The Effectiveness of Motivation Theory Essay Example

The Effectiveness of Motivation Theory Essay Running head: Motivation Theories: A Literature Review Motivation Theories: A Literature Review - Motivation Theories: A Literature Review Motivation is an important concept for managers to understand. Motivation affects direction, intensity and duration (Locke Gary, 2004). High task motivation has been found to correlate with high firm growth (Miner, Smith, et. al. , 1989). Berman and Miner (1985) studied CEOs, COOs, executive VPs and group VPs and found that those â€Å"who reached the highest levels of large business firms [had] higher motivation to manage than individuals with less achievement† (377-391). There are many things that affect motivation, such as personal preferences, job satisfaction and organizational factors (Wherry South, 1977). According to Locke and Gary (2004), most people are in situations; particularly work related ones, due to their own personal choices. Latham and Pinder (2005) found that â€Å"goal-setting, social cognitive and organization justice theories are the three most important approaches to work motivation to appear in the last 30 years† (485). Self-efficacy significantly impacts motivation. Lindner (1998) also supports this. Wabba (1974) discusses behavioral choices and motivation. Personal faith also plays a role in motivation. I Corinthians 10:31 states, â€Å"Whether, then, you eat or drink or whatever you do, do all to the glory of God† (NASB). We will write a custom essay sample on The Effectiveness of Motivation Theory specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Effectiveness of Motivation Theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Effectiveness of Motivation Theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Bible consistently gives examples of those motivated by their belief and faith in God. When Peter and the disciples were threatened with imprisonment for spreading the gospel, Peter responded with â€Å"we must obey God rather than men† (Acts 5:29, NASB). Their desire to follow God overshadowed concern for physical or earthly consequences. Dysfunctional thinking also can affect motivation (Locke Gary, 2004). Dysfunctional thinking is basically irrational overgeneralizations and it comes from automatic thoughts. Locke and Gary (2004) also suggest that managers learn how to help employees copy with these automatic thoughts in order to identify the irrational nature of their thoughts so they can process them in a way that is productive and provides greater motivation. Gee and Burke (2001) found that the hope for financial gain as a sole motivator is an outdated idea and not nearly as effective as once thought. There are various motivation theories and some recent changes in motivation trends. Gee and Burke (2001) refer to â€Å"human potential management† as opposed to â€Å"human resource management. This seemingly small change in vernacular reflects changing attitudes. Wood (2000) recommends taking into account social identify theory, motivational traits, procrastination and lateness, proactive role orientations and person-environment fit when evaluating theories. Dye, Mills and Weatherbee (2005) believe Maslow’s hierarchy of needs has been oversimplified to fit the convenienc e of motivational textbooks and in this oversimplication, the point of Maslow’s theories has been missed. They caution against using the hierarchy of needs chart without the complete context. There are some effective best practices that can be derived from motivation theories. Gee and Burke (2001) found that self-managed teams and telecommuting both increased employee motivation. Tai (2006) and Huang (2001) both found positive correlations between effective training programs and employee motivation. Chapman (2008) discusses the role of team-building activities, workshops, inspirational quotes and positive experiences in building employee motivation. Sodenkamp (2005) found that pay-for-performance systems on employee work groups increased motivation as well. The ACCEL-Team’s (2008) findings support this as well. Fitzgerald (1971) cautions against using irrelevant solutions to try motivate employees without first ensuring the solid foundation of the work system itself. Managerial attitudes and actions also have an impact on motivation. Daniel Goleman gives six distinct leadership styles, â€Å"coercive leaders demand immediate compliance. Authoritative leaders mobilize people toward a vision. Affiliative leaders create emotional bonds. Democratic leaders build consensus. Pacesetting leaders set high standards and expect excellence. Coaching leaders develop people† (Longenecker, Moore, Petty Palich, 2008, p. 474-475). Forsyth (2006) called leadership â€Å"the process by which an individual guides others in their pursuits, often by organizing, directing, coordinating, supporting and motivating their efforts† (p. 376). Invang (2008) the guide to his group members. â€Å"A manager who listens encourages employee growth and career development† (Burley-Allen, 1995, p. 9). Anthony (1989) discusses motivation by example and through involvement and interactions with employees. Wolleat (2007) reviewed Gary Latham’s book, Work Motivation: History, Theory, Research, and Practice and acknowledged its use in presenting motivation theories but Locke and Gary (2004) found that motivation theories do not compete with each other as much as they show different aspects of motivation. The goal of managers, therefore, should not be so much to evaluate motivation theories to select the superior theory; rather the goal of managers should be to use characteristics of different motivation theories to effectively motivate employees. References ACCEL-Team. (2008). Employee Motivation, the Organizational Environment and Productivity. Al-Khalifa, A. , Peterson, S. E. (2004). On the relationship between initial motivation, and satisfaction and performance in joint ventures. European Journal of Marketing, 38(1/2), 150-174. Anthony, J. H. (1989). Therapeutic Leadership. Leadership Abstracts, 2 (13). Berman, F. E. and J. B. Miner (1985). Motivation to manage at the top e xecutive level: A test of the hierarchic role-motivation theory. Personnel Psychology 38(2): 377-391. Burley-Allen, M. (1995). Listening the Forgotten Skill: A Self-Teaching Guide. 2nd Ed. , Canada, John Wiley Sons, Inc. Chapman, A. (1995-2008). Employee motivation theory team building activities, workshops, inspirational quotes, and the power of positive experience. Densten, I. L. (2002). Clarifying inspirational motivation and its relationship to extra effort. Leadership Organization Development Journal, 23(1), 40-44. Dye, K. , Mills, A. J. , Weatherbee, T. (2005). Maslow: man interrupted: reading management theory in context. Management Decision, 43. Fitzgerald, T. H. (1971). Why motivation theory doesnt work. Harvard Business Review, Harvard Business School Publication Corp. 49: 37-44. Forsyth, D. R. (2006). Group Dynamics. 4th Ed. , Mason, OH: Thomson Higher Education. Gee, C. Burke, M. E. (2001). Realizing potential: the new motivation game. Management Decision, 39. Huang, T. C. (2001). Training practices and organization performance in enterprises. Education and Training, 43(8/9), 434-444. Inyang, J. D. (2008, January). Leaders and Leadership Roles in Relation to Effective Management of the Human Resources, 6 (1). Latham, G. P. and C. C. Pinder (2005). Work motivation theory and research at the dawn of the twenty-first century. Annual Review Of Psychology 56: 485-516. Lemak, D. J. (2004). Leading students through the management theory jungle by following the path of the seminal theorists: A paradigmatic approach. Management Decision, 42. Lindner, J. R. (1998, June). Understanding Employee Motivation. Locke, E. A. Gary, P. (2004). What should we do about motivation theory? Six recommendations for the twenty-first century. Academy of Management Review, 29. Longenecker, J. G. , Moore, C. W. , Petty, J. W. , Palich, L. E. (2008). Small Business Management: Launching Growing Entrepreneurial Ventures. Mason, OH: Thomason Higher Education. Miner, J. B. , N. R. Smith, et al. (1989). Role of entrepreneurial task motivation in the growth of technologically innovative firms. Journal of Applied Psychology 74(4): 554-560. Sodenkamp, D. , Schmidt, K. , Kleinbeck, U. (2005). Self-management of work groups through corporate values: From theory to practice. International Journal of Manpower, 26(1/2), 67-79. Tai, W. (2006). Effects of training framing, general self-efficacy and training motivation on trainees training effectiveness. Personnel Review, 35(1), 51-65. Wabba, M. A. , House, R. J. (1974). Expectancy Theory in Work and Motivation: Some Logical and Methodological Issues. Human Relations, 27 (2), 121-147. Wherry, R. J. and J. C. South (1977). A worker motivation scale. Personnel Psychology 30(4): 613-636. Wolleat, P. L. (2007). An Insiders View of Work Motivation: A Mentor Speaks. PsycCRITIQUES 52(17). Wood, R. E. (2000). Work Motivation Theory, Research and Practice: Introduction to the Special Issue. Applied Psychology: An International Review, 49.

Investigating Magnetic Pendulum Essays

Investigating Magnetic Pendulum Essays Investigating Magnetic Pendulum Paper Investigating Magnetic Pendulum Paper Every magnet has two poles, North and South. When it is hung freely, it always settles in the direction North and South of the Earth. The following experiment is about the properties of magnetic pendulum. In all experiments find the time period of oscillation, and find relation in the direction of vibration and the time period of pendulum. Hypothesis: The effect of changing the vibration direction of magnetic pendulum on time period of the 20 constant oscillations. Apparatus: 1. Color indicated lab magnets 2. Strings and threads 3. Solution Tape (Transparent) 4. Measuring Scale (1 feet) 5. Set of compasses 6. Lab stand 7. Stopwatch 8. Scissors Methodology: A For Single magnetic pendulum investigation: 1. Hang a bar magnet horizontally using the thread string, tied in balance with the lab stand. The thread should be strongly tied with the magnet stand. 2. Make sure the magnet is not rotating from its point of centre. This is done in order to allow precise timed readings, as the oscillation progresses smoothly. 3. Use two or more compasses to check the North. Keep the compasses at a 1 meter distance from the magnets to avoid unnecessary deflection 4. Vibrate it in the direction as shown in the diagrams below. 5. Repeat steps 1-2 for varying directions Note: The side view of all direction combinations is in the horizontal plane. The top view uses vertical and horizontal terms in its own respective sense i. e. the as viewed from the birds eye projection. Part 1: Constant: 20 oscillations Distance of the string i. e. from the tied knot of the stand to the magnet = 6 Variables: Time (seconds) and Direction (arrow) of magnet pendulum swings In part 1 of the investigation, the magnet will be swung across constant amplitude with the constant no. of 20 oscillations. With each changing direction, the time period for the 20 oscillations will be noted down on paper. Then, the readings will allow us to deduce if the changing direction of magnet has an effect on the time period or not. Below are the four directions, named A, B, C and D along their time period readings. As per the results of the investigation, the change in the direction of vibration of the magnet for 20 oscillations does not affect the time period of the oscillation. As we can see he comparison chart above, the values for directions A, B, C and D are almost same, with very minuscule micro second differences. The possible uncertainty here can be human error in timing the experiment and secondly, the quality of magnets i. e. minor change in size and weight. Moreover, the balance of the string attached was not at most in perfect form, hence the unnecessary rotating of the magnets from the point of tied knot must have affected the time period readings. Hence, the part 1 of the investigation comes to suggests that the change in direction of the vibration of the magnet does not affect the time period of the oscillations. Part 2: Pole Combination A Methodology: B For Dual magnetic pendulum investigation: 1. Hang a bar magnet horizontally with the help of two strings. 2. Now put another magnet just below the hanging magnet, in the same direction as the hanging magnet, with similar poles facing each others. 3. Using the thread string, tied in balance with the lab stand. The thread should be strongly tied with the magnet stand. 4. Make sure the magnet is not rotating from its point of centre. This is done in order to allow precise timed readings, as the oscillation progresses smoothly. 5. Change the distance between the two magnets, keeping the oscillations constant at 20 and then note the change in the time period. 6. Now, vibrate the magnet (for different directions) with small amplitude, first along the length then along with width. Measure the time period of vibration. Also find the rate of decrease in the amplitude of vibration. 7. Repeat 1-6 for varying direction combinations. As per the results for part 2 of the investigation, we put hanged a magnet of the same size as used in part 1 of the investigation by a tied string, making it a dynamic object. Then, we placed a stationery magnet of the same size below it. As we vibrated the dynamic magnet along its width, we slightly altered the distance between the stationery magnet and the dynamic magnet to see if had affect on the oscillations time period. Now, the interesting part of the investigation arises. As you can see from the comparison chart of the same pole combination of N-N to S-S, a slight change in distance between the two magnets, that is a (1.6 minus 1. 0 = 0. 6 cm) 0. 6 cm change brings a 2. 0+ second change. The increase in the distance between the two magnets increases the time period for the 20 oscillations. The theory behind this is simple. As the two magnets move closer to each other, they face a higher amount of N to N and S to S repulsion, so they are pushed with a greater force than they would be when they would be apart (as the case is for d=1. 6 cm). This in result decreases the time period, as the 20 oscillations are completed in a lesser time period.