What influences motivation. Factors affecting the motivation of labor activity

Continuation of test work No. 1 in lecture No. 6.

Continuation of control work No. 1.

According to the data on the distribution of enterprises in the region by turnover (Table 5.10.), Determine:

Average volume of trade;

median.

For all calculations, draw conclusions. The data of each calculation is presented in the form of tables.

Table 5.10.

5.1. Motivation and efficiency of activity.

The relationship between motivation and performance quality is not linear. So, according to the direct logic of reasoning, the motive acts as a factor that determines the level of human activity and, consequently, the efficiency and quality of the activity performed by him. In reality, things are much more complicated.

Historically, the study of this issue began in the first quarter of the 20th century in connection with the study of the influence of stimulation of various strengths on the level of activity, the strength of the emotional reaction, and the effectiveness of learning. At the same time, motivation was understood as any stimulating effect on the activity of humans and animals, up to the introduction of pharmacological preparations. It was revealed, and above all by the experiments of Yerkes and Dodson, that excessive stimulation leads to a slowdown in the rate of learning. In the experiment, a task was given that assumed three levels of discrimination; three levels of stimulation (motivation) were also provided: strong, medium and weak electric shocks as a punishment for a mistake.

The results obtained in this case are presented in Fig.1. The abscissa shows the levels of electric current strength, the ordinate shows the number of samples needed to achieve good discrimination; three curves correspond to three levels of problem difficulty. The results of the experiment show that in each case there is an optimum current strength (motivation), at which learning occurs most quickly. It is also important that the optimal stimulation also depends on the difficulty of the task: a difficult task requires weak motivation, while an easy task requires strong motivation.

Rice. 1. Scheme illustrating the Yerkes-Dodson law.

The revealed patterns are called the Yerkes-Dodson laws, which have acquired wide popularity both abroad and among domestic psychologists. These laws state that:

1) with an increase in motivation to a certain level, the quality of activity also increases, but a further increase in motivation, after reaching a plateau, leads to a decrease in productivity. The level of motivation at which the activity is performed most successfully is called optimum motivation. Those. h eat stronger desire - the better results. But only up to a certain limit. If motivation crosses this “peak”, results deteriorate.

2) the more difficult the activity performed by the individual, the lower the level of motivation is optimal for him. The corresponding dynamics are graphically displayed as bell curves.

Meanwhile, speaking about this law, it is necessary to make some remarks: the experiments of Yerkes-Dodson are not proof that they are talking about motives. Most likely, the effectiveness of learning changed due to different levels of anxiety, fear of punishment.

And yet, first of all, practice confirms that the optimum motivation and strength of the motive exists. Here are examples to prove it.

There are observations that schoolchildren who answered worse than usual in exams are people with super-strong motivation, characterized by high self-esteem and an inadequate level of aspirations. In exams, they clearly show signs of emotional tension.

Therefore, there is no doubt about the validity of the words of the famous swimmer, the Olympic champion, who said that if she is oriented to the maximum and generally to a certain result, she will not show a good time. It should be focused not on seconds, but on the correct passage of the distance,

It should be noted that the measurement of the strength of the motive, that is, in essence, the energy characteristics of the need, still encounters significant difficulties. In most cases, researchers are forced to be content with subjective assessments of the strength of need and motive, which are identified using various questionnaires.

Thus, in real life, excessive motivation (personal significance, the value of the activity performed, excessive external stimulation) may not only not improve the results, but contribute to their significant decrease.

For example, a teacher who constantly emphasizes that the final exam in his subject is of particular importance to students, runs the risk of getting the opposite result: most students will pass it significantly worse than their abilities.

Such motivation is called excessive (otherwise it is also called hypermotivation or remotivation). That is, when a person already has a sufficient level of motivation, his additional stimulation can lead to disorganization of activity. The phenomenon of remotivation is especially evident in the following situations: before important tests (exams, sports competitions, public speaking, defense of a diploma or dissertation); if necessary, perform the task in a quality manner in the presence of especially significant people or people who threaten negative evaluation (for example, if there is an inspector at the lesson); if there is a need to perform important work in a short time; in conditions of fierce competition, when a high material reward is assigned for the victory.

An important factor of motivation is the presence of other people. Their presence has a significant impact on the physical and intellectual activity of a person, the level and nature of his activity, the choice of appropriate means and goals.

The degree of novelty of the situation is also of great importance: the need to perform new tasks in a new situation. If the conditions of activity and the social environment are well known, the effect of hypermotivation under the influence of social factors does not arise.

5.2. "Shortened Motivation".

A special mechanism of determination of activity is realized in the conditions of performing frequently repeated, habitual actions. In this case, there is no need for motivation. In fact, we are not talking about the disappearance of motivation, but about its curtailment, automation, when the emergence of a need is not accompanied by the stage of its awareness, but immediately launches actions to satisfy it, previously tested and consolidated many times. In this case, one speaks of the so-called "shortened" motivation that arises and is consolidated by the formation in a person in the process of accumulating life experience of certain motivational schemes (attitudes, behavioral patterns).

A slightly different look "shortened" Motivation is the tendency of a person to act impulsively, that is, on the first impulse, under the influence of external circumstances or emotions. At the same time, a person does not even have time to think about the expediency and consequences of the act performed.

Impulsive behavior can be caused by various reasons. Most often, it manifests itself in children of preschool and primary school age and is caused by the lack of formation of mechanisms for controlling behavior. AT adolescence a high level of emotional excitability as a result of intensive hormonal development has a greater influence on its occurrence. In older people (senior schoolchildren, adults), the most common causes Such behavior is affected by affective states, overwork, general weakness of the body (asthenia), and some diseases of the nervous system.

5.3. Factors blocking activity and motivation

A special place in the problem of motivation is occupied by the study of factors and conditions that contribute to the blocking of an individual's activity. In experiments on animals by M. Seligman, it was convincingly shown that the lack of real opportunities for an individual to change an unpleasant situation for her for the better leads to the formation of the so-called learned (trained) helplessness. For example, through the metal floor of the cage where the experimental rats were placed, an electric current was passed through a certain period of time. Initially, the animals showed some activity: they tried to find a way out of the cage, a safe zone, or a way to stop the unpleasant effect. When they were convinced that no actions made it possible to change the situation, they became passive and passive, stopped all searches, huddled in a corner and sat motionless there, losing interest even in food. Their general vital activity seemed to fade away.

Then the animals were transferred to a cage where there were real opportunities to change the situation. In any case, rats that did not have such a negative experience quickly “discovered” for themselves the possibility of jumping to another, safe room or opening the current by pressing the pedal. The same animals that participated in the first series of experiments continued to remain mostly passive, not even trying to make any effort. Only 20% of the experimental rats retained the ability to continue an active search.

School reality is filled with examples of learned helplessness according to the appropriate mechanism, when a child’s chronic lack of positive achievements, success in learning leads to his complete passivity in learning activities, inability to cope even with simple educational tasks.

Resilience to failure significantly depends on the presence in the past of the individual of a positive experience of getting out of difficult situations. Resilience to failure increases when successes and failures in achieving a goal alternate fairly evenly and in a balanced way.

Factors contributing to the emergence of the phenomenon of learned helplessness, thus are:

1. The presence of previous experience of failures, when, due to life circumstances, confidence is formed in the impossibility of controlling the situation and changing it for the better through one's own efforts.

2. Attributing responsibility for success to random circumstances, that is, the attitude that everything depends on the case.

3. Confidence that the situation is, in principle, solvable and the matter is only in the individual himself, his inability to cope with the problem. If a person knows or inspires himself that this situation is in principle unsolvable, the state of helplessness does not arise.

4. Confidence that other people are able to cope with similar tasks, while the individual himself consistently receives a negative result. As a result, he begins to generally doubt his ability to ever find correct solution, transfers situational negative self-esteem to self-assessment as a person as a whole.

5. Lack of feedback on the reasons why the efforts made are either effective or useless. In this case, a person develops an experience of uncontrollability of the situation and circumstances of life in general.

6. The presence of constant negative assessments from the outside, regardless of efforts and concrete results.

7. Frequent negative comparison by a significant person (teacher, experimenter) this person, his actions and results with other people who are more successful.

8. The presence of inflated expectations from the situation, the high significance of the expected results in the absence of a person's real means of achieving them and the inability to objectively realize this.

9. The general predisposition of a person to generalization, the transfer of private failures to other life circumstances, as a result of which he enters similar or qualitatively different situations with already weakened self-confidence and his abilities.

10. The presence of certain individual qualities, for example, the inability to make prolonged volitional efforts, general weakness and exhaustion of nervous processes.

Another important factor contributing to decreased activity is incorrect (non-optimal) reinforcement regime.

Under reinforcement regime understand a set of rules and actions, according to which certain actions are authorized and encouraged. Violation of a certain balance of reinforcements leads to a restructuring of the motivation for activity and a decrease in activity.

Thus, it has been experimentally proven that procedural-content motivation as an interest in the activity itself, enthusiasm and positive experiences from being included in the process of its implementation can be significantly reduced by introducing additional external incentives (for example, material rewards). That is, with an increase in external motivation, material benefits associated with certain achievements, the disinterested attractiveness for a person of the activity itself often decreases. This is especially noticeable in cases where the additional reward was withdrawn after a certain period.

For example, a child was happy to perform some household chores (watered houseplants). Parents, touched by his diligence, introduced an incentive: they began to give out additional money for personal expenses. However, after some time, considering that there was no need to further reward for what had become the norm of behavior, they stopped issuing money. As a result, the attractiveness for the child of the corresponding actions (caring for flowers) has sharply decreased.

The nature and mode of issuing reinforcements can have a significant impact on the activity and effectiveness of a person. For example, types of positive reinforcement are praise, positive evaluation, approval. However, gradually for a person who is being praised, yni become an intrinsic value; in their absence, activity ceases or deteriorates sharply. The form of negative reinforcement is often censure, shouting, threat. However, with frequent use, they cease to work. Now, in order to achieve the desired effect (reinforce the desired behavior), it is necessary to increase the strength of the reinforcement: shout louder, blame more angrily, threaten more.

The weakening of the attractiveness of a certain type of activity or behavioral responses due to the lack of reinforcement of those manifestations of activity that were previously encouraged is called fading. Fading is not only a negative phenomenon, although, of course, in a person’s life it often plays just such a role: the level of activity, the sharpness of impressions and interest, the degree of involvement in certain activities decrease. However, sometimes it is vital that the reaction completely disappear (for example, to give up inappropriate habits or needs). In this case, even episodic random reinforcement can significantly slow down this process. So, people who have tried to quit drinking, smoking, tried to go on a diet, know how difficult it is, once breaking the ban, then return to self-restraint.

An important condition maintaining human activity is the correct management of reinforcement procedures: expansion and deeper awareness of the meaning and personal significance of actions performed or blocked, the transition from external reinforcement to self-reinforcement, giving the status of reinforcement to aspects directly related to the corresponding actions (for example, gymnastics as a means of improving health begin to bring pleasure by the very fact of physical activity).

Characteristics of the motivational sphere of a person. In human behavior, two functionally interrelated aspects can be distinguished: incentive and regulatory. The regulatory side provides flexibility and stability of behavior in various conditions. Incentive - provides activity and direction of behavior. The description of this side of behavior is connected with the concept of motivation. Motivator stimulus, stimulus, signal.

For the first time the word "motivation" was used by A. Schopenhauer in the article "Four principles of sufficient reason". Then this term became firmly established in psychological use to explain the causes of human and animal behavior.

Currently, motivation as a mental phenomenon is interpreted in different ways. In one case, as a combination of supporting and guiding factors, i.e. determining behavior, in another case - as a set of motives, in the third - as an impulse that causes the activity of the organism and determines its direction. Motivation- desire, intention to act, energy charge.

In addition, motivation is considered as a process of mental regulation of a specific activity, as a process of motive action and as a mechanism that determines the emergence, direction and methods of implementing specific forms of activity, as an aggregate system of processes responsible for motivation and activity.

Hence, all definitions of motivation can be attributed to two directions. The first considers motivation from structural positions as a set of factors or motives. For example, according to the scheme of V.D. Shadrikova, motivation is determined by the needs and goals of the individual, the level of claims and ideals, the conditions of activity (both objective, external, and subjective, internal - knowledge, skills, abilities, character) and worldview, beliefs and orientation personalities etc. Taking into account these factors, a decision is made, an intention is formed. Personality- an integral psychological structure that is formed in the process of a person's life on the basis of his assimilation of social forms of consciousness and behavior. Decision-making- the choice of many options for satisfying a need or refusing to satisfy it.

The second direction considers motivation not as a static, but as a dynamic formation, as a process, a mechanism. In both cases, motivation acts as a phenomenon secondary to the motive. Moreover, in the second case, motivation acts as a means or mechanism for the implementation of existing motives: a situation has arisen that allows realizing the existing motive, motivation also appears, i.e. the process of regulation of activity with the help of motive. For example, V.A. Ivannikov believes that the process of motivation begins with the actualization of the motive. This interpretation of motivation is due to the fact that the motive is understood as the subject of satisfaction of needs (A.N. Leontiev), i.e. the motive is given to the man, as it were, ready. It does not need to be formed, but you just need to update it (cause its image in the mind of a person).

However, with this approach, writes E.P. Ilyin, it remains unclear, firstly, what gives motivation - the situation or the motive, and secondly, how does the motive arise if it appears earlier than the motivation. In this regard, some explanation can be found in V.G. Leontiev, who distinguishes two types of motivation: primary, which manifests itself in the form of need, attraction, drive, instinct, and secondary, manifests itself in the form of a motive. At the same time, the motive as a form of motivation arises only at the level of the individual and provides a personal rationale for the decision to act in a certain direction in order to achieve certain goals.

In many cases, psychologists (and biologists and physiologists - constantly) under motivation mean the determination of behavior, therefore, they distinguish external and internal motivation. determination- causal conditionality of events and phenomena by external and internal factors (stimuli, stimuli). External motivation (extrinsic)- the formation of a motive under the influence of external factors. intrinsic motivation (intrinsic)- the process of formation of motivation based on internal factors (needs, drives, desires).

Along with psychologists, the problem of motivation and motive is also being developed by criminologists. Among them, too, there is no common understanding of motivation. In one case, it is understood as a method of self-governance of the individual through a system of stable motives, i.e. through motives, in another case - as a process of formation of the motive of behavior, in the third - as a set of motives, as a complex and contradictory, changeable dynamic system.

Let's take a quick look at the main elements. motivational sphere of personality.Motivational sphere of personality- a complex system of diverse motives (attitudes, needs, interests, etc.), reflecting various aspects of a person's activity and his social roles. One of the most important motivational concepts is the concept of "need".

Motivation- this is a system of motives that cause the activity of the individual, determine the direction and nature of his behavior and activities. This includes such formations as needs, motives, intentions, goals, interests, aspirations (Fig. 1). Motivational Traits- the mental properties of the individual, determining the choice of direction of activity and behavior.

		Elements of the motivational sphere
needs
attraction					installations
		values							beliefs

Rice. 1. Elements of the motivational sphere of personality

Need – this is a state of need of an organism, an individual in something necessary for their normal existence. The main characteristics of needs are: a) strength; b) frequency of occurrence; c) ways of satisfaction; e) the subject content of needs (i.e., the totality of those objects with the help of which this need can be satisfied).

The whole variety of needs can be reduced to two main classes (Fig. 2):

biological (vital);

informational (underlying social needs);

material;

Spiritual.

			Types of needs
vital		material			informational				spiritual

Rice. 2. Types of human needs

Biological needs are easily and quickly satiated. The regulatory function of biological needs is limited, since they determine behavior in relatively short periods of time during which needs are satisfied. If an animal or a person acted under the influence of only these needs, then their activity would be very limited.

Informational needs (these include both cognitive and social) are unsaturable or much less saturable compared to biological needs. Therefore, their regulatory function in relation to human behavior is unlimited.

material- in housing, clothing, household items, etc.

Spiritual- in communication, in the pursuit of science, art, etc.

motive(from Latin movere - set in motion, push) is an object that acts as a means of satisfying a need (A.H. Leontiev). With the same need, different objects can act as motives for the observed behavior. If a need creates a kind of energy tension that serves as a determining factor in activity, then the direction of this activity is provided by a motive. Motives, unlike needs, are potentially conscious.

Human activity is directed not by one motive, but by their combination. At the same time, it is possible to distinguish internal motives (meaningful) and external motives (motives-incentives). At the heart of internal motives are the needs of a person, his emotions, interests. External motives include goals emanating from the situation (environmental factors). The totality of internal and external motives is organized in a certain way and constitutes the motivational sphere of the personality. The main relations that characterize the motivational sphere of the personality are the relations of the hierarchy of motives. Personal orientation- a concept that denotes a set of needs and motives personality, determining the main direction of its behavior.

Target- a perceived and expected result, to which a person's behavior or activity is directed. Result- the final result of the process of satisfying a need, fulfilling a desire, intention, achieving a goal.

The goals realized by a person are derived from the motives that induce, guide and regulate his activity. In the real correlation of motive and goals, a special function of motive arises - meaning-forming. The same motive can serve as the basis for setting different goals.

Thus, there is a close relationship between the concepts of "need", "motive" and "goal". Needs mean the state of a certain deficit, and motive means the direction of behavior towards some object in order to eliminate this deficit. The need and motive act as an internal, and the goal - as an external aspect of motivation.

In addition to the listed elements, interests, desires and intentions, tasks are considered as stimuli of human behavior.

Interest is a cognitive-motivational state of a cognitive nature, which is associated with one central need. S.L. Rubinstein defines interest as the focus of the subject's thoughts on a particular subject. Interest corresponds to a special type of orienting research activity.

Wishes and Intentions- these are situationally arising and quickly replacing each other subjective states that meet the changing conditions for performing actions. Task – given under certain conditions, the goal of the activity, which must be achieved by the transformation of these conditions according to a certain procedure.

Motivation should be distinguished from motivation and motivation. Motivation is a rational explanation by a person of the reasons for a particular action by indicating, as a rule, socially acceptable circumstances for him and those around him that prompted him to choose this action.

With a lack of motivation, i.e. in those cases when the needs and motives of a person cannot support his purposeful activity at the required (or normatively specified) level, there is a need for motivation. motivation is the process of inducing activity and communication in order to achieve personal or organizational goals. The following types of situations in the organization may indicate its need:

* people (for example, employees of an organization) have a large lack of motivation aimed at personal and professional development;

* there are a significant number of regulators (anti-motivators) that block human activity ( motivator- a factor influencing decision making and intention formation);

* Existing motives do not fully meet the tasks of improving personnel, considered from the positions and interests of the administration and the employees themselves.

In each of these cases, the motivation strategy will be different. This is, first of all: the stimulation of the processes of meaning formation and goal setting; formation of new sources of activity; change in the incentive function of existing motives.

On the relationship between the concepts of "motive" and "motivation" different authors express different opinions. So, B. F. Lomov considers motivation to be the totality of all human motives in this moment time, thus emphasizing the moment of relevance contained in this phenomenon. At the same time, the author notes that the development of the motivational sphere is not a simple "layering" of some motives on others - new ones on old ones - or a simple sum of motives. BF Lomov understands the motivational sphere of personality as the totality of a person's motives, which is formed and develops throughout a person's life, i.e., emphasizes its historicism. Motivation is the result of dialectical development with differentiation and integration of individual motives within a complex system, characterized by inconsistency and the emergence of new qualitative features. If we take individual motives as elements of the system, and the whole process is presented as a systemic process, then the integration of motive elements will lead to the formation of a new quality, and not just to the summation of individual elements.

One of the most prominent experts in the field of studying motivation, X. Heckhausen, adheres to a more categorical point of view, believing that the concepts of "motive" and "motivation" are different both in volume, individual characteristics, qualitative and quantitative features, and in terms of its functional role. In other words, motive and motivation are psychological phenomena close in name, but quite deeply differing in function and structure. Both motive and motivation are factors that determine the determination of behavior, but the nature of this determination in the first and second cases is different.

In the problem of determining human behavior by motivation, two research plans can be distinguished. The first aspect is the study of the active effectiveness of motivation, which characterizes the influence of motives on specific features of activity, its acceleration or deceleration, changes in its qualitative and quantitative parameters, direction, etc.; the second is the study of potential features of motivation. At the same time, the influence of motivation on activity is closely related to the totality of the individual's attitudes to a particular object, phenomenon, goal of the forthcoming or ongoing activity. Nevertheless, B. F. Lomov emphasizes that it is not this potential side of motivation, but special motives determine the active moment of the beginning of real activity to achieve the goal (and in this position it approaches the position of A. N. Leontiev about “motives-stimuli”, which serve as triggering factors at the beginning of activity).

The system of human motives is characterized by dynamism: a gradual change in its content, intensity, prevalence (generalization); hierarchy, i.e., different significance for a person, individual motives; relative stability: sufficient inertia and tendentiousness and other characteristics. In other words, the motivational sphere of a person is closer to the essence of the personality in comparison with motives; it is one of the most important structural components of the personality, in contrast to motives, which can be represented as separate elements that make up this system.

S. L. Rubinshtein believed that motivation is a subjective determination of human behavior mediated by the process of reflection by the external environment. Through motivation, a person is included in the context of reality. Thus, human behavior is determined by motivation, which is an indirect reflection of the objective world. In other words, this definition clearly indicates the active, stimulating value of motivation in the course of activity.

The study of V. G. Aseev is devoted to the problem of motivation, according to which the basis of any goal is a need, expressed in a tense actual state of a person, characterized by a negative experience of dissatisfaction with the need and the desire of the subject to satisfy it. It is tension that prompts him to vigorous activity aimed at changing, reducing the tension of this state, which has a negative emotional connotation. Motivation reflects the contradiction between attraction as a direct desire to fulfill a need and the need to perform one or another action, conscious of the requirements, a sense of duty, duties, i.e., due to objective necessity. VG Aseev believes that motivation includes all types of motives, including needs, drives, motives, interests, aspirations, goals, ideals, motivational attitudes and dispositions of the individual. Thus, according to the author, motives should be considered a general term for the above mental phenomena. Without going into a detailed criticism of the assumptions made by V. G. Aseev, we still believe that these concepts should be distinguished and the main difference lies not so much in the varying degree of awareness and, therefore, the "connection" of the individual to the process of activity stimulated by the above-described mental factors, how much in a different functional meaning, for example, attraction and interest, ideal and specific goal, etc.

If we consider a person's life as his movement forward along the path of development, then we can say that life is a process of constantly overcoming new boundaries, achieving better results, self-development and personal growth. And in this process, one of the leading roles is played by the question of the meaning of all actions and deeds that a person performs. What influences human activity and behavior? Why is he doing anything at all? What motivates him? What motivates? After all, any action (and even inaction) almost always has its own motive.

So that we can better communicate with each other, so that it is easier for us to understand the people around us and ourselves, as well as others and our own own actions Let's talk about what motivation is. This question is as important for psychology as, for example, its foundations or methods. For this reason, we devote a separate lesson to the topic of motivation, in the process of studying which we will get acquainted with the process of formation of motivation, the system of motivation, theories of motivation, its types (labor, educational, self-motivation). We will learn about the methods of managing the motivation of labor and staff, students, schoolchildren and ourselves; Let's talk in detail about ways to stimulate and increase motivation.

What is motivation?

And the conversation about motivation should begin with a clear definition of this concept. The concept of "motivation" comes from the Latin word "movere" to move. There are several definitions of motivation:

• Motivation is a call to action.
• Motivation- is the ability of a person to satisfy his needs through any activity.
• Motivation is a dynamic psychophysiological process that controls human behavior and determines its organization, direction, stability and activity.

Currently, this concept is understood by different scientists in different ways. Someone is of the opinion that motivation is a set of processes responsible for motivation and activity. Others define motivation as a set of motives.

motive- this is an ideal or material object, the achievement of which is the meaning of activity. It is presented to a person in the form of specific experiences, which can be characterized by positive emotions from the achievement of this subject, or by negative ones associated with dissatisfaction in the present position. To understand the motive, you need to do serious inner work.

Motive is often confused with a need or a goal, but a need is a subconscious desire to eliminate discomfort, and a goal is the result of a conscious goal-setting process. For example, hunger is a need, the desire to eat is a motive, and food, to which a person’s hands reach out, is a goal.

Motivation is a complex psychological phenomenon, which is the reason for its diversity.

Types of motivation

In psychology, it is customary to distinguish the following types of human motivation:

• External motivation- this is a motivation that is not related to the content of some activity, but is due to external circumstances for a person (participation in competitions to receive an award, etc.).
• intrinsic motivation- this is motivation associated with the content of the activity, but not with external circumstances (going in for sports, because it delivers positive emotions, etc.).
• positive motivation- this is a motivation based on positive incentives (if I am not capricious, then my parents will let me play a computer game, etc.).
• Negative motivation- this is a motivation based on negative incentives (if I do not act up, then my parents will not scold me, etc.).
• sustainable motivation- this is a motivation based on the natural needs of a person (quenching thirst, hunger, etc.).
• Unsustainable motivation is a motivation that requires constant external support (quit smoking, weight loss, etc.).

Stable and unstable motivation differs in types. There are two main types of motivation: "towards" or "from" (also often referred to as the "carrot and stick method"). But there are additional types of motivation:

• Individual motivation aimed at maintaining self-regulation (thirst, hunger, pain avoidance, temperature maintenance, etc.);
• Group motivation(caring for offspring, finding one's place in society, maintaining the structure of society, etc.);
• cognitive motivation(game activity, research behavior).

In addition, there are separate motives that drive people's actions:

• Self-affirmation motive- the desire to assert itself in society, to obtain a certain status, respect. Sometimes this desire is referred to as prestige motivation (the desire to achieve and maintain a higher status).
• Identification motive- the desire to be like someone (authority, idol, father, etc.).
• Power motive- the desire of a person to influence others, to lead them, to direct their actions.
• Procedural and substantive motives- motivation for action through not external factors, but the process and content of the activity.
• External motives- the factors inciting to action are outside the activity (prestige, material wealth, etc.).
• The motive of self-development striving for personal growth, realization of one's potential.
• achievement motive- the desire to achieve the best results and master the skill in something.
• Prosocial motives (socially significant)- motives that are associated with a sense of duty, responsibility to people.
• Motive of affiliation (accession)- the desire to establish and maintain contact with other people, to contact and pleasant communication with them.

Any kind of motivation plays a very important role in the study of human psychology and behavior. But what influences a person's motivation? What factors? It is to study these questions that motivation theories are applied.

Theories of motivation

Theories of motivation study and analyze the needs of a person, their content and how they are related to his motivation. They attempt to understand what motivates a person to a particular activity, what needs motivate his behavior. The study of these needs led to the emergence of three main directions:

Let's consider each direction in more detail.

Analyze the factors that influence motivation. For the most part, they focus on the analysis of human needs. Content theories describe the structure of needs and their content, as well as how all this is related to the motivation of the individual. The emphasis is on understanding what motivates a person to act from within. The main theories of this direction are: Maslow's hierarchy of needs theory, Alderfer's ERG theory, McClelland's theory of acquired needs and Herzberg's theory of two factors.

Maslow's hierarchy of needs theory

Its main provisions are:

• Man always feels the need for something;
• Strongly expressed needs experienced by a person can be combined into groups;
• Need groups are arranged hierarchically;
• A person is driven to action by unsatisfied needs; Satisfied needs are not motivation;
• The place of a satisfied need is occupied by an unsatisfied one;
• In a normal state, a person feels several needs at once, which interact in a complex way;
• First, a person satisfies the needs at the base of the pyramid, then the needs of a higher level begin to affect the person;
• A person is able to satisfy the needs of a higher level a large number ways than lower level needs.

Maslow's pyramid of needs looks like this:

In his work “On the Psychology of Being”, Maslow after some time added a list of higher needs, calling them “growth needs” (existential values). But he also noted that they are difficult to describe, because all are closely related to each other. This list included: perfection, wholeness, justice, completeness, vitality, beauty, simplicity, richness of manifestations, goodness, truth, ease, honesty and some others. According to Maslow, the needs for growth are often the most powerful motive for human activity and are part of the structure of personal growth.

You yourself can find out how Maslow's studies correspond to reality. To do this, you just need to make a list of the most significant needs for you, divide them into groups according to Maslow's pyramid of needs, and try to determine which of the needs you satisfy in the first place, which ones - in the second, etc. You can also find out what level of satisfaction of needs prevails in your behavior and the behavior of people you know.

This fact is also interesting: Abraham Maslow was of the opinion that only 2% of all people reach the “stage of self-realization”. Match your needs with your life outcomes and you'll see if you're one of those people or not.

You can get acquainted with Maslow's theory in more detail here.

Alderfer's ERG theory

He believes that all human needs can be grouped into three large groups:

• Existence needs (security, physiological needs);
• Communication needs (needs of a social nature; desire to have friends, family, colleagues, enemies, etc. + part of the needs from Maslow's pyramid: recognition, self-affirmation);
• Growth needs (needs of self-expression from Maslow's pyramid).

Maslow's theory differs from Alderfer's only in that, according to Maslow, the movement from needs to needs is possible only from the bottom up. Alderfer, on the other hand, believes that movement is possible in both directions. Up if the needs of the lower level are satisfied, and vice versa. Moreover, if the need of the higher level is not satisfied, the need of the lower one intensifies, and the person's attention switches to this lower level.

For clarity, you can take Maslow's pyramid of needs and trace how needs are met in your case. If you notice that you are moving up the levels, then this process, according to Alderfer, will be a process of satisfaction. If you go down the levels, then this is frustration (defeat in an effort to satisfy the need). If, for example, you cannot meet your growth needs, then your attention will shift to the needs of connection, which will be called frustration. In this case, in order to return to the satisfaction process, one should satisfy the need of the lower level, thereby rising to the upper one.

More details on Alderfer's theory can be found.

McClelland's acquired needs theory

His theory is connected with the study and description of the needs of achievement, complicity and domination. These needs are acquired during life and (subject to a strong presence) affect a person.

You can easily determine which of the needs have the greatest impact on your activities: if you strive to achieve your goals more efficiently than before, then you are dominated by the motivation to satisfy the need for achievement. If you are aiming for friendly relations, try to establish and maintain contacts, if the approval, support and opinion of others is important to you, then you strive to satisfy, mainly, the needs of complicity. If you notice in yourself the desire to control others, to influence them, to take responsibility for the actions and behaviors of others, then the desire to satisfy the need to rule prevails in you.

By the way, people with a predominant need for power are divided into 2 groups:

• Group 1 - people striving for power for the sake of domination;
• Group 2 - people striving for power for the sake of realizing some common cause.

Knowing what type of needs prevails in you or others, you can more deeply understand the motives of your own or others' actions, and use this knowledge to make life and relationships with others better.

Additional information about McClelland's theory can be found at this.

Herzberg's two-factor theory

His theory owes its appearance to the growing need to elucidate the influence of material and non-material factors on human motivation.

Material factors (hygienic) are associated with the self-expression of a person, his internal needs, environment in which a person operates (the amount of wages, living and working conditions, status, relationships with people, etc.).

Non-material factors (motivating) are associated with the nature and essence of human activity (achievements, public recognition, success, prospects, etc.).

Data about this theory is very effective for the heads of companies, firms and other organizations when analyzing the work of their employees. For example, the lack or absence of hygienic material factors can lead to the fact that the employee will experience dissatisfaction with his work. But if there are enough material factors, then in themselves they are not motivating. And the absence of non-material factors does not lead to dissatisfaction, but their presence causes satisfaction and is an effective motivator. It should also be noted that Frederick Herzberg made the paradoxical conclusion that wages are not a factor that motivates a person to act.

You can learn more about this theory in detail.

They analyze how a person distributes efforts to achieve new goals, and what type of behavior he will choose for this. In process theories, human behavior is determined not only by needs, but is a function of his perceptions and expectations associated with a particular situation, and possible consequences the type of behavior that the person has chosen. Today there are more than 50 procedural theories of motivation, but the main ones in this direction are: Vroom's theory, Adams's theory, Porter-Lawler's theory, Locke's theory and the concept of participatory management. Let's talk about them in more detail.

Vroom's expectancy theory

This theory is based on the position that the presence of a need is not the only condition for motivating a person to achieve something. A person must rely on the type of behavior that he has chosen to lead him to the satisfaction of his need. The behavior of an individual is always associated with a choice of two or more options. And what he chooses depends on what he does and how he does it. In other words, according to Vroom, motivation depends on how much a person wants to receive and how much it is possible for him, how much effort he is ready to make for this.

Vroom's Expectancy Theory is great to use in practice to increase the motivation of employees in organizations, and is very useful for managers at various levels. Because expectations theory is reduced to the goals and needs of specific employees, then managers must ensure that their subordinates satisfy their needs and at the same time achieve the goals of the organization. It is necessary to try to achieve the maximum correspondence between what the employee can do and what is required of him. To increase the motivation of subordinates, managers must determine their needs, the possible results of their work and make sure that they have the necessary resources for the quality performance of their duties (time, conditions, means of labor). Only with the right balance of these criteria can the maximum result be achieved, which will be useful for the employee and important for the organization.

You can learn more about Vroom's theory by going to this.

Adams' theory of equality (justice)

This theory says that a person evaluates the effectiveness of motivation not by certain factors, but by taking into account the estimates of rewards that were received by other people in similar conditions. Those. motivation is considered not from the point of view of the needs of the individual, but on the basis of his comparison of himself with others. We are talking about subjective assessments and people compare their efforts and the result obtained with the efforts and results of others. And here there are three options: underestimation, fair assessment, overestimation.

If we again take an employee of the organization, then we can say that he evaluates the amount of his remuneration with the amount of remuneration of other employees. This takes into account the conditions in which he and others work. And if it seems to the employee that, for example, he is underestimated and treated unfairly, then he can do the following: intentionally distort his own contribution and results, as well as the contribution and results of others; try to get others to change their input and results; change the contributions and results of others; choose other parameters to compare or just quit your job. Therefore, the leader must always be attentive as to whether his subordinates feel injustice towards themselves, seek from employees a clear understanding of the required results, encourage employees, taking into account the fact that they are interested not so much in how they will be evaluated in general, but in what how they are valued compared to others.

Porter-Lawler Model

Their comprehensive theory of motivation includes elements of Vroom's expectancy theory and Adams' theory of justice. There are five variables in this model: effort, perception, results, reward, and satisfaction.

According to this theory, the results depend on the efforts, abilities and characteristics of a person, and on his awareness of his role. The level of effort determines the value of the reward and the degree of confidence that the efforts made will actually bring a certain reward. It also establishes a correspondence between remuneration and results, i.e. a person satisfies his needs with the help of a reward for achieving a certain result.

If you study and analyze all the components of the Porter-Lawler theory in more detail, you can understand the mechanism of motivation at a deeper level. The effort that a person expends depends on how valuable the reward is to him and on the person’s belief in their relationship. Achievement by a person of certain results leads to the fact that he feels satisfaction and self-respect.

There are also links between results and rewards. On the one hand, for example, the results and remuneration may depend on the opportunities that the manager in the organization determines for his employee. On the other hand, the employee has his own opinion about how fair the remuneration for certain results is. The result of the fairness of internal and external rewards will be satisfaction, which is a qualitative indicator of the value of reward for the employee. And the degree of this satisfaction in the future will influence the perception of other situations by the employee.

E. Locke's goal setting theory

The premise of this theory is that a person's behavior is determined by the goals that he sets for himself, because. it is to achieve them that he performs certain actions. It is important to note that goal setting is a conscious process, and intentions and goals conscious of a person determine his behavior. Guided by emotional experiences, a person evaluates the events taking place around. Based on this, he sets himself goals that he intends to achieve, and, already on the basis of these goals, he acts in a certain way. It turns out that the chosen strategy of action leads to certain results that bring satisfaction to a person.

In order, for example, to raise the level of motivation of personnel in an organization, according to Locke's theory, several important principles can be used. First, it is necessary to clearly set a goal for employees so that they understand exactly what is required of them. Secondly, the level of tasks assigned should be of medium or high complexity, because this results in better results. Thirdly, employees must express their consent to the fulfillment of the tasks set and the achievement of the set goals. Fourth, employees should receive feedback on their progress as they this connection is an indication that the right path has been chosen or that further efforts must be made to achieve the goal. And, fifthly, the employees themselves should be involved in setting goals. This has a better impact on a person than when other people set (impose) goals on him, and also contributes to a more accurate understanding of his tasks by the employee.

The concept of participatory management

The concepts of participatory management were developed in the United States through experiments to increase productivity. It follows from these concepts that a person in an organization manifests itself not only as a performer, but also shows interest in organizing his activities, working conditions, and the effectiveness of his actions. This suggests that the employee has an interest in participating in various processes that take place in his organization and are related to his activities, but go beyond the functions he performs.

In fact, it looks like this: if an employee takes an active part in various activities within the organization and receives satisfaction from this, then he will work better, better and more productively. If an employee is allowed to make decisions in matters related to his work in the organization, this will motivate him to better perform his duties. It also contributes to the fact that the contribution of the employee to the life of the organization will be much greater, because. its potential is maximized.

And another important direction in the study and analysis of human needs are theories, which are based on a specific picture of the worker.

Theories based on a specific picture of the worker, take as a basis a certain sample of the employee, his needs and motives. These theories include: McGregor's theory and Ouchi's theory.

McGregor's XY theory

His theory is based on two premises:

• Authoritarian Worker Leadership - Theory X
• Democratic Worker Leadership - Theory Y

These two theories imply completely different guidelines for motivating people and appeal to different needs and motives.

Theory X assumes that people in an organization are inherently lazy and will try to avoid being active. Therefore, they must be supervised. For this, special control systems have been developed. Based on Theory X, without an attractive reward system, employees in an organization will be passive and will try to avoid responsibility.

So, for example, based on the provisions of theory X, it follows that the average worker feels dislike for work and unwillingness to work, he prefers to be led, to be guided, tries to avoid responsibility. To increase the motivation of employees, managers should pay attention to Special attention various incentive programs, to carry out a thorough control of work, to direct the activities of employees. If necessary, methods of coercion and a system of punishments should be used in order to realize the goals set by the organization.

Theory Y takes as its starting point the initial ambition of workers, presupposes their internal incentives. In this theory, workers themselves take the initiative to take responsibility, self-control and self-management, because receive emotional satisfaction from the fact that they perform their duties.

It follows from the premises of Theory Y that the average worker, under the right conditions, will learn to be responsible, to approach work creatively and creatively, and to control himself. Work in this case is akin to a pleasant pastime. It is much easier for managers to stimulate the motivation of their employees than in the first case, because. employees will independently strive to better perform their duties. Employees should be shown that they have free space for their activities, that they can express themselves and fulfill themselves. Thus, their potential will be fully utilized.

You can also use McGregor's theory in order to better understand what motivates you to carry out certain activities. Project the X and Y theory onto yourself. Knowing what motivates you and what approach you need to be more productive, you can find the most suitable place of work for you or even try to point out to your manager that you can change your management strategy to increase the efficiency of employees and the entire organization in in general.

Learn more about "XY-theory" in more detail.

Theory Z

In theory Z, Japanese experiments in psychology are taken as a basis and supplemented with premises from McGregor's XY-theory. The basis for the Z theory is the principle of collectivism, in which the organization is presented as a whole labor clan or a large family. The main task is to align the goals of employees with the goals of the enterprise.

To be guided by Theory Z when organizing the activities of employees, it must be borne in mind that most of them like to work in a team and want to have career prospects related, among other things, to their age. Also, employees believe that the employer will take care of them, and they themselves are responsible for the work performed. The company must provide its employees with training and advanced training programs. The term for which the employee is hired plays a big role. It's best if the lease is for life. To increase the motivation of employees, managers must achieve their belief in common goals, pay great attention to their well-being.

Read more from Z-theory.

The theories of motivation discussed above are by far the most popular, but not exhaustive. The list of currently existing theories of motivation can be supplemented with more than a dozen theories (hedonic theory, psychoanalytic theory, drive theory, conditioned reflex theory, and many others). But the task of this lesson is to consider not only theories, but also methods of human motivation, which are widely used today to motivate people of completely different categories and in completely different areas.

Motivation Methods

All methods of motivation that are successfully used today in human life can be divided into three main categories:

• Staff motivation
• self-motivation

We'll look at each category separately below.

Staff motivation

Staff motivation It is a system of moral and material incentives for workers. It implies a set of measures to increase labor activity and labor efficiency. These measures can be very different and depend on what kind of incentive system is provided for in the organization, what is the general management system and what are the features of the organization's activities.

Methods of staff motivation can be divided into economic, organizational and administrative and socio-psychological.

• Economic Methods imply material motivation, i.e. the fulfillment by employees of their duties and the achievement of certain results for the provision of material benefits.
• Organizational and administrative methods based on power, obedience to regulations, laws, charter, subordination, etc. They can also rely on the possibility of coercion.
• Socio-psychological methods are used to increase the social activity of employees. Here, the impact on the consciousness of people, their aesthetic, religious, social and other interests is carried out, as well as social stimulation of labor activity.

Considering that all people are different, it seems ineffective to apply any one method for motivation, therefore, in management practice, in most cases, all three methods and their combinations should be present. For example, the use of only organizational-administrative or economic methods will not allow to activate the creative potential of employees. And only a socio-psychological or organizational-administrative method (control, instructions, instructions) will not “hook” those people who are motivated by material incentives (salary increases, bonuses, bonuses, etc.). The success of measures that increase motivation depends on their competent and comprehensive implementation, as well as on the systematic monitoring of employees and the skillful identification of the needs of each employee individually.

You can learn more about staff motivation here.

- this is a very important stage in the formation of students' motives that can give meaning to learning, and make the very fact of learning activity an important goal for a student. Otherwise, successful learning will become impossible. Motivation for learning, unfortunately, by itself is quite rare. It is for this reason that it is necessary to use various methods of its formation so that it can provide and maintain fruitful learning activities over a long period of time. There are quite a lot of methods / techniques for the formation of motivation for educational activities. Below are the most common.

• Creating entertaining situations this is the process of introducing interesting and entertaining experiences, life examples, paradoxical facts, unusual analogies into the classroom that will attract the attention of students and arouse their interest in the subject of study.
• emotional experiences are experiences that are created by bringing unusual facts and conducting experiments during classes, as well as due to the scale and uniqueness of the material presented.
• Comparison of scientific and everyday interpretations natural phenomena - this is a technique in which some scientific facts are given and compared with changes in people's lifestyles, which appeals to students' interest and desire to learn more, because. it reflects reality.
• Creating situations of cognitive dispute- this technique is based on the fact that the dispute always causes an increased interest in the topic. Attracting students to scientific disputes contributes to the deepening of their knowledge, attracts their attention, causes a wave of interest and a desire to understand the disputed issue.
• Creating Success Situations in Learning This technique is used mainly in relation to students who experience certain difficulties in learning. The reception is based on the fact that joyful experiences contribute to overcoming learning difficulties.

In addition to these methods, there are other methods to increase motivation for learning. Such methods are considered to be the approximation of the content of educational material to important discoveries and achievements, the creation of situations of novelty and relevance. There is also positive and negative cognitive motivation (see above (positive or negative motivation).

Some scientists point out that the content of educational activities and the content of educational material have a huge impact on the motivation of students. It follows that the more interesting the educational material and the more the pupil/student is involved in the active learning process, the more his motivation for this process increases.

Often, social motives also influence the increase in motivation. For example, the desire to be useful or to occupy a certain position in society, the desire to earn authority, etc.

As you can see, in order to increase the motivation of schoolchildren and university students for learning, you can use absolutely different ways, but it is important to understand that these methods will always be different. In some cases, emphasis should be placed on collective motivation. For example, ask each of the group to express their subjective opinion on a particular issue, involve students in discussions, thereby arousing interest and activity. In other cases, it is necessary to take into account the individuality of each student, to study their behavior and needs. Someone may like to do their own research and then give a talk, and this will satisfy the need for self-actualization. Someone needs to realize their progress on the path of teaching, then one should praise the student, point out his progress, even if it is very small, cheer him up. This will cause a feeling of success and a desire to move in this direction. In another case, you need to give as many analogies as possible between the material being studied and real life so that students have the opportunity to realize the importance of what they are learning, thereby arousing their interest. The main conditions for the formation of cognitive activity will always be reliance on the active thought process of students, the conduct of the educational process in accordance with their level of development and the emotional atmosphere during classes.

Some useful tips about student motivation you can find in.

Last but not least, we need to consider the question of self-motivation. Indeed, often what a person strives for and what he achieves in the end depends not so much on how he is motivated by employers, teachers and other people around him, but on how much he is able to motivate himself on his own.

self-motivation

self-motivation- this is a desire or aspiration of a person for something, based on his inner convictions; incentive for the action he wants to take.

If we talk about self-motivation in a slightly different way, then we can characterize it as follows:

Self-motivation is the impact of a person on his state, when motivation from the outside ceases to influence him properly. For example, when something doesn’t work out for you and things go from bad to worse, you want to give up everything, give up, but you yourself find reasons to continue acting.

Self-motivation is very individual, because Every person chooses different ways to motivate themselves. But there are certain methods that have a positive effect on most people. Let's talk about them more specifically.

affirmations

affirmations- these are special small texts or expressions that influence a person mainly on a psychological level.

A bunch of successful people uses affirmations in his daily life in order to constantly have internal incentives for something. Very often they are used by people in order to change their attitude towards something, to remove psychological and subconscious blocks. In order to compose the most effective affirmations for yourself, you should use the following technique: you need to take a blank sheet of paper and divide it with a line into two parts. On the left side are the beliefs and blocks that you think have a negative impact on your performance. On the right are positive affirmations. For example, you know that you have a fear of communicating with your boss at work, but you often have to talk with him, and because of this you constantly feel stress, discomfort and reluctance to go to work. Write "I'm afraid to talk to my boss" on one side of the paper and "I like talking to my boss" on the other side of the paper. This will be your affirmation. Affirmations, as a rule, are used not singly, but in a complex way, i.e., in addition to the fact that you are afraid of communicating with your boss, you must determine some of your other fears and weaknesses. There can be quite a few of them. To reveal them to the maximum, you need to do some pretty thorough work on yourself: take the time, create a comfortable environment so that nothing distracts you, and think carefully about what you would like to change about yourself and what you are afraid of. After you write everything down on a piece of paper, write affirmations for all this, cut the sheet into two parts with scissors and leave only the part with affirmations. In order for them to begin to act and influence you and your life, read your affirmations every day. It is best if it is right after you wake up and before going to bed. Make reading affirmations a daily practice. After a while, you will begin to notice changes in yourself and your life. Remember that affirmations work on a subconscious level.

You can find more information about affirmations here.

self-hypnosis

self-hypnosis- this is the process of a person's influence on his psyche in order to change his behavior, i.e. a method of forming new behavior, previously uncharacteristic.

In order to inspire yourself with some things, you need to make a list of correct statements and attitudes for yourself. For example, if you feel at some point a breakdown and a depressed state, you can use the statement: “I am full of energy and strength!”. Repeat it as often as possible: both in moments of decline and in moments of a normal state. From the first time you may not notice the effect of such self-hypnosis, but with practice you will come to the fact that you will begin to notice its effect. For affirmations and attitudes to have the greatest effect, you need to follow a few rules: statements should reflect what you want, and not what you are trying to get rid of. Do not use the "not" particle. For example, instead of saying, "I don't feel bad," say, "I feel good." Any installation should be short and have a specific meaning. It is important to form an attitude in the present tense. And most importantly - repeat the settings meaningfully, and not just by memorizing the text. And try to do it as often as possible.

Biographies of famous personalities

This method is one of the most effective for self-motivation. It consists in getting to know the lives of successful people who have achieved outstanding results in any area.

If you feel that you have lost motivation to work, achieve success, continue working on a project, or even work on yourself, do the following: think about who famous people arouses your interest and admiration. It can be a businessman, a founder of a company, a personal growth coach, a scientist, an athlete, a movie star, etc. Find a biography of this person, articles about him, his statements or any other information. Start studying the found material. Surely, you will find in the life of this person many motivating moments, examples of perseverance and the desire to move forward no matter what. While reading, you will begin to feel the desire to pull yourself together, continue to strive for the intended goal, your motivation will increase many times over. Read books, articles, watch movies about the lives of prominent people whenever you feel that your motivation is weak and needs to be recharged. This practice will allow you to always be in good shape and have the strongest motivation, because you will have a clear example of how people stay true to their dreams and continue to believe in themselves and their success.

We wrote about what will is in one of our last lessons. The influence of willpower on human life cannot be overestimated. It is a strong will that helps a person develop, improve himself and reach new heights. It helps to always keep oneself in control, not to bend under the pressure of problems and circumstances, to be strong, persistent and resolute.

The simplest, and at the same time, the most difficult way to develop willpower is to do what you don’t want to do. It is “doing through I don’t want”, overcoming difficulties, that makes a person stronger. If you don’t feel like doing something, then the easiest thing to do is just put it off, leave it for later. And for this reason, many people do not achieve their goals, give up in difficult moments, succumb to their weaknesses and go on about their laziness. Getting rid of bad habits is also an exercise in willpower. If you feel that some kind of habit dominates you, then just give it up. At first it will be difficult, because. bad habits drain your energy. But then you will notice that you have become stronger and the habit has ceased to control your actions. Start your willpower workout small and gradually increase the bar. And on your to-do list, on the contrary, always choose the most difficult and do it first. Simple things will be easier to do. Regular training of your willpower will begin to give results over time, and you will see how easier it has become for you to cope with your weaknesses, unwillingness to do something, and laziness. And this, in turn, will make you stronger and better.

Visualization

Visualization- This is another very effective method to increase your motivation. It consists in the mental representation of the desired.

This is done very simply: try to choose a time so that no one distracts you, sit back, relax and close your eyes. For a while, just sit and watch your breath. Breathe evenly, calmly, measuredly. Gradually start imagining pictures of what you want to achieve. Don't just think about it, but imagine it as if you already have it. If you really want new car, then imagine that you are sitting in it, turning the ignition key, taking the wheel, pressing the gas pedal and pulling away. If you want to be in some important place for you, then imagine that you are already there, try to describe all the details, the environment, your feelings. Spend 15-20 minutes visualizing. After you finish, you will feel that you have a strong desire to quickly start doing something to achieve your goal. Get started right away. Daily visualization practice will help you always remember what you want most. And most importantly, you will always have a boost of energy to do something, and your motivation will always be at a high level, which means that what you want will become closer and closer to you.

Concluding the conversation about self-motivation, we can say that it is the most important stage on the path of self-development and personal growth. After all, people who are nearby are not always able to awaken in us the desire to act. And it is much better when a person is able to make himself, find an approach to himself, study his strengths and weaknesses and learn in any situation to awaken in himself the desire to move forward, reach new heights, achieve his goals.

In conclusion, it is worth noting that knowledge of motivation and its application in your daily life is an opportunity to understand yourself and others at a deep level, find an approach to people, make your relationship with them more effective and enjoyable. This is an opportunity to make life better. It doesn’t matter whether you are the head of a large company or just its employee, whether you teach other people something or study yourself, help someone achieve something or strive to achieve outstanding results yourself, but if you know what others need and yourself, then this is the key to development, growth and success.

Literature

If you have a desire to get acquainted with the topic of motivation in more detail and understand the intricacies of this issue, you can use the sources listed below:

• Babansky Yu. K. Intensification of the learning process. M., 1989
• Vinogradova M. D. Collective cognitive activity. M., 1987
• Vikhansky O.S., Naumov A.I. Management. M.: Gardika, 1999
• Gonoblin FN Attention and its upbringing. M., 1982
• Dyatlov V.A., Kibanov A.Ya., Pikhalo V.T. Personnel Management. M.: PRIOR, 1998
• Egorshin A.P. Personnel Management. Nizhny Novgorod: NIMB, 1999.
• Ermolaev B. A. Teaching to learn. M., 1988
• Eretsky MN Improving education in the technical school. M., 1987
• Ilyin E.P. Motivation and motives. St. Petersburg: Peter, 2000
• Knorring V.I. Theory, practice and art of management: A textbook for universities in the specialty "Management". M: NORMA INFRA, 1999
• Lipatov V.S. Personnel management of enterprises and organizations. Moscow: Lux, 1996
• Fields MN How to encourage students to study and work. Chisinau 1989
• Skatkin M.N. Improving learning processes. M., 1981
• Strakhov IV Education of attention in students. M., 1988
• Shamova T. I. Activation of student learning. M., 1982.
• Shchukina GI Activation of cognitive activity of students in the educational process. M., 1989

Test your knowledge

If you want to test your knowledge on the topic of this lesson, you can take a short test consisting of several questions. Only 1 option can be correct for each question. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on passing. Please note that the questions are different each time, and the options are shuffled.

The motivation of labor activity, its strength, direction are determined by the impact on a person in the labor process of various groups of external and internal, objective and subjective factors associated both with the employee himself and with the subject of management, professional group, organizational environment, etc. In their combination, the factors influencing motivation, forming a certain integrity, are not always equally directed. They can be in a state of confrontation, antagonism, parallel direction of influence, etc.

Among the factors that contain stimulating opportunities and ensure the activity of personnel, at least the following groups can be attributed (Fig. 1.2).

Rice. 1.2. The main factors affecting staff motivation

Let us consider in more detail the content of each of the groups of factors named in the scheme.

Personal factors are determined by the needs of the individual and in the aggregate cover all aspects of human life and, therefore, go beyond the relations that develop in the organization in the process of labor and other activities.

We can distinguish the following personal factors that indirectly affect various aspects of labor behavior and, in particular, the performance of professional duties:

The main value orientations of the individual;

The goals set by the individual;

Individual properties that affect the behavior of the individual;

Moods acting as a background of labor activity;

Employability and industriousness of the individual.

Main value orientations determine the content of the relationship that a person in the organization strives for and builds around himself in connection with his needs and interests. In particular, in the structure of value orientations, an important place in connection with motivation is occupied by the following:

Corporate values ​​that determine the place of corporate requirements and benefits as sources of activity;

Moral values ​​that determine the content of organizational behavior;

Values ​​that determine the attitude of the individual to himself and set the style of relationships built by the individual, as well as the style of her activity;

Social values, including values ​​that determine the relationship of the individual to various social strata of society and, in the end, its socio-political position.

Of course, the value orientations named here do not exhaust their entire spectrum. In fact, much is connected with the situation in which the person or group is included in the process of professional activity.

Goals that a person voluntarily or involuntarily sets for himself, are also significant for her motivation. Motivation goals include the following:

Planning Goals life path and careers;

Goals related to meeting the need for the development of self-realization;

Goals associated with a change in social status, such as starting a family, having a child, and others that affect the transition to another social group, contributing to the acquisition of a new social status, etc.;

The goals of the socio-psychological direction, focused on achieving recognition, respect, generally comfortable relationships.

As you can see, each of the goals is associated with a certain aspect of a person's life and is significant in different life periods.

individual properties, affecting behavior and, in general, the way of life and being peculiar motives, are associated with the following personality traits:

Her tolerance, ie. a kind of livability in various organizational and corporate conditions;

Orientation to cooperation, and consequently, to collective forms of activity;

A kind of universality of personality, i.e. its ability to many or one type of activity;

The structure of its interests, affecting the level of involvement of the individual in organizational relations;

The communicative qualities of the individual.

-The mood of individual workers and staff act as a background for both labor activity and relations that develop in the process of implementing organizational values ​​and in the organizational climate, which largely ensure the longevity and stability of the cooperative principles of organizational and labor behavior.

Finally, work capacity and diligence of the individual, which, on the one hand, are derived from its psychophysiological capabilities and, on the other hand, its characterological features, are also elements of motivation and need to be managed. Here, management is focused on the development of these personality traits. In other words, work capacity and hard work are noticeable motives that affect professional performance, but at the same time, their state must be stimulated with a focus on the development of both work ability and hard work.

Personal factors also include:

Changing the system of needs for personnel of different age groups;

Changing the priorities of value orientations;

Mental states of the individual, such as depression, as a result of experiencing some kind of failure, etc.;

Change in the social status or social position of the individual;

Revision of the relationship of the individual with objects that are significant to her;

The physical condition of the individual, such as deteriorating health.

Factors of professional activity. Some aspects of professional activity, regardless of the area in which it is carried out, have the most direct impact on labor motivation.

The components of labor that act as motivation factors are:

Creative component of labor activity;

A component that allows the employee to demonstrate exceptional data, physical or intellectual;

A component that can be called competitive (adversarial);

Development component;

Research, cognitive component.

Each type of work, one way or another, includes creative component, requiring the mobilization of the intellectual and cognitive abilities of the individual. For most people, though not all, the creative component of the work experience is the most attractive part of the work experience. In this case, the object of management will be the enrichment of labor, the increase in the content of operations of those components that will make labor more creative.

A component that allows you to demonstrate exceptional data or abilities in a particular workplace, also can be used as a motivational element. In this case, the object of motivation is the superiority, unusualness, dissimilarity of one employee in the performance of labor duties in relation to another. Demonstrating one's own superiority over others is always attractive to almost every person.

Competitive component close in content to a component based on individual superiority and exclusivity, but it also has some originality. This originality consists mainly in the use of group factors. Working in a group or working using group results, working in conjunction, etc. - these are the main ways of using motivation as an object of management. Undoubtedly, group ways of organizing activities make it possible to obtain additional positive results through creatively coordinated cooperation, expressed either in spontaneous or planned division of labor.

Developing component of labor also refers to the factors of labor motivation. Thanks to this component, the need for self-realization is satisfied. Labor, which necessarily includes the possibility of developing a person's abilities, is always attractive and interesting precisely because it opens up new opportunities for a person.

Closely related to the developmental component research (cognitive) component labor activity. In conditions of limited creative component, the research component makes it possible to compensate for the deficit in the field of application of intellectual efforts and thereby increase the attractiveness of work, i.e. create opportunities to additionally motivate him through a specially organized research function. The research (cognitive) component can be used in the development of individually oriented techniques and methods of work.

As group factors stand out properties primary group, which directly includes the employee in the process of performing professional duties. Relations with such a group can be built on the following grounds:

Technological;

Compatibility;

Hierarchical.

Technological factors group integration are completely locked into professional activities and manifest themselves exclusively through the division and integration of labor operations. This kind of relationship especially unites the group on the basis of activities that are significant for each member of the group.

Compatibility as a factor of group integration is based on the presence of workers at the same time in one place. It arises due to the fact that the activity is carried out in the same workspace.

Hierarchical relationships based on various leadership-subordination factors, and in informally organized hierarchical structures. There may be hierarchical relationships based on participation or paternalism.

Under the conditions of these connections and relationships, group motivation is manifested in the moral, individual, organizational, labor, socio-psychological influence on the employee.

The moral motivating influence of the group consists in the formation of a moral atmosphere of relations that manifest themselves directly in labor, or rather, in the relations between the subject and objects of labor.

Under the conditions of corporate relations, the moral aspect of labor receives additional incentives for development as a special motivation, the essence of which is to ensure corporate organizational behavior.

Individual influence manifested in imitation, certain styles of behavior and labor practices. The individuality of the other and the desire in this regard to be like another in the presence of standards of corporate behavior is the most important motivating element. Organizational and labor motivating influence is expressed in the appropriate organization of labor, workplaces, sanitary and hygienic working conditions, work and rest regimes, which together can affect the rhythm, quality of both the results of labor themselves, and form a positive attitude towards work. All of them are elements of motivation that actively influence the organizational behavior of employees.

Separately distinguished as motivating socio-psychological influences, expressed primarily in the created atmosphere of tolerance and sympathy and the resulting from these relationships of trust, recognition, respect and other personally significant factors that stimulate adequate behavior in the workplace, focused on the implementation of the most important labor corporate values.

Under the influence of various kinds of group factors, which are based on social or socio-psychological content, a change in the process of motivation can also occur. These factors primarily include:

Solidarity with group values ​​and norms;

Reference, i.e. voluntary imitative orientation to certain types of behavior;

Group pressure caused by interests related to the performance of professional activities and its payment;

Group work technologies that objectively require the subordination of the employee, and indeed the entire staff, to certain standards.

Group factors strongly influence the dynamics of the structure of motivation in primary teams, in those teams that are characterized by the presence of direct long-term technological and socio-psychological mutual influences.

A wide variety of influences on motivation have economic, organizational, managerial, social factors.

Among economic factors, influencing the dynamics of motivation, we single out the following:

Salary changes that may be caused economic growth organizations;

Changes in incentives and incentives for staff, for example, the introduction of various kinds of benefits and privileges;

Reconstruction associated with a change in the range of manufactured products, mergers with other organizations, etc.;

Changes in marketing policy and position in product market segments;

Change in the economic policy of the organization in connection with structural changes at the macro level.

Organizational and managerial factors are usually closely related to economic ones, being their cause or effect. Among these factors, the most noticeably influencing motivation are: the level of formalization of the organizational structure, its complexity, stability and mobility, rigidity; duplication of organizational structures at different hierarchical levels of management; management style practiced in the organization; participatory structures and features of their use in management; the predominance of humanistic tendencies in the management of the organization; orientation to group technologies for the implementation of management activities; special incentives for participation in the management of ordinary personnel; use in management of technologies focused on training and development of personnel; exclusion of subjectivist tendencies in management, especially in the evaluation and selection of personnel.

The incentives are:

Financial incentives: increase in official salary: for an increase in the volume of work; for the growth of qualifications; for combining positions, performing the scope of work with a smaller number of employees; for increasing sales. Bonus: for the introduction of new developments and new technology; for the manufacture of products for export; for improving the quality of products; according to the results of work for the year; for reducing the labor intensity of work, etc.

Moral incentives: corporate; municipal, city, regional significance; state importance; interstate significance; international moral incentives.

Career incentives: the desire to be recognized in their team; continuous improvement of their knowledge after graduation from the university, college; long-term provision of cash income; expanding the area of ​​authority in decision-making; full realization of their creative potential; steady promotion; election to the governing bodies (of the entire hierarchy from top to bottom); participation in the work of interstate bodies and joint ventures; election: the head of the organization or to state governing bodies.

Additional incentives: incentives for participation, development and implementation of rationalization proposals and inventions; one-time payments for the contribution to the increase in the profit of the enterprise; for participation in the increase of share capital; one-time payments from savings funds; preferential sale of shares and bonds to its employees; one-time payments at the end of the year; payment of dividends on shares.

Social natural incentives: allocation to employees for wages of goods produced by the enterprise; purchase for employees of products of wide demand from other enterprises (cars, televisions and other household appliances); construction and allocation for use by employees free of charge or with partial payment for dachas, garages, etc.; preferential purchase of the above goods, including food; allocation of preferential loans; granting deferred payments for a certain period.

Social Incentives: free use preschool institutions; free meals at work free medical care; lending for free education; payment of transport costs; free use of sports facilities; early retirement at the expense of the enterprise; advanced training at the expense of the enterprise; material guarantees for unemployment; purchase of housing for employees; decrease in production standards due to poor health; discount on the purchase of goods; allocation of interest-free loans.

Tasks:

Exercise 1: Distribute motifs according to accessories in fig. 1.3.

1. Sense of duty.

2. Satisfaction from the content of labor.

3.Education.

4. Earnings.

6. Collectivism.

7. Self-affirmation.

8. Self-expression.

9.Prestige.

10. Career.

11. Justice.

12. Competitiveness.

Task 2. Clarify the classification of motives according to S. Zanyuk:

According to S. Zanyuk, the variety of motives manifested by a person can be classified as follows:

Task 3. Create a map of employee motivators.

Formation of a map of employee motivators

Task 4. Form the prevailing needs.