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Файл:Английский язык для психологов. Учебное пособие
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People often equate unmotivated person with being lazy. Do you think this
Motivation
Intensit y
direction
persistence
is really true? For instance, consider Danny, a student that gets poor grades in
history. He’s not interested in his textbooks, doesn’t want to read. He’s intelligent, sure, but he doesn’t do the reading needed to get good grades. You might
say Danny is unmotivated about reading or say that he’s lazy. But when the latest comic book in his favorite series comes out, he’s the first in line to purchase
it, and he reads it from cover to cover the first chance he gets and then a couple
of times more before he finally puts it down. He’s memorized lines, carefully
considered the storyline, and messaged friends speculating where he thinks the
story-line might be going. Nothing lazy or unmotivated about that!
Motivation results when an individual interacts with a situation. It’s a state
of mind where the individual determines the level of desire, interest and energy
that will translate into action.
Let’s take that definition a little further. Intensity refers to how hard a person tries to achieve his or her goal. Danny clearly enjoys reading and does a lot
of it – his intensity for reading is high, but his intensity around history is low.
Direction refers to the area to which an individual focuses his efforts, and
the quality of those focused efforts. The direction of Danny’s reading – reading
comic books instead of textbooks – is poor. When he reads his textbooks, the
quality of the effort Danny puts into the activity is also poor. He doesn’t commit lines to memory or absorb themes like he does when he reads comic books.
Finally, there is persistence, or the amount of time an individual can maintain the effort to achieve a goal. Danny is an avid reader and will continue to
read as long as his favorite authors and artists produce new issues and series.
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He’s persistent about that, but it remains to be seen if he’ll return to his text-
books and try to read those. Right now, Danny opens up his textbooks and tries
to read, but he doesn’t try for very long. His level of persistence is not where it
needs to be to consider him “motivated”.
A person’s motivation changes from situation to situation and over time.
Perhaps Danny’s motivation to read his text books will change if he finds he’s
about to be expelled. Or maybe as the term continues, he’ll find he’s more interested in history than he originally thought, and those textbooks will become
easier to read. He’ll then alter his intensity (reading more history), his direction
(focusing on the university and setting comic books aside), and he will persist
in efforts to learn the material. Motivation will have changed.
In addition to individual attitudes, motivation also considers a person’s
needs. Needs are based on personality, values and relate to things that a person
desires. In Danny’s case, he values and desires the entertainment of reading
a comic book more than he values and wishes good marks. Over time, he may
risk losing a scholarship because of bad grades. Basic needs, like paying for his
dormitory room and a meal plan, might be threatened if that scholarship money
were to go away. He needs to stay at university and graduate, so his values and
desires may shift and cause him to read his textbooks.
So, there seems to be two factors at play in motivation in an individual.
One is a behavioral aspect, the intensity + direction + persistence part that a
person brings to the table, that’s existing inside him or her. There is also a factor that people are motivated to fill their basic needs – food, shelter, and more
complex needs, too. It’s easy to see how motivation is a very individual thing.
Ex. 8. Say if the sentences are true or false according to the text. Correct
them if they are false.
1. Motivation is one of the two key elements of performance.
2. Motivation doesn’t lead to action.
3. Motivation is a state of mind where the individual determines his level
of desire, interest and energy.
4. Motivation is a variable that can be influenced, because motivation is
not a stable state of mind.
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5. Direction refers both to the area to which an individual focuses his ef-
A
B
1)
intrinsic motivators
a)
person
2)
an individual
b)
to change
3)
mark
c)
internal motivators
4)
employee
d)
to reach
5)
to desire
e)
external motivators
6)
extrinsic motivators
f)
worker
7)
to alter
g)
grade
8)
to achieve
h)
to want
1) unmotivated
2) proposed
3) to achieve
4) extrinsic
5) job
6) person’s
7) persistence of
8) stimulate
9) personality
10) perception of
a) effort
b) employee
c) flexibility
d) engagement
e) needs
f) traits
g) expectancy
h) a goal
i) reward
j) motivation
forts, and the quality of those focused efforts.
6. Persistence shows how hard a person tries to achieve his or her goal.
7. Person’s needs are not based on values of an individual.
8. Person’s needs may change the motivation.
9. Motivation is very individual, and what motivates one worker will not
motivate another.
10. An industrial and organizational psychologist can influence individu-
al’s motivation in order to increase performance.
Ex. 9. Match the words from column A with their equivalents in column B.
Ex. 10. Make word combinations.
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Ex. 11. Complete the sentences using the following words and word combinations:
job flexibility; achieve his goals; persistence; person’s needs; skill variety;
stimulates engagement; direction; task identity; perception; to improve motivation.
1. Are the changes helping the organization … ?
2. Intensity is the strength, it refers to how hard a person tries to … .
3. Rewarding employees always … and promotes employee wellbeing.
4. The amount of time an individual can maintain the effort to achieve a
goal is called … .
5. A behavioral aspect of motivation is connected with intensity, …, and
persistence, that’s existing inside him or her.
6. Older approaches to understanding employee’s motivation focused al-
most solely on … .
7. Young people are more motivated by … than people of the middle age,
because younger people are able to quickly adapt to new circumstances.
8. There is a general … that exams are becoming easier to pass.
9. … is a critical component of job satisfaction and refers to the degree to
which a job allows employees to perform a whole piece of work from the start
point A to finish point B and to clearly identify the outcome of their effort.
10. A job’s motivating potential can be influenced by …, task identity,
task significance, autonomy and feedback.
Ex. 12. Read the text and match the examples, given in the box below,
with intrinsic and extrinsic motivating factors.
Intrinsic and Extrinsic Motivators
When psychologists review their team members, the biggest difference
they may see in each individual is what motivates them. For an individual there
are intrinsic (internal) and extrinsic (external) motivating factors. Intrinsic motivation comes from within, and it’s usually driven by individuals’ needs to do
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something for themselves. Each person has unique desires: they may want to
intrinsic motivating factors
extrinsic motivating factors
mastering a skill for oneself planting a personal garden
working a second job to pay bills
job flexibility avoiding dismissal from a job
wanting to be your own boss
receive a company bonus avoid punishment
learn a language or skill, or reach some goal. Intrinsic motivation is the reason
why people climb mountains. It’s not because they’re there!
Extrinsic motivation comes from an external source. People may work
a second job because they need additional money to pay the bills. Children may
apologize to another child for not sharing their toys to avoid punishment from
their parents.
An individual’s view of these intrinsic and extrinsic motivational factors is
impacted by previous experience, current needs, gender, and personal and cul-
tural values. For example, women tend to site “personal satisfaction” and “job
security” as motivational factors in their work, while men tend to site “status”
and “wealth” as the reasons they get up in the morning. Older workers indicate
“company loyalty” as a motivational factor, but Millennials, who are more like-
ly to job hop, are motivated by “job flexibility” and “challenging work.”
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Ex. 13. Work in pairs and give your own examples of intrinsic and extrin-
sic motivating factors.
Ex. 14. Read the text and say how employee’s needs should be considered
while understanding employee’s motivation. Answer the questions below.
Employee Needs
After considering an employee’s personality traits, a psychologist must also consider employee’s needs. Older approaches to understanding employee’s
motivation focused almost solely on needs, and the more we learn the more we
find that those early approaches aren’t necessarily accurate. This doesn’t mean
that an employee’s needs don’t factor into motivation, because they do. According to the new approach, needs tend to influence an employee’s perception of
the value of a proposed reward. For example, a person who has wealth and status may look at a reward differently than a person who has less.
Beyond actual money, there are other needs that an organization can fulfill
for his employees. Employees with a high need for achievement might enjoy
public recognition, and getting recognized for their achievements can keep their
motivational drive high. Some workers appreciate the opportunity to work independently, with less supervision. Others might appreciate the ability to work
remotely so they can save money on their commutes and be closer to family
that needs attention. Needs are very individual, and they’re not necessarily all
filled by a paycheck and health benefits.
1. Are employee’s needs considered to be a component of motivation?
2. What opinion does a new approach suggest?
3. What kind of reward could be used?
4. What kind of reward is optimal for you?
5. How does motivation operate in organizational behavior?
6. Can managers influence employees to be more productive by under-
standing their sources of motivation?
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Ex. 15. Read the text and fill in the blanks with the words from the box.
employees achievement Japan differences
motivation motivate performance understands
Cultural Differences
While considering the 1___________ psychologists need to embrace cultural differences in order to understand what motivates their 2___________. For
example, a $1,000 bonus for the top salesperson offered to the sales team may
or may not 3___________ all the employees on, based on their perception of
expectancy and instrumentality. In 4___________, this proposal might not work
at all, because their salespeople typically are compensated based on seniority,
not on 5___________ in sales. Cultural 6___________ can often trip us up
where motivational theories are concerned – where many of them work in our
culture, that doesn’t hold true for others.
If a psychologist 7___________ the individual component of motivation —
the personality traits, needs, and cultural differences that factor into an employee’s willingness to put forth effort toward 8___________ – he or she can tailor
motivation for each employee.
Ex. 16. Match job’s motivating factors with their definitions. The key
words are replaced with the symbol ****. After that, give the examples to each
factor.
Job’s motivating potential
Richard Hackman and Gary Oldham suggested that managers should tailor
the job to meet the employee’s individual needs. The researchers proposed that
a job’s motivating potential can be influenced by skill variety, task identity, task
97
significance, autonomy and feedback. They are the main work components of
Job’s motivating
factors
Definition
Examples
I.
Skill variety
a)
indicates the importance of that task to
the organization
II.
Task identity
b)
refers to the number of **** used to do
a job.
1)
III.
Task significance
c)
is the degree to which an employee can
make independent decisions and not
have to check in with a supervisor
IV.
Autonomy
d)
is information about an employee’s
performance.
V.
Feedback
e)
refers to the level at which employees
feel like they “owns” the outcome
when completing the ****
motivation.
Examples:
1. A traditional assembly line job would have a low **** ****, whereas
a nurse would have higher **** ****.
2. Going back to our first example, workers on an assembly line would
have low **** ****. Which parts from their lines ended up in which machines?
They’re not likely to know, so they would have a low **** ****. A nurse,
however, can understand with how well a patient recovers, or see immediately
that a choice he or she made saved the life of a patient. Thus, a nurse would
have high **** ****.
3. Again, clerical work would have low **** because the job is repetitious
and workers make few decisions on their own. Doctors would have high ****,
making decisions to medicate a patient a certain way or handle an emergency
procedure on the operating table.
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4. The job of receptionist, for example, has lower **** ****. A temporary
employee can be brought in to answer phones and sort mail. But doctors would
have high **** **** – not anyone can do their job, and they have knowledge of
their patients and their situations that others would not have.
5. Most employees who perform a task want to know if they are doing it
right, doing it well, and so on.
Ex. 17. Choose the right variant.
1. A clerk who performs similar tasks every day holds a job that has:
a) low skill variety, low feedback, high task significance;
b) high skill variety, high autonomy, low task identity;
c) low task significance, low skill variety, low autonomy.
2. A sales manager who wants to incentivize his sales team to hit its sales
target:
a) low skill variety, low autonomy, high task significance;
b) high skill variety, high autonomy, high task identity;
c) low feedback, high task significance, low skill variety.
3. A gifted student assisting his supervisor to carry out the important re-
search for scientific conference:
a) high skill variety, low autonomy, high task significance;
b) high skill variety, high autonomy, high task identity;
c) low feedback, low skill variety, high task significance.
Ex. 18. In the groups of four brainstorm the ideas on other work components of motivation that a manager can manipulate to drive company’s outcomes.
Ex. 19. Summarize the ideas discussed in the unit. Agree or disagree with
the statements. Explain your point of view.
1. Managers can increase motivation by providing adequate and ongoing
training for their employees.
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2. Learning new things about employees’ current job and acquiring new
skills will help them to perform tasks quickly and the team will be more productive.
3. Long-time team members enjoyed their job when they started and mas-
tered all the skills are now becoming less engaged because their employer
doesn’t provide them with new opportunities to learn and move ahead via ongoing training.
4. Employees are motivated when they have a particular goal.
5. Employees want to understand exactly what’s expected of them.
6. Employees working for an organization filled with gossip might foster
distrust for others, and even create an atmosphere that contributes to lack of
productivity.
7. Leaders and coworkers can be an important element in the work com-
ponent of motivation.
8. The idea of equity in a company, or an employee’s perception of equity,
is perhaps the most important element of the organizational component.
9. An individual has only intrinsic motivational factors.
10. An employee’s motivation is impacted by previous experience, current
needs, gender, and personal and cultural values.
Ex. 20. Read the text and revise studied grammar material, define the func-
tion of highlighted verbals. Check if you were right while doing exercise ex. 16.
Job’s motivating potential
Richard Hackman and Gary Oldham suggested that managers should tailor
the job to meet the employee’s individual needs. The researchers proposed that
a job’s motivating potential can be influenced by skill variety, task identity, task
significance, autonomy and feedback.
Skill variety refers to the number of skills used to do a job. A traditional
assembly line job would have a low skill variety, whereas a nurse would have
higher skill variety.
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