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In your workplace, what element makes you encourage to work the most?
1. Wage
2. Promotion
3. Reputation
4. Sense of achievement
5. Evaluation of others
...

Set priorities or % of your motivation

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Oprah Winfrey Leaves the Audience SPEECHLESS | One of the Best Motivational Speeches Ever

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1. 매슬로우의 욕구단계이론 : 생리적 욕구, 안전욕구, 친교욕구, 존중욕구, 자아실현욕구 순서로 욕구가 충족되면 다음 단계의 욕구로 변한다는 이론입니다. 이 이론에 따르면 동기부여를 위해서는 생리적 욕구, 안전욕구, 친교욕구, 존중욕구, 자아실현욕구를 이해하고 그 순서에 맞게 욕구충족을 시켜줘야 한다고 합니다.

2. 알파더의 ERG이론 :  매슬로우의 욕구단계이론의 한계는 욕구들이 단계적으로 이루어지며 한번 충족한 욕구는 하위단계의 욕구로 이동하지 않는다고 설명하는 점입니다( * 실제로 사람의 욕구는 상위욕구에서 하위욕구로 퇴행한다는 실증 연구 발표가 많음 ). 이러한 한계점을 고친 이론이 알파더의 ERG이론입니다. 알파더는 이 이론에서 욕구가 단계적으로도 이루어지지만 하위단계의 욕구로 퇴행하기도 한다고 설명하는 이론입니다.

3. 맥클렌드의 성취동기 이론 : 매슬로우와 알파더의 이론이 일반적인 사람의 욕구에 초점을 둔 이론이라면 맥클렌드의 성취동기 이론은 조직에 속한 사람의 욕구에 초점을 맞춘 이론입니다. 맥클렌드 성취동기 이론은 조직 내에서 사람은 성취욕구, 친교욕구, 권력욕구를 가진다고 설명합니다.

4. 허쯔버그의 2요인 이론 : 허쯔버그의 2요인 이론은 관리자의 입장에서 더 직접적으로 종업원의 동기부여에 대해서 생각해볼 수 있습니다. 2요인 이론에 따르면, 직무만족과 불만족을 유발시키는 요인은 서로 관계없이 따로 존재한다는 이론입니다. 가령, 임금문제는 직무불만족을 해소할 수 있지만 직무만족으로 이어지지 않는다는 실증 연구가 2요인 이론의 대표적 사례입니다.

5. 내재적 동기부여 :  과업, 직무를 잘 수행하는 것에서 비롯되는 긍정적 감정이라 정의합니다. 반대되는 개념인 '외재적 동기부여'의 정의를 보면 쉽게 이해할 수 있는데요... 외재적 동기부여는 특정 결과물을 얻기 위해 사람드리 특정행위를 하는 것을 말합니다. 즉 내재적 동기부여는 감정에, 외재적 동기부여는 결과물에 초점이 맞춰져있다고 보시면 좋을 것 같습니다.

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내용이론 ; 매슬로우의 욕구단계이론, 알파더의 ERG이론, 맥클렌드의 성취동기이론, 허쯔버그의 2요인 이론, 내재적 동기부여
1. 매슬로우의 욕구단계이론 : 생리적 욕구, 안전욕구, 친교욕구, 존중욕구, 자아실현욕구 순서로 욕구가 충족되면 다음 단계의 욕구로 변한다는 이론입니다. 이 이론에 따르면 동기부여를 위해서는 생리적 욕구, 안전욕구, 친교욕구, 존중욕구, 자아실현욕구를 이해하고 그 순서에 맞게 욕구충족을 시켜줘야 한다고 합니다.

과정이론 ; 기대이론, 목표설정이론
1. 기대이론 : 개인이 행동함으로써 야기될 수 있는 산출물에 대하여 매력과 효용을 느끼고 그에 따라 동기부여 된다는 이론입니다. 기대이론에서는 사람을 이성적인 존재라 가정합니다. 습관이나 관습에 의하여 행동하지 않고 항상 선택할 수 있는 여러 행동의 대안들 중에서 자신의 효용을 극대화시킬 가능성이 가장 큰 대안을 선택하고 이에 따라 행동한다는 것입니다.

2. 목표설정이론 : MBO(Management By Object)라는 목표관리기법의 기초가 된 이론으로 목표를 설정함으로 동기부여가 된다고 설명하는 이론입니다. 이 이론에서는 목표, 목적이 동기부여에 미치는 영향이 네가지가 있다 설명하는데, 첫째, 목표는 개인의 관심을 끌어오며 둘째, 목표는 행동을 통제하고 행동의 지침을 제공하며 셋째, 목표에 따라 이를 달성하기 위한 적절한 세부계획과 활동을 수립하게 만들고 넷째, 목표가 있음으로 해서 개인은 중도에 포기하지 않고 지속적인 노력을 하게 된다고 합니다.3. 마무리하며

긴 글 읽어주셔서 감사합니다. :)

3. 맥클렌드의 성취동기 이론 : 매슬로우와 알파더의 이론이 일반적인 사람의 욕구에 초점을 둔 이론이라면 맥클렌드의 성취동기 이론은 조직에 속한 사람의 욕구에 초점을 맞춘 이론입니다. 맥클렌드 성취동기 이론은 조직 내에서 사람은 성취욕구, 친교욕구, 권력욕구를 가진다고 설명합니다.

4. 허쯔버그의 2요인 이론 : 허쯔버그의 2요인 이론은 관리자의 입장에서 더 직접적으로 종업원의 동기부여에 대해서 생각해볼 수 있습니다. 2요인 이론에 따르면, 직무만족과 불만족을 유발시키는 요인은 서로 관계없이 따로 존재한다는 이론입니다. 가령, 임금문제는 직무불만족을 해소할 수 있지만 직무만족으로 이어지지 않는다는 실증 연구가 2요인 이론의 대표적 사례입니다.

5. 내재적 동기부여 : 과업, 직무를 잘 수행하는 것에서 비롯되는 긍정적 감정이라 정의합니다. 반대되는 개념인 '외재적 동기부여'의 정의를 보면 쉽게 이해할 수 있는데요... 외재적 동기부여는 특정 결과물을 얻기 위해 사람드리 특정행위를 하는 것을 말합니다. 즉 내재적 동기부여는 감정에, 외재적 동기부여는 결과물에 초점이 맞춰져있다고 보시면 좋을 것 같습니다.

2. 알파더의 ERG이론 : 매슬로우의 욕구단계이론의 한계는 욕구들이 단계적으로 이루어지며 한번 충족한 욕구는 하위단계의 욕구로 이동하지 않는다고 설명하는 점입니다
( * 실제로 사람의 욕구는 상위욕구에서 하위욕구로 퇴행한다는 실증 연구 발표가 많음 )

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내용이론 ; 매슬로우의 욕구단계이론, 알파더의 ERG이론, 맥클렌드의 성취동기이론, 허쯔버그의 2요인 이론, 내재적 동기부여 1. 매슬로우의 욕구단계이론 : 생리적 욕구, 안전욕구, 친교욕구, 존중욕구, 자아실현욕구 순서로 욕구가 충족되면 다음 단계의 욕구로 변한다는 이론입니다. 이 이론에 따르면 동기부여를 위해서는 생리적 욕구, 안전욕구, 친교욕구, 존중욕구, 자아실현욕구를 이해하고 그 순서에 맞게 욕구충족을 시켜줘야 한다고 합니다.

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John Keller’s ARCS Model of Motivational Design Theories

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John Keller’s ARCS Model of Motivational Design Theories

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There are four steps for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, Satisfaction

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Summary: According to John Keller's ARCS Model of Motivational Design Theories, there are four steps for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, Satisfaction (ARCS)[1][2].

Originator: John Keller

Key terms: Attention, Relevance, Confidence, Satisfaction (ARCS)
ARCS Model of Motivational Design (Keller) 1. Attention

Keller attention can be gained in two ways: (1) Perceptual arousal - uses surprise or uncertainly to gain interest. Uses novel, surprising, incongruous, and uncertain events; or (2) Inquiry arousal - stimulates curiosity by posing challenging questions or problems to be solved.

Methods for grabbing the learners' attention include the use of:

Active participation -Adopt strategies such as games, roleplay or other hands-on methods to get learners involved with the material or subject matter.

Variability - To better reinforce materials and account for individual differences in learning styles, use a variety of methods in presenting material (e.g. use of videos, short lectures, mini-discussion groups).

Humor -Maintain interest by use a small amount of humor (but not too much to be distracting)

Incongruity and Conflict - A devil's advocate approach in which statements are posed that go against a learner's past experiences.

Specific examples - Use a visual stimuli, story, or biography.

Inquiry - Pose questions or problems for the learners to solve, e.g. brainstorming activities.

2. Relevance

Establish relevance in order to increase a learner's motivation. To do this, use concrete language and examples with which the learners are familiar. Six major strategies described by Keller include:

Experience - Tell the learners how the new learning will use their existing skills. We best learn by building upon our preset knowledge or skills.

Present Worth - What will the subject matter do for me today?

Future Usefulness - What will the subject matter do for me tomorrow?

Needs Matching - Take advantage of the dynamics of achievement, risk taking, power, and affiliation.

Modeling - First of all, "be what you want them to do!" Other strategies include guest speakers, videos, and having the learners who finish their work first to serve as tutors.

Choice - Allow the learners to use different methods to pursue their work or allowing s choice in how they organize it.

3. Confidence

Help students understand their likelihood for success. If they feel they cannot meet the objectives or that the cost (time or effort) is too high, their motivation will decrease.

Provide objectives and prerequisites - Help students estimate the probability of success by presenting performance requirements and evaluation criteria. Ensure the learners are aware of performance requirements and evaluative criteria.

Allow for success that is meaningful.

Grow the Learners - Allow for small steps of growth during the learning process.

Feedback - Provide feedback and support internal attributions for success.

Learner Control - Learners should feel some degree of control over their learning and assessment. They should believe that their success is a direct result of the amount of effort they have put forth.

4. Satisfaction

Learning must be rewarding or satisfying in some way, whether it is from a sense of achievement, praise from a higher-up, or mere entertainment.

Make the learner feel as though the skill is useful or beneficial by providing opportunities to use newly acquired knowledge in a real setting.

Provide feedback and reinforcement. When learners appreciate the results, they will be motivated to learn. Satisfaction is based upon motivation, which can be intrinsic or extrinsic.

Do not patronize the learner by over-rewarding easy tasks.

For more information, we recommend:

John Keller's book: Motivational Design for Learning and Performance: The ARCS Model Approach . Keller's book explains in detail the ARCS model. Separate chapters cover each component of the model and offer strategies for promoting each one in learners. Plenty of real-world examples and ready-to-use worksheets. The methods are applied to both traditional and alternative settings, including gifted classes, K12, self-directed learning, and corporate training.

References

1. Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.

2. Keller, John M. "Development and use of the ARCS model of instructional design." Journal of instructional development 10, no. 3 (1987): 2-10.

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ARCS Model of Motivational Design Theories (Keller)

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Summary: According to John Keller's ARCS Model of Motivational Design Theories, there are four steps for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, Satisfaction (ARCS)[1][2]. Originator: John Keller Key terms: Attention, Relevance, Confidence, Satisfaction (ARCS) ARCS Model of Motivational Design (Keller) 1.

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Let’s assume you are appointed as a team leader for a planning project which response to post-COVID19. Your team members tend to do not anything creatively other than what you ask them to do. Also, they’re not motivated, just waiting for the closing hour. How do you deal with this situation?

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1. Maslow's hierarchy of needs
2. McClelland's motivated needs theory
3. Herzberg Motivational Theory
4. Adams's Equity Theory

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In these difficult times, we've made a number of our coronavirus articles free for all readers. To get all of HBR's content delivered to your inbox, sign up for the Daily Alert newsletter.

"Our business is coming back faster than I had ever imagined. That's really good news, so I should be thrilled. But why am I not feeling relieved?" a senior leader asked me recently

When governments relax restrictions and begin stimulating economic growth, the recovery phase of the Covid-19 crisis starts unfolding for businesses. On the surface, this phase is about returning to normal, restarting operations and getting back to offices, production lines, and shop floors. In Europe, where I live and where many countries are reopening, many leaders I speak with are surprised both by the speed of the recovery and how rapidly everyday life has come to resemble the way it was before.

Below the surface, however, there is still turmoil. Intuitively, I would have expected leaders to be driven by the victory rush that naturally follows when the tension of the regression phase is released. But many report having mixed emotions. Their sense of optimism and clarity is laced with withdrawal, loss, and doubt. Even among leaders who have weathered the crisis well, the absence of relief is the rule rather than the exception.

Recovery presents new challenges for leaders and teams. What can you expect and how can you navigate?

Facing the New Reality

Speaking with leaders and their teams in recent weeks about their experience with managing the recovery, three themes emerge:

The unexpected high points brought on by the crisis are waning. Quick decision-making. Efficiency of meetings. Honest, concise, and frequent communications. Freedom to organize your day and work from home. Informal and authentic team interactions.

Several teams mentioned that they actually miss the stimulating rush of the emergency and the profound feelings of significance and community that they experienced during the lockdown. They wanted to sustain these new ways of working and maintain the urgency and intimacy of the crisis. But any good intentions slipped through their fingers as 9-to-5 back-to-back meeting days have made a surprisingly quick comeback. The "new normal" is not so new after all - and that feels like a lost opportunity.

Further, even though it is an overstretch to compare the emotions of the recovery phase to post-traumatic stress disorder, there are similarities. One of the most common reactions from soldiers returning from battle is that everyday life seems absurdly inconsequential and insignificant compared to the combat situations they have left behind. Standing in line in the supermarket or listening to people complain about the weather can be provocatively ordinary when you have been dealing with emergencies for weeks.

The unresolved tangle of emotions. The leaders I talk to report that they have learned so much new about themselves and their closest colleagues: Who rises to the occasion, who loses faith, who supports, who snaps, who dares, who falls silent - and how do these behaviors evolve as the crisis unfold?

A leader in the media industry stressed how proud he was of his coworkers. "I don't think I ever appreciated my colleagues this way before. When corona, hit we all stepped up and covered for each other. We were all fired up by the greater cause and churning out new reporting faster than ever. We had to be brutally honest about our own capacity and energy. Frankly, it was really exciting."

Indeed, it's like the "emotional operating system" of many teams has been reset. Such a reset is psychologically intense: it exposes both strong ties and weak links in the team, and all this requires recalibration of both your own self-image and team dynamics when things return to normal.

The burden of the work ahead. It's dawning on leaders and teams that the lockdown phase was in fact just the acute part of the crisis. Now they need to engage with more profound and adaptive challenges in their businesses and the way they lead.

The paradox is that during the emergency, the sense of purpose seemed crystal clear: Act now. Safeguard the business. As the recovery unfolds, more fundamental and nagging questions arise: What comes after? What parts of our business and organization will even be relevant in the future? What must we do to prepare for a second or third wave? What is the new big picture?

How Can Leaders Tackle the Recovery Phase?

The absence of relief is a telltale sign that you have vast psychological work to do as part of the recovery phase, too. As a leader, you need to be aware of what is going on in your team and on the front line in the recovery phase and adapt your leadership accordingly.

First, the recovery marks the onset of a broader challenge, not the end of the crisis. One of the hard things about the Covid-19 crisis is that there is no liberation day when it's gone and done with. It's not gone and done with in most places, and the aftermath can be longer and harder than turmoil of the first response. Leading with this aftermath in mind is key and you need to confront yourself and your team with this somewhat harsh reality.

How? Don't think of recovery as just going back to work and adopting your old habits. Create new meaning. Ask questions: "What was the point of this crisis? What will we do if this happens again? What did we learn from this case? How can we move faster next time?" Find a realistic sense of optimism - "What should we change?" Priorities need to be reset, plans must be adjusted, and resources must be redirected. " Renewal, not return " has become the rallying cry for leaders like Siemens Chairman Jim Hagemann Snabe. That's the essence of recovery leadership.

Second, recalibrate your team. A crisis often reorders the informal hierarchy of a team, both because what's urgent and who's important changes, and because new heroes emerge and new relationships are forged. While the formal structure may be unchanged, the informal structure has been disrupted under the surface and needs to be realigned or rethought. Think of the recovery phase as an inflection point for the way your team cooperates, not as a U-turn that leads back to familiar routines.

Here's an example of how one team moved forward. The CEO of a company that had been hit very hard by the lockdown summoned his leadership team to reflect on what they had learned during the months of emergency, lockdown, and early recovery. The CEO capped off the session by asking: "Would you rather have been without this experience?" Surprisingly, the overwhelming response from the team was "no." The crisis had been costly from both a business and personal perspective, but on balance the benefits outweighed the cost.

One team member summed up the paradox of the crisis. "Looking at the numbers, our business has been set back years. But culturally, we have been catapulted ahead to a future we could not have imagined, and strategically, our transformation has gained a momentum we could never have created on our own."

A central lesson of why this happened was that the crisis revealed hidden talents and unseen qualities. And the final outcome of the leader's session was a formal reset of the roles and responsibilities of the executive team based on the new business needs that the crisis surfaced, but also based on the particular qualities that individual team members had demonstrated.

True, not every team or leader will reach the same conclusion. But all teams can benefit from conducting a targeted search for the positive outcomes of the crisis and reflecting on how their relationships with each other and their work has changed. Carving out time for this kind of debriefing can both be therapeutic for the team and propel the forward motion you need.

Third, reopen with attention to the small stuff. Many leaders are realizing right now that reopening is harder than shutting down. Coming back to the office is trickier and requires more finely grained choices and decisions than asking people to work from home. Why? The issues related to reopening don't really concern abstract problems, acute crisis intervention, or big strategic moves. Instead, it's about practical and everyday stuff, a radical change of scenery for many leaders. It feels like having to tidy your room after having fought a major battle.

Even though the "how to reopen the office" discussion can feel like a chore rather than a challenge, you should take the small stuff seriously and be clear about the details: Respect ground rules for social distancing in the office - people have very different ideas of how "close is too close." Make clear commitments, and keep up your online presence when working from home, so it doesn't become odious when some people do and other don't. Make sure that you continue easing into the new digital routines that your partners, coworkers, or customers have found useful. Try to find joy in routines again and invest in the informal settings

Avoid the actions of a highly charged leader in the financial sector who, fed up with discussing when their coffee and juice bar would reopen, burst out: "Who cares about coffee and juice now?" In fact, the free haven that the bar represents had never been so important: People need places and spaces and opportunities to reconnect, share experiences, and have all those little conversations that rekindles social life at work. This is where you ask your colleagues what they are going to do in their vacation and how their spouses or children are coping? Who has children graduating from school? Who has sick relatives?

The "back to the office" move should not feel like musical chairs or a logistics maneuver. Instead, think of the process as if you were onboarding new members to the team with similar attention to (re)introducing the company culture and stimulating professional social life. In some sense it's a unique chance to get to do the first 90 days all over again.

Getting Through the Recovery Phase

Crisis leadership is a double-edged sword: The same skills and reaction patterns that allow you to perform well in an emergency may become destructive when you try to return to (something resembling) normal. The unequivocal determination that made you effective at first can develop into uncompromising micro-management. Constant watchfulness can generate tension and even hyper-vigilance. A prolonged productivity boost can slide into to uncurbed impulsivity. It's crucial to know when enough is enough.

At the same time, leaders cannot follow the natural impulse to withdraw, lean back, and just assume that the team will reset itself smoothly when the sea starts calming down. There is a need for continued visibility, purposeful reorientation, and sustained attention to detail

As a crisis evolves, your leadership approach needs to change. In the emergency phase, leaders must move to the frontline and fight the fires. In the regression phase, leaders need to step back and contain the emotional turmoil of their teams. In the recovery phase, leaders must strike a new balance between guiding a smooth return to normal while keeping up the pressure to renew and rethink the future.

That's why you are not feeling relieved: Your work as a crisis leader is not done yet.

If our content helps you to contend with coronavirus and other challenges, please consider subscribing to HBR. A subscription purchase is the best way to support the creation of these resources.

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In these difficult times, we've made a number of our coronavirus articles free for all readers. To get all of HBR's content delivered to your inbox, sign up for the Daily Alert newsletter. "Our business is coming back faster than I had ever imagined. That's really good news, so I should be thrilled.