Motive is the motivation for activities related to the satisfaction of a specific need. Motivation is an incentive to act by a combination of different Motivation of a person to socially approved activity

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,. 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 commits. What influences human activity and behavior? Why is he doing anything at all? What motivates him? What motivates you? 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 actions, we should talk about what motivation is. This question is just 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 (work, learning, 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 start 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 motivation for 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, focus, stability and activity.

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

Motive 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 object, or negative ones associated with dissatisfaction in the present situation. To realize the motive, you need to do some serious inner work.

A motive is often confused with a need or a goal, but 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 the motive, and the food that a person reaches for is the goal.

Motivation is a complex psychological phenomenon, which explains its diversity.

Types of motivation

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

Extrinsic motivation- This is motivation, which is not related to the content of some activity, but is conditioned by external circumstances for a person (participation in competitions in order to receive an award, etc.).
Intrinsic motivation- this is motivation associated with the content of the activity, but not with external circumstances (playing sports, because it gives positive emotions, etc.).
Positive motivation- This is motivation based on positive incentives (if I don't be capricious, my parents will let me play a computer game, etc.).
Negative motivation- this is motivation based on negative incentives (if I don't be capricious, then my parents won't scold me, etc.).
Sustained 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, lose weight, etc.).

Sustained and unstable motivation also differs by type. There are two main types of motivation: "to something" or "from something" (it is also often called the "carrot and stick method"). But there are additional types of motivation:

Individual motivation aimed at maintaining self-regulation (thirst, hunger, avoidance of pain, maintaining temperature, etc.);
Group motivation(caring for offspring, finding their place in society, maintaining the structure of society, etc.);
Cognitive motivation(play activity, exploratory behavior).

In addition, there are separate motives that drive the actions of people:

Self-affirmation motive- the desire to assert itself in society, to obtain a certain status, respect. Sometimes such a desire is referred to as the motivation of prestige (the desire to achieve and maintain a higher status).
Identification motive- the desire to be like someone (authority, idol, father, etc.).
The motive of power- the desire of a person to influence others, to guide them, to direct their actions.
Procedural and substantive motives- motivation to action through not external factors, but by the process and content of the activity.
External motives- factors that induce action are outside of activity (prestige, material wealth, etc.).
Self-development motive striving for personal growth, realizing one's potential.
Motive of achievement- 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.
Affiliation motive- 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 affects a person's motivation? What are the factors? It is to study these issues that motivation theories are applied.

Motivation theories

Motivation theories study and analyze human needs, their content and how they relate to his motivation. They attempt to understand what prompts a person to a particular activity, what needs motivate his behavior. The study of these needs has 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 analyzing the needs of a person. Content theories describe the structure of needs and their content, as well as how all this relates to the motivation of the individual. The bias is made to understand what prompts a person to act from the inside. The main theories in this direction are: Maslow's hierarchy of needs theory, Alderfer's ERG theory, McClelland's acquired needs theory and Herzberg's theory of two factors.

Maslow's hierarchy of needs theory

Its main provisions are as follows:

A person always feels the need for something;
Strongly expressed needs experienced by a person can be combined into groups;
Demand groups are arranged hierarchically;
A person is prompted to action by unmet needs; satisfied needs are not motivation;
The place of a satisfied need is taken by an unsatisfied one;
In a normal state, a person feels several needs at once, which interact in a complex manner;
The first person satisfies the needs located 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 in more ways than the needs of a lower level.

Maslow's pyramid of needs looks like this:

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

You yourself can find out to what extent 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 are met by you first, which are 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.

An interesting fact is that Abraham Maslow was of the opinion that only 2% of all people reach the “stage of self-realization”. Match your needs with your life results, and you will see if you are one of these 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 (safety, 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 theory only in that, according to Maslow, movement from needs to needs is possible only from the bottom up. Alderfer believes that movement is possible in both directions. Up, if the needs of the lower level are met, and vice versa. Moreover, if the need of the higher level is not satisfied, the need of the lower one increases, 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 being 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 the desire to satisfy the need). If, for example, you cannot meet your growth needs, then your attention will shift to communication needs, which will be called frustration. In this case, in order to return to the process of satisfaction, one should satisfy the need of the lower level, thereby rising to the upper one.

More details about Alderfer's theory can be found.

McClelland's acquired needs theory

His theory is associated with the study and description of the needs of achievement, participation and dominion. These needs are acquired during life and (subject to a strong presence) have an impact on 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 effectively than before, then you are motivated to meet the need for achievement. If you strive for friendship, 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 a 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 to rule are divided into 2 groups:

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

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

More information on McClellanad's theory can be found at this.

Herzberg's theory of two factors

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

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

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

The data on this theory are very effective for managers 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 by themselves they are not motivating. And the absence of intangible factors does not lead to dissatisfaction, but their presence causes satisfaction and is an effective motivator. It should be noted that Frederick Herzberg made the paradoxical conclusion that wages are not a factor motivating a person to take action.

You can learn more about this theory.

They analyze how a person distributes efforts to achieve new goals, and what type of behavior he will choose for this. In procedural theories, human behavior is determined not only by needs, but is a function of his perception and expectations associated with a particular situation, and the possible consequences of 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 considered: Vroom theory, Adams theory, Porter-Lawler theory, Locke's theory and the concept of participatory control. Let's talk about them in more detail.

Vroom's expectation 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 should count on the fact that the type of behavior that he has chosen will lead him to the satisfaction of his needs. An individual's behavior is always associated with a choice of two or more options. And what he chooses determines what he does and how he does it. In other words, according to Vroom, motivation depends on how much a person wants to get and how much it is possible for him, how much effort he is willing to make for this.

Vroom's theory of expectations is excellent to use in practice to increase employee motivation in organizations, and is very useful for managers at various levels. Because the theory of expectations is reduced to the goals and needs of specific employees, then managers must make sure 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 both for the employee and important for the organization.

More details from Vroom's theory can be found by following this.

Adams' theory of equality (justice)

This theory says that a person evaluates the effectiveness of motivation not according to certain factors, but 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 those around them. And here three options are possible: underestimation, fair assessment, overestimation.

If we again take an employee of the organization, then we can say that he estimates 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 the employee thinks that, for example, he is underestimated and was treated unfairly, he can act as follows: deliberately distort his own contribution and results, as well as the contribution and results of others; try to get others to change their contribution and results; change the contribution and results of others; choose other parameters for comparison or simply quit your job. Therefore, the leader should always be careful about whether his subordinates feel injustice towards themselves, to achieve from employees a clear understanding of the required results, to encourage employees, taking into account that they are interested not so much in how they will appreciate them at all, but rather how they will be appreciated in comparison with the rest.

Porter-Lawler model

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

According to this theory, the results depend on the efforts, abilities and characteristics of the 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 effort made will actually bring some kind of 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 efforts that a person spends depends on how valuable the reward is to him and on the person's faith in their relationship. Achievement of certain results by a person 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, results and rewards may depend on the capabilities that a manager in the organization defines for his or her employee. On the other hand, the employee has his own opinion about how fair the remuneration for certain results is. The outcome of the fairness of internal and external remuneration will be satisfaction, which is a qualitative indicator of the value of the remuneration to the employee. And the degree of this satisfaction in the future will influence the employee's perception of other situations.

E. Locke's goal setting theory

The premise of this theory is that human 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 a person's conscious intentions and goals determine his behavior. Guided by emotional experiences, a person evaluates the events taking place around. On the basis of this, he sets himself the goals that he intends to achieve, and, already proceeding from these goals, acts in a certain way. It turns out that the chosen strategy of actions leads to certain results that bring satisfaction to the person.

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

The concept of participatory governance

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 the organization of his activities, working conditions, and the effectiveness of his actions. This suggests that the employee has an interest in participating in various processes taking place in his organization and related to his activities, but going 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, of higher quality and more productive. If an employee is allowed to make decisions about issues related to his work in the organization, this will motivate him to better perform his duties. It also contributes to the fact that the employee's contribution to the life of the organization will be much greater, because its potential is used to the maximum.

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

Theories based on the 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.

MacGregor's XY-theory

His theory is based on two premises:

Authoritarian leadership of workers - 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 vigorous activity. Therefore, they must be supervised. For this, special control systems have been developed. On Theory X, without an attractive reward system, people in an organization will be passive and avoid responsibility.

So, for example, based on the provisions of Theory X, it follows that the average worker has hostility to work and unwillingness to work, he likes to be led more, to be directed, tries to avoid responsibility. To increase employee motivation, managers should pay special attention to various incentive programs, closely monitor work, and direct the activities of employees. Coercive methods and penalties should be used where necessary in order to achieve the organization's goals.

Theory Y takes as its starting point the initial ambition of workers, assumes their internal incentives. In this theory, workers themselves take the initiative to take responsibility, self-control and self-government, because get emotional satisfaction from fulfilling their responsibilities.

From the premises of theory Y it follows that the average worker, under the right conditions, will learn to be responsible, to approach work creatively and creatively, to control himself independently. 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. It should be shown to employees 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 the whole.

You can learn more about XY-theory.

Theory Z Ouchi

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

To be guided by Theory Z in organizing employee activities, you need to keep in mind that most of them love 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 professional development programs. The period for which the employee is hired plays an important role. It is best if the hiring is for life. To increase employee motivation, managers must build faith in common goals and place a strong emphasis on their well-being.

Motivation methods

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

Staff motivation
Self-motivation

Below we will look at each category separately.

Staff motivation

Staff motivation 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 in the organization, what is the general management system and what are the features of the organization itself.

Personnel motivation methods can be divided into economic, organizational and administrative and socio-psychological.

Economic methods imply material motivation, i.e. 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, statutes, 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.

Given 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 and administrative or economic methods will not allow activating the creative potential of employees. And only the socio-psychological or organizational-administrative method (control, instructions, instruction) 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 systematic monitoring of employees and skillful identification of the needs of each employee individually.

You can learn more about staff motivation from here.

- this is a very important stage on the path of 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 or student. Otherwise, successful learning will become impossible. Unfortunately, motivation to learn is rarely manifested by itself. 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 few methods / techniques for the formation of motivation for learning activities. Below are the most common ones.

Creating entertaining situations it 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- these are experiences that are created by bringing unusual facts and conducting experiments during classes, and are also caused by the scale and uniqueness of the material presented.
Comparison of scientific and everyday interpretations of natural phenomena- this is such a technique in which some scientific facts are presented and compared with changes in the way of life of people, which appeals to students interest and desire to learn more, tk. it reflects reality.
Creation of situations of cognitive dispute- this technique is based on the fact that the dispute always arouses heightened interest in the topic. Involving students in scientific disputes contributes to the deepening of their knowledge, rivets their attention, arouses a wave of interest and a desire to understand the disputed issue.
Creating Successful Learning Situations this technique is used mainly in relation to students who have certain learning difficulties. The technique is based on the fact that joyful experiences contribute to overcoming learning difficulties.

In addition to these methods, there are other methods of increasing motivation to learn. Such methods are considered to approximate the content of educational material to important discoveries and achievements, to create 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 influence on the motivation of students. It follows that the more interesting the educational material and the more the student / 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 to study, you can use completely different methods, but it is important to understand that these methods will always be different. In some cases, the emphasis should be on collective motivation. For example, ask each of the group to express their subjective opinion on a particular issue, to involve students in discussions, thereby arousing interest and activity. In other cases, you need to take into account the individuality of each student, study their behavior and needs. Someone may enjoy doing their own research and then giving a talk, and this will satisfy the need for self-actualization. Someone needs to realize their progress on the path of learning, then the student should be praised, he should be shown his progress, even if it is very small, and encouraged. This will create a feeling of success and a desire to move in this direction. In another case, it is necessary 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.

You can find some helpful tips on student motivation at.

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

Self-motivation

Self-motivation- This is a person's desire or desire 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 describe it as follows:

Self-motivation is the impact of a person on his state, when motivation from the outside ceases to affect him properly. For example, when something does not work out for you and things are going very badly, you want to give up everything, give up, but you yourself find reasons to continue to act.

Self-motivation is very individual, because each 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 affect a person mainly at a psychological level.

Many successful people use affirmations in their daily lives in order to constantly have inner stimuli 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 into two parts with a line. On the left are beliefs and blocks that you believe have a negative impact on your performance. And 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 to him, and because of this, you constantly feel stressed, uncomfortable, and unwilling to go to work. Write on one part of the sheet "I am afraid to communicate with the boss", and on the other - "I like to communicate with the boss." This will be your affirmation. Affirmations, as a rule, are not used singly, but in a complex manner, i.e., in addition to the fact that you are afraid of communicating with your boss, you must identify some of your other fears and weaknesses. There can be quite a lot of them. To identify them to the maximum, you need to do a fairly 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 in yourself and what you fear. After you write everything down on a piece of paper, write the affirmations to all this, cut the sheet in two with scissors and leave only the part with the affirmations. To help them take action and influence you and your life, read your affirmations every day. Best of all, if it will be right after you wake up and before bed. Make reading affirmations a daily practice. After a while, you will begin to notice changes in yourself and in your life. Remember that affirmations have an impact on a subconscious level.

You can find detailed information on affirmations.

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 that was not previously characteristic.

In order to inspire yourself with some things, you need to make for yourself a list of correct statements and attitudes. For example, if you feel at some moments a loss of strength 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 normal state. From the first try, 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 statements and attitudes to have the greatest effect, you need to adhere to several rules: statements must reflect what you want, not what you are trying to get rid of. Don't use the "not" particle. For example, say not, "I don't feel bad," but, "I feel good." Any installation should be short and have specific meaning. It is important to form an attitude in the present tense. And most importantly, repeat the instructions meaningfully, not just 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 life of successful people who have achieved outstanding results in any area.

If you feel that you have lost motivation to be active, to achieve success, to continue working on a project, or even to work on yourself, do the following: think about which of the famous personalities arouses your interest and admiration. It could 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 material you find. Surely, you will find in the life of this person many motivating moments, examples of perseverance and desire to go forward no matter what. While reading, you will begin to feel the desire to pull yourself together, to continue striving for the intended goal, your motivation will increase many times over. Read books, articles, watch films about the life of outstanding people whenever you feel that your motivation is weak and needs recharge. 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 remain true to their dreams and continue to believe in themselves and their success.

We wrote about what will is in one of our previous lessons. The influence of willpower on a person's life cannot be overemphasized. 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 decisive.

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 to”, overcoming difficulties, makes a person stronger. If you don't want to do something, then the easiest thing will be to just postpone it, 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 follow the lead of their laziness. Breaking bad habits is also an exercise in willpower. If you feel like a habit is dominating you, then just give it up. It will be difficult at first, 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, gradually raising the bar. On the other hand, on your to-do list, always choose the most difficult one 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. This, in turn, will make you stronger and better.

Visualization

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

This is done very simply: try to choose a time so that no one distracts you, sit comfortably, relax and close your eyes. For a while, just sit and watch your breathing. 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 a new car, then imagine that you are sitting in it, turning the ignition key, grabbing the wheel, pressing the gas pedal and starting off. If you strive to be in some important place for you, then imagine that you are already there, try to outline all the details, surroundings, your feelings. Take 15-20 minutes to visualize. After you finish, you will feel that you have a strong desire to start doing something more quickly to achieve your goal. Take action immediately. Practicing visualization every day will help you keep in mind what you want the most. And most importantly, you will always have a charge 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 do 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, to reach new heights, to achieve the set goals.

In conclusion, it is worth noting that knowledge of motivation and their application in your everyday life is an opportunity to understand yourself and those around you at a deep level, to find an approach to people, to 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 leader of a large company or just an employee, you teach other people something or learn 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 F.N. 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.To learn to learn. M., 1988
Eretskiy M. N. Improvement of teaching in the technical school. M., 1987
Ilyin E.P. Motivation and motives. SPb: 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 M. N. How to encourage students to learn and work. Chisinau 1989
Skatkin M.N. Improving learning processes. M., 1981
Strakhov I. V. Education of attention among students. M., 1988
Shamova T.I. M., 1982.
Shchukina G. I. Enhancement of pupils' cognitive activity in the educational process. M., 1989

Test your knowledge

If you want to test your knowledge of the topic of this lesson, you can take a short test consisting of several questions. In each question, only 1 option can be correct. After you have selected one of the options, the system automatically proceeds to the next question. The points you receive are influenced 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 mixed.

The leader of a modern formation must set himself and solve the problems of identifying the personal and group potential of personnel, creating conditions for the development of the individual and the group and the fullest use of potential in the process of achieving the goals of the organization in the interests of its prosperity.

A.A. Pogoradze defines the structure of the cultural and personal potential (labor potential) of the employee in the following way:

· “... professional knowledge, abilities and skills that determine professional competence (qualification potential);

Efficiency (psychophysiological potential);

Intellectual, cognitive abilities (creativity);

The ability to cooperate, collective organization and interaction (communication potential);

Value-motivational sphere (ideological and worldview, moral potential)

This system needs to be added leadership potential

· potential for development.

· It is advisable to note the presence of group potential (team potential), consisting in fact of the same elements.

potential - inherent potencies, preconditions for the performance of certain functions, which, under favorable conditions for the development of abilities, inclinations can be brought to the level of skills.

The complexity of the problem of determining a person's potential is associated with the inability to accurately predict the boundaries of a person's abilities, however, all efforts to identify and develop potential are effective, since the results are often unexpectedly high.

The level of potential use is a criterion for the ethics of the leader and the internal ethics of the organization: if only qualification and psychophysiological potential is used, then the leader is a follower and adherent of the technocratic approach to personnel, and his lack of understanding of the capabilities of other components of the potential limits the development of the organization. This case of attitude towards personnel resembles the use of multifunctional complex equipment to perform just one primitive function.

One of the leading elements of an employee's potential is his professionalism. Concept "professionalism", included as a component in the category of "potential", in its origin is more commonplace than firmly established. The meanings of concepts are given in dictionaries and reference books. "Profession", "specialty", "qualification".

Under profession is understood as a certain kind of socially useful labor activity. There are several specialties within one profession, and if a profession is a type of activity, then speciality - type of occupation within one profession, a set of specific knowledge and skills. The selection of a specialty depends on the field of work, the stage of the production process, the tools used, equipment, etc. Both the profession and the specialty are determined on the basis of the content of labor, including the objects of labor, the means of labor used, and the peculiarities of its organization (division, cooperation).

The education system is focused on training specialists in fairly large-scale professions with the possibility of specialization at the final stage of training. This is because the learning process is also a kind of production process, and in the Taylor approach to labor organization that is still in effect in our country, the main factor of efficiency is the flow method, mass production, and cheapness. Enterprises do not yet have the funds for individual training, and, in addition, to carry it out, teachers must be well aware of the specifics of the student's future workplace. This means that such training is possible if the workplace is known in advance, the teacher has the opportunity to study its specifics, and the company can pay for such training. It is clear that within the framework of the general education system, training is possible only in the standard elements of knowledge of the profession, specialty.

Numerous educational institutions are now engaged not so much in special training as in general education.... Few large enterprises have retained or created their own personnel training systems, but even these institutions are not able to prepare specialists for a variety of jobs. The degree of this diversity has increased significantly in connection with complete freedom in the creation of enterprises and in the organization of labor on them.

Professionalism is legitimately regarded as a combination of general education with the skills and abilities acquired in the process of working in a particular organization, in the specific conditions of its largely unique system of division and organization of labor.

As noted by the Japanese scientist M. Aoki, “... The skills and abilities of an employee and his behavior are formed mainly through training in the process of a firm-specific coordination. They cannot be acquired off-the-shelf prior to participating in the firm's operations, and their values cannot be thoroughly learned in isolation from the firm. ”40 More or less "fine-tuning" of a specialist is feasible only at the workplace. The costs for it are objective, inevitable and usually associated with the stage of adaptation of a newcomer to the workplace (these are the costs of recruiting employees, additional workload on equipment, on the manager, the impact on the socio-psychological climate of the team, increased injuries and a tendency to layoffs among newcomers, etc. ). The employee acquires the more value for the organization, the longer he works in it, at the same time these new skills often cannot be useful in another enterprise.

Concept "qualification" has several meanings, the main one is the level of preparedness, the degree of suitability for any type of work. Determination of this degree of suitability depends on the choice of parameters, evaluation criteria. Qualification characteristics for positions common to all sectors of the national economy contains the "Qualification reference book of positions of managers, specialists and other employees", approved by the decree of the Ministry of Labor of the Russian Federation on August 21, 1998 No. 37 (its effect applies to commercial organizations created in the form of business partnerships and companies, including open and closed joint-stock companies, joint-stock companies of workers (people's enterprises), production cooperatives, state and municipal unitary enterprises), and "Tariff and qualification characteristics of industry-wide positions of employees and industry-wide professions of workers" 1996, which apply to enterprises, institutions, organizations financed from the state budget.

Common and understandable are the terms "broad specialization", "narrow specialization", "high and low qualifications". As a rule, these terms reflect different levels and characteristics of skills and abilities in terms of the use of objects and means of labor. To avoid the use of the term "professionalism" as a synonym for the term "high qualifications", to identify its specific content, it is legitimate, in our opinion, to use the term "professionalism" to denote high qualifications that ensure the successful performance of duties at a specific workplace in a specific organization. This concept should imply in the structure of the employee's skills and abilities a significant proportion of specific skills acquired and necessary in this particular organization, in the specifics of its communication tions. Special knowledge, skills, and abilities acquired by an employee in the context of the characteristics of a given organization are called in Japan contextual skills. When an employee moves to another organization, it takes much longer to acquire professionalism than to adapt, since contextual skills are lost to a large extent, and the task is to acquire them in a new organization. High qualifications usually accelerate the process of professionalization in a new place, i.e., the acquisition of contextual skills in addition to high qualifications. In this regard professionalism of the leader- This is a high qualification in the field of management, ensuring the stable success and development of this organization based on a combination of the interests of consumers, owners and employees with the priority of consumers' interests. An indispensable component of the professionalism of a manager, as well as of every employee whose duties include interaction with other people, is communicative competence (QC). Its content is determined by the specifics of the work collective and the work situation, as well as the status and social role of the individual. In fact, QC is the skills, knowledge, skills in the field of organizing interaction in the business sphere.

Communications- this is the exchange of information in the process of activity, communication (and its ways). The effectiveness of communications in an organization often determines the quality of decisions and their implementation. Distinguish

1) formal communications between the elements of the formal structure of the organization: inter-level communications (downward and upward), horizontal communications (between units of the same level in the hierarchy of the organization), communications "leader - subordinate", "leader - working group";

2) informal communication (related to informal groups and non-official issues, as well as the spread of rumors about official matters). Written and spoken language is a common means of informal communication. When carrying out communications, one should take into account the presence of “barriers of misunderstanding” (semantic, stylistic, logical, phonetic, authority barrier, etc.) and master the methods of overcoming them.

The concept of communicative competence implies a person's awareness of the following aspects of his own personality:

Own needs and value orientations, personal work technique;

Your perceptual skills, that is, the ability to perceive the environment without subjective distortions, without the manifestation of persistent prejudices in relation to certain problems, individuals, social groups;

Willingness to perceive new things in the external environment;

Your ability to understand the norms and values of other people, social groups and cultures;

Your feelings and mental states due to the influence of environmental factors;

Own ways of personalizing the external environment, that is, those reasons and factors in accordance with which, in relation to some elements of the external environment, a sense of the owner is manifested;

The level of their economic culture, manifested in relation to the elements of the environment.

Communicative competence is viewed as an ideological and moral category that regulates the entire system of man's relationship to nature and the social world, as well as to himself as a synthesis of both worlds41. Having learned the level of his own communicative competence, a person begins to better understand others.

The peculiarities of the development of each personality, the uniqueness of its inner world and work environment allow us to speak about the uniqueness of the structure and content of the factors of communicative competence. The content and nature of labor (individual, collective, etc.), the type of enterprise, its size, features of the objects of labor, means of labor, labor organization, the status and role of the employee, etc., have a significant impact on the structure of the CC. CC has a specific "contextual" content, that is, it should be considered in the context of a given enterprise, team, employee category, workplace. At the same time, general norms and rules of conduct in the business sphere can be distinguished. So, law-abidingness, fair competition, business orientation, friendliness to employees can be attributed to the general norms of business communication. Such general rules contain professional codes of conduct for an impeccable corporation. At the same time, achieving maximum results together with existing employees and at the same time creating in them a sense of satisfaction with their work and pride in it is a task that each manager solves in different ways, based on his own communicative competence and in relation to a specific team and situation. Communicative competence lends itself to development in the process of social and psychological training.

Motivation for work behavior and activities

Currently popular typology of motivational theories, given in the book by M. X. Mescon et al. "Fundamentals of Management." According to the approach used by the authors of the book, motivational theories are divided into two groups: meaningful, explaining human behavior by motives, which are based on certain human needs, etc. procedural - establishing one or another set of factors interacting with each other in the psychological process of forming behavior motives. Here are the definitions of the basic concepts:

Need - the need for something necessary to maintain the vital activity of the organism, human personality, social group, society; internal stimulus of activity;

Motive is an internal urge to the activity and activity of a subject (personality, social group, society), associated with the desire to satisfy certain needs (according to meaningful theories of motivation) or caused by the action of a number of psychological factors, which is a consequence of a complex psychological process (according to procedural theories); in the West, motivation is defined as the process of encouraging oneself and others to act in order to achieve personal goals or the goals of an organization.

Motivation- structure, system of motives of the activity and behavior of the subject.

Distinguish internal(motivation for activity is determined by personal

the goals of the subject - needs, interests, values) and external motivation (motivation To activity is determined by goals set from the outside, by coercion, an agreement on the exchange of the result of the employee's activity for benefits, psychological impact to achieve the same goals as the entrepreneur) Extrinsic motivation it is appropriate to name motivation (stimulation).

Stimulus - an external stimulus to activity associated with exposure

Forces and subjects external to the personality. "Stimulus" in ancient Rome was a thin pointed metal pole for driving horses harnessed to a chariot. Western scholars do not use the word stimulus ": usually the term extrinsic motivation is used to denote external influence" (as opposed to "intrinsic motivation").

We repeat that motives and their importance are not constant values, but depend on many factors - biological, social, including role-playing, situational.

Interest can be considered as increased attention to any object due to its preference over other objects in terms of material, aesthetic, emotional, cognitive and other qualities, properties. The "Psychological Dictionary" defines interest as a motive or motivational state that induces cognitive activity, arising on the basis of cognitive attraction (desire). While developing, it can develop into needs, activity, inclination.

As part of the group of motivational theories of a meaningful nature, they usually call A. Maslow's theory, D. McClelland's theory, two-factor fashion; F. Herzberg, and as part of the procedural group - Vroom's theory of expectations, the theory of justice and the Porter-Lawler model.

Graphical representation A. Maslow's theory - "Maslow's pyramid" is widely known. In addition to the five author's levels of needs, modern psychologists add cognitive (cognitive) and aesthetic (in order, fairness, beauty) as independent needs and place them on a level above the need for respect, and below the need for self-realization of the individual.

Motivation is an incentive to activity by a combination of various motives, the creation of a specific state of the personality, which determines how actively and with what orientation a person acts in a certain situation. Need is an objective need for something, which a person himself may not experience and not be aware of. A need is a subjective mental state of an individual, expressed in a person's experience and awareness of the need for what is necessary to maintain the existence of his organism and the development of his personality. Motive (from Lat. Movere - set in motion, push) is a predominantly conscious inner urge of a person to certain behavior aimed at satisfying certain needs. According to A. N. Leontyev, a motive is an objectified need. The motive acts as a consideration on which the subject must act. Consequently, the motive gives the need a certain direction. Motivation is the process of influencing a person in order to induce him to certain actions by awakening certain motives in him. The effectiveness of management largely depends on how successfully the process of motivation is carried out.

The goal is one of the elements of human behavior and conscious activity, which characterizes the anticipation of the result of activity in thinking and the ways of its implementation using certain means. The goal acts as a way of integrating various human actions into a certain sequence or system. Purpose and motive do not match. For example, a person may have a goal - to change their place of residence, and the motives may be different: to improve their position; change the social circle, bring the place of work closer to the place of residence; live next to relatives, etc. Some of the motives may not be realized by a person. Incentives are tools that cause certain motives to act. Some objects, actions of other people, bearers of obligations and opportunities act as incentives - everything that can be offered to a person as compensation for his actions, or that he would like to acquire as a result of certain actions. Using a variety of incentives to motivate people and provides an incentive process that takes many different forms. One of the most common is material incentives. Incentives are fundamentally different from motivations. The difference is that stimulation is a means by which you can motivate. The higher the level of development of human relations in an organization, the less often incentives are used as a tool for managing people. Education, training as methods of motivating people determine the situation when members of the organization show an interested participation in the affairs of the organization, carry out the necessary actions without waiting or even not receiving any stimulating influence.

Motivation Extrinsic motivation This is a means to an end, such as making money, gaining recognition, or taking a higher position. At the same time, it can be used in two directions: as an incentive in the expectation of advantages - the principle of hope; as a means of pressure in anticipation of shortcomings - the principle of fear. Intrinsic motivation This is an understanding of meaning, conviction. It arises if the idea, goals and objectives, the activity itself is perceived as worthy and expedient. In this case, a specific state is created that determines the direction of actions, and behavior will become the result of an appropriate internal attitude, and this is true not only for a person, but also for an organization.

Formation of conscious behavior based on factors of internal and external motivation. External motivation should perform at the initial stage the role of support for creating a system of effective work. It can also be seen as an additional supportive stimulus during the period of consolidation. However, long-term motivation and effective changes in the behavior of employees are achieved only if internal motivation is created.

They are based on the study of human needs, which are considered as the main motives for carrying out, and therefore, activities. “Theory of the hierarchy of needs” by A. Maslow, “The ERG concept” by K. Alderfer, “Theory of acquired needs” by D. Mac. Clelland, "Two-factor model" by F. Herzberg. Based on the consideration of motivation as a process. This approach takes into account the distribution of efforts of employees and the choice of a certain type of behavior to achieve specific goals. “Theory of Expectations” by V. Vroom, “Theory of Justice” by S. Adams, Theory of Porter – Lawler.

Abraham Maslow “The Theory of the Hierarchy of Needs” Brief Biography Abraham Maslow was born in Brooklyn, New York in 1908. He studied at the University of Wisconsin Department of Psychology. He received his bachelor's degree in 1930, his master's degree in humanities in 1931, and his doctorate in 1934. In the mid-thirties, he began work on what became the main work of his life, the book "Motivation and Personality" ("Motivation and personality "), published in 1954. In 1943, he published two works:" A Preface to Motivation Theory "and" A Theory of Human Motivation ", where formulated a positive theory of motivation, which he defined as "generalized dynamic". Between 1947 and 1949, Maslow abandoned his academic career and formed the Maslow Cooperage Corporation to pursue his own business. Nevertheless, he retained his academic connections and continued to publish articles in scientific periodicals during this period. Returning to his academic career, he became first an Adjunct Professor and then a Full Professor and Chair of the Department at Brandeis University of Massachusetts.

Abraham Maslow is widely recognized as the founder of the humanistic theory of personality. His theory of self-actualization of personality, based on the study of healthy and mature people, clearly shows the main themes and provisions characteristic of the humanistic direction in psychology. From the point of view of humanistic psychology, the very essence of a person constantly moves him in the direction of personal growth, creativity and self-sufficiency, unless extremely strong environmental circumstances interfere with this. Proponents of humanistic psychology also argue that humans are eminently conscious and intelligent creatures with no dominant unconscious needs and conflicts. In general, humanistic psychologists view people as active creators of their own lives, with the freedom to choose and develop a lifestyle that is limited only by physical or social influences. “Life is a process of constant choice. At every moment, a person has a choice: either retreat or advance towards the goal. Either a movement towards even greater fear, fears, protection, or the choice of a goal and the growth of spiritual strength. To choose development instead of fear ten times a day means to move ten times towards self-realization. " A. Maslow "If you intend to become a less significant person than your abilities allow, I warn you that you will be a deeply unhappy person." A. Maslow

It was created in 1943. The theory of the hierarchy of needs is based on a regularity: when the needs of one level are satisfied, there is a need for Secondaries of the next, higher level. needs Human behavior is determined by the lowest unmet need. A satisfied need ceases to motivate. The conclusion is obvious - only unmet needs Primaries act as motivators. However, Maslow's needs make an exception to this rule by considering self-actualization. At this level, the positive emotions generated by satisfaction increase the desire for further self-realization. Full satisfaction of the need for self-actualization is rarely, if ever, achieved. The main criticism of Maslow's theory boils down to the fact that she failed to take into account the individual differences of people. The concept of the most important needs has not received full confirmation either. The satisfaction of any one need does not lead to the automatic activation of the needs of the next level as a factor in motivating human activity.

Clayton Alderfer "Theory of existence, connection and growth" (ERG Concept) Created in 1972 Just like A. Maslow, Clayton Alderfer in his theory (ERG - existence, relatedness, growth) proceeded from the fact that human needs can be combined into separate groups. However, unlike A. Maslow's theory of the hierarchy of needs, he believed that there are three groups of needs. These three groups of needs, as well as in Maslow's theory, are arranged hierarchy theory ERG theory (Alderfer) hierarchically, but the difference is that needs (Maslow) move in both directions, and not Self-actualization sequentially from bottom to top, like Growth (Growth ) Respect, recognition of Maslow. At the same time, Alderfer Involvement, belonging, believes that in the case of Social needs, the connection (Relatedness) of dissatisfaction with the needs of the upper level is enhanced Security Existence degree of action of the need Physiological needs of a lower level, which, in accordance with Alderfer's theory, the hierarchy shifts a person's attention to needs reflects climbing from this more specific level. needs to less specific. when the need is not satisfied, there is a switch. He believed that to a more specific need. And this process determines the presence of a reverse motion from top to bottom. The process of moving up the levels of needs Alderfer calls the process of satisfying needs, and the process of moving down - the process of frustration, that is, defeat in the desire to satisfy the need.

David Mack. Clelland Acquired Needs Theory Short biography David Clarence Mack. Clelland was born on May 20, 1917 in Mount. Vernon, NY. After graduating from high school, he entered McMurray College in Jacksonville, Illinois, where he studied languages, primarily German. These activities did not arouse enthusiasm in the young man. By chance, on the advice of one of his teachers, he turned to reading psychological literature and became so interested in this subject that it was in this direction that he decided to continue his education. He entered Wesley University and graduated in 1938 with a BA in Psychology. He earned his master's degree a year later at the University of Missouri and his doctorate in 1941 at Yale. In 1942, Mack. Clelland moves to Connecticut and becomes a professor at Wesley University. Four years later, he became Dean of the Department of Psychology at Weslean University. From 1952 to 1953, D. McCleland was program manager at the Ford Foundation. In 1963, he founded his own firm, which was later transformed into Mc. Ber & Company (this corporation is currently engaged in consulting and training personnel managers). From 1949 to 1987, D. McCleland was Professor and Dean of the Faculty of Social Relations at Harvard University, and in 1987 he moved to Boston University.

The main works of Dzvyd McCleland: - "Achievement Society" - "Drinking Man: Alcohol and Human Motivation" - "Human Motivation" For more than half a century of scientific activity, the scientist paid attention to a wide range of problems, but in the history of science he remained primarily as a vivid researcher of motivation, in particular - achievement motivation. This concept itself is mainly associated with his research. McClelland did not limit his reasoning to the sphere of scientific psychology. In 1961, his book "The Society for Achievement" was published, in which he put forward an interesting hypothesis: the motivation for achievement is the most important guarantee of economic prosperity. Having estimated the degree of expression of the corresponding motive in the society, it is possible to predict the trend towards economic growth with fair certainty. In 1973, McClelland appeared in the American Psychologist with an article in which he pointed out the low predictive value of IQ testing and called for more attention to the motivational side of any activity. Subsequently, these judgments of his were quoted a thousand times, sometimes even being brought to the point of absurdity: "Abilities are nothing, motivation is everything!" The author himself was not at all so categorical. McClelland's ideas have revolutionized the practice of selection in many industries, above all - professional selection. Based on McClelland's ideas, it is most rational to select people for the appropriate activity based on their motivation and personal characteristics, since, if necessary, it is not so difficult to teach them the necessary skills. Over the years, McClelland has received many honorary awards (in the American biography "Psychology", in which he appears among 500 outstanding psychologists of all time, their list is half a page), including the prestigious American Psychological Association Award for Outstanding Contribution to science ".

Created in 1962. Without denying the significance of previous theories and their conclusions about the importance of biological and other "basic" needs in motivating employee behavior, Mac. Clelland tried to identify the most important among the "secondary needs", which are actualized under the condition of sufficient material security. He argues that any organization provides an employee with opportunities to fulfill three highest-level needs: power, success and belonging. On their basis, a fourth need arises, namely the need to avoid troubles, that is, obstacles or oppositions in the implementation of the three named needs, for example, situations that do not allow achieving success, that can deprive a person of power or group recognition. All employees have some level of need for success, power, and belonging. However, different people have these needs expressed in different ways or exist in certain combinations. The way they are combined depends, in addition to innate qualities, on personal experience, situation and culture of the person. The need for success (according to Maslow's classification, it is between the need for respect and self-realization) is not equally expressed in different workers. A successful person usually wants autonomy and is willing to be held accountable for the results of their work. He seeks to regularly receive information about the "milestones he has taken", wants to know about the specific results of his work, is more organized, the ability to foresee and plan his actions. Such people strive to set realistically achievable goals, to avoid unreasonable risks. They receive satisfaction not so much from the reward for the work done, but from the very process of the work, especially from its successful completion. The need for success is subject to development, which can be used to improve performance. Success-oriented people are more likely to achieve it. In the process of motivating employees, managers must take into account the characteristics of people with a pronounced need for success, giving them appropriate tasks.

The need for power is expressed in the desire to influence other people, to control their behavior, and also in the willingness to be responsible for others. This need is expressed in the desire for a leadership position. It has a positive effect on the effectiveness of leadership. That is why it is advisable to select people with a pronounced need for power for leadership positions. Such people have high self-control. They are more committed to their organization, passionate about the business, and they work regardless of time. The need for belonging has a great influence on the behavior of people in an organization. It manifests itself in the desire to communicate and have friendly relations with other people. Employees with a strong need for belonging achieve high results primarily on assignments that require a high level of social interaction and good interpersonal relationships. Based on his research, Mac. Clelland identified three types of managers: 1) institutional managers with a high level of self-control. They are characterized by a greater need for power than for group belonging; 2) managers in whom the need for power prevails over the need for belonging, but in general people of this type are more open and socially active than institutional managers; 3) managers whose need for belonging prevails over the need for power; they are also open and socially active. According to the findings of Mac. Clelland, managers of the first two types manage their divisions more efficiently, mainly due to their need for power. However, an organization can benefit from a combination of all three types of managers. To improve the motivation of managers, it is advisable to widely use competitive methods of achieving goals and to mark people who achieve the highest efficiency in their work. Leaders should also set themselves and their subordinates challenging but realistic tasks. The main advantage of the Mac theory. Clelland is that she managed to take into account the individual differences of people. However, its use is advisable only under the condition of sufficient material security, in an economically developed society, where the necessary level of satisfaction of primary needs has been achieved.

Frederick Herzberg "Two-Factor Theory of Motivation" Author biography Frederick Irwin Herzberg was born on April 17, 1923 in Lynn, Massachusetts. He attended City College in New York, where he studied history and psychology. When Herzberg was in his final year, he had serious financial difficulties, and he decided to join the ranks of the American army. During his service, he was assigned to the newly liberated Dachau concentration camp, and what he saw there influenced his entire further academic career. At the end of the war, Herzberg completed his studies in New York and subsequently, already at the University of Pittsburgh, received his master's and doctoral degrees. As part of his doctoral studies, he collaborated with John Flanagan to study quantitative methods. During the war years, Flanagan developed a method (he called the "Critical Situation Method" or "Incident Method") for selecting individuals with the required characteristics in the Air Force flight personnel as pilots, gunners and bombers. Herzberg was deeply impressed by the fact that Flanagan focused on "real accidents that happened to the subjects", and not on some abstract data of statistical analysis. According to Herzberg, Flanagan's approach was "something of the utmost importance." He later spent a year at the Pittsburgh Health Center, where he trained as graduate students, and wrote a paper there entitled "Mental Health is Not the Opposite of Mental Illness". In the mid 50s. Herzberg became head of research for the Psychological Service of Pittsburgh, a nonprofit psychological consulting company. Here he conducted a series of surveys designed to reveal the labor attitudes of workers, their attitude to work, in order to subsequently develop some principles of labor morality.

Frederick Herzberg was extremely interested in the contradictory information he received during employee surveys. With financial support from the Buhl Foundation and local industrialists, Herzberg tried to "create a unified classification of problem areas in the issue of workers' attitudes towards work based on 2,000 articles, that is, practically everything that was published on this issue between 1900 and 1955." Continuing his study of the literature, Herzberg came to the conclusion that some factors in the work attitudes of the individual can be attributed to "satisfying", while others, not necessarily opposite factors, can be called "causing dissatisfaction." This was consistent with the approach he took when writing Mental Health is Not the Opposite of Mental Illness. The hypothesis underlying the research published in 1959 under the title "The Motivation to Work" was taken from there. This research led to the creation of a theory that Herzberg called "motivational-hygienic" and which became the basis for further publications. In 1966, he published Work and the Nature of Man, which looked at the first ten steps of the original research. In 1968, his article One More Time: How Do You Motivate Your Employees? ”(“ How do you motivate your workers? ”) Appeared in the Harvard Business Review magazine and became its most popular publication, with over a million copies sold. Motivational-hygienic theory, along with ideas for enriching work, made Hernzberg a scientist (he became an honorary professor of management at the University of Utah) and allowed him to become a consultant to such large corporations as AT&T, ICI, Texas Instruments, British Petroleum and Shell. Herzberg's habit of traveling the world and his use of films made him perhaps the first international "guru" in the field of management. Frederic Herzberg has conducted consultations and seminars in over thirty countries, in 275 different industrial, government and social organizations, in 175 professional societies and in 100 universities.

Created in 1959, Herzberg's theory was derived from research involving two hundred engineers and accountants. All of them were asked two questions: “Can you describe in detail when you feel exceptionally good at work? ”And“ Can you describe in detail when you feel extremely unwell at work? ". As a result of the study, two groups of factors were identified that do not equally affect labor motivation. The first group of factors Herzberg called factors of hygiene (hygiene factors), the second - factors-motivators. The term "hygiene" is used here in its medical meaning - hygiene as a warning, prevention of disease, and not as a treatment for it. By themselves, hygienic factors do not cause satisfaction, but their deterioration gives rise to dissatisfaction with work. Hygienic factors include: relationships with colleagues, bosses and subordinates; routine and work schedule; wage; control method; administration policy; quality of leadership; physical working conditions; safety and stability of the workplace. The second group of factors is made up of motivators that directly cause job satisfaction, a high level of motivation and work achievements. They act as stimulators of effective work. Motivators include: achievement of goals, recognition, interesting content of work, independence (own area of work) and responsibility, professional and job growth, opportunities for personal self-realization. Summarizing the results of his research, Herzberg made a number of conclusions: 1) The absence of hygienic factors leads to dissatisfaction with work. 2) The presence of motivators can only partially and incompletely compensate for the lack of hygiene factors. 3) Under normal conditions, the presence of hygienic factors is perceived as natural and does not have a motivational effect. 4) The positive maximum motivational impact is achieved with the help of motivators in the presence of hygiene factors.

The significance of F. Herzberg's theory Herzberg's model differs from many motivational theories in that it denies a simple alternative in the influence of various motivational factors on job satisfaction. Herzberg Graph The main practical implication of Herzberg's theory is that managers should differentiate and be very careful about the use of different incentives and, when the needs of the lowest level are sufficiently satisfied, not rely on hygiene factors as the main ones. Conversely, they should not waste time and money using motivators until the hygiene needs of the employees are met.

Despite the significant step forward in the development of the theory of motivation, which was made by meaningful concepts in this direction, they are not devoid of certain disadvantages, which include: 1. Ignoring the situational features of motivational choice, reducing the entire diversity of a person's motivating forces to a limited set of needs. 2. Underestimation of the individuality of human activity. Substantial concepts of motivation try to limit human behavior by a rigid hierarchy or a set of internal values. 3. Inability to establish a clear correlation between various human needs due to the lack of a universal theory of human action. These shortcomings, which inevitably included all meaningful theories of motivation, tried to overcome other researchers in this area, who developed other motivational models, called procedural.

Motivational process Motivation is a complex process, the course of which depends on many reasons. Simplistically, the scheme of the motivational process can be divided into six stages: STAGE 1. The emergence of a need. A person feels that he is missing something. He decides to take some action. The needs are very different, in particular: physiological; psychological; social. STAGE 2. Finding ways to provide a need that can be satisfied, suppressed, or simply not noticed. STAGE 3. Determination of goals (directions) of action. A person fixes what and by what means he must do, what to achieve, what to get, in order to eliminate the need. STAGE 4. Implementation of the action. A person spends efforts to carry out actions that open up to him the possibility of acquiring what is needed to eliminate the need. Since the work process influences motivation, then at this stage the goals may be adjusted. 5 STAGE. Receiving a reward for the implementation of an action. Having done the necessary work, a person gets what he can use to eliminate the need, or what he can exchange for what he wants. It reveals to what extent the performance of the actions provided the desired result. Depending on this, there is a change in motivation for action. 6 STAGE. Elimination of the need. A person either stops activity before a new need arises, or continues to look for opportunities and take actions to eliminate the need.

Victor Vroom "Theory of Expectations" Brief biography Victor Vroom is a modern Canadian researcher of organizational behavior problems, psychologist, teacher and consultant in the field of management sciences. Born August 9, 1932 in Montreal (Canada). Received a bachelor's degree from McGill University (1953). Master of Science from McGill University (1955), Doctor of Michigan University (1958). Lecturer in the Department of Psychology at the University of Michigan from 1958 to 1959. Winner of the Ford Foundation Doctoral Thesis Competition (1958). Senior Lecturer in the Department of Psychology, University of Pennsylvania (1960 -1963). Received a G. Ford Fellowship in 1961. Assistant Professor of Industrial Management at the Carnegie Institute of Technology (1963 -1966). Professor of Psychology and Industrial Leadership at Carnegie Melon University (1966-1972). Winner of the McKinsey Foundation Research Competition (1967). Fulbright Scholarship Laureate. Honored with the American Psychological Association's James McKean Cattell Award (1970), the Yale Alumni Association's Achievement in Education Award (1994). Professor of Administrative Sciences and Psychology at Yale University (1972 -1973). Professor of Organization and Management (since 1973), Professor of Psychology at Yale University (since 1973). President of the Society for Industrial and Organizational Psychology (1980 -1981). In 1964, the fundamental work "Labor and Motivation" appeared, and in 1965 the book "Motivation in Management" appeared, which played an extremely important role in the development of the theory and practice of modern management.

Created in 1964 The theory of expectations is based on the fact that the presence of an active need is not the only necessary condition for motivating a person to achieve a certain goal. A person should also hope that the chosen type of behavior will actually lead to the satisfaction or acquisition of what he wants. Expectations can be viewed as an assessment by a given person of the likelihood of a particular event. Most people expect, for example, that graduating from college will give them a better job and that if they work hard, they can get promoted. When analyzing motivation to work, the theory of motivation emphasizes the importance of three relationships: The relationship "labor input - results" is the expected ratio between the effort expended and the results obtained. If there is no direct relationship between the effort expended and the results achieved, then motivation will weaken. There can be any number of reasons for this: because of wrong self-esteem, because of poor preparation or improper training, or because the employee was not given enough rights to complete the task. The relationship "results - reward" is the expectation of a certain reward or reward in response to the achieved level of results. If the person does not feel a clear connection between the achieved results and the desired reward, motivation will weaken. Similarly, if a person is confident that the results achieved will be rewarded, but with a reasonable expenditure of effort he will not achieve these results, then the motivation in this case will be small. The third factor is valence (the value of the encouragement or reward). Valence reflects the value a person attaches to a particular reward. Since different people have different needs and wishes for reward, the specific reward offered in response to the results achieved may not be of any value to them. For example, an accountant may receive a salary increase for his efforts, while he was counting on the position of chief accountant. If the value of the remuneration received is low, then the motivation to work will weaken.

The Expectation Theory Motivation Formula Vroom's Expectation Theory offers some tips for improving managerial performance

Stacy Adams "The Theory of Justice" Created in 1963, American psychologist John Stacy Adams studied the principles of remuneration for work. Based on the results of research at General Electric, he formulated the "theory of justice." In her theory, Stacey Adams examines the motivation of an employee in terms of his assessment of the situation and his understanding of the fairness of the relationship between him and the organization. At the same time, he compares himself with other people, comparing his contribution with their contribution, his reward for work with their remuneration. In this case, three options for the final assessment of such comparisons are possible: underpayment, fair payment, overpayment. Adams' theory suggests that workers seek to establish fair relationships with others and seek to change relationships that they perceive to be unfair. People can restore a sense of justice either by changing the level of effort expended or by trying to change the level of reward they receive. Thus, those employees who feel that they are underpaid compared to others can either start working less intensively or seek to increase their remuneration. The same employees who believe that they are overpaid will seek to maintain the work intensity at the same level or even increase it. However, research shows that usually when people feel they are underpaid, they work less intensively. If they feel they are being overpaid, they are less likely to change their behavior and activities.

The main implication of the theory of justice is that until people begin to believe that they are receiving fair remuneration, they will reduce the intensity of their work. If the difference in remuneration is due to different work efficiency, then it is necessary to explain to employees who receive less that when their performance reaches the level of their colleagues, they will receive the same increased remuneration. Adams Equity Theory Diagram

Created in 1968 American researchers, psychologists Lyman Porter and Edward Lawler developed a complex procedural theory of motivation, which contains elements of the theory of expectations and the theory of justice. There are five variables involved in this model: effort expended, perception, results achieved, reward, and satisfaction. At the same time, the results achieved depend on the efforts made, the abilities and character of the person, as well as on his awareness of his role in the labor process. The level of effort made will be determined by the value of the reward and the degree of confidence that a given level of effort will indeed entail a certain level of reward. In Porter's theory. Lawler establishes a relationship between reward and results, that is, a person satisfies his needs through rewards for results achieved.

The results achieved by an employee depend primarily on three variables: the effort expended (3), the person's abilities and character (4), and his awareness of his role in the labor process (5). The level of effort expended, in turn, depends on the value of the reward (1) and how much a person believes in the existence of a strong connection between the cost of effort and possible reward (2). Achievement of the required results (b) may entail internal rewards (7), such as a sense of satisfaction from the work performed, confidence in one's competence and self-esteem, as well as external rewards (8) - praise from the manager, an award, a promotion. The dashed line between performance (6) and external rewards (8) means that a link is possible between the performance of an employee and the rewards given to him. These rewards reflect the opportunities that the manager identifies for a particular employee and the organization as a whole. The dashed line between performance (6) and perceived fair rewards (9) indicates that people have their own opinions about the rewards they receive. Satisfaction (10) is the result of external and internal rewards, taking into account their fairness (9). Satisfaction is a measure of the real value of the reward (1). This assessment will influence the person's perception of future situations. One of the most important conclusions of the theory of L. Porter - E. Lawler is that effective work leads to employee satisfaction. This is in direct contrast to the view of most managers and early theories of human relations, which believed that satisfaction leads to better results at work, or, in other words, happier workers perform better. The research confirms the validity of the point of view of L. Porter and E. Lawler that high performance is the cause of complete satisfaction, and not a consequence of it.

It was found that only in the presence of certain conditions, an increase in wages stimulates an increase in labor productivity. The first is that people should attach great importance to wages. The second is that people must believe that there is a clear link between wages and productivity, and that higher productivity will necessarily lead to higher wages. Obviously, it is desirable for staff to have a connection between wages and achieved labor results. However, research has shown that managers often rate an employee’s effort in terms of seniority and time spent at work, rather than results achieved. To establish a connection between wages and the achieved labor results, E. Lawler proposed to divide the employee's wages into three parts. One part of it is paid for the performance of official duties, and everyone who performs similar duties in the organization should receive the same remuneration for this. The second part is determined by seniority and cost of living factors. All employees of the firm receive this part of the salary, but its amount is automatically adjusted. The size of the third part of the salary varies for each employee and depends on the results achieved by him in the previous period. For a bad worker, it should be minimum, for a good one, maximum: about the same as the first two parts put together. The amount of one third of the salary may vary depending on the results achieved by the employee in the previous period. The salary (the first two parts of it) can only increase in connection with a change in the scope of responsibility assigned to the employee, seniority and an increase in the cost of living. Really deserved and earned by a person part of wages (third) can change and very sharply. Therefore, if the productivity of an employee's work decreases, then wages also decrease due to a decrease in its variable part. Thus, labor productivity entails changes in wages.

The Porter-Lawler model has some significant drawbacks: First, it does not include such an objective factor as working conditions. Herzberg also emphasized the importance of this factor in the process of forming motivation. Secondly, the model lacks a fundamental factor - needs. Indeed, without the existence of acting needs, a person will not enter into labor relations. In this regard, it can be noted that in the model there are no conditions for entering and exiting labor relations and it is assumed that the employee has already entered into them. Employee's model of labor behavior

Let us explain some of the elements and connections of this model. Input variables are highlighted in green - these are needs, incentives, estimates, expectations and forecasts. Attention should be paid to a special type of connection Incentives-Motives and Needs-Motives. In the absence of any of them, the motives of labor, and therefore motivation, are not formed. Independent factors are highlighted with a golden background in the model: Working conditions, Abilities and Character. These factors, together with Estimates, Expectations and Predictions, affect the strength of motivation, which in turn determines the level of effort expected by the employee. The actual effort depends on the ability, qualifications, character traits. It is the level of actual effort and, consequently, the results of labor that are of interest to the governing bodies. You should also pay attention to the presence of such elements as Incentives and Rewards - concepts that are very close in meaning. But when considering this model in time, the meaning of these concepts becomes different. In this case, the elements of Internal and External reward are only the fact of their receipt, therefore, their stimulating role is not seen here.

A poorly built system of work with personnel, and, in particular, the system of employee motivation, often very badly spoils the whole system of work for the company. Indeed, as a result of insufficient attention to the issue of employee satisfaction, they remain dissatisfied with their workplace and their work. From here comes not a very high-quality work of disgruntled people who simply simply do not want to give all their best to one hundred percent of their capabilities. And where there is one dissatisfied person, there is often a whole dissatisfied collective. As you know, one dissatisfied employee can win over to his side all colleagues who "rebel" against their superiors. And this will lead either to a stupor at work, or to mass layoffs. Sane leaders should not allow either one or the other.

The purpose of motivation is to improve the efficiency of the company. An effective motivation program is both the goal of the company, the achievement of which will allow you to fully reveal the potential of each employee, and a means to achieve other goals of the company. 10 principles on which an effective system of motivation in the company should be based: 1. investments and returns; 2. transparency of the system; 3. consistency and consistency, significance for employees; 4. dependence of income on the importance of the employee and his labor contribution; 5. close linkage of the remuneration system to the results; 6. exclusion of equalization; 7. promoting the goals of the organization; 8. additional conditions for outstanding employees; 9.realism; 10. obligatory adjustment. For each organization, the process of creation, the very model of motivation is very individual. Unfortunately, there is no one-size-fits-all model for all firms.

Motivation: a source of strength for action

04.08.2015

Snezhana Ivanova

Motivation (motivatio) - a system of incentives that induce a person to perform actions.

Happiness is not in always doing what you want, but in always wanting what you do (Lev Tolstoy).

Motivation (motivatio) - a system of incentives that induce a person to perform actions. It is a dynamic process of a physiological nature, controlled by the psyche of the individual and manifested at the emotional and behavioral levels. For the first time the concept of "motivation" was used in the work of A. Schopenhauer.

Motivation concepts

Despite the fact that the study of motivation is one of the topical issues in the study of psychologists, sociologists, teachers, to date, there is no single definition of this phenomenon. There are many rather contradictory hypotheses trying on a scientific basis to explain the phenomenon of motivation, to answer the questions:

why and because of what a person acts;
what needs the personality activity is aimed at;
why and how a person chooses a certain strategy of action;
what results the individual expects to receive, their subjective significance for a person;
why some people who are more motivated than others manage to succeed in areas in which those endowed with similar abilities and having the same opportunities fail.

One group of psychologists defends the theory of the predominant role of intrinsic motivation - innate, acquired mechanisms that govern human behavior. Other scientists believe that the leading cause of motivation is significant external factors affecting a person from the environment. The attention of the third group is directed to the study of the fundamental motives and attempts to systematize them into congenital and acquired factors. The fourth direction of research is the study of the question of the essence of motivation: as the main reason for orienting a person's behavioral reactions in order to achieve a specific goal, or as a source of energy for activities controlled by other factors, for example, habit.

Most scientists define the concept of motivation as a system based on the combination of internal factors and external stimuli that determine human behavior:

vector of direction of action;
composure, purposefulness, consistency, actions;
activity and assertiveness;
stability of the chosen goals.

Need, motive, goal

The term motive is one of the key concepts of psychology, understood by scientists in different ways within the framework of various theories. A motive (moveo) is a conventionally ideal object, not necessarily of a material nature, towards the achievement of which the activity of an individual is oriented. The motive is perceived by the individual as a kind, specific experience that can be characterized as positive feelings from the anticipation of achieving the object of needs, or negative emotions that arose against the background of dissatisfaction or incomplete satisfaction from the present situation. To isolate and realize a specific motive, a person needs to carry out internal purposeful work.

The simplest definition of motive was presented by A. N. Leontiev and S. L. Rubinstein in the theory of activity. According to the conclusion of leading scientists: the motive is the mentally outlined, "objectified" need of the subject. Motive in its essence is a different phenomenon from the concepts of need and purpose. A need is an unconscious desire of a person to get rid of the existing discomfort ( read about). The goal is the desired result of conscious purposeful actions ( read about). For example: hunger is a natural need, the desire to eat is a motive, and an appetizing schnitzel is a goal.

Types of motivation

In modern psychology, various ways of classifying motivation are used.

Extreme and intrinsic

Extreme motivation(external) - a group of motives due to the action of external factors on the object: circumstances, conditions, incentives that are not related to the content of a specific activity.

Intrinsic motivation(internal) has internal reasons associated with the life position of the individual: needs, desires, aspirations, drives, interests, attitudes. With internal motivation, a person acts and acts "voluntarily", not being guided by external circumstances.

The subject of discussion about the expediency of such a division of motivations is sanctified in the work of H. Heckhausen, although from the point of view of modern psychology, such debates are groundless and unpromising. A person, being an active member of society, cannot be completely independent of the influence of the surrounding society in the choice of decisions and actions.

Positive and negative

Distinguish between positive and negative motivation. The first type is based on positive incentives and expectations, the second - negative ones. Examples of positive motivation are constructions: “if I perform some action, I will get some kind of reward,” “if I don’t take these actions, then I will be rewarded”. Examples of negative motivation include statements; "If I do this, I will not be punished", "if I do not act in this way, I will not be punished." In other words, the main difference is the expectation of positive reinforcement in the first cases, and negative - in the second.

Stable and unstable

The foundations of sustainable motivation are the needs and requirements of the individual, for the satisfaction of which the individual performs conscious actions without needing additional reinforcements. For example: satisfy hunger, keep warm after hypothermia. With unstable motivation, a person needs constant support, external stimuli. For example: lose annoying pounds, quit smoking.

Psychologists also distinguish between two subspecies of stable and unstable motivation, conventionally called "from stick to carrot", the differences between which are illustrated by an example: I strive to get rid of excess weight and achieve attractive forms.

Additional classification

There is a division of motivations into subspecies: individual, group, cognitive.

Individual motivation combines the needs, incentives and goals aimed at ensuring the vital activity of the human body and maintaining homeostasis. Examples are: feeling of hunger, thirst, the desire to avoid pain, to ensure the optimum temperature.

To the phenomena group motivation include: parental care for children, the choice of the type of activity to gain recognition from society, the maintenance of the state structure.

Examples cognitive motivation act: research activities, the child's acquisition of knowledge through the game process.

Motives: the driving force behind people's behavior

For centuries, psychologists, sociologists, philosophers have been making attempts to define and classify motives - stimuli that potentiate certain personality activities. Scientists identify the following types of motivation.

Motive 1. Self-affirmation

Self-affirmation is a person's need to be recognized and appreciated by society. Motivation is based on ambition, self-esteem, self-esteem. Guided by the desire to assert himself, the individual tries to prove to society that he is a worthy person. A person seeks to occupy a certain position in society, to obtain social status, to achieve respect, recognition, and veneration. This type is essentially similar to the motivation of prestige - the desire to achieve and subsequently maintain a formally high status in society. The motive of self-affirmation is a significant factor in motivating a person's vigorous activity, encouraging personal development and intensive work on oneself.

Motive 2. Identification

Identification - the desire of a person to be like an idol, who can act as a real authoritative person (for example: father, teacher, famous scientist) or a fictional character (for example: the hero of a book, film). The motive for identification is a strong incentive for development, improvement, the application of volitional efforts to form certain character traits. The motivation to be like an idol is often present in the juvenile period, under the influence of which a teenager acquires a high energy potential. The presence of an ideal “model” with which a young man would like to identify himself gives him a special “borrowed” strength, gives him inspiration, forms purposefulness and responsibility, and develops. The presence of an identification motive is an important component for the effective socialization of a teenager.

Motive 3. Power

Motivation for power is the need of an individual to have a significant impact on other people. At certain moments of development, both of an individual and of society as a whole, motive is one of the essential driving factors of human activity. The desire to play a leading role in the team, the desire to occupy leadership positions motivates the individual for consistent active actions. To fulfill the need to lead and manage people, to establish and regulate their sphere of activity, a person is ready to make huge volitional efforts and overcome significant obstacles. Motivation for power occupies an important position in the hierarchy of incentives for activity. The desire to dominate in society is a different phenomenon from the motive for self-affirmation. With this motivation, a person acts in order to gain influence over others, and not in order to obtain confirmation of his own worth.

Motive 4. Procedural and substantive

Procedural-content motivation prompts a person to take active actions not because of the influence of external stimuli, but due to the individual's personal interest in the very content of the activity. It is an intrinsic motivation that has a strong effect on the activity of the individual. The essence of the phenomenon: a person is interested and enjoys the process itself, he likes to be physically active, to use intellectual capabilities. For example, a girl is engaged in dancing, as she really likes the process itself: the manifestation of her creative potential, physical abilities and intellectual capabilities. She enjoys the very process of dancing, and not external motives, such as the expectation of popularity, the achievement of material well-being.

Motive 5. Self-development

Motivation for self-development is based on the desire of a person to develop existing natural abilities, to improve existing positive qualities. According to the outstanding psychologist Abraham Maslow, this motivation encourages a person to make maximum volitional efforts for the full development and realization of abilities, guided by the need to feel competence in a particular area. Self-development gives a person a sense of his own worth, requires self-nudity - the ability to be himself and presupposes the presence of the courage of “being”.

Motivation for self-development requires courage, courage, determination to overcome the fear of the risk of losing the conditional stability achieved in the past, to give up comfortable rest. It is natural for a person to stick to and glorify past achievements, and such reverence for personal history is the main obstacle to self-development. This motivation prompts the individual to make an unambiguous decision, making a choice between the desire to move forward and the desire to remain safe. According to Maslow, self-development is possible only when the steps forward bring a person more satisfaction than the past achievements that have become commonplace. Although during self-development there is often an internal conflict of motives, moving forward does not require violence against oneself.

Motive 6. Achievements

Motivation for achievement implies the desire of a person to achieve the best results in the activity performed, to master the heights of skill in an attractive field. The high efficiency of such motivation is based on the individual's conscious choice of difficult tasks, the desire to solve complex problems. This motive is the driving factor for achieving success in any sphere of life, because victory depends not only on a natural gift, developed abilities, mastered skills and knowledge gained. The success of any undertaking is based on a high level of achievement motivation, which determines the purposefulness, perseverance, perseverance, and determination of a person to achieve the set goal.

Motive 7. Prosocial

Prosocial - socially significant motivation is based on a person's existing sense of duty to society, personal responsibility to a social group. If a person is guided by prosocial motivation, a person is identified with a certain cell of society. When exposed to socially significant motives, a person not only identifies with a specific group, but also has common interests and goals, takes an active part in solving common problems, overcoming problems.

A person driven by prosocial motivation has a special inner core, a certain set of qualities is inherent in him:

normative behavior: responsibility, conscientiousness, poise, constancy, conscientiousness;
loyalty to the standards adopted in the group;
acceptance, recognition and protection of the values of the team;
sincere desire to achieve the goal set by the cell of society.

Motive 8. Affiliation

The motivation for affiliation (joining) is based on the individual's desire to establish new contacts and maintain relationships with people who are significant to him. The essence of the motive: the high value of communication as a process that is exciting, attractive and pleasurable to a person. Unlike conducting contacts with purely selfish goals, affiliate motivation is a means of satisfying spiritual needs, for example: a desire for love or sympathy from a friend.

Factors that determine the level of motivation

Regardless of the type of stimulus driving a person's activity - the motive he has, the level of motivation is not always the same and constant in a person. Much depends on the type of activity being performed, the prevailing circumstances and the expectations of the person. For example, in the professional environment of psychologists, some specialists choose the most difficult tasks for study, while others limit themselves to “modest” problems in science, planning to achieve significant achievements in the chosen field. The factors that determine the level of motivation are the following criteria:

the significance for the personality of the promising fact of achieving success;
faith and hope for an outstanding achievement;
subjective assessment by a person of the existing probability of obtaining high results;
subjective understanding of the personality of standards, standards of success.

Motivation methods

To date, various methods of motivation are successfully used, which can be conditionally divided into three large groups:

Social - staff motivation;
Motivation for learning;

Briefly, we give a short description of individual categories.

Staff motivation

Social motivation is a specially developed complex system of measures, including moral, professional and material stimulation of the employee's activity. Personnel motivation is aimed at increasing the activity of the worker and achieving maximum efficiency of his work. The measures used to induce staff activity depend on a variety of factors:

the incentive system provided for at the enterprise;
the management system of the organization as a whole, and personnel management in particular;
specifics of the institution: field of activity, number of personnel, experience and the chosen management style of the senior management.

Personnel motivation methods are conventionally divided into subgroups:

economic methods (material motivation);
organizational and administrative measures based on power (the need to obey the regulations, observe subordination, follow the letter of the law with the possible use of coercion);
social and psychological factors (impact on the consciousness of workers, activating their aesthetic convictions, religious values, social interests).

Motivating students

Motivation of pupils and students is an important link for successful learning. Correctly formed motives, a clearly recognized goal of the activity give the educational process meaning and allow you to obtain the required knowledge and skills, to achieve the necessary results. The spontaneous emergence of motivation to learn is a rather rare occurrence in childhood and adolescence. That is why psychologists and teachers have developed many techniques for the formation of motivation, which allows you to fruitfully engage in educational activities. The most common methods include:

creating situations that attract attention, interest students in the subject (entertaining experiences, non-standard analogies, instructive examples from life, unusual facts);
emotional experience of the submitted material due to its uniqueness and scale;
comparative analysis of scientific facts and their everyday interpretation;
imitation of a scientific dispute, creating a situation of cognitive debate;
positive assessment of success through the joyful experience of achievement;
giving the facts elements of novelty;
actualization of educational material, its approximation to the level of achievements;
using positive and negative motivation;
social motives (the desire to gain authority, the desire to be a useful member of the group).

Self-motivation

Self-motivation - individual ways of motivation based on the inner convictions of the individual: desires and aspirations, dedication and consistency, determination and stability. An example of successful self-motivation is a situation when, with intense external interference, a person continues to act to achieve a set goal. There are various ways to motivate yourself, including:

affirmations - specially selected positive statements that affect the individual at a subconscious level;
- a process that implies an independent influence of the individual on the mental sphere, aimed at the formation of a new model of behavior;
biographies of outstanding people - an effective method based on the study of the life of successful individuals;
development of the volitional sphere - the implementation of activities "through I do not want";
visualization is an effective technique based on mental representation, experiencing the results achieved.

"Personnel officer. Personnel management", 2008, N 1

The success of an organization is determined by its employees, personnel. Effective work brings a person satisfaction and makes him want to work more productively, therefore the mechanism of motivation plays an important role in the process of business development of a modern organization. Motivation is a motivating force, a person's desire to do something.

From the point of view of psychology, motivation is a drive or need that prompts people to act with a specific goal. It is an inner state that energizes a person, guides and supports his behavior.

From the standpoint of management, motivation is the process of encouraging a person or a group of people (employees) to engage in activities aimed at achieving the goals of an organization.

What is a motive from the point of view of economics? First of all, a motive is a form of manifestation of a need, moreover, a need, already realized, a need that was formed under the influence of external conditions and at the same time is an incentive to activity.

From the point of view of economic science, the logical scheme that characterizes

the structure of activities will look like this: needs

-> motives -> interests -> incentives.

Thus, in the end we are talking about the realization of interests, but the central link between needs and incentives will be all the same motives.

In other words, motives are a dialectical unity of needs and incentives:

1) forms of manifestation of needs + 2) conscious need + 3) internal need.

Without a need, there is no motive, but even without a stimulus, a motive also does not arise due to the absence of conditions for the realization of the need itself. If a motive is an internal need of a business entity, then a stimulus is its external expression. Incentives are those external conditions that are created by the business entities themselves for a more successful realization of their own needs.

It seems that the most powerful and stable motives arise only when the incentives, being objective conditions of activity, grow into subjective interest, the latter into a personal need. Such a motive should be formalized for a business entity as a goal.

The motives are extremely varied and flexible. Incentives are more stable and have a regulatory effect on needs.

In the conditions of market relations, the system of motives for human activity is a complex biosocial organism, which is based on the needs, interests, and values of a person.

Incentives for labor activity are only a reflection of the external environment in which a system of motives for human activity is formed. They, like the needs, interests, values of a person, are built into the mechanism of motivation for his work.

The mechanism of labor motivation is an interconnected and interdependent system of socio-economic factors that forms production relations between business entities striving to realize their goals in the process of various forms of activity. The essence and structure of the mechanism of labor and education motivation is shown in Fig. one.

The mechanism of motivation for work and staff education

┌──────────────────────────────────────────────────┐

│ Mechanism of motivation for work and education │

└───┬──────────────────┬───────────────────────┬───┘

┌───┼───┐ ┌───┼───┐ ┌───┼───┐

\│/ \│/ \│/ \│/ \│/ \│/ \│/ \│/ \│/

┌──────────────────┐ ┌────────────────────┐ ┌───────────────────┐

│ Motivational │ │ Motivational models │ Educational │

│ business models │ │ intelligence │ │ system │

└──────────────────┘ └────────────────────┘ └───────────────────┘

\│/ \│/ \│/

influence influence forms

on the ability to intellectual intellectual

to activity ability ability

\│/ \│/ \│/

┌───────────────────┐ ┌────────────────────┐

│ Abilities │ │ Intellectual │

│ to activities │ │ abilities │

└───────────────────┘ └────────────────────┘

│ exchange │

\ │ / abilities \ │ /

┌───────────────────┐

│Ability to work│

│ and education │

└───────────────────┘

The mechanism of labor motivation is formed at all levels - the state, the enterprise, the individual, and all levels are closely interconnected, exerting mutual influence on each other. An effective mechanism of labor motivation can be created only on the basis of taking into account the personal interests and social needs of people. The mechanism of labor motivation combines motivational business models that affect the ability to work, motivational models of intelligence that affect intellectual abilities and the educational system that forms intellectual abilities.

In any economic system, in the mechanism of labor motivation, a person (and his interests) is both the subject of this mechanism and its object. Considering the importance of the development of the individual's abilities, the educational system should be organically included in the mechanism of labor motivation at all levels. The system of motives, incentives for human activity and the totality of his needs are most often considered from the point of view of labor behavior. The orientation of this categorical apparatus to the internal sphere of the functioning of business development does not occur, and this reduces the efficiency of its functioning. An important component of the motivational business model is the task of personal self-realization. So, in the Japanese personal management system, there are three main aspects of personnel training:

Managerial - the acquisition by employees of the knowledge and skills necessary for the successful operation of production and the prosperity of the enterprise;

Personal - self-affirmation and self-realization of employees as a result of professional growth and career advancement;

Social - the socialization of the individual and the expansion of his contribution to the development of society.

Such training increases the flexibility of employees, ensures their adaptation to changing conditions, receptivity to mastering new technologies and forms of work. The spiritual, moral beginning of labor is becoming a priority for the most civilized countries of the world, and today it is already advisable to talk not about the motivation of labor as such (this is rather relevant at the firm level), but about motivation at the macro level of all socially useful human activities. Off-market resources, such as the ability of business entities to empathize, mutual assistance, a sense of belonging to a common cause (idea), and their skillful inclusion in the structure of the motivation mechanism at any level can increase the efficiency of this mechanism without additional material costs.

Today, there is an expansion of both the "horizontal" set of operations, that is, the introduction of a great variety of work within the framework of a function of one kind, and the "vertical" set of responsibilities, that is, ensuring greater autonomy of workers in performing the assigned task, including some planning functions in their responsibilities and control over the quality of their own work. Traditional forms of workers' participation in management: participation in "quality circles", the work of scientific and technical councils, equal representation of workers in the supervisory boards and the board of the company.

Innovative structures are embodied in the use of the design principle of construction. Its essence lies in combining part of the material, human and financial resources of the organization within the framework of project groups focused on solving specific problems: from solving a particular scientific and technical problem to creating a new type of product.

A project group can be formalized as an independent link of an enterprise (center, department, etc.), a subsidiary, or exist as a temporary creative team. A modification of design groups are centers for the development of new areas of business ("strategic business units", "strategic business centers", "profit centers").

Factors blocking innovation include:

1) barriers of the organization (the degree of compliance of innovations with the existing organizational system, norms of behavior, weak support from top management, excessive centralization);

2) communication barriers (insufficiently developed communication network);

3) barriers to competence (experience, knowledge and skills of employees);

4) psychological barriers (innovations are perceived as a threat to the usual state).

Factors contributing to innovation include: the presence of a creative and searching atmosphere in the team, support from senior management, provision of the necessary resources, the provision of adequate freedom in the development of innovations, an effective communication system, the provision of meaningful business information, the availability of a system of professional development and retraining of personnel. , creating an atmosphere of trust and receptivity to change, etc.

Innovation is an immanent component of entrepreneurship, always inherent in market relations, accompanied by competition. Innovation is a combination of rationality and irrationality. Creativity is the engine of innovation, the "primary resource" of entrepreneurship in a market economy. The opinion that innovative activity lies in the area of free creativity and is of a spontaneous nature is erroneous. This activity must necessarily be organized on a systematic basis. Organization of innovation management - the international model of intelligence - is an important condition for the intensification of development. Being an innovator is about anticipating future prospects. In the literature there are a variety of interpretations of the concept of "foresight": mental pictures of the desired future; a positive view of the future state of affairs; an idea that comes to a person in the form of a creative enlightenment, etc. Foresight is always directed towards the future. Foresight is not limited to the real area. It can contain the ideals and dreams of an entrepreneur, reflect his creative potential. In foresight, it is customary to distinguish between prediction, forecast and assumption.

If an enterprise makes the choice and combination of resources better, more original and faster than competitors, then it is guaranteed the ultimate market success and leading positions. If the enterprise succeeds, then the resources take the form of "key concepts" (an original, especially effective combination of resources). The key competencies of the enterprise include, first of all, the potential of their employees.

Economic motivation requires that people both produce the goods and services they wish to consume and receive income equivalent to their contribution to production. Employment alone is not enough, since the share of income from production accounted for by labor cannot provide the consistent rise in living standards that technology makes possible. Labor produces as the maximum means of subsistence. Capital is capable of producing wealth. Labor work is temporary; capital work provides lifelong employment.

Let us consider the Profit sharing model as an example of a motivational business model. The motivational business model Profit sharing is a well-established global practice. Many companies use this form of motivation, which consists in distributing profits in equal shares among all program participants. The essence of this program is as follows. The company announces at the beginning of the year its plans for the whole year and determines that if the net profit after all taxes exceeds a certain amount, then a certain percentage of this profit will be equally distributed among all program participants. Members are considered full-time employees employed by the company on a specific date. The paid part of the profit is divided among employees in equal shares, regardless of the position, position, position and status of the person. Thus, it depends on everyone's work how profitable the company will be at the end of the year. The top management of the company and some other high-ranking executives do not participate in the Profit sharing program. For them, other compensatory and motivational programs are provided, for example, options. The motivational business model Profit sharing contributes to the strengthening of the corporate culture: a magazine, a newspaper is published, a lot of information is posted on the Internet. As a result, the image of an innovative company is maintained, the problem with the selection of personnel and the maximum use of its potential in the direction of increasing the level of creative activity and rationalism is solved. Within the framework of the model, new motivational and compensation programs are constantly announced and implemented, aimed at assessing the company's performance. Each employee's compensation package consists of three parts: salary, bonuses and payments based on the company's performance. But in addition to compensation, some methods of non-material motivation of staff are also used, for example, a competition is held to determine the best employee who is given a gift. For example, a motivation program, based on the performance of each employee, determines "honorary beekeepers" during the year (usually there are no more than ten of them in a corporation a year). A special sign has been invented for them - "the diamond bee". And there is the Hall of Fame, on which all the "diamond bees" are posted. This strengthens the corporate culture and increases the level of motivation. If people are ready to constantly exchange ideas, are passionate about their work and are led by leaders who can quickly accumulate potential, then the team will always work at the highest level. Today, the leadership of successful companies understands that nothing is permanent but change. General features of methods of motivating innovative activity in the framework of creative activity:

Creation of an innovative climate in the organization, a special creative atmosphere;

The use of complex motivational systems, including various forms and methods of material encouragement of creative and innovative activities and a wide range of measures of socio-psychological impact. The employee must maintain a sense of social significance and security, responsibility and opportunities for professional growth;

All possible promotion of experimentation and rationalization at all levels and in all departments;

The focus of all innovation activities on the needs of the business.

Most often, people in their attitude to work are guided by several motives at the same time, but one of them always prevails. With this in mind, the following main types of motivation are distinguished:

1. Instrumental motivation. An employee with this type of motivation values in work mainly earnings, mainly in cash. He will work to his maximum potential if his work is fair and highly paid.

2. Professional motivation. Such a person sees in work an opportunity to realize his knowledge and skills and thereby gain recognition from others, to achieve a higher position in the enterprise and in society. For such an employee, the main thing is interesting, meaningful work, the opportunity to prove himself. An indicator of a worker of this type is a developed professional dignity.

3. Patriotic motivation. The type of worker is a "patriot", devoted to his work, team, country. These people try to work well based on high moral, religious or ideological considerations. Such an employee most of all appreciates the effectiveness of the common cause in which he participates, and the public recognition of his participation, expressed no longer in material, but in moral signs and assessments.

4. The master's motivation, according to scientists, is one of the deepest and most stable. An employee with this type of motivation will do his job with maximum efficiency, without insisting on its special interest or very high pay, without requiring any additional instructions or constant monitoring. But the master is very difficult to govern - he is sovereign.

The predominance of the professional type of motivation is characteristic of creative activity. The efficiency of the company's development is greatly influenced by the motivation of personnel to education and work, which is a mechanism aimed at enhancing the ability to work and the intellectual abilities of the company's employees. The motivational model presented in this article is a mechanism that stimulates creativity, energy, and employee responsibility. The personnel motivation model and the business motivation model are closely interrelated. The motivational model of business is a mechanism for motivating work by determining the correspondence of the employee's abilities to the nature of the work performed, developing the identified abilities and obtaining the maximum effect from labor activity using the organizational system. The specificity of the personnel motivation model lies in working with the intellectual abilities of employees, aimed at increasing creative activity in the process of personnel development. Where the potential of the company's employees is a subsystem of the general creative potential of employees, which is an organic unity of individual intellectual abilities, reflecting primarily the ability to reproduce knowledge, as well as realized and unrealized creative individual capabilities of employees.

Thus, we have proposed recommendations for modeling the process of personnel development, taking into account the importance of the unity of its production and circulation, the use of the motivational basis of the market mechanism of reproduction and the effective organization of the creative process. Model - an imitation of the functioning of the system in a specific market situation. There are the following models for the reproduction of intellectual capital: individual, corporate, national, international. These forms are the basic models of modern society. In addition to them, one can also distinguish intersectoral and intrasectoral, territorial and regional and others. Considering the importance of the development of the individual's abilities, the educational system should be organically included in the mechanism of labor motivation at all levels. The result of the activation of the education process should be the unification of scientific knowledge, the potential of teachers, the creative activity of students of the system of additional vocational education and students of higher educational institutions on the basis of an adequate assessment of market needs in order to develop the Russian economy.

If people are ready to constantly exchange ideas, are passionate about their work and the team is headed by leaders who can quickly accumulate potential, then this team will always work at the highest level of functioning and development of its business. Today, the leadership of successful companies understands that nothing is permanent but change. Basic methods of motivating creative activity: creating an innovative climate in the organization, a special creative atmosphere, the use of complex motivational systems, including various forms and methods of material incentives for creative and innovative activities. And also - a wide range of measures of socio-psychological impact, all-round assistance to experimentation and rationalization at all levels and in all departments, the focus of all innovative activities on the needs of business development.

Literature

1. Komissarova T.A. Human Resource Management: Textbook. allowance. - M .: Delo, 2002.

2. Mishurova I.V. Personnel motivation management: Study guide. - Moscow: IKTs MART, 2003.

3. Motivation of staff: Method. allowance / Ed. Gerchikova V.I., Oparina N.N., Volodina N.A., Samuylova L.E. - M .: Project of the journal "Handbook of personnel management", 2005.

4. Simonova I.F., Eremina I.Yu. Labor process management. - Tutorial. - M .: TsentrLitNeftegaz, 2007.

5. Solomanidina T.O. Personnel motivation management in tables, diagrams, tests, cases. - M .: Project of the journal "Handbook of personnel management", 2005.

6. Shakhovskaya L.S. Labor motivation in a transitional economy: monograph / Scientific. ed. S.A. Lenskaya. - Volgograd: Change, 1995.

L. Dudaeva

Department of Economics and Management

in the oil and gas industry

GGNI them. Academician M.D. Millionshchikov

I. Eremina

Department of Labor and Personnel Management

Russian State University of Oil and Gas named after I.M. Gubkina

Signed to print

Motivation, Incentives and Labor Remuneration

Keywords:

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