Motivation Essay

INTRODUCTION Motivation is the process of initiating and directive behavior base on the tenacity of effort to satisfy an personist address or extremity (Petri, 1991 Robbins et al, 2000 and Robbins et al, 2001). There argon two ne atomic number 18s to find outing cause, each of which has theories expanding to realise the temperament of pauperization. capability theories commission ones on what reminds an various(prenominal). In contrast to process theories of motivation which focus on how exclusive demeanour is motivated. This evidence go out focus on motivation in an educational context and the richness to impart opportunities and motivation for bookmans.The purpose of this prove is to present a theoretical over regard of the break differences amongst gist theories and process theories of motivation. past a class developed from a surmisal to be applied to an undergrad business course at Monash University. The motivational political program give fo cus on improving the valuatement technique utilise by lecturers and tutors (teachers) that lead motivate and better undergraduate assimilators accomplishment ability. The beat back leave behind be to encourage students to gain a better catch of the core concepts of business.Assessment in universities needs to be reshaped in separate to motivate students. CONTENT THEORIES OF MOTIVATION Content theories are withal referred to, as need theories. That is, motivational theories that look at what individual needs motivate and direct demeanor to act to special(prenominal) inclinations. Many early theories from the 1950? s, involve Maslows pecking order of needs, McGregors possibility X and Theory Y and Herzbergs motivation-hygiene theory, established core concepts which surrender helped explain motivation in particular in an organisational raftting.McClellands three needs theory is a more(prenominal) than contemporary view on the content theory woo to motivation t hat focuses on three valuable needs in twist situations. from each one theory identifies individual needs in separate to understand behaviour. The main factors that be this approach is the need to understand that individuals effectuate out different needs, and what fuck be offered in response to these different needs as well as the wideness on the external croping environment to evanesce individuals the opportunity to satisfy their needs (Robbins et al, 2000, p558).An mannikin of a content theory of motivation is Douglas McGregor theory of the A? AA? A economic manA? AA? A. He proposed 2 secern views of human nature. McGregors Theory X and Theory Y suggested one ban (Theory X) and one positive (Theory Y) view on human bes. He concluded that a managers view of the nature of human beings is ground on a certain grouping of assumptions and that he or she tends to mould his or her behaviour towards employees match to these assumptions (Robbins et al, 2001, p199).The nega tive assumptions were labeled Theory X, which held four dominant assumptions of workers. Workers dislike work and go to great strengths to avoid it. ground on this it is believed that workers need to be punish with tight control systems in order for them to make cultures. In addition, workers lack obligation, consequently need formal directions from superiors to answer. Such Theory X workers are pre runly motivated by lower-order needs according to Maslows hierarchy for example they need security.In contrast, Theory Y assumes higher(prenominal) order needs dominate individuals. Thus, Theory Y workers enjoy responsibility where they grass exhibit self-direction and self-control. consequently, in order to motivate workers, mangers need to append a working environment that provides contest jobs and minimal formalisation. Applying this to an educational context, it locoweed be assumed that teachers backside either sire a Theory X or a Theory Y view of students. That is, tea chers can view students as A? AA?A sluggish or un-cooperative (Theory X) OR as being clever and work hard (Theory Y). Teachers that oblige a Theory Y approach, are more likely to be attuned to students needs, actively participate with students to growing student skill-development and tuition (OECD, 2000). It is important for teachers to become more student-centered. Therefore assessment must focus more on student development outcomes and students attitudes roughly what they are listening and their role in the education and learning process (Carey, Wallace and Carey, 2001).This can be better understood by considering process theories of motivation. Process theories of motivation facility out to explain how the great unwashed demand a course of action they provide pursue, not solely on individual needs like content theories. offset THEORIES OF MOTIVATION Despite the fact that content theories of motivation have helped many organisations understand employee motivation, many o f their concepts alone do not provide a comprehensive savvy of motivation. Therefore, the introduction of another approach to understanding motivation was brought approximately.Process theories of motivation attempt to explain the process of arousing behaviour, sustaining and regulating the pattern of behaviour (Ames and Ames, 1989). Theories include death picture, reinforcement, equity and prevision theory. These theories attempt to explain why people choose to behave in a certain personal manner and the reasons they react as they do (Robbins et al, 2000, p558). In contrast to content theories of motivation, which looked at what initiates behaviour to satisfy a need, this approach broadens the perspective of motivation. It looks at the central reasoning that influence individuals to behave and respond in a certain way.Therefore, motivating students by either punishing them to perform or encouraging self-direction, the remainder background signal theory, identifies underlyi ng factors that achieve a given over behaviour, which is the key to understanding the process approach to motivation. Goal riding horse theory states that specific and difficult goals, with goal feedback, sound to higher effect (Robbins et al, 2001, p770). That is, work motivation can be increased with goal specific directed behaviour. It also proposes that difficult goals, provided that the individual has accepted them, lead to higher exploit than general goals.However, feedback is essential in the motion of specific and difficult goals because feedback helps identify discrepancies amid what they have done and what they call for to do (Robbins et al, 2000, p559). In order to gain the slaying benefits of specific goals, feedback helps shape the individuals behaviour. Better still, self-generated feedback is a greater motivator as it allows the individual to monitor their arm. Robbins et al (2000) suggested that goal setting theory is best conform to to cultures were ther e is a moderate male monarch distance, low in uncertainty avoidance and high in quantity of carriage like Australia and New Zealand.These ensure a reasonable level of independence amongst individuals and those individuals leave alone not be threatened to carry on difficult goals. Also the importance of capital punishment is shared by all. In goal setting theory, the characteristics of a goal and attitudes towards it are thought to be influenced by incentives, self-perceptions and the manner in which the goals are set (Brotherton, 1999, p36). Therefore, in an educational context the teacher and student need to work in concert to determine behavioural strategies that will lead to effect.End-of course valuations conducted by Monash University A? AA? Aelicit students attitudes about instructors and the role that they play in the teaching/learning process (Carey, Wallace and Carey, 2001). Such instruments assess students motivation for learning and allow for constant course and program advancement. MOTIVATIONAL course Feedback from end-of course evaluations usually prompts an ongoing rendering of a course to the emerging learning needs of its students (Panasuk and Leabaron, 1999).It was found that students consistently show views that refreshing assessment motivated them to work in different ways (Sambell and McDowell, 1998). The aim in developing motivational course for undergraduate students will focus on assessment reform applying the goal setting theory. This proposition will encourage students to score specific goals, in hope that it will result in higher performance. The programme will involve students in their evaluation process in order to motivate them to actively participate in their skill-development and alter learning. Every act of assessment gives a message to students about what they should be learning and how they should go about it (Sambell and McDowell, 1998). The programme will suggest that goals based evaluation criteria will imp rove students motivation in repeal achieving a greater level of performance. The programme will focus on behaviour related to undergraduate business students at Monash University. It will include a poker chip scotch grading system that will be designed around behavioural objectives. The insure-mark systems sets a specific standard for entry quality, and instructors give a newspaper publisher a check mark when it meets the standard (Sorenson, smash and Hartman, 1993). Students are required to set their accept achievement goals, in terms of descriptors based on their overall subject result. That way they can evaluate their progress toward their goals on their own with each assignment mark. This necessitates define goals for oneself, using self-directed strategies to accomplish these goals, and assessing progress (Larsen and Thisted, 1999).The programme will involve behavioural objective questionnaires that will identify what the students want to achieve at Monash. This will include long-term goals (degree completion) as well as short-term goals (average subject result e. g. promissory note, right hand down to improving structure of writing). specify tasks in terms of short-term goals can help students to associate effort with success, notwithstanding of course long-term goals are also needed if students are to become lifelong learners (OECD, 2000, p. 31). It will also involve genial objectives (develop a good rapport with teachers). development behavioural objectives may help students head and structure their learning and may drive positive attitudes toward learning (Sorenson, Savage and Hartman, 1993). Also, they system behavioural objectives of each student, which are associated with goal difficulty. In addition, a student performance evaluation form is to be hand in with each assignment, outlining specific goals that the probe is to achieve. For example, good use of germane(predicate) and rate of flow references, each paragraph systemat ically colligate one to the other etc.Also the overall mark the student expects on the assignment based on their effort. From this teachers are to use the check mark system and self-evaluation system to grade the work. It is very important to give feedback, especially in relation to student evaluation forms outlining their objectives. Limited feedback such as heart well done or convey re-consider, needs to be more specific. legal feedback should provide shorthand comments, throughout the paper and on the marking sheet, clearly elucidate any issues. Such feedback is called evaluative feedback. evaluative feedback helps the individual understand the performance selective information by comparing it to standards or to the individuals own past performance (Larsen and Thisted, 1999). In addition, it is important to direct them where workable to achieve a higher mark, then feedback needs to be constructive. Constructive feedback is task-specific and focuses economic aid on the t ask (Larsen and Thisted, 1999). By cerebrate on the task and providing target objectives results in the achievement of more objectives (Sambell and McDowell, 1998).When students use the check-mark system, they can identify what they must do to achieve higher marks. Obviously, the goal difficulty set by students varies among the constraints of his/her ability. In this programme, it is important to provide specific feedback and include student association in selecting objectives. In light of this, between the behavioural objectives system, grading method and student outcomes, students should actually be motivated to increase performance under these systems. CONCLUSIONThe theoretical issues proposed in motivational theories such as the economic man developed by McGregor and the benefits of setting specific and difficult goals are important. The distinction on how they motivate an individual is a major influence on behaviour. Applying motivational theory to an educational context we convey our attention toward skill development, satisfaction and achievement. In developing a motivational programme, the focus was on assessment reform center on undergraduate business students at Monash University. Teachers and students need to work together in assessing ones performance.It is believed that individuals are mutually motivated to learn when they do not have to hero-worship failure, when they perceive what they are learning as being personally meaningful and relevant and when they are in respectful and corroboratory relationships with teachers (OECD, 2000, p29). Therefore, by using a goal setting approach to motivate students, student participation in selection of objectives in as research on the motivational value of goals, both the check-mark and behavioural/performance objective systems seem to motivate students to improve performance (Sorenson, Savage and Hartman, 1993).However, with todays rapid change and emergence of new knowledge and theory, universities wi ll have more concepts on which to build and develop on motivating the schools participants so as to obtain the best possible educational results (Panasuk and Lebaron, 1999). http//www. writing-expert. com/blog/sample-essays/essay-on-motivation. html