Introduction
A human being is capable of achieving success to the extent that he/she is motivated. This means a motivated person would do all possible things to realize the instinct potentials, either through getting things done or doing them. Making a conscious decision is the first step towards self-motivation. Through conscious decision, the person devotes as much effort as possible to the work or towards the objective so that he/she enjoys the full value of the aim (Roberts 2005, p. 66).
Notably, people have various ambitions, therefore would be motivated differently. This report provides an analysis of the case study to determine Anne’s motivational factors, using content and process theories of motivation. It then assesses whether her motivation changed on a long-term basis.
Ann’s Motivating Factors
Considering the situation presented in the case, several factors motivated Anne during her education and at work. Borrowing from the content theorists, there are specific things, which motivate a person in his/her work or learning environment. Under the content theory, the needs, strengths, and objectives, which the person pursues to satisfy his/her instincts, are identified (Adams 2006, p. 42). Moreover, content theories emphasize particular needs and motivation.
Regarding Anne’s situation, the case portrays the application of content theory in that as one of the first female students to be registered at Midshires University to study engineering; she had identified her needs and strengths and was determined to pursue those interests, to achieve the best in education (Adams 2006, p. 45). The need to achieve the best in her education motivated her to even study hard despite the challenges, which characterize the female students doing science-oriented courses (Adams 2006, p. 47).
Due to the objectives, she was aiming at, she gathered the strength during her study and graduated with a degree in engineering, first-class honors. As indicated in the case, the strength and vision did not fade since Ann joined her MSc program soon after completing the first degree. Indeed, this showed sheer determination and the courage to achieve her desires.
She was also motivated by the recognition that she gained for her contribution to the development of car engines, which are environmental, noting that during those days the field remained largely untapped (Adams 2006, p. 51). As one of the pioneers engaged in developing the engines, it was motivating to make sure that the industry rose to prosperity.
The vision did not halt at her Masters’s Degree level because once she joined the company in the capacity of a research assistant, when started working progressively towards her doctorate. Essentially, the work she joined at Wallace-Price was to make her gain practical experience before embarking on her doctorate study.
Referring to the needs, the benefits which she was accorded at work, also motivated her (Adams 2006, p. 54). She referred to them not as needs, but as essentials that may make her carry on with her duties properly. At work, executive privileges such as salary increment, travel allowances, and pension schemes among others are some of the motivations, which increase one’s productivity.
The fact that Anne was able to spend many days working for the company, without weekend breaks, was a clear justification of her dedication to making the company succeed in its objectives. Here, the driving force was supported by the assumptions of the content theory that the people respond better, and in a particular way to the motivating pressures, meaning that there are particular ways of motivating everybody (Roberts 2005, p. 69). In her response to the motivating factors she enjoyed from the company, she decided to work long hours so that he could achieve her targets in the company. Though this was significant, it seemed a conditional response to the motivation that the company accorded her. Notably, working for long hours is a motivating factor through need (Adams 2006, p. 84).
The content theories propose several ways, which the leaders could follow to enhance productivity. Since Anne had set goals she wanted to achieve in the company, she had to commit to her duties and adopt the ways of making things happen, even if it meant extending her working hours. Probably, this was the only option for Anne to appreciate
On the other hand, process theories shift attention from the focus on needs and strengths to the processes and goals, through which the employees and leaders are motivated (Dessler 2007, p. 101). It is important to consider the means of achieving the end, then relying only on the outcome. The process theorists describe and explain vividly the way people start, maintain, and direct personal and group behavior to satisfy specific needs. The theorists stress the definite procedure of motivating one person or a group of people working to achieve a common goal (Dessler 2007, p. 102).
Using this assumption, Anne was motivated by the goals she wanted to achieve academically, and in her career (Dessler 2007, p. 104). For instance, she always wanted to excel in her education and this motivated her to work towards achieving this dream. Of course, her exemplary performance in class work showed that she had accomplished the desire.
Other than classwork, she aimed at meeting the targets, which she earlier set to accomplish. In the case, it is clarified that she went the extra mile to make sure that she met the targets despite the different environments under which she performed her duties (Adams 2006, p. 90). The case showed that her work earned her reputation as an honest negotiator, innovative, and formidable engineer who was able to find impractical solutions to emerging problems. The attributes contributed to her motivation during work because her focus was on the outcome or goal achievements, whether personal or organizational, and not mere needs (Roberts 2005, p. 70). Her dedication to work not only showed strength but the desire to achieve a particular objective that she went out to accomplish.
The other motivating factor according to the process theorists was that she effectively started, maintained, and directed her behavior towards her educational goals (Dessler 2007, p. 105). Right from her degree, she stayed focused and maintained the course for her academic and career goals through pursuing Masters Levels and then looked forwards to a doctorate. Therefore, it means that she was motivated by the mere fact that she was able to accomplish all her goals, duties, and aspirations both in class and at work (Roberts 2005, p. 80).
The process theorists also assume that there are human and non-human variables, which interrelate to give a particular direction in which the person behaves (Dessler 2007, p. 106). As evidenced in the case, the extent, direction, and persistence with which Anne behaved in her education and career was the drive, expectancy, reinforcement, and incentives. Indeed, those were the major factors, which shaped her behavior and achievements.
After completing her Master’s Degree, her first employment at Wallace-Price and all the benefits, which came with it, gave her the job satisfaction that made her increase her effort at work. Anne felt that the job she was doing was satisfactory, in that she got all necessities, which could facilitate her duties, she embarked on performing the duties, setting achievable goals, and working towards the achievements of her targets.
In terms of job enrichment, Ann enjoyed incentives such as a salary amounting to £80,000 annually, a chauffeur-driven car, a non-contributory pension scheme, use of one of the London flats owned by the company, first-class air travel, and gold credit cards. Those kinds of job enrichment motivated her because they were simply the necessities for maximum performance (Dessler 2007, p. 112).
The other forms of job enrichment that may enhance the employee’s performance include the following. First, job enlargement where the employee is given a variety of duties increases the person’s creativity to deal with the challenges of various tasks (Dessler 2007, p. 114). Second, giving the employees the freedom to make decisions on the manner they want to be in carrying out the tasks. In this regard, the employee has the freedom to set his/her targets so long as they tally with the organizational goals (Dessler 2007, p. 115). After the employee sets the targets, he/she schedules the work performance in line with the company provisions. Essentially, if such freedoms are given, then the employee is capable of maximizing her potential in the delivery of services to the company.
Third, job enrichment involves encouraging participatory engagement in planning and articulating the company decisions (Dessler 2007, p. 117). Therefore, if the managers are given the chance of participating in decision making, they would feel acknowledged, thus motivated to enhance their performance (Roberts 2005, p. 76). In this case, Ann was granted the freedom to participate in decision making because she was made one of the partners in Wallace-Price. This position enabled her to maximize her skills in formulating the company policies, which would propel it to success. As a partner to the company, one has an enhanced voice and capable of injecting her ideas and expertise in running the company programs.
Often, job enrichment could only be realized if the company considers four critical elements. First, the employee’s needs should be clearly understood since this helps in planning for their needs (Lunsford 2009, p. 22). In the case, the organization probably understood Anne’s needs and responded appropriately to the needs by giving her executive incentives at work. This motivated her to perform the duties with confidence, dedication, and the aim to achieve success. She was successful in several areas either in academics or at work.
Second, the purpose of job enrichment should be shown (Lunsford 2009, p. 23). If the purpose is shown earlier enough, it would boost the workers’ morale and motivate them towards goal achievement. Besides, the workers would have enough time to share in the anticipated benefits of the enrichment.
Third, job enrichment should ensure that each worker is treated in his/her capacity and must be given the chance to participate in the decision making and planning process in the company (Lunsford 2009, p. 24). Indeed, involving all the employees in the company schemes makes them feel like part of the company.
Finally, since the company staff may believe that it is the manager’s role to make sure that the programs, the leaders must be enthusiastic and participate actively in each stage of the program’s implementation (Lunsford 2009, p. 25). As in Anne’s case, she was passionately involved in each stage of her career at Wallace-Price, and this enabled her to achieve remarkable success in the company, in terms of finding practical solutions to the so-called impractical problems.
Anne’s Long-Term Motivation
Regarding her long-term motivation, Ann saw it wise to pursue her goals in Engineering since she dedicated her future in technical journals and not losing the focus on her career. She was enthusiastic about Midshires that instead of following the application procedure, she only made a telephone call directed to the University. Here, she was motivated by the simple fact that the Institution was closely linked with her company, thereby she anticipated corporation. Secondly, she knew very well the professor of Engineering in the institution, a factor that would make her work very easy. Therefore, her motivation did not change in the long-run, instead, she kept the spirit.
Conclusion
In summary, motivation and overall productivity are related and one affects the other either directly or indirectly. For instance, the report showed that a motivated person would not run short of alternatives to make him/her increase productivity. Ann was motivated by some factors falling under the content and process theories, which made her excel in education and career. Factors such as need, recognition, incentives, and the outcome of her efforts among others, motivated and enabled her to accomplish her duties.
References
Adams, J., 2006, Managing People in Organizations: Contemporary Theory and Practice, Palgrave Macmillan, New York.
Dessler, G., 2007, Human Resource Management, (11th Ed.), Pearson Prentice-Hall, New Jersey.
Lunsford, S., 2009, Survey Analysis: Employee Motivation by Generation Factors, AchieveGlobal, Inc., Florida.
Roberts, R., 2005, Relationship between Rewards, Recognition and Motivation At Insurance Company, University of the Western Cape, Western Cape.
Appendix
Case “Midshires University: Motivation or abdication?”
The organization
Midshires University is one of the ‘new breed’ of universities: formerly a successful polytechnic it, like many others, received its new title in June 1992 following changes to government policy. The university has approximately 15,000 students, 75 percent of whom are full-time. Although the majority of students are studying at undergraduate level, some 20 per cent are registered for postgraduate qualifications either through taught courses or by research.
Like similar organisations, the university, in its polytechnic days, acquired its reputation primarily through the delivery of teaching, with research activities, although important, taking a somewhat second place. Since its change in status, changes in funding have meant that student numbers have escalated and increased competition for research funding has meant that much more emphasis has not only been placed on quantity but also quality of research delivery and publications.
One senior academic was heard to remark ‘We’ve got to make our minds up whether we’re a teaching or a research institution. All this “fence sitting” is wrong: not only are we being pulled both ways, we’re not being given any additional resources to cope with it. How can I teach 15 hours a week, supervise projects for 12 final-year students, be an admissions tutor for one of our biggest courses and be expected to undertake research work’? These rumblings of discontent were not confined to isolated departments but were apparent throughout the institution.
As with many organisations of a similar size and diversity, its structure is almost guaranteed to create bureaucracy and, to some extent, distance and divisiveness. The administrative core of the organisation (known officially as the senior management structure but unofficially as ‘The Centre’) is headed up by the vice-chancellor (although the titular head is the chancellor – a wellknown industrialist and public figure); underneath him is a deputy vice-chancellor and four pro vice- chancellors who are each responsible for a specific area (e.g. academic affairs).
These six, together with the deans of each faculty, form the executive board whose main responsibility is to ‘provide corporate leadership’. Also, there exist administrative support functions such as personnel, marketing, finance, estates and academic registrar. The academic core of the university is grouped into five faculties: Engineering, Science, Humanities, Built Environment and a Business School. Each faculty is headed up by a dean and sub-divided into several specialist schools or departments.
The hierarchy within each department is loose: although there is a head of department, several principal lecturers, with the remainder being senior lecturers, there is no real emphasis given to job title. Any bureaucracy which exists in the departments is perceived as originating either from ‘The Centre’ or from department administration staff whose loyalty to the department rather than ‘The Centre’ is open to debate.
The department
Within the Engineering faculty lies the department of mechanical engineering with some forty staff, most of whom have been at the university for at least eight years and 90 per cent of whom are ‘career academics’ who have not held posts in commercial organisations. All are male. The head of department (who is also the Wallace-Price Professor of Engineering) leads it in a relatively informal and relaxed manner.
Like most academics he is an ‘ideas’ man rather than an administrator and dislikes formal policies and procedures. Frequently heard to remark ‘I don’t like tying things or people up in red tape, I prefer a democratic approach’, he has been accused in the past of inconsistency by his staff, of never treating two people in the same way. However, it is true to say that, in general, academic staff are left to organise their lives as they want within the constraints of their teaching schedule. Their research work is highly respected, several innovative engineering designs have been patented and sold on the open market, and there is a well-established programme of industry collaboration.
While the climate of the department is outwardly relaxed and informal, there is very little interaction among staff, particularly outside working hours. Each academic has his room, there is no central staff room and many staff work from home, only coming into the department to teach and undertake their administrative duties. Gossip is rife, as is professional jealousy, particularly in terms of gaining research funding.
An increase in student numbers, successful franchise arrangements being made to deliver postgraduate courses in China and the Far East and an attempt to reduce teaching loads has led to the department advertising a vacancy for a senior lecturer. Ideally the preferred candidate will have experience of research work, good external business contacts and willing to travel. As is usual in academic institutions, very little, if any, thought is given to the personality of the successful candidate or the desirability of them fitting in to the rest of the department.
The candidate
Anne Henderson was one of the first women engineering students at Midshires. Graduating in 1975 with a first class honours degree she immediately continued her studies with an MSc programme, gaining recognition for her work into environmentally friendly car engines, a largely untapped field in those days. On completion of her Masters degree she was offered a post as a research assistant where she could have developed her Masters research and worked towards her doctorate.
However she decided that she needed to gain some commercial experience and joined Wallace-Price, a blue-chip engineering consultancy where, apart from a sponsored year out to study for an MBA in the United States of America, she has remained ever since.
Her tenacity and loyalty to Wallace-Price have paid off and she was made a partner in the firm, primarily responsible for bringing in work to the consultancy. With the promotion came various executive privileges including an annual salary of £80,000, a chauffeur-driven car, free use of one of the company-owned London flats, a non-contributory pension scheme, various gold credit cards and first-class air travel. Anne herself would not describe these as benefits, however, but as necessities to enable her to do her job properly. Last year, to meet her business target of
£2 million of work for Wallace-Price she spent forty weeks overseas, working an average of ninety hours a week. She cannot remember the last time that she had a weekend when she was not entertaining clients or travelling but was free to indulge herself. During her time with Wallace-Price she has earned a reputation both as a formidable but honest negotiator and as an innovative engineer, often finding seemingly impossible solutions to problems.
Known for her single-minded dedication to her job, she does not suffer fools gladly. She is frequently approached to work for rival firms with promises of even greater privileges and has been the subject of numerous magazine profiles, some concentrating on her work and reputation as a high flier but the majority focusing on her gender. Her fortieth birthday last year was spent alone in the Emergency Room of a Los Angeles hospital where she had been rushed with a suspected stomach ulcer.
Deprived of her smartphone and laptop she had little else to do but to reflect on her life thus far. On her return to health she was working her way through the pile of technical journals, which had accumulated during her absence and there she saw the advertisement for Midshires – an institution that had close links with her company and whose Professor of Engineering she knew well. Ignoring the instructions relating to applications she put through a telephone call to the University.