-assessment test. Harrington (1995 cited in Koppes, 2007) was among the pioneers in self-assessment testing using three different instruments.
First, was simply listing of abilities or directions to test ones strongest or best areas. A second process applied a Likert scale on a group of designated abilities. Next approach was based on testing each ability by providing a variety of examples on its application to enable participants to assess their performance levels as high or low, then summed up to get a total score. This is less expensive and is not time intrusive compared to traditional means of carrying out assessments. Modern student assessment scales come in different designs and technology, some are based on electronic gadgets to test their rates without the services of their tutor, while others are audio-taped especially for self-assessment in teaching practice.
However, self-assessment alone does not achieve the necessary skills in a workplace scenario. Therefore, integration of problem-solving processes is needed to enhance the inter-relationship of content and abilities in the context of self-assessment abilities. Generally, conducting a self-assessment in case studies seeks to ascertain the abilities and skills of workers on their individual reflections, quality of their work, personal responsibility rating, and promotion of problem-solving skills. According to Gawel, (1997 cited in Koppes, 2007).
There is a general believe that Abraham Maslow and Frederick Herzberg behavioral theories are greatly embraced by businesses in America. Herzberg being a psychologist proposes job factors which motivate workers, while Maslow a behavioral scientist built a two-dimensional paradigm of variables that impact on people’ s workplace attitude. Both developed rank and satisfaction theory for a variety of peoples needs and how they pursue them. From the theory, Herzberg argues that supervision, company policy, interpersonal relationships, salary and working conditions form hygiene factors but not motivational factors.
Absence of these factors creates job dissatisfaction to workers but not motivation (Koppes, 2007).
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