Contemporary Theories of Motivation and How to Apply Them to Workplace

Motivation theory is the study of what motivates a person to work toward a specific goal or end (Haque , et al., 2014) . It is crucial in many aspects of society, but especially in business and management. This is due to the fact that a motivated employee is more productive, and a productive employee is more profitable (Haque , et al., 2014).

Although we are all familiar with classical theories of motivation, none of them are empirically supported. In terms of contemporary theories of motivation, all are well supported by evidence. The following are some contemporary/modern theories of motivation:

• McClelland’s Theory of Needs

McClelland's Theory of Three Needs highlights the three desires that a person may have. Every

individual is motivated by power, affiliation, or achievement (Kurt S, 2021). One trait is usually more dominant, although the others are present in everyone. According to McClelland (1961), a person has the 3 needs. If this theory is used to motivate employees in a particular workplace, their needs should be categorized under the above 3 types accordingly.

Figure 01: 3 Types of McClelland’s Motivational Needs 

(Source: Kurt S, 2021)

Figure 2: a brief explanation of McClelland's Motivational Needs

Need for Achievement - nACH	Need for Power- nPOW	Need for Affiliation - nAFF
If an individual's primary motivation is achievement, they are motivated to do better simply for the purpose of doing so. They strive to exceed expectations and are ecstatic when they outperform their colleagues. These people enjoy difficulties and desire to be in command of their own achievement. Achievement-oriented people will shift their circumstance or place if it does not suit their needs. They dislike working in groups because they dislike having just a limited amount of influence over the outcome. Instead, people prefer to focus on projects with clear and apparent outcomes.	When a person's primary motivation is power, they are motivated to influence others and gain control. They do not intend to impose a dictatorship, but rather to inspire, delegate responsibilities, and influence people around them. McClelland discovered that power-motivated persons were best suited for positions of leadership within a firm. They were typically successful leaders if they were able to successfully delegate jobs in the workplace. This is not to say that all people who are driven by power would make effective leaders.	When an individual's primary motivation is affiliation, they are primarily motivated by social relationships. They are largely motivated to fit in and satisfy others, and they value their peer ties. These people prefer familiar surroundings and are unlikely to leave their workplace. They also dislike working alone and will go to great lengths to avoid failing their co-workers and supervisors. Even though affiliation-motivated people work well in groups, they are not always the best employees. They are unmotivated to improve since they are comfortable with their current situation.
Application: - Regular feedbacks and evaluations can motivate this type of employees. Independency and autonomy are also important for them.	Application: - If an employee’s need is power, they should be given the chance to lead a team within their capacity which may motivate them.	Application: - These employees can be motivated by assigning them less stressful work and encouraging them to improve inter-personal relationships.

(                                                                                                                                Source: Kurt S, 2021)

   

• Goal Setting Theory by Edwin Locke

In Goal-Setting Theory (GST), (Locke, et al., 1981).defined the "goal" as "what an individual is attempting to accomplish; it is the object or aim of an action". Goal setting, according to (MOELLER, et al., 2012), is the process of establishing clear and effective targets for task performance. (Locke, et al., 1981). also offered evidence that goal setting improves task performance. According to (Latham & Locke, 2007), "a specified high aim leads to even higher performance than asking people to achieve their best".

Figure 03: A Model of Goal-Setting Theory 

(Source: Locke and Latham 2002)

This theory can also be applied in the workplace effectively to achieve better performance from employees. For instance, when an employee is given a challenging task, their ability and potential should be evaluated, and regular feedbacks are important as well (Locke & Latham, 2002). On the other hand, necessary resources are essential as well. For instance, if an auditor is sent to a distant client place, they must be provided with necessary facilities like accommodation, transportation, and technology for them to complete their task successfully without any unnecessary stress (Locke & Latham, 2002).

Apart from the two above-mentioned theories, the Self-Efficacy Theory by Albert Bandura, the Expectancy theory by Victor Vroom, the Equity theory by Stacy Adams, and the Cognitive Evaluation theory is also considered contemporary theories of motivation (Badubi R.M, 2017). All the theories have their strengths and weaknesses, so they should be adopted considering individual differences, organizational culture, and the goals of the company as well (Badubi R.M, 2017).

Reference list

• Badubi R.M, 2017. Theories of Motivation and Their Application in Organizations: A Risk Analysis. INTERNATIONAL JOURNAL OF INNOVATION AND ECONOMIC DEVELOPMENT, 3(3), pp. 44-51.

  Haque M.F, Haque M.A and Islam S, 2014. Motivational Theories – A Critical Analysis. ASA University Review, 8(1).

  Kurt S, 2021. McClelland’s Three Needs Theory: Power, Achievement, And Affiliation. Education Library.

  Latham, G. P., & Locke, E. A, 2007. New developments in and directions for goal-setting research.. European Psychologist, 12(4), p. 290–300.

  Locke, E. A., & Latham, G. P., 2002. Building a practically useful theory of goal setting and task motivation: A 35-year odyssey.. American Psychologist, 57(9), p. 705–717.

  Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P., 1981. Goal setting and task performance: 1969–1980.. Psychological Bulletin, 90(1), p. 125–152.

  Moeller et al.,, 2012. Goal Setting and Student Achievement: A Longitudinal Study. The Modern Language Journal, 96(2), pp. 153-169.