Content And Process Theories Of Motivation Essay

Motivation is a big influencer of productivity. Many supervisors know that what motivates employees to reach their peak performance is non easy. This is because employees respond in many ways to their jobs and their transcriptions practices. Thus, a carriage that is motivated is sensation which is voluntarily chosen by each employee.The content approach to need is one that is of the assumption that individuals argon motivated by the desire to fulfill inner needs. Content theories ar something that is on the needs that motivate people. On the other hand, process approach to motivation is on how and why people choose particular behavior in order to meet their personal goals. Process theories are on the outside influences or behaviors that people choose to meet their needs. These external or outside influences are usually available to supervisors.An example of the content approach to motivation is Maslows pecking order of Needs which has five level of needs. People go up these le vels as their needs are answered. As the lower needs are satisfied, because the high needs are trigger. The most powerful employee need is that one which has not be yet satisfied. Abraham Maslow presented his needs theory in 1942 and then was published in 1954 in Motivation and Personality. This lavatory be returnous because the employees needs are answered as the person is satisfied.But it has its weakness too because it is rigid and does not binding the other small details that need to be taken into consideration when discussing motivations of people. Another content need is the Alderfers ERG which identified three categories of needs and its advantage is that there is the addition of the frustration-regression hypothesis that when people are not able to meet their higher level of needs, then, the next lower level needs be out. Meanwhile, another one of the content theory is McClellands Learned Needs which divides motivation into the needs for power, link and achievement.T his is the theory that is more on people act their goals. People like to control their situations so they take risks and get feedback on their progress. This is mainly what this content theory means. There is also the motivation for power and for affiliation all under McClellands Learned Needs. Content needs has advantages especially if the person is motivated internally. But if he is not motivated at all, then these content theories are of not much benefit. (McClelland).Examples of the process theory Vrooms apprehension Model which suggests that people must choose among the alternative behaviors because they depart be expecting that these behaviors will also lead to one or more desired outcomes and that the other behaviors will also bring undesirable outcomes. Expectancy states that elbow grease will also lead to first-order outcomes. Equity is the thinking of fairness which is involved in rewards given.Another process theory is the Attention, Relevance, Confidence and Satisfac tion (ARCS) Model of motivational Design or Kellers ARCS Model of Motivation was conceived in the early 1980s by John Keller. This was derived from his theory of motivation, performance and instructional influence genuine in the late 1970s.This is a macro theory that explains a network of relationships of personal and environmental characteristics with focus on the effort, performance and consequences. This is where the idea of reinforcement comes in. It confirms or denies expectations. Several views suggest that internal motivational drives control the lives of peak performers. When one sees a change that lasts, one can be almost be sure that it took roots within the individuals it affects, at the level of their own talents and motives. (Keller).By contrast, many of the quick fixes treat motivation as if it were a fuel one injects into ones system to make one run, and propose solutions that are external to the individual. Peak performers usually claim that external motivators pro duce the shortest-lived results. In effect, this theory is found upon the coordinated ideas of many researches that involve human motivation. It will sustain learners motivation to learn. In short, this theory aims at identifying major categories of variables of individual behavior and of instructional design related to individual effort and performance (Wongwiwatthananukit, Supakit) The ARCS theory integrates several motivational concepts such as the expectancy-value theory, attribution theory, self-efficacy theory, social learning theory, and environmental theories. An effective way of getting attention, the first building block of the ARCS theory is through the collaborative projects and different methods of presentation. Relevance, the next building block of Kellers precedent is achieved by letting students take ownership of the learning experience, making them have more responsibility and commitment to the learning experience. By allowing them to choose a relevant task, they are able to better match their motives and values (Fernandez, Jerry).The third building block is confidence and students learning is enhanced because of his achievements. Confidence is ego building and can thus enhance the way they perceive and learn things. The final building block is satisfaction and learners must have the possibilities to apply new skills (Driscoll, 1993, p. 318 as qtd in Fernandez). These process theories are useful because there are many environmental factors that can influence a person in many ways since they are coming from outside the person. The only problem with this is when the person does not give attention to his external environment or when the external circumstances are not good for the individuals concerned.Indeed, motivation is why individuals behave the way they do. Two important dimensions of the whys of behavior are activation and direction. First, when people are motivated, they do something. Their behavior is activated or energized. Second, whe n people are motivated, their behavior also is directed. Motivation focuses on how adolescents direct their behavior, or put another way, the specific behaviors adolescents select in received situations but not others. Thus, this is what defines motivationit is why individuals behave, think, and feel the way they do, with special consideration of the activation and direction of their behavior (McClelland, David).WORKS CITEDKellers ARCs Model of Motivation. Retrieved May 6, 2008 athttp//www.ittheory.com/keller1.htmFernandez, J. Attribution Theory and Kellers ARCS Model of Motivation. AccessedRetrieved May 6, 2008athttp//chd.gmu.edu/immersion/knowledgebase/strategies/cognitivism/keller_ARCS.htmPitt, Douglas C. Leadership and Motivation The Effective Application of Expectancy Theory. Journal of Managerial Issues. Retrieved May 6, 2008 athttp//www.allbusiness.com/human-resources/employee-development-leadership/801576-1.htmlWongwiwatthananukit, Supakit, Applying the ARCS model of motiva tional design topharmaceutical education. American Journal of Pharmaceutical Education. Retrieved May 6, 2008 athttp//www.findarticles.com/p/articles/mi_qa3833/is_200007/ai_n8910222/pg_8