Analysis of Motivation and its Influence on Workers Performance - Coursework Example

Running Head: Analysis of Motivation and its influence on workers performance in a workplace environment, Using students self-assessment test on motivation case study to evaluate how current events affect their future workplace. By Name: Institution: Instructor: Module: Date: Table of Contents Literature Review 3 Case Study 6 Motivation test 8 Analysis and reporting 8 Conclusion 11 References 13 Introduction The major goal of any professional higher education institution is to train students to become ‘reflective practitioners’ able 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 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 development of competencies and skills necessary in 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 show 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 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 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 a less expensive and is not time intrusive compared to traditional means of carrying out assessments. Modern student assessment scales comes in different designs and technology, some are based on electronic gadgets to test their rates without services of their tutor, while others are audio-taped especially for self-assessment in teaching practice. However, self-assessment alone does not achieve necessary skills in workplace scenario. Therefore, integration of problem-solving processes is needed to enhance inter-relationship of content and abilities in the context of self-assessment abilities. Generally, conducting a self-assessment in case studies seeks to ascertain 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 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). Therefore, recognition, achievement, nature of work, advancement and responsibility were determined to be motivators or satisfiers associated to long-term positive impact on performance rather than dissatisfiers or hygiene factors that cause short-term changes before falling back to the previous state. On the other hand Maslow theory addresses hierarchy of needs by rank in the context of work. He postulated that people follow a certain general sequence of recognition and satisfaction to their needs. Subsequently, a person would identify and pursue next higher need in ranks until his or her presently recognized need is completely or substantially satisfied. This is commonly known as prepotency. Most studies on motivation points out workers often fail to articulate their needs in a workplace. It is for this reason that employers have developed ignorance to the demands of workers; instead inform them to adhere to company policy justifying Maslow’s needs hierarchy theory (Koppes, 2007). However, in more recent studies, Glor Eleanor (2005) brought in new dimensions based on role of innovation patterns to organizational culture, and individual motivation. Dynamic workers are able to shift faster to innovation patterns and how they rate real workplace environments through reflection. In this paradigm generated the following assessment patterns, imposed, reactive, proactive, active, necessary, buy-in, continuous and transformational innovation (Glor, 2005). This pattern distinguishes creative and non-performing workers. Proponents of this paradigm base on decentralization, empowered relations, professionalism, organizational slack, staff encouragement and interpersonal communication patterns, recognition and staff training in a bottom-up organizational culture (Glor, 2005). Douglas McGregor, in his book “The Human side of Enterprise” analyzed theories behind workplace individual behavior and formulated two models X and Y theory. X- assumptions represented dislike while the Y-assumptions represent motivators. McGregor theory demonstrates immense potential if put in practice by organizations which recognize change for effective outcomes (Accel-Team, 2008). According to novice-expert –theory (Glaser, 1984; Larkin, 1980 cited in (Koppes, 2007).), it gives an elaboration of problem solving skills that can be applied to distinguish between a novice and an expert as follows, 1. experts look at problems from different angles and are able adapt to changes rapidly, and also discard unnecessary changes fast. 2. when experts confront a problem, they employ a highly organized skills and knowledge on variety of mental sets and tried each one out until they find or achieve a desirable solution. Experts have characteristics like excellence in individual domains, perceive a wide pattern of meaningful ideas, are faster compared to novices in performance and solve problems quickly with minimal error; they have a superior long-term and short-term memory, have strong self-monitoring skills, and analyze problems in a qualitative manner (Society for Industrial and Organizational Psychology, 2003). Case Study (Case study involving Matt Jones, Jack Singleton, and their, boss Peter Finch) 1. Analyze Matt’s motivation using needs theory, equity theory, expectancy theory and goal-setting. Link to the literature. In this case study analysis of Matt’s workplace environment requires consideration of the complex skills mix and behavior (Robbins, Judge, Millett, & Waters-Marsh, 2008). It is important to recognize diverse functions of skill decomposition as represented in expert-and-novice model. This model compares novice-behavior against expert-behavior based on 1. Identification of constituent skills that constitute the complex cognitive skill, 2. provide an open description of each constituent skills, 3. Carry out classification of the constituent skills in workplace for each individual, and 4. Build a sequence used by each worker in practicing the constituent skills at a macro-level (Ladyshewsky, 2007). Matt exhibits behavioral, motivational and self-enhancement characteristics that are not subjective achievement of goals in future. He has tendency of subjectively anticipating success now than face future failure, this is a protective strategy that keeps or avoids self-threats (Peetz, Wilson, & Strahan, 2009). In contrast Jack presents his identity and self by thoughts of the present or past events affecting his future self in terms of behavior, motivation and well-being (Robbins et al, 2008).Based on this context, lack of present of motivational goals in present temporal distance impacts negatively on Matt’s ego and future behavior and attitudes. According to temporal construal theory, temporal distance influences the individual’s future perception of events (Ladyshewsky, 2007). Therefore, Matt is able to see closer events only, which lead to a low-level and more concrete representation. His colleague Jack is able to see distant events in a high-level and more abstract representation (Peetz et al, 2009). Matt is also a defensive pessimists as witnessed in his appraisal interview, comments on Jack’s performance and company reward policy. He fills motivated by focusing on potential failures in a given task through anticipated failures, thus facilitating better outcomes. This is manifested in his insistence on customer satisfaction unlike his co-worker Jack who is manipulative in seeks to expound company business base (Peetz et al, 2009). 2. If you were Peter Finch, what would you do to make sure that Matt was motivated? Link to the literature. Peter Finch as the boss has to apply a temporal self-appraisal theory, which explores the links between Matt’s present identities and tell him to avoid temporal extended self-identity. Matt needs staff training in order to shift his preferences on subjective or perceived temporal distance from past selves in order to enhance or protect present self. This will generate ambition and success in matt. Milne (2007) argues that initiation of programmes that recognize and offer rewards positively affect performance, motivation and improvement of workers interest in the organizations. Peter should therefore try a team-work based incentives appraisal possibly to motivate Matt and achieve a wider range of positive outcomes (Ladyshewsky, 2007). Secondly, Peter can to decide to go for extrinsic or intrinsic motivation in designing recognition and rewards programmes. From the case study, matt was de-motivated by selective rewards given to Jack generating the argument on whether rewards undermine both performance and motivation. In this case, the manager, Mr. Peter should consider collective team motivation to encourage Matt and build co-operation. However, the current selective appraisal may also motivate Matt if he accepts competition and training on how individual efforts are translated to group performance (Milne, 2007). Workers retention requires organizations to impress strategies geared towards better goals and objectives. Therefore, Peter should consider Matt’s preferences by administering and self-assessments test. The results will enhance motivation necessary to retain his competent workforce skills and experience. The ultimate and most widely accepted decision is to uniformly include incentives like housing allowances, post-retirement terms, salary increments and promotions, and family medical and educational cover (Gberevbie, 2008). However, this decision is debatable based on a scientific postulation that an individuals’ ability to perceive and predict chances of future reward or success are actually pre-determined by midbrain dopamine. Where neural and psychological contexts offer an individual cognitive understanding in shaping a goal-directed behavior (Daw & Daphna, 2008). Motivation test Analysis and reporting Within the scope of analyzing self-assessment, a questionnaire was taken by students. The first part shows a combine motivation test results and the second part is the motivational dimensions. All questions were completed and used for analysis. The combined results on motivation test show a 74% of motivational impact on behavior of worker. The most prominent motivation characteristics being flexible and progression (See Table 1) it also manifests impact on future intention. A small fraction of about 20% reflects an intention of not applying in future workplace in teamwork, management and business prosperity (Society for Industrial and Organizational Psychology, 2003). An employer basing on this motivation test is more likely to adopt different styles that limit training opportunities, boost satisfaction at workplace, and avoid deterioration effects on the workers psychological behavior. The greatest advantage from the motivation results is the adoption of a flexible strategies that allows increase in retention rate, higher motivation and commitment by workers, widen recruitment options, and better planning in hiring staff (Eklof, 2006). From these findings, merits of using flexible work strategies can be compared to the discussion of case study in this paper in terms of encouraging and increasing motivation and performance. However, this self-assessment had limitations since not all students have the motivation to do the test best thus the results may underscore their outcomes. Secondly, exploratory factor analysis should be carried out to determine the relationship between the questionnaire rating scale and self-concept questionnaire items (Casio & Aguinis, 2005). All items in the scale were measured on a ten-point scale and rated from highly unfavorable attitude to highly favorable attitude (1= not motivated at all, 5 = averagely motivated 10 = very motivated) are represent in Table 1 below. Table 1 shows results of the motivation test, rating scale against motivation dimensional questionnaire for appraised and non-appraised workers. Rating scale Motivation Questionnaire Lower Average Higher 1 2 3 4 5 6 7 8 9 10 Motivation Dimension: Drivers < y > < x > Activity: working in a busy environment < y x > Achievement: eager to face new challenges < x > < y > Competition: striving to be the best < x > < y > Fear of Failure: self identity Motivation Dimension: Control < y >< x > Power: aiming higher and being in charge < y x > Recognition: goods skills & competence < yx > Status: Job seniority < y >< x > Ethics: observing ethical issues Motivation Dimension: Challenges < y > < x Interest: creativity, variety and stimulating < y > < x > Flexibility: flexible working environment < y > < x > Progression: chances of getting promotion Motivation Dimension: Relationships < y >< x > Pressure: meeting tight deadlines < x > < y > Teamwork: good teamwork player < yx > Management: leadership demands < y>< x > Business: working in private or public sector Motivation Dimension: Rewards < y > < x > Remuneration: boosting earnings < x >< y > Job Security: permanent or part-time job < yx > Autonomy: Freedom at workplace < yx > Growth: bottom – up opportunity (Source: Gullickson & Howard, The Personnel Evaluation Standards: How to Assess Systems for Evaluating). Notes: < y > represents rating range for workers not on appraisal scheme and < x > represents the average range of the motivation score for appraised workers The results of self-assessment test confirm that motivation in workplace needs adequate consideration as a key priority strategy in organizations. Because, Score cards and pay for performance or any form of worker appraisal result to a positive impact on productivity and negatively to low performing colleagues that did not receive any awards. To gain improvements in workplace through motivation, regular, leadership training need to be embedded in the organizational culture. The results also point out that assessment should not only be based to individuals but also to quality of work or products and are summarized based on path-goal theory of leadership (Figure 1) (Gullickson & Howard, 2008). Fig. 1 Represents mix of complex skills in path-goal theory. (Source: http://faculty.css.edu/dswenson/web/LEAD/path-goal.html). Drive factor considers the four dimensions of personality that either reduces or increases a person’s motivation at work. These include Achievement, activity, competition, and fear of failure. The control factor includes power, status, recognition and ethics dimensions that influence a person’s motivation and enthusiasm. The challenge factor is important to employers for rating a person’s job satisfaction, enthusiasm and motivation. This is characterized by progression, interest, and pressure and flexibility dimensions. The category of Rewards is an essential aspect of appraising workers and it measures impact of motivation through rewards and opportunities. This considers workers’ job security, remuneration, growth and autonomy (Eklof, 2006). Conclusion Examination of the literature, theories on motivation and case study analysis of motivation test in this paper. Self-assessment test presentment interesting results, the questionnaire raised aspects of Practical qualitative, conceptual, and quantitative personal attributes or behavior. On practical qualitative questions, excellent individuals will always under-rate their capabilities while poor individuals will always struggle to over-rate themselves. Similarly, high performing workers are able to predict their performance compared to low-performers. One can therefore conclude that self-assessment and performance appraisal programmes can positively affect workers retention rate, performance and motivation. Although team-based appraisal is problematic, if well administered it encourages and supports a greater range of better outcomes. However, the intrinsic question which research studies have failed to address appropriately is which motivation programmes can facilitate an avenue for workers to share skills and knowledge (Milne, 2007). References Accel-Team. (2008). Employee Motivation: the Organizational Environment and Productivity. Retrieved September 22, 2009 from Casio, W.F., & Aguinis, H. (2005). Applied Psychology in human resource management (6th Ed.). Upper Saddle River, NJ: Prentice Hall. Daw, DN., & Daphna, S. (2008) Social Cognition; The cognitive neuroscience of motivation and learning. ProQuest Psychology Journals. (26) 5, p. 593 Eklof, H. (2006). Development and validation of scores from and instrument measuring student test-taking motivation. Educational and Psychological Measurement. Sweden Gberevbie, DE. (2008). ‘Staff Recruitment, Retention Strategies and Performance of Selected Public and Private Organizations in Nigeria.’ Ph.D. Thesis. Covenant University, Ota. Glor, ED. (2005). ‘Innovation Patterns.’ The Innovation Journal. Retrieved September 22, 2009 from Gullickson, A.R., & Howard, B. B. (2008) The Personnel Evaluation Standards: How to Assess Systems for Evaluating. P.122 Koppes, L.L. (2007). Psychology: Historical perspectives in industrial and organizational psychology‎. P. 218 Ladyshewsky, RK. (2007). A strategic approach for integrating theory to practice in leadership development. Leadership & Organization Development Journal. 28 (5), pp. 426 – 443 Michaelson, C. (2005). Meaningful Motivation for Work Motivation Theory. Academy of Management Review, 30(2), 235-238. Business Source Premier Database. Milne, P. (2007). Motivation, incentives and organizational culture. Q Emerald Group Publishing Limited, 11(6), 28-38, Retrieved September 22, 2009 from Pearson technical report. (2007). Development of Workplace Personality Inventory. San Antonio, TX: Author. Retrieved September 22, 2009 from Peetz, J., Wilson, A.E., & Strahan, E.J. (2009). So far away: the role of subjective temporal distance to future goals Social Cognition. ProQuest Psychology Journals, 27(4), 475. Robbins, S. P., Judge, T. A., Millett, B., & Waters-Marsh, T. (2008). 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