MOTIVATION – Willingness to expend energy to

achieve a goal or reward.

MOTIVATING – getting a person to do what you

want him to do, when you want it done, in a way
you want it done, because he wants to do it.
- making workers want to do the job the way
we want it done; making him drive himself by
focusing his vision to a goal; and making him
control, measure and guide his own performance.
MOTIVES – implies action to
satisfy a want or drive.

DRIVE – a condition which

impels the person to become
active.
- an activity that results
from internal stimulation.

WANT – lack of something

required for optimal
adjustment to the
environment.
 THEORIES
1. Motivation is understanding why people choose to do
certain things rather than others and with what factors cause
people to put variable amounts of work or intensity into their
work activities.

2. NEED theory explain motivation in terms of the needs

experienced by individuals.
3. EQUITY theory is based on the premise that
individuals compare themselves to one another on the
basis of the ratio of outcomes to inputs. Outcomes they
receive and inputs they provide. When people feel
inequitably treated, they will be motivated to engage in any
of a variety of activities in order to restore a feeling of
equity.

4. EXPECTANCY theory argues that motivation is

determined by three factors:
a. perception that effort leads to performance.
b. perception that performance leads to outcomes.
c. the extent of anticipated personal satisfaction in the
course of attaining an outcome.
 PRINCIPLES IN UNDERSTANDING
PEOPLE

Human behavior is caused. The effective supervisor can

uncover these causes and take steps to correct them. He
must dig beneath the surface behavior to inquire of its
causes.
Actions of rational human beings are goal-directed.
Motives are always present in every behavior,
whether one is aware of them or not.

Some motives have priority over others.

Motives are often disguised.

Individuals differs in so many aspects.

ROLE OF SUPERVISORS IN MOTIVATION

Focus on the strengths of a man – on what he can do

rather than on what he cannot do.
Trust and respect employees as individual.
Treat people as adults; treat them as partners; treat
them with dignity. Treat them as the source of
productivity gains.
Let the dignity and worth of the individual reigns
supreme.
Offering sincere praise and recognition.
Provide growth opportunities through delegation,
training.
Develop the value of pride in work.
Getting the best from the man with 50% ability.
We hire people and we create an environment where
people can make mistakes and grow.
 on al
iv ati
M ot
le m ?
Pr o b
 A Human Factors Formula

KNOW – HOW

CAN-DO

WILL-DO
CONDITIONS EXIST:
1. The employee know how to perform
properly
2. He does not follow the proper work
procedure

Using unsafe procedures

Omitting safety precautions

Failing to use safety equipment.

Using unsafe tools or equipment.
 CAN-DO
KNOW-HOW

discrepa
ncy
WILL-DO
 discrepan
cy

Making sure that each employee:

• KNOWS HOW and CAN DO the job, the
safe way
• WILL DO the job the safe way
KNOW-HOW and Beliefs…

Is there a knowledge deficiency?

Does the worker believe proper performance is in his
interest?
The worker who knows the job should be
able to:

describe the sequence of basic job steps
that he goes through.

identify potential hazards or accidents
associated with each step.

relate the recommended safe job
procedures associated with each potential
accident or hazard.
Classes of People
1. Who simply do not think about the
hazard at all.
2. Who are uncertain about the hazard; no
real risk to themselves.
3. Who believes that no real hazard exists.
4. Who deliberately appraises the hazard
and the risk and acts accordingly.
CAN-DO

Is there a skill deficiency in the man?

… in the job?
CAN-DO

Many workers may not have sufficient skill and

capability to perform the job.

lack of skill

skill impairments
- chronic or temporary
- mental
- physical
Checking skill deficiency…
 does the man have the basic ability to
perform the task? Does he have some
impairment which may prevent him from
using his ability?
 has he demonstrated his ability to do it in
the past?
 is the skill practiced often enough for
retention?
 is the ability compatible with the job?
WILL-DO

What accounts to the inability of most people to

appreciate and respond appropriately to danger?
Why workers won’t perform safety?
1. Operant Conditioning – behavior (animal
or human) is influenced by its effect.
2. The Technology of Behavior – residual
signs of normality should be encouraged,
strengthened and widened by immediate
rewards.
3. The outcomes of Behavior -
 Outcomes
Performance
Reward Punishment

Safe act 1 2

Unsafe act 3 4

a. Is the desired safe act rewarding?

b. Is the desired safe act punishing?
c. Is unsafe act rewarding?
d. Is unsafe act punishing?