Motivation Essay
INTRODUCTION
Motivation is the process of initiating and directing behaviour based on the persistence of effort to satisfy an individual goal or need (Petri, 1991; Robbins et al, 2000 and Robbins et al, 2001). There are two approaches to understanding motivation, each of which has theories expanding to support the nature of motivation. Content theories focuses on what motivates an individual. In contrast to process theories of motivation which focus on how individual behaviour is motivated. This essay will focus on motivation in an educational context and the importance to provide opportunities and motivation for students. The purpose of this essay is to present a theoretical overview of the key differences between content theories and process theories of motivation. Then a programme developed from a theory to be applied to an undergraduate business course at Monash University. The motivational programme will focus on improving the assessment technique used by lecturers and tutors (“teachers”) that will motivate and improve undergraduate students learning ability. The aim will be to encourage students to gain a better understanding of the core concepts of business. Assessment in universities needs to be reshaped in order to motivate students.
CONTENT THEORIES OF MOTIVATION
Content theories are also referred to, as need theories. That is, motivational theories that look at what individual needs motivate and direct behaviour to respond to specific goals. Many early theories from the 1950′s, include Maslow’s hierarchy of needs, McGregor’s Theory X and Theory Y and Herzberg’s motivation-hygiene theory, established core concepts which have helped explain motivation especially in an organisational setting. McClelland’s three needs theory is a more contemporary view on the content theory approach to motivation that focuses on three important needs in work situations. Each theory identifies individual needs in order to understand behaviour. The main factors that
Motivation is the process of initiating and directing behaviour based on the persistence of effort to satisfy an individual goal or need (Petri, 1991; Robbins et al, 2000 and Robbins et al, 2001). There are two approaches to understanding motivation, each of which has theories expanding to support the nature of motivation. Content theories focuses on what motivates an individual. In contrast to process theories of motivation which focus on how individual behaviour is motivated. This essay will focus on motivation in an educational context and the importance to provide opportunities and motivation for students. The purpose of this essay is to present a theoretical overview of the key differences between content theories and process theories of motivation. Then a programme developed from a theory to be applied to an undergraduate business course at Monash University. The motivational programme will focus on improving the assessment technique used by lecturers and tutors (“teachers”) that will motivate and improve undergraduate students learning ability. The aim will be to encourage students to gain a better understanding of the core concepts of business. Assessment in universities needs to be reshaped in order to motivate students.
CONTENT THEORIES OF MOTIVATION
Content theories are also referred to, as need theories. That is, motivational theories that look at what individual needs motivate and direct behaviour to respond to specific goals. Many early theories from the 1950′s, include Maslow’s hierarchy of needs, McGregor’s Theory X and Theory Y and Herzberg’s motivation-hygiene theory, established core concepts which have helped explain motivation especially in an organisational setting. McClelland’s three needs theory is a more contemporary view on the content theory approach to motivation that focuses on three important needs in work situations. Each theory identifies individual needs in order to understand behaviour. The main factors that