Part Experience Description

The Expectancy Theory of Motivation (hereafter “The Expectancy Theory”) is theory that states: “the strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual.” (Robbins & Judge, 2012) The theory is among the most widely accepted theories relating to motivation. (QuickMBA, 1999-2010)

Pink provides a well laid out case highlighting the gap between what science knows and what organizations do. Showcasing the mid-century work of Harry Harlow and Edward Deci , Pink explains how human motivation seems to run counter to what most scientists and citizens believe. For decades, we have believed that we know what motivates people: rewards. Rewards are supposed to intensify interest and enhance performance. But Harlow and Deci found different results. Deci wrote, “When money is used as an external reward for some activity, the subjects lose intrinsic interest for the activity.” Like a shot of espresso, rewards can give you a jolt of energy, but the boost wears out, moreover, it can erode a person’s longer-term motivation to engage in the task. As we continue to incentivize our staff and students,

According to the expectancy theory of motivation, in the workplace an employee’s willingness to work is dependent upon the end result of working and how important the end result is to the employee. An employee will be more compelled to put forth more effort if it is believed that the consequence of doing so will be a positive performance evaluation. The employee must believe that by achieving a positive performance evaluation, an incentive will be achieved. The incentive, whether it is monetary or advancement, must benefit the employee (Robbins, 2012).

Ever since I began my teaching career, I have been fascinated with the topic of motivation and the role it plays in student learning. Daniel Pink’s book, Drive: The Surprising Truth About What Motivates Us, has been on my personal reading list for a couple of years now, and I was elated to find that it was one of the recommended books to read for this assignment. I have often wondered why some of my students, and even one of my own children, are more internally driven than others to complete a given task. Now that I am in the process of becoming a school administrator, my curiosity about what motivates adults has been heightened, as well. In the hopes of finding some insight, and perhaps the answers to some of my burning questions, I

I began working at the museum and gaol in May. The first month centred on familiarizing myself with the two buildings and gaining and understanding as to how they function. I spent time learning about the history of both sites. I took place in an orientation for about the first two weeks of work. The orientation was led by museum curator, Patricia Hamilton. I was guided through the Huron County Museum, Huron Historic gaol and Sky Harbour Gallery with the help of Pat and the audio tour mates. Pat gave us students all of the basic knowledge that we would need to know about the three sites in order to answer questions from tourists and the general public. I learned a lot about each exhibit on display, as well as about the buildings themselves.

I chose motivation as my construct because I am very curious at what drives people and keeps them on track to reach goals, deadlines, and thing of this nature. Motivation of course is not something that can be measured, nor could it possibly measured accurately. First motivation can be defined in multiple ways to different people. Internal and external influences that fuel desire and energy in people to be continually involved and faithful to a job, role or subject, or to make an effort to attain a goal. Motivation results from the interaction of both conscious and unconscious factors such as the strength of desire

Growing up I was always fascinated by history. I like to imagine my love of history was passed on to me by my grandmother who was both a history major and a history teacher; however, I was never able to genuinely connect with her since she had already passed years before I was born. No matter the case, I reciprocated her passion. I decided that I wanted to pursue a career that involved a more hands on approach appertaining to history aside from teaching. Therefore, I concluded I wanted to ultimately work in a museum. An opportunity to shadow a museum director, a position I hope to be in one day, truly exposed me to that specific environment and sealed my determination like never before in regards to my future.

The expectancy theory was developed by Victor H. Vroom in 1964 as a systematic explanation of individual motivation within the workplace. This theory put forth three key components: expectancy, performance, and valence. From the base component of the theory, which is expectancy, behavior is built by an individual’s value of the reward or valence. Vroom’s theory of expectancy is used by manager to understand how individual employees are motivated and how they will respond to rewards closely tied to the tasks given. Expectancy is proposed to be an individual’s understanding of how their effort leads to a given performance level. Vroom put forth in his theory that individuals believe the more effort put into a task or objective, the better

Motivation, “the willingness of an individual to exert high levels of effort towards organizational goals”, (class, session 4) can be separated into two subsets: intrinsic and extrinsic. Where intrinsic motivation gives individuals “a sense of accomplishment and/or [a feeling] the task is worthwhile,” (class, session 4) extrinsic motivation offers tangible rewards such as praise or bonuses. As companies define rewards in an effort to keep employees motivated they often use the expectancy model as guidance. The model suggests that individuals determine their actions based on motivation for an established outcome, and success of the model relies on close links among its three main components: effort, performance and outcomes (class, session

Motivation is the number one driving force behind anything and everything an individual does each day. “Motivation is the desire to do the best possible job or to exert the maximum effort to perform an assigned task. Motivation energizes, directs, and sustains human behavior directed towards a goal.” (Honor, 2009). Motivation can determine the outcome of projects, goals, and can set limits on what an individual can obtain or what they believe they can obtain. Motivation often is the deciding factor on how successful a project in an organization is, and an individual’s needs and desires can both influence a person’s motivation greatly. Motivation can also determine how well an individual does in school, college, or university.

Inkson and Kolb discuss the issue of expectancy theory, which is how an employee values the outcome of putting in a lot of effort in order to achieve a goal. ?Motivation declines when there is uncertainty of the lineages between performance and effort? (Inkson and Kolb, 1999, p.327) Outcomes can include bonuses and or praise (extrinsic rewards) and feelings of accomplishment (intrinsic rewards).

Motivation can be defined as the desire or inspiration to carry out specific tasks or to do something. Motivation is required when goals are being set and more so in their execution. In a work setting, motivation can be defined as a process through which individuals choose between alternative forms of behavior with the aim of achieving personal objectives. The goals sought by individuals can be extrinsic or relatively tangible such as monetary rewards and promotion, or intrinsic or intangible such as self esteem or job satisfaction (Armstrong, 2006). In learning, the desire to attain good grades is what motivates a student to study hard everyday as they prepare for the exam. On the other hand, for a teacher to put his best foot forward, he

On the other hand, social needs are another aspect of human motivation and emotion that is vital to the workings of intrinsic motivation. Social needs are implicit needs that are acquired through the development of socialization that inherently activates an emotional responses due to experiences (Hunt, 2015d). This is significant to motivating human behavior in that one’s social needs are not expressed until there is an experience that can satisfy their achievement, affiliation, or power. Thus, the social needs are reactive because of their nature to influence perceptions, emotions, and behavior (Hunt, 2015d). For each facet of social needs, there are specific social incentives that can trigger the activation of these implicit needs. In consequence, these experiences can motivate the emotional and behavioral potential of an individual depending on what motive is the origin (Hunt, 2015d). The first social need, achievement, is a driven personal act demonstrating one’s competence. The second, affiliation, is activated by the opportunity to gain the approval of others in order to gain a secure relationship that pleases others. The third, power, is simple in that its social incentive is having an impact on others. (Hunt, 2015d). In each of these, there is a tendency to approach or avoid depending on the conditions that may or may not satisfy the social need. For achievement, conditions that are able to satisfy this need are moderately difficult tasks that optimize success, a

Motivation and theories -------------------------- 2.1. Definition and theory framework ------------------------------------ Motivation can be described as the driving force of individual behaviour to fulfill needs or achieve goals. Mitchell defines motivation as 'the degree to which an individual wants and chooses to engage in certain specified behaviours' (Mullins 2002:418). In terms of this definition, various theories have been developed around.

Motivation is one factor which energies, influences,or controls human behaviors (“Intrinsic and Extrinsic motivation,” n.d.). Intrinsic drives can be identified into four terms regardless self management methods, which are giving the meaning of objects, finding the effective way to achieve the purposes, showing all the abilities, and ensuring improvement to attain goals (Thomas, 2009). There is a clear evidence that intrinsic motivations reflect human life during young infants, which is when the babies make loud noises, attempt to grab, or bite any things (“Intrinsic motivation,” 2007). This study also stated that intrinsic motivation still influence people’s action in adulthood while watching, reading, painting, or working. To give example, students who have intrinsic motivation, which is their willingness and eager to learn new lessons that they are interesting perform much better in class and deeply understand materials. Extrinsic motivation is that people will pay attention more on the outcome or what advantages they will obtain, which is rewards, prizes, or other monetary incentives (“Intrinsic and