Good afternoon friends! Elena Pastukhova is with you, and today we will talk about an important phenomenon, without which there would be no success in any undertaking - motivation. What is it and why is it needed? What it consists of, what types it is divided into and why economics studies it - read about all this below.

Motivation is a system of internal and external motives that make a person act in a certain way.

At first glance, this is something abstract and distant, but without this, neither desires nor the joy of their fulfillment are possible. Indeed, even travel will not bring happiness to those who do not want to go there.

Motivation is related to our interests and needs. That is why it is individual. It also determines the aspirations of the individual and at the same time is due to its psychophysiological properties.

The key concept of motivation is motive. This is an ideal (not necessarily existing in the material world) object, the achievement of which is aimed at the activity of the individual.

S. L. Rubinshtein and A. N. Leontiev understand the motive as an objectified human need. Motive is distinct from need and purpose. It can also be seen as the perceived cause of human actions. It is aimed at satisfying a need that may not be realized by the individual.

For example, the desire to attract attention with extravagant clothing is designed to cover the urgent need for love and belonging, which is typical for people who are insecure.

The motive differs from the goal in that the goal is the result of activity, and the motive is its cause.

The need is cognitive.

Motive - interest in reading (most often on a specific topic).

Activity is reading.

The goal is new experiences, the pleasure of following the plot, etc.

To be more specific about your own motivation, answer the following questions:

1. Why am I doing something?
2. What needs do I want to satisfy?
3. What results do I expect and why do they mean something to me?
4. What makes me act in a certain way?

Main characteristics

The phenomenon of motivation can be described through the following characteristics:

1. Directional vector.
2. Organization, sequence of actions.
3. The sustainability of the chosen goals.
4. Assertiveness, activity.

According to these parameters, the motivation of each individual is studied, which is important, for example, at school. These characteristics are of great importance when choosing a profession. The sales manager, for example, must be consistently focused on high income and active in achieving the goal.

Stages of motivation

Motivation exists as a process and includes several stages:

1. First comes the need.
2. The person decides how it can be satisfied (or not satisfied).
3. Next, you need to determine the goal and how to achieve it.
4. After that, the action takes place.
5. At the end of the action, the person receives or does not receive a reward. Reward refers to any success. The effectiveness of the action affects further motivation.
6. The need for action disappears if the need is completely closed. Or remains, while the nature of the actions may change.

Types of motivation

Like any complex phenomenon, motivation differs for various reasons:

• According to the source of motives.

Extraordinary (external)- a group of motives based on external incentives, circumstances, conditions (work to get paid).

Intense (internal)- a group of motives emanating from internal needs, human interests (work because you like work). Everything internal is perceived by a person as a “gust of the soul”, because it comes from his personal characteristics: character traits, inclinations, etc.

• As a result of actions.

Positive- the desire of a person to do something in the hope of positive reinforcement (overwork in order to get time off).

negative- setting to perform an action to avoid negative consequences (come to work on time so as not to pay a fine).

• By sustainability.

sustainable- valid long time, does not need additional reinforcement (an avid hiker conquers the trails again and again without fear of difficulties).

unstable- needs additional reinforcement (the desire to learn can be strong and conscious in one person, weak and vacillating in another).

• By scope.

In team management, there are personal And group motivation.

Scope of the concept

The concept of motivation is used both in everyday life - to regulate the behavior of the individual and his family members, and from a scientific point of view - in psychology, economics, management, etc.

In psychology

The science of the soul studies the relationship of motives with the needs, goals, desires, and interests of a person. The concept of motivation is considered in the following main areas:

• behaviorism,
• psychoanalysis,
• cognitive Theory,
• humanistic theory.

The first direction states that the need arises when the body deviates from some ideal norm. For example, this is how hunger arises, and the motive is designed to return a person to its original state - the desire to eat. The mode of action is determined by the object that can satisfy the need (you can cook soup or have a snack with something ready). This is called reinforcement. Behavior is shaped by reinforcement.

In psychoanalysis, motives are seen as a reaction to needs generated by unconscious impulses. That is, in turn, they are based on the instincts of life (in the form of sexual and other physiological needs) and death (everything that is associated with destruction).

Cognitive (cognitive) theories present motivation as a result of a person's understanding of the world. Depending on what his idea is aimed at (for the future, for achieving balance or overcoming imbalance), behavior is formed.

Humanistic theories present a person as a conscious person, able to choose life path. The main motivating force of his behavior is aimed at the realization of his own needs, interests and abilities.

in management

In personnel management, motivation is understood as the motivation of people to work for the benefit of the enterprise.

Theories of motivation in relation to personnel management are divided into meaningful And procedural. The former study the needs of a person that make him act in a certain way. The second considers the factors influencing motivation.

Encouraging subordinates to perform labor activity, the leader performs several tasks:

• increases employee job satisfaction;
• achieves behavior aimed at the desired results (for example, increasing sales).

This takes into account such concepts as needs, motivations, values, motives of the employee, as well as incentives and rewards. Motivation refers to the feeling of lack of something. Unlike a need, it is always recognized. Motivation develops a goal to fill a need.

For example, the need for recognition creates an incentive to achieve career heights, and the goal can be the position of the director (with intermediate stages along the way).

Values ​​can be all objects of the material world that are important to a person. In this case, it is a public position.

Motive is understood as the desire to satisfy a need. And incentives are called those external factors that cause certain motives.

Motivation just aims to form the desired motives in the employee in order to direct his activity in the right direction. After all, the desire for success depends on what is meant by success.

Especially for managers, we wrote about the motivation of staff in more detail.

In economics

Among the economic theories of motivation, the teaching of the classic of science, Adam Smith, is interesting. In his opinion, labor is certainly perceived by a person as something painful. Different kinds activities are not attractive in their own way. In early societies, when a person appropriated everything that he produced, the price of the product of labor was equal to the compensation for the effort expended.

With the development of private property, this ratio changes in favor of the value of the commodity: it always appears to be greater than the effort expended to earn on this product. In simple words, he is convinced that he works for cheap. But a person still wants to balance these components, which makes him look for a better paid job.

A look at the motivation of workers in the economy is directly related to the problem of the efficiency of the enterprise. As the experience of foreign, in particular, Japanese studies has shown, material stimulation of labor is not always exhaustive. Often, the activity and involvement of employees in production is ensured by a comfortable environment, an atmosphere of trust, respect and ownership, social guarantees and a system of various incentives (from diplomas to bonuses).

Nevertheless, the salary factor is important for the employee and is taken into account by many economic theories. For example, the theory of justice talks about the relationship of rewards with the efforts of team members. An employee who believes that he is underestimated reduces productivity.

The cost of each type of incentive is estimated from an economic point of view. So, for example, an authoritarian management style involves an increase in the administrative apparatus, which means the allocation of additional rates and wage costs.

Labor productivity in such a team is average. While involving employees in production management, the ability to independently choose a schedule or work remotely has a low cost and gives high results.

Remote work is good because the income depends only on you, and you are engaged in motivation yourself. Check it out - perhaps soon you will be able to make good money on your hobby.

Why is motivation needed?

The system of motives is an integral feature of the personality. This is one of the factors that form the uniqueness. Motivation is connected with our mental characteristics (for example, choleric people need to move a lot, get as many different impressions as possible) and physical condition (when we are sick, we almost don’t want anything). It is not by chance that this is laid down by nature.

The meaning of everyone's life is to live it according to their own scenario in order to realize own goals and purpose. That is why each person strives for a unique set of values, actions and experiences. This does not mean that everything we want is certainly good, and that what we do not want is destructive and bad.

Unformed motivation is common, and it will definitely have to be worked on so that a person knows how to overcome obstacles, including in the form of laziness, and realizes that he is successful. But it is worth listening to motives, desires, interests in order to learn and develop oneself.

No wonder people who really want something achieve greater results than the rest, other things being equal. As the people say, “God gives angels to those who strive.”

You can and should control your desires. If development stands still, impressive results can be achieved.

Stay with us and you will find many more useful things. And may everything you do bring joy!

If we consider a person's life as his movement forward along the path of development, then we can say that life is a process constant overcoming new frontiers, achieving better results, . And in this process, one of the leading roles is played by the question of the meaning of all actions and deeds that a person performs. What influences human activity and behavior? Why is he doing anything at all? What motivates him? What motivates? After all, any action (and even inaction) almost always has its own motive.

So that we can better communicate with each other, so that it is easier for us to understand the people around us and ourselves, as well as other people's and our own actions, we should talk about what motivation is. This question is as important for psychology as, for example, its foundations or methods. For this reason, we devote a separate lesson to the topic of motivation, in the process of studying which we will get acquainted with the process of formation of motivation, the system of motivation, theories of motivation, its types (labor, educational, self-motivation). We will learn about the methods of managing the motivation of labor and staff, students, schoolchildren and ourselves; Let's talk in detail about ways to stimulate and increase motivation.

What is motivation?

And the conversation about motivation should begin with a clear definition of this concept. The concept of "motivation" comes from the Latin word "movere" to move. There are several definitions of motivation:

• Motivation is a call to action.
• Motivation- is the ability of a person to satisfy his needs through any activity.
• Motivation is a dynamic psychophysiological process that controls human behavior and determines its organization, direction, stability and activity.

Currently, this concept is understood by different scientists in different ways. Someone is of the opinion that motivation is a set of processes responsible for motivation and activity. Others define motivation as a set of motives.

motive- this is an ideal or material object, the achievement of which is the meaning of activity. It is presented to a person in the form of specific experiences, which can be characterized by positive emotions from the achievement of this subject, or by negative ones associated with dissatisfaction in the present position. To understand the motive, you need to do serious inner work.

Motive is often confused with a need or a goal, but a need is a subconscious desire to eliminate discomfort, and a goal is the result of a conscious goal-setting process. For example, hunger is a need, the desire to eat is a motive, and food, to which a person’s hands reach out, is a goal.

Motivation is a complex psychological phenomenon, which is the reason for its diversity.

Types of motivation

In psychology, it is customary to distinguish the following types of human motivation:

• External motivation- this is a motivation that is not related to the content of some activity, but is due to external circumstances for a person (participation in competitions to receive an award, etc.).
• intrinsic motivation - this is the motivation associated with the content of the activity, but not with external circumstances (going in for sports, because it delivers positive emotions etc.).
• positive motivation- this is a motivation based on positive incentives (if I am not capricious, then my parents will let me play computer game and so on.).
• Negative motivation- this is a motivation based on negative incentives (if I do not act up, then my parents will not scold me, etc.).
• sustainable motivation- this is a motivation based on the natural needs of a person (quenching thirst, hunger, etc.).
• Unsustainable motivation is a motivation that requires constant external support (quit smoking, weight loss, etc.).

Stable and unstable motivation differs in types. There are two main types of motivation: "towards" or "from" (also often referred to as the "carrot and stick method"). But there are additional types of motivation:

• Individual motivation aimed at maintaining self-regulation (thirst, hunger, pain avoidance, temperature maintenance, etc.);
• Group motivation(caring for offspring, finding one's place in society, maintaining the structure of society, etc.);
• cognitive motivation(game activity, research behavior).

In addition, there are separate motives that drive people's actions:

• Self-affirmation motive- the desire to assert itself in society, to obtain a certain status, respect. Sometimes this desire is referred to as prestige motivation (the desire to achieve and maintain a higher status).
• Identification motive- the desire to be like someone (authority, idol, father, etc.).
• Power motive- the desire of a person to influence others, to lead them, to direct their actions.
• Procedural and substantive motives- motivation for action through not external factors, but the process and content of the activity.
• External motives- the factors inciting to action are outside the activity (prestige, material wealth, etc.).
• The motive of self-development striving for personal growth, realization of one's potential.
• achievement motive- the desire to achieve the best results and master the skill in something.
• Prosocial motives (socially significant)- motives that are associated with a sense of duty, responsibility to people.
• Motive of affiliation (accession)- the desire to establish and maintain contact with other people, to contact and pleasant communication with them.

Any kind of motivation plays a very important role in the study of human psychology and behavior. But what influences a person's motivation? What factors? It is to study these questions that motivation theories are applied.

Theories of motivation

Theories of motivation study and analyze the needs of a person, their content and how they are related to his motivation. They attempt to understand what motivates a person to a particular activity, what needs motivate his behavior. The study of these needs led to the emergence of three main directions:

Let's consider each direction in more detail.

Analyze the factors that influence motivation. For the most part, they focus on the analysis of human needs. Content theories describe the structure of needs and their content, as well as how all this is related to the motivation of the individual. The emphasis is on understanding what motivates a person to act from within. The main theories of this direction are: Maslow's hierarchy of needs theory, Alderfer's ERG theory, McClelland's theory of acquired needs and Herzberg's theory of two factors.

Maslow's hierarchy of needs theory

Its main provisions are:

• Man always feels the need for something;
• Strongly expressed needs experienced by a person can be combined into groups;
• Need groups are arranged hierarchically;
• A person is driven to action by unsatisfied needs; Satisfied needs are not motivation;
• The place of a satisfied need is occupied by an unsatisfied one;
• In a normal state, a person feels several needs at once, which interact in a complex way;
• First, a person satisfies the needs at the base of the pyramid, then the needs of a higher level begin to affect the person;
• A person is able to satisfy the needs of a higher level in a greater number of ways than the needs of a lower level.

Maslow's pyramid of needs looks like this:

In his work “On the Psychology of Being”, Maslow after some time added a list of higher needs, calling them “growth needs” (existential values). But he also noted that they are difficult to describe, because all are closely related to each other. This list included: perfection, wholeness, justice, completeness, vitality, beauty, simplicity, richness of manifestations, goodness, truth, ease, honesty and some others. According to Maslow, the needs for growth are often the most powerful motive for human activity and are part of the structure personal growth.

You yourself can find out how Maslow's studies correspond to reality. To do this, you just need to make a list of the most significant needs for you, divide them into groups according to Maslow's pyramid of needs, and try to determine which of the needs are satisfied by you in the first place, which ones - in the second, etc. You can also find out what level of satisfaction of needs prevails in your behavior and the behavior of people you know.

This fact is also interesting: Abraham Maslow was of the opinion that only 2% of all people reach the “stage of self-realization”. Match your needs with your life outcomes and you'll see if you're one of those people or not.

You can get acquainted with Maslow's theory in more detail here.

Alderfer's ERG theory

He believes that all human needs can be grouped into three large groups:

• Existence needs (security, physiological needs);
• Communication needs (needs of a social nature; desire to have friends, family, colleagues, enemies, etc. + part of the needs from Maslow's pyramid: recognition, self-affirmation);
• Growth needs (needs of self-expression from Maslow's pyramid).

Maslow's theory differs from Alderfer's only in that, according to Maslow, the movement from needs to needs is possible only from the bottom up. Alderfer, on the other hand, believes that movement is possible in both directions. Up if the needs of the lower level are satisfied, and vice versa. Moreover, if the need of the higher level is not satisfied, the need of the lower one intensifies, and the person's attention switches to this lower level.

For clarity, you can take Maslow's pyramid of needs and trace how needs are met in your case. If you notice that you are moving up the levels, then this process, according to Alderfer, will be a process of satisfaction. If you go down the levels, then this is frustration (defeat in an effort to satisfy the need). If, for example, you cannot meet your growth needs, then your attention will shift to the needs of connection, which will be called frustration. In this case, in order to return to the satisfaction process, one should satisfy the need of the lower level, thereby rising to the upper one.

More details on Alderfer's theory can be found.

McClelland's acquired needs theory

His theory is connected with the study and description of the needs of achievement, complicity and domination. These needs are acquired during life and (subject to a strong presence) affect a person.

You can easily determine which of the needs have the greatest impact on your activities: if you strive to achieve your goals more effectively than before, then you are dominated by the motivation to satisfy the need for achievement. If you strive for friendly relations, try to establish and maintain contacts, if the approval, support and opinion of others is important to you, then you strive to satisfy mainly the needs of complicity. If you notice in yourself the desire to control others, to influence them, to take responsibility for the actions and behaviors of others, then the desire to satisfy the need to rule prevails in you.

By the way, people with a predominant need for power are divided into 2 groups:

• Group 1 - people striving for power for the sake of domination;
• Group 2 - people striving for power for the sake of realizing some common cause.

Knowing what type of needs prevails in you or others, you can more deeply understand the motives of your own or others' actions, and use this knowledge to make life and relationships with others better.

For more information on McClelland's theory, see this.

Herzberg's two-factor theory

His theory owes its appearance to the growing need to elucidate the influence of material and non-material factors on human motivation.

Material factors (hygienic) are associated with the self-expression of a person, his internal needs, environment in which a person operates (the amount of wages, living and working conditions, status, relationships with people, etc.).

Non-material factors (motivating) are associated with the nature and essence of human activity (achievements, public recognition, success, prospects, etc.).

Data about this theory is very effective for the heads of companies, firms and other organizations when analyzing the work of their employees. For example, the lack or absence of hygienic material factors can lead to the fact that the employee will experience dissatisfaction with his work. But if there are enough material factors, then in themselves they are not motivating. And the absence of non-material factors does not lead to dissatisfaction, but their presence causes satisfaction and is an effective motivator. It should also be noted that Frederick Herzberg made the paradoxical conclusion that wages are not a factor that motivates a person to act.

You can learn more about this theory in detail.

They analyze how a person distributes efforts to achieve new goals, and what type of behavior he will choose for this. In process theories, human behavior is determined not only by needs, but is a function of his perceptions and expectations associated with a particular situation, and the possible consequences of the type of behavior that a person has chosen. Today there are more than 50 procedural theories of motivation, but the main ones in this direction are: Vroom's theory, Adams's theory, Porter-Lawler's theory, Locke's theory and the concept of participatory management. Let's talk about them in more detail.

Vroom's expectancy theory

This theory is based on the position that the presence of a need is not the only condition for motivating a person to achieve something. A person must rely on the type of behavior that he has chosen to lead him to the satisfaction of his need. The behavior of an individual is always associated with a choice of two or more options. And what he chooses depends on what he does and how he does it. In other words, according to Vroom, motivation depends on how much a person wants to receive and how much it is possible for him, how much effort he is ready to make for this.

Vroom's Expectancy Theory is great to use in practice to increase the motivation of employees in organizations, and is very useful for managers at various levels. Because The theory of expectations is reduced to the goals and needs of specific employees, then managers must ensure that their subordinates satisfy their needs and at the same time achieve the goals of the organization. It is necessary to try to achieve the maximum correspondence between what the employee can do and what is required of him. To increase the motivation of subordinates, managers must determine their needs, the possible results of their work and make sure that they have necessary resources for the qualitative performance of their duties (time, conditions, means of labor). Only with the right balance of these criteria can the maximum result be achieved, which will be useful for the employee and important for the organization.

You can learn more about Vroom's theory by going to this.

Adams' theory of equality (justice)

This theory says that a person evaluates the effectiveness of motivation not by certain factors, but by taking into account the estimates of rewards that were received by other people in similar conditions. Those. motivation is considered not from the point of view of the needs of the individual, but on the basis of his comparison of himself with others. We are talking about subjective assessments and people compare their efforts and the result obtained with the efforts and results of others. And here there are three options: underestimation, fair assessment, overestimation.

If we again take an employee of the organization, then we can say that he evaluates the amount of his remuneration with the amount of remuneration of other employees. This takes into account the conditions in which he and others work. And if it seems to the employee that, for example, he is underestimated and treated unfairly, then he can do the following: intentionally distort his own contribution and results, as well as the contribution and results of others; try to get others to change their input and results; change the contributions and results of others; choose other parameters to compare or just quit your job. Therefore, the manager must always be attentive as to whether his subordinates feel injustice towards themselves, seek from employees a clear understanding of the required results, encourage employees, taking into account the fact that they are interested not so much in how they will be evaluated in general, but in what how they are valued compared to others.

Porter-Lawler Model

Their comprehensive theory of motivation includes elements of Vroom's expectancy theory and Adams' theory of justice. There are five variables in this model: effort, perception, results, reward, and satisfaction.

According to this theory, the results depend on the efforts, abilities and characteristics of a person, and on his awareness of his role. The level of effort determines the value of the reward and the degree of confidence that the efforts made will actually bring a certain reward. It also establishes a correspondence between remuneration and results, i.e. a person satisfies his needs with the help of a reward for achieving a certain result.

If you study and analyze all the components of the Porter-Lawler theory in more detail, you can understand the mechanism of motivation at a deeper level. The effort that a person expends depends on how valuable the reward is to him and on the person’s belief in their relationship. Achievement by a person of certain results leads to the fact that he feels satisfaction and self-respect.

There are also links between results and rewards. On the one hand, for example, the results and remuneration may depend on the opportunities that the manager in the organization determines for his employee. On the other hand, the employee has his own opinion about how fair the remuneration for certain results is. The result of the fairness of internal and external rewards will be satisfaction, which is quality indicator employee reward value. And the degree of this satisfaction in the future will influence the perception of other situations by the employee.

E. Locke's goal setting theory

The premise of this theory is that a person's behavior is determined by the goals that he sets for himself, because. it is to achieve them that he performs certain actions. It is important to note that goal setting is a conscious process, and intentions and goals conscious of a person determine his behavior. Guided by emotional experiences, a person evaluates the events taking place around. Based on this, he sets himself goals that he intends to achieve, and, already on the basis of these goals, he acts in a certain way. It turns out that the chosen strategy of action leads to certain results that bring satisfaction to a person.

In order, for example, to raise the level of motivation of staff in an organization, according to Locke's theory, you can use several important principles. First, it is necessary to clearly set a goal for employees so that they understand exactly what is required of them. Secondly, the level of tasks assigned should be of medium or high complexity, because this results in better results. Thirdly, employees must express their consent to the fulfillment of the tasks set and the achievement of the set goals. Fourth, employees should receive feedback about their progress, because this connection is an indication that the right path has been chosen or that further efforts must be made to achieve the goal. And, fifthly, the employees themselves should be involved in setting goals. This has a better impact on a person than when other people set (impose) goals on him, and also contributes to a more accurate understanding of his tasks by the employee.

The concept of participatory management

The concepts of participatory management were developed in the United States through experiments to increase productivity. It follows from these concepts that a person in an organization manifests itself not only as a performer, but also shows interest in organizing his activities, working conditions, and the effectiveness of his actions. This indicates that the employee has an interest in participating in various processes flowing in his organization and related to his activities, but beyond the limits of his functions.

In practice, it looks like this: if an employee takes an active part in various activities inside the organization and receives satisfaction from this, then he will work better, better and more productively. If an employee is allowed to make decisions in matters related to his work in the organization, this will motivate him to better perform his duties. It also contributes to the fact that the contribution of the employee to the life of the organization will be much greater, because. its potential is maximized.

And another important direction in the study and analysis of human needs are theories, which are based on a specific picture of the worker.

Theories based on a specific picture of the worker, take as a basis a certain sample of the employee, his needs and motives. These theories include: McGregor's theory and Ouchi's theory.

McGregor's XY theory

His theory is based on two premises:

• Authoritarian Worker Leadership - Theory X
• Democratic Worker Leadership - Theory Y

These two theories imply completely different guidelines for motivating people and appeal to different needs and motives.

Theory X assumes that people in an organization are inherently lazy and will try to avoid being active. Therefore, they must be supervised. For this, special control systems have been developed. Based on Theory X, without an attractive reward system, employees in an organization will be passive and will try to avoid responsibility.

So, for example, based on the provisions of the theory X, it follows that average worker dislikes work and unwillingness to work, he likes to be led, to be guided, tries to avoid responsibility. To increase the motivation of employees, managers should pay attention to Special attention various incentive programs, to carry out a thorough control of work, to direct the activities of employees. If necessary, methods of coercion and a system of punishments should be used in order to realize the goals set by the organization.

Theory Y takes as its starting point the initial ambition of workers, presupposes their internal incentives. In this theory, workers themselves take the initiative to take responsibility, self-control and self-management, because receive emotional satisfaction from the fact that they perform their duties.

It follows from the premises of Theory Y that the average worker, under the right conditions, will learn to be responsible, to approach work creatively and creatively, and to control himself. Work in this case is akin to a pleasant pastime. It is much easier for managers to stimulate the motivation of their employees than in the first case, because. employees will independently strive to better perform their duties. Employees should be shown that they have free space for their activities, that they can express themselves and fulfill themselves. Thus, their potential will be fully utilized.

You can also use McGregor's theory in order to better understand what motivates you to carry out certain activities. Project the X and Y theory onto yourself. Knowing what motivates you and what approach you need to be more productive, you can find the most suitable place of work for you or even try to point out to your manager that you can change your management strategy to increase the efficiency of employees and the entire organization in in general.

Learn more about "XY-theory" in more detail.

Theory Z

In theory Z, Japanese experiments in psychology are taken as a basis and supplemented with premises from McGregor's XY-theory. The basis for the Z theory is the principle of collectivism, in which the organization is presented as a whole labor clan or big family. The main task is to align the goals of employees with the goals of the enterprise.

To be guided by Theory Z when organizing the activities of employees, you need to keep in mind that most of them like to work in a team and want to have a perspective. career development associated, among other things, with their age. Also, employees believe that the employer will take care of them, and they themselves are responsible for the work performed. The company must provide its employees with training and advanced training programs. The term for which the employee is hired plays a big role. It's best if the lease is for life. To increase the motivation of employees, managers must achieve their belief in common goals, give great attention their well-being.

Read more from Z-theory.

The theories of motivation discussed above are by far the most popular, but not exhaustive. The list of currently existing theories of motivation can be supplemented with more than one dozen theories (hedonic theory, psychoanalytic theory, drive theory, conditioned reflex theory, and many others). But the task of this lesson is to consider not only theories, but also methods of human motivation, which are widely used today to motivate people of completely different categories and in completely different areas.

Motivation Methods

All methods of motivation that are successfully used today in human life can be divided into three main categories:

• Staff motivation
• self-motivation

We'll look at each category separately below.

Staff motivation

Staff motivation It is a system of moral and material incentives for workers. It implies a set of measures to increase labor activity and labor efficiency. These measures can be very different and depend on what incentive system is provided for in the organization, what is the general management system and what are the features of the organization's activities.

Methods of staff motivation can be divided into economic, organizational and administrative and socio-psychological.

• Economic Methods imply material motivation, i.e. the fulfillment by employees of their duties and the achievement of certain results for the provision of material benefits.
• Organizational and administrative methods based on power, obedience to regulations, laws, charter, subordination, etc. They can also rely on the possibility of coercion.
• Socio-psychological methods are used to increase the social activity of employees. Here the impact on the consciousness of people, their aesthetic, religious, social and other interests is carried out, as well as social stimulation of labor activity.

Considering that all people are different, it seems ineffective to apply any one method for motivation, therefore, in management practice, in most cases, all three methods and their combinations should be present. For example, the use of only organizational-administrative or economic methods won't let you activate creative potential employees. And only a socio-psychological or organizational-administrative method (control, instructions, instructions) will not “hook” those people who are motivated by material incentives (salary increases, bonuses, bonuses, etc.). The success of measures that increase motivation depends on their competent and comprehensive implementation, as well as on the systematic monitoring of employees and the skillful identification of the needs of each employee individually.

You can learn more about staff motivation here.

- this is a very important stage in the formation of students' motives that can give meaning to learning, and make the very fact of learning activity an important goal for a student. Otherwise, successful learning will become impossible. Motivation for learning, unfortunately, by itself is quite rare. It is for this reason that it is necessary to use various methods of its formation so that it can provide and maintain fruitful learning activities over a long period of time. There are quite a lot of methods / techniques for the formation of motivation for educational activities. Below are the most common.

• Creating entertaining situations is the process of introducing training sessions interesting and entertaining experiences, life examples, paradoxical facts, unusual analogies that will attract the attention of students and arouse their interest in the subject of study.
• emotional experiences- these are experiences that are created by bringing unusual facts and conducting experiments during classes, and also caused by the scale and uniqueness of the material presented.
• Comparison of scientific and everyday interpretations of natural phenomena- this is a technique in which some scientific facts are given and compared with changes in the way of life of people, which appeals to students' interest and desire to learn more, because. it reflects reality.
• Creating situations of cognitive dispute- this technique is based on the fact that the dispute always causes an increased interest in the topic. Attracting students to scientific disputes contributes to the deepening of their knowledge, attracts their attention, causes a wave of interest and a desire to understand the disputed issue.
• Creating Success Situations in Learning This technique is used mainly in relation to students who experience certain difficulties in learning. The reception is based on the fact that joyful experiences contribute to overcoming learning difficulties.

In addition to these methods, there are other methods to increase motivation for learning. Such methods are considered to be the approximation of the content of educational material to important discoveries and achievements, the creation of situations of novelty and relevance. There is also positive and negative cognitive motivation (see above (positive or negative motivation).

Some scientists point out that the content of educational activities and the content of educational material have a huge impact on the motivation of students. It follows that the more interesting the educational material and the more the pupil/student is involved in the active learning process, the more his motivation for this process increases.

Often, social motives also influence the increase in motivation. For example, the desire to be useful or to occupy a certain position in society, the desire to earn authority, etc.

As you can see, in order to increase the motivation of schoolchildren and university students for learning, you can use absolutely different ways, but it is important to understand that these methods will always be different. In some cases, emphasis should be placed on collective motivation. For example, ask each of the group to express their subjective opinion on a particular issue, involve students in discussions, thereby arousing interest and activity. In other cases, it is necessary to take into account the individuality of each student, to study their behavior and needs. Someone may like to do their own research and then give a talk, and this will satisfy the need for self-actualization. Someone needs to realize their progress on the path of teaching, then one should praise the student, point out his progress, even if it is very small, cheer him up. This will cause a feeling of success and a desire to move in this direction. In another case, you need to give as many analogies as possible between the material being studied and real life, so that students have the opportunity to realize the importance of what they are studying, thereby arousing their interest. The main conditions for the formation of cognitive activity will always be reliance on the active thought process of students, the conduct of the educational process in accordance with their level of development and the emotional atmosphere during classes.

Some useful tips about student motivation you can find in.

Last but not least, we need to consider the question of self-motivation. Indeed, often what a person strives for and what he achieves in the end depends not so much on how he is motivated by employers, teachers and other people around him, but on how much he is able to motivate himself on his own.

self-motivation

self-motivation- this is a desire or aspiration of a person for something, based on his inner convictions; incentive for the action he wants to take.

If we talk about self-motivation in a slightly different way, then we can characterize it as follows:

Self-motivation is the impact of a person on his state, when motivation from the outside ceases to influence him properly. For example, when something doesn’t work out for you and things go from bad to worse, you want to give up everything, give up, but you yourself find reasons to continue acting.

Self-motivation is very individual, because Every person chooses different ways to motivate themselves. But there are certain methods that have a positive effect on most people. Let's talk about them more specifically.

affirmations

affirmations- these are special small texts or expressions that influence a person mainly on a psychological level.

Many successful people use affirmations in their daily lives in order to constantly have internal incentives for something. Very often they are used by people in order to change their attitude towards something, to remove psychological and subconscious blocks. In order to compose the most effective affirmations for yourself, you should use the following technique: you need to take a blank sheet of paper and divide it with a line into two parts. On the left side are the beliefs and blocks that you think have a negative impact on your performance. On the right are positive affirmations. For example, you know that you have a fear of communicating with your boss at work, but you often have to talk with him, and because of this you constantly feel stress, discomfort and reluctance to go to work. Write "I'm afraid to talk to my boss" on one side of the paper and "I like talking to my boss" on the other side of the paper. This will be your affirmation. Affirmations, as a rule, are used not singly, but in a complex way, i.e., in addition to the fact that you are afraid of communicating with your boss, you must determine some of your other fears and weak sides. There can be quite a few of them. To reveal them to the maximum, you need to do some pretty thorough work on yourself: take the time, create a comfortable environment so that nothing distracts you, and think carefully about what you would like to change about yourself and what you are afraid of. After you write everything down on a piece of paper, write affirmations for all this, cut the sheet into two parts with scissors and leave only the part with affirmations. In order for them to begin to act and influence you and your life, read your affirmations every day. It is best if it is right after you wake up and before going to bed. Make reading affirmations a daily practice. After a while, you will begin to notice changes in yourself and your life. Remember that affirmations work on a subconscious level.

You can find more information about affirmations here.

self-hypnosis

self-hypnosis- this is the process of a person's influence on his psyche in order to change his behavior, i.e. a method of forming new behavior, previously uncharacteristic.

In order to inspire yourself with some things, you need to make a list for yourself correct statements and settings. For example, if you feel at some point a breakdown and a depressed state, you can use the statement: “I am full of energy and strength!”. Repeat it as often as possible: both in moments of decline and in moments of a normal state. From the first time you may not notice the effect of such self-hypnosis, but with practice you will come to the fact that you will begin to notice its effect. For affirmations and attitudes to have the greatest effect, you need to follow a few rules: statements should reflect what you want, and not what you are trying to get rid of. Do not use the "not" particle. For example, instead of saying, "I don't feel bad," say, "I feel good." Any installation should be short and have a specific meaning. It is important to form an attitude in the present tense. And most importantly - repeat the settings meaningfully, and not just by memorizing the text. And try to do it as often as possible.

Biographies of famous personalities

This method is one of the most effective for self-motivation. It consists in getting to know the lives of successful people who have achieved outstanding results in any area.

If you feel that you have lost motivation to work, achieve success, continue working on a project, or even work on yourself, do the following: think about who famous people arouses your interest and admiration. It can be a businessman, a founder of a company, a personal growth coach, a scientist, an athlete, a movie star, etc. Find a biography of this person, articles about him, his statements or any other information. Start studying the found material. Surely, you will find in the life of this person many motivating moments, examples of perseverance and the desire to move forward no matter what. While reading, you will begin to feel the desire to pull yourself together, continue to strive for the intended goal, your motivation will increase many times over. Read books, articles, watch movies about the lives of prominent people whenever you feel that your motivation is weak and needs to be recharged. This practice will allow you to always be in good shape and have the strongest motivation, because you will have a clear example of how people stay true to their dreams and continue to believe in themselves and their success.

We wrote about what will is in one of our last lessons. The influence of willpower on human life cannot be overestimated. It is a strong will that helps a person develop, improve himself and reach new heights. It helps to always keep oneself in control, not to bend under the pressure of problems and circumstances, to be strong, persistent and resolute.

The simplest, and at the same time, the most difficult way to develop willpower is to do what you don’t want to do. It is “doing through I don’t want”, overcoming difficulties, that makes a person stronger. If you don’t feel like doing something, then the easiest thing to do is just put it off, leave it for later. And for this reason, many people do not achieve their goals, give up in difficult moments, succumb to their weaknesses and go on about their laziness. Getting rid of bad habits is also an exercise in willpower. If you feel that some kind of habit dominates you, then just give it up. At first it will be difficult, because. bad habits take away your energy. But then you will notice that you have become stronger and the habit has ceased to control your actions. Start your willpower workout small and gradually increase the bar. And on your to-do list, on the contrary, always choose the most difficult and do it first. Simple things will be easier to do. Regular training of your willpower will begin to give results over time, and you will see how easier it has become for you to cope with your weaknesses, unwillingness to do something, and laziness. And this, in turn, will make you stronger and better.

Visualization

Visualization- This is another very effective method to increase your motivation. It consists in the mental representation of the desired.

This is done very simply: try to choose a time so that no one distracts you, sit back, relax and close your eyes. For a while, just sit and watch your breath. Breathe evenly, calmly, measuredly. Gradually start imagining pictures of what you want to achieve. Don't just think about it, but imagine it as if you already have it. If you really want new car, then imagine that you are sitting in it, turning the ignition key, taking the wheel, pressing the gas pedal and pulling away. If you want to be in some important place for you, then imagine that you are already there, try to describe all the details, the environment, your feelings. Spend 15-20 minutes visualizing. After you finish, you will feel that you have a strong desire to quickly start doing something to achieve your goal. Get started right away. Daily visualization practice will help you always remember what you want most. And most importantly, you will always have a boost of energy to do something, and your motivation will always be at a high level, which means that what you want will become closer and closer to you.

Concluding the conversation about self-motivation, we can say that it is the most important stage on the path of self-development and personal growth. After all, people who are nearby are not always able to awaken in us the desire to act. And it is much better when a person is able to make himself, find an approach to himself, study his strengths and weaknesses and learn in any situation to awaken in himself the desire to move forward, reach new heights, and achieve his goals.

In conclusion, it is worth noting that knowledge about motivation and its application in your everyday life is an opportunity to understand yourself and others at a deep level, find an approach to people, make your relationship with them more effective and enjoyable. This is an opportunity to make life better. It doesn't matter if you are the leader large firm or just its employee, you teach other people something or study yourself, help someone achieve something or strive to achieve outstanding results yourself, but if you know what others and yourself need, then this is the key to development , growth and success.

Literature

If you have a desire to get acquainted with the topic of motivation in more detail and understand the intricacies of this issue, you can use the sources listed below:

• Babansky Yu. K. Intensification of the learning process. M., 1989
• Vinogradova M. D. Collective cognitive activity. M., 1987
• Vikhansky O.S., Naumov A.I. Management. M.: Gardika, 1999
• Gonoblin FN Attention and its upbringing. M., 1982
• Dyatlov V.A., Kibanov A.Ya., Pikhalo V.T. Personnel Management. M.: PRIOR, 1998
• Egorshin A.P. Personnel Management. Nizhny Novgorod: NIMB, 1999.
• Ermolaev B. A. Teaching to learn. M., 1988
• Eretsky MN Improving education in the technical school. M., 1987
• Ilyin E.P. Motivation and motives. St. Petersburg: Peter, 2000
• Knorring V.I. Theory, practice and art of management: A textbook for universities in the specialty "Management". M: NORMA INFRA, 1999
• Lipatov V.S. Personnel management of enterprises and organizations. Moscow: Lux, 1996
• Fields MN How to encourage students to study and work. Chisinau 1989
• Skatkin M.N. Improving learning processes. M., 1981
• Strakhov IV Education of attention in students. M., 1988
• Shamova T. I. Activation of student learning. M., 1982.
• Shchukina G. I. Activation of cognitive activity of students in educational process. M., 1989

Test your knowledge

If you want to test your knowledge on the topic of this lesson, you can take a short test consisting of several questions. Only 1 option can be correct for each question. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on passing. Please note that the questions are different each time, and the options are shuffled.

Introduction

Motivation is of particular importance in the labor activity of a person.

Motivation is a complex psycho-physiological state, which is characterized by a set of dynamically hierarchized human motivations for a particular activity. The difficulty in considering this problem lies in the fact that any activity - be it labor, knowledge, communication, etc. - polymotivated. It is motivated not by a single motive, but by their combination.

Some motives complement each other, some are in conflict. They sometimes reinforce each other, sometimes they distort the activity of a person, which, in the end, makes it difficult for him to determine why he acted this way and not otherwise. Moreover, many motives are not realized by a person. Therefore, it is pointless to build a motivational process, and organizations, relying only on individual components of a complex motivational complex.

The purpose of this work is to consider the analysis and improvement of the system of activity motivation on the example of the Syzran Locomotive Depot. To do this, in the course of the work, such issues will be considered as: the concept of motivation as a system of human motivations for activity, motivation for work, types, types and levels of motivation in labor activity, as well as an analysis of the motivation system on the example of the organization Locomotive depot Syzran

Motivation as a system of human motivations for activity

In order to construct a motivational complex more adequately, let us consider the point of view of B. V. Kharazishvili, who analyzed motivation from the point of view of its components. He reasoned as follows. A prerequisite for human behavior, the source of his activity is the need. Needing certain conditions, a person seeks to eliminate the deficit that has arisen. The emerging need causes motivational excitation (of the corresponding nerve centers) and induces the body to a certain type of activity. At the same time, all the necessary memory mechanisms are revived, data on the presence of external conditions are processed, and on the basis of this, a purposeful action is formed. In other words, an actualized need causes a certain neurophysiological state - motivation. [ Cherednichenko IP, Telnykh N.V. Psychology of management. - Rostov-on-Don, Phoenix, 2004 - S. 254]

Thus, motivation is the excitation of certain nervous structures due to need ( functional systems), causing directed activity of the organism.

The admission to the cerebral cortex of certain sensory excitations, their strengthening or weakening depends on the motivational state. The effectiveness of an external stimulus depends not only on its objective qualities, but also on the motivational state of the organism (having quenched the passion, the organism will not react to the most attractive woman).

Hence, need-conditioned motivational states are characterized by the fact that the brain at the same time models the parameters of the objects that are necessary to satisfy the need, and the schemes of activity for mastering the required object. These schemes - programs of behavior - can be either innate, instinctive, or based on individual experience, or newly created from elements of experience.

The implementation of activities is controlled by comparing the achieved intermediate and final results with what was programmed in advance. Satisfying a need relieves motivational tension and, by evoking positive emotion, "affirms" this type of activity (including it in the fund of useful actions). Dissatisfaction of the need causes a negative emotion, increased motivational tension and, at the same time, search activity. Thus, motivation is an individualized mechanism for correlating external and internal factors that determines the behavior of a given individual.

In the animal world, the ways of behavior are determined by the reflex correlation of the external environment with actual, urgent organic needs. Thus, hunger causes certain actions depending on the external situation. In human life, the external environment itself can actualize various needs. Yes, in a criminal dangerous situation one person is guided only by the organic need for self-preservation, another is dominated by the need to fulfill civic duty, the third - to show prowess in a fight, to distinguish himself, etc. All forms and methods of a person's conscious behavior are determined by his relationship to various aspects of reality. The motivational states of a person differ significantly from the motivational state of animals in that they are regulated by a second signaling system - the word. From here we move on to the types of motivational states of a person.

The motivational states of a person include: attitudes, interests, desires, aspirations and drives.

Installation is a stereotyped readiness to act in a certain way in an appropriate situation. This readiness for stereotypical behavior arises on the basis of past experience. Attitudes are the unconscious basis of behavioral acts in which neither the purpose of the action nor the need for which they are performed is realized. The following types of installations are distinguished:

Situational-motor (motor) setting (for example, the readiness of the cervical vertebrae to move the head).

Sensory-perceptual setting (waiting for a call, highlighting a significant signal from the general sound background).

Socio-perceptual setting - stereotypes of perception of socially significant objects (for example, the presence of tattoos is interpreted as a sign of a criminalized person).

Cognitive - cognitive - attitude (the prejudice of the investigator regarding the guilt of the suspect leads to the dominance of accusatory evidence in his mind, exculpatory evidence recedes into the background).

Mnemic installation - installation on memorization of significant material. [Cherednichenko I.P., Telnykh N.V. Psychology of management. - Rostov-on-Don, Phoenix, 2004 - S. 254]

The motivational state of a person is a mental reflection of the conditions necessary for the life of a person as an organism, individual and personality. It's a reflection necessary conditions carried out in the form of interests, desires, aspirations and drives.

Interest is a selective attitude to objects and phenomena as a result of understanding their meaning and emotional experience of significant situations. The interests of a person are determined by the system of his needs, but the connection between interests and needs is not straightforward, and sometimes it is not realized. In accordance with the needs, interests are divided by content (material and spiritual), by breadth (limited and versatile) and sustainability (short-term and sustainable). Direct and indirect interests also differ (for example, the interest shown by the seller to the buyer is an indirect interest, while his direct interest is the sale of goods). Interests can be positive or negative. They not only stimulate a person to activity, but they themselves are formed in it. Human interests are closely related to his desires.

Desire is a motivational state in which needs are correlated with a specific object of their satisfaction. If the need cannot be satisfied in a given situation, but this situation can be created, then the direction of consciousness to create such a situation is called aspiration. Striving with a clear idea of ​​the necessary means and methods of action is the intention. A kind of desire is passion - a persistent emotional desire for a specific object, the need for which dominates all other needs and gives an appropriate direction to all human activity.

The predominant aspirations of a person for certain types of activity are his inclinations, and the state of obsessive attraction to a certain group of objects is his drives.

Motivational states mobilize consciousness to search for appropriate goals and make a specific decision. The adoption of a decision on a specific action is connected with the awareness of the motive of this action, with the conceptual modeling of its future result. A motive is an argument in favor of the chosen action, a conscious impulse to achieve a specific goal, a necessary element of a conscious, volitional, deliberate action.

So, the concept of motivation includes all kinds of motives of human behavior. Motive is a conscious element of motivation.

It is necessary to distinguish between the concepts of "motive" and "motivation". Motivation is a general motivation for activity in a certain direction. The most elementary form of motivation is drives - experiences of unconscious needs, predominantly of a biological nature. Instincts do not have a definite purposefulness and do not give rise to a specific volitional act. The general contours of goals are formed at the stage of desires, but desires are not yet associated with decision making. At the next stage of preaction, at the stage of aspirations, a person decides to act in a certain direction in a certain way, overcoming certain difficulties. At the same time, the conditions and means of achieving the intentions that have arisen, the possibilities of their implementation are considered. As a result, the intention to perform a certain action is born.

Human behavior is activated by a wide range of motives, which are a modification of his needs: drives, interests, aspirations, desires, feelings. Concrete human actions are realized in the system of concepts. The person understands why it is necessary to achieve exactly this goal, he weighs it on the scales of his concepts and ideas.

Motivations for activity in a certain direction can be positive and negative feelings: curiosity, altruism, selfishness, self-interest, greed, jealousy, etc.

However, feelings, emphasizes B. V. Kharazishvili, being a general motivation for a certain kind of action, in themselves are not a motive for actions. Thus, selfish aspirations can be satisfied by various actions. The motive is the closure of the impulse to a specific goal. There can be no conscious, but unmotivated actions. [Shekshnia EV. Personnel management of a modern organization. -- M.: Intel-sintez, 2002 - S. 187]

Motivation is an inducement to activity by a combination of various motives, the creation of a specific state of the individual, which determines how actively and with what direction a person acts in a certain situation. A need is an objective need for something that a person himself may not experience or be aware of. A need is a subjective mental state of an individual, expressed in a person's experience and awareness of the need for what is necessary to maintain the existence of his organism and the development of his personality. The motive (from Latin movere - set in motion, push) is a predominantly conscious internal motivation of a person to a certain behavior aimed at satisfying certain needs. According to A. N. Leontiev, a motive is an objectified need. The motive acts as a consideration on which the subject must act. Therefore, the motive gives the need a certain direction. Motivation is the process of influencing a person in order to induce him to certain actions by awakening certain motives in him. The effectiveness of management to a large extent depends on how successfully the process of motivation is carried out.

The goal is one of the elements of human behavior and conscious activity, which characterizes the anticipation in thinking of the result of the activity and the ways of its implementation with the help of certain means. The goal acts as a way of integrating various human actions into a certain sequence or system. Purpose and motive do not match. For example, a person may have a goal - to change their place of residence, and the motives may be different: to improve their position; change the circle of communication, bring the place of work closer to the place of residence; live next to relatives, etc. Some of the motives may not be realized by a person. Incentives are tools that cause the action of certain motives. Some objects, actions of other people, carriers of obligations and opportunities act as incentives - everything that can be offered to a person as compensation for his actions, or what he would like to acquire as a result of certain actions. Using a variety of incentives to motivate people provides an incentive process that takes many different forms. One of the most common is material incentives. Incentives are fundamentally different from motivation. The difference lies in the fact that stimulation is a means by which motivation can be carried out. The higher the level of development of human relations in the organization, the less often incentives are used as a tool for managing people. Education, training as methods of motivating people determine the situation when members of the organization show an interested participation in the affairs of the organization, carry out necessary actions without waiting for or even receiving any stimulus.

Motivation External motivation This is a means to an end, such as earning money, gaining recognition, or achieving a higher position. At the same time, it can be used in two directions: as an incentive in anticipation of benefits - the principle of hope; as a means of pressure in anticipation of shortcomings - the principle of fear. Intrinsic motivation This is the understanding of meaning, conviction. It arises if the idea, goals and objectives, the activity itself are perceived as worthy and expedient. In this case, a specific state is created that determines the direction of actions, and behavior will be the result of an appropriate internal setting, and this is true not only for a person, but also for an organization.

Formation of conscious behavior based on factors of internal and external motivation External motivation should play the role of a support for creating a system at the initial stage effective labor. It can also be seen as an additional supportive stimulus during the period of consolidation. However, long-term motivation and effective change in the behavior of employees are achieved only under the condition of creating internal motivation.

They are based on the study of human needs, which are considered as the main motives for conducting, and therefore, activities. "Theory of the Hierarchy of Needs" by A. Maslow, "ERG Concept" by K. Alderfer, "Theory of Acquired Needs" by D. Mack. Clelland, "Two Factor Model" by F. Herzberg. Based on the consideration of motivation as a process. Within the framework of this approach, the distribution of efforts of employees and the choice of a certain type of behavior in order to achieve specific goals are taken into account. "Expectation Theory" by V. Vroom, "The Theory of Justice" by S. Adams, Porter-Lawler Theory.

Abraham Maslow The Hierarchy of Needs Theory Brief Biography Abraham Maslow was born in Brooklyn, New York, in 1908. He studied psychology at the University of Wisconsin. He received a bachelor's degree in 1930, a master's degree in humanities in 1931, and a doctorate in 1934. In the mid-thirties, he began work on what became the main work of his life, the book Personality”), published in 1954. In 1943, he published two works: “A Preface to Motivation Theory” (“Introduction to the Theory of Motivation”) and “A Theory of Human Motivation” (“Theory of Human Motivation”), where formulated a positive theory of motivation, which he defined as "generalized dynamic". Between 1947 and 1949 Maslow retired from his academic career and organized the Maslow Cooperage Corporation, deciding to pursue own business. However, he retained his academic connections and continued to publish articles in scientific periodicals during this period as well. Returning to academia, he became first an adjunct professor and then a full professor and head of department at Brandeis University of Massachusetts.

Abraham Maslow is widely recognized as the founder of the humanistic theory of personality. His theory of personality self-actualization, based on the study of healthy and mature people, clearly shows the main themes and provisions characteristic of the humanistic trend in psychology. From the point of view of humanistic psychology, the very essence of a person constantly moves him in the direction of personal growth, creativity and self-sufficiency, unless extremely strong circumstances of the environment interfere with this. Proponents of humanistic psychology also argue that humans are highly conscious and intelligent creatures without dominant unconscious needs and conflicts. In general, humanistic psychologists view humans as active creators own life who have the freedom to choose and develop a lifestyle that is limited only by physical or social influences. “Life is a process of constant choice. At every moment a person has a choice: either retreat or advance towards the goal. Either a movement towards even greater fear, fears, protection, or the choice of a goal and the growth of spiritual forces. To choose development instead of fear ten times a day means ten times to advance towards self-realization. A. Maslow "If you intend to become a less significant person than your abilities allow, I warn you that you will be a deeply unhappy person." A. Maslow

It was created in 1943. The theory of the hierarchy of needs is based on the following pattern: when a need of one level is satisfied, a need arises. Secondary needs of the next, higher level. Needs Human behavior is determined by the lowest unsatisfied need. Satisfied need ceases to motivate. The conclusion is obvious - only unmet needs Primary act as motivators. However, Maslow's needs makes an exception to this rule when he considers self-actualization. At this level, positive emotions caused by satisfaction increase the desire for further self-realization. Complete satisfaction of the need for self-actualization is rarely, if ever, achieved. The main criticism of Maslow's theory comes down to the fact that she failed to take into account the individual differences of people. The concept of the most important needs has not received full confirmation either. The satisfaction of any one need does not automatically activate the needs of the next level as a factor in motivating human activity.

Clayton Alderfer "Theory of Existence, Relationship and Growth" (ERG Concept) Created in 1972. Just like A. Maslow, Clayton Alderfer in his theory (ERG - existence, relatedness, growth) proceeded from the fact that human needs can be grouped into separate groups. However, in contrast to A. Maslow's theory of the hierarchy of needs, he believed that there were three groups of needs. These three groups of needs, as well as in Maslow's theory, are arranged hierarchically, but the difference is that needs (Maslow) move in both directions, and not Self-actualization sequentially from the bottom up, like Growth ) Respect, recognition of Maslow. At the same time, Alderfer Involvement, belonging, believes that in the case of Social needs, the connection (Relatedness) of dissatisfaction with the needs of the upper level increases Security Existence (Existence) the degree of action of the need Physiological needs of a lower level, which In accordance with Alderfer's theory, the hierarchy switches a person's attention to needs reflects climbing from more specific this level. needs to less specific ones. when the need is not satisfied, there is a switch. He believed that to a more specific need. And this process determines the presence of reverse movement from top to bottom. Alderfer calls the process of moving up the levels of needs the process of satisfying needs, and the process of moving down - the process of frustration, that is, defeat in the desire to satisfy the need.

David Mac. Clelland "The Theory of Acquired Needs" Brief biography of David Clarence Mack. Clelland was born on May 20, 1917 in Mount. Vernon, New York. After graduating from high school, he entered McMurray College in Jacksonville, Illinois, where he studied languages, primarily German. These activities did not arouse enthusiasm in the young man. By chance, on the advice of one of his teachers, he turned to reading psychological literature and became so interested in this subject that it was in this direction that he decided to continue his education. He entered Wesleyan University and successfully graduated in 1938 with a bachelor's degree in psychology. He earned his master's degree a year later at the University of Missouri, and his doctorate in 1941 at Yale. In 1942 Mac. Clelland moves to Connecticut and becomes a professor at Wesleyan University. Four years later, he becomes dean of the Department of Psychology at Wesleyan University. In 1952-1953, D. McClelland was the head of the program of the H. Ford Foundation. In 1963, he founded his own company, which was then transformed into Mc. Ber&Company (this corporation is currently engaged in consulting and training of personnel managers). From 1949 to 1987 D. McClelland - professor and dean of the faculty social relations Harvard University, and in 1987 he moved to work at Boston University.

The main works of Dweed McClelland: - "The Achievement Society" - "The Drinker: Alcohol and Human Motivation" - "Human Motivation" More than half a century scientific activity the scientist paid attention to a wide range of problems, but in the history of science he remained primarily as a brilliant researcher of motivation, in particular, achievement motivation. This concept itself is mainly associated with his research. McClelland did not limit his reasoning to the sphere of scientific psychology. In 1961, his book The Achievement Society was published, in which he put forward an interesting hypothesis: achievement motivation is the most important guarantee of economic prosperity. Having assessed the degree of expression of the corresponding motive in society, it is possible to predict with a fair degree of certainty the trend towards economic growth. In 1973, McClelland appeared in the American Psychologist with an article in which he pointed out the low predictive value of IQ testing and called for more attention to be paid to the motivational side of any activity. Subsequently, these judgments of his were quoted a thousand times, sometimes even being brought to the point of absurdity: “Abilities are nothing, motivation is everything!” The author himself was not at all so categorical. McClelland's ideas have revolutionized the practice of selection in many industries, primarily professional selection. Based on McClelland's ideas, it is most rational to select people for the relevant activity based on their motivation and personal characteristics, since, if necessary, it is not so difficult to train them with the necessary skills. Over the long years of his scientific activity, McClelland has received many honorary awards (in the American biographical reference book "Psychology", in which he appears among 500 outstanding psychologists of all time, their list takes up half a page), including the prestigious American Psychological Association Award for Outstanding Contribution into science."

It was created in 1962. Without denying the significance of previous theories and their conclusions about the importance of biological and other "basic" needs in motivating the behavior of workers, Mack. Clelland tried to identify the most important among the "secondary needs", which are updated subject to sufficient material security. He argues that any organization provides an employee with the opportunity to fulfill three higher-level needs: power, success and belonging. On their basis, a fourth need also arises, namely the need to avoid trouble, i.e. obstacles or opposition in the realization of the three named needs, for example, situations that do not allow success, that can deprive a person of power or group recognition. All employees to some extent experience the need for success, power and belonging. However, different people these needs are expressed in different ways or exist in certain combinations. How they are combined depends, in addition to innate qualities, on personal experience, situations and human cultures. The need for success (according to Maslow's classification, it is between the needs for respect and self-realization) is not equally expressed in different workers. A success-oriented person usually desires autonomy and is willing to take responsibility for the results of their work. He seeks to regularly receive information about the “frontiers he has taken”, wants to know about the specific results of his work, is more organized, able to foresee and plan his actions. Such people strive to set realistically achievable goals, to avoid unreasonable risks. They get satisfaction not so much from the reward for the work done, but from the process of work itself, especially from its successful completion. The need for success is subject to development, which can be used to improve performance. Success-oriented people are more likely than others to achieve it. In the process of motivating employees, managers must take into account the characteristics of people with a pronounced need for success, giving them appropriate tasks.

The need for power is expressed in the desire to influence other people, control their behavior, as well as in the willingness to be responsible for others. This need is expressed in the desire for a leadership position. It has a positive effect on the effectiveness of leadership. That is why it is advisable to select people with a pronounced need for power for leadership positions. Such people have high self-control. They are more committed to their organization, passionate about what they do, and work without regard to time. The need for belonging has a great influence on the behavior of people in an organization. It manifests itself in the desire to communicate and have friendly relations with other people. Employees with a strong need for affiliation excel first in high-level tasks social interaction and good interpersonal relationships. Based on his research, Mac. Clelland identified three types of managers: 1) institutional managers with a high level of self-control. They are characterized by a greater need for power than for group affiliation; 2) managers in whom the need for power prevails over the need for belonging, but in general people of this type are more open and socially active than institutional managers; 3) managers in whom the need for belonging prevails over the need for power; they are also open and socially active. According to Mac. Clelland, managers of the first two types manage their departments more effectively mainly due to their need for power. However, a combination of all three types of managers can be beneficial to an organization. To improve the motivation of managers, it is advisable to widely use competitive methods achievement of goals and celebrate people who achieve highest efficiency at work. Leaders should also set challenging but realistic goals for themselves and their subordinates. The main advantage of the Mac theory. Clelland is that she was able to take into account the individual differences of people. However, its use is expedient only under the condition of sufficient material security, in an economically developed society, where the necessary level of satisfaction of primary needs has been achieved.

Frederick Herzberg "The Two Factor Theory of Motivation" Author's biography Frederick Irwin Herzberg was born April 17, 1923 in Lynn, Massachusetts. He attended City College in New York where he studied history and psychology. When Herzberg was in his senior year, he had serious financial difficulties, and he decided to join the ranks of the American army. During his service, he was assigned to the newly liberated Dachau concentration camp, and what he saw there influenced his entire later academic career. At the end of the war, Herzberg completed his studies in New York and later, already at the University of Pittsburgh, received a master's and doctoral degree. As part of his doctoral studies, he studied quantitative methods with John Flanagan. Flanagan developed during the war years a method (which he called the "emergency method" or "incident method") for selecting individuals with the required characteristics to serve as pilots, gunners, and bombers in the Air Force. Herzberg was extremely impressed by the fact that Flanagan focused on "real incidents that happened to the subjects" and not on some abstract data of statistical analysis. As Herzberg writes, Flanagan's approach contained "something extremely important." Later, he spent a year at the Pittsburgh Health Center, where graduate students were trained, and wrote a paper there entitled "Mental Health is Not the Opposite of Mental Illness" ("Mental health is not the opposite of mental illness"). In the mid 50's. Herzberg became leader research work at the Psychological Service of Pittsburgh, a non-profit psychological consulting company. Here he conducted a series of surveys designed to identify the labor attitudes of workers, their attitude to work, in order to subsequently develop certain principles of labor morality.

Frederik Herzberg was extremely interested in the conflicting information that he received in the course of interviews with workers. With financial support from the Buhl Foundation and local industrialists, Herzberg attempted to "create a unified classification of problem areas in the question of the attitude of workers to work on the material of two thousand articles, that is, almost everything that was published on this issue between 1900 and 1955." Continuing to study the literature, Herzberg came to the conclusion that some factors of the individual's work attitudes can be classified as "satisfactory", while others, not necessarily opposite factors, can be called " causing dissatisfaction". This did not contradict the approach he took when writing the work "Mental Health is Not the Opposite of Mental Illness". The hypothesis underlying the research published in 1959 under the title "The Motivation to Work" (" Labor motivation”), was taken from there. This research led to the creation of a theory that Herzberg called "motivation-hygienic" and which became the basis for further publications. In 1966, he published the book Work and the Nature of Man, which dealt with the first ten stages of the original research. In 1968, his article One More Time: How Do You Motivate Your Employees? ” (“How do you stimulate your employees?”) appeared on the pages of the magazine Harvard Business Review and became his most popular publication, selling over a million copies. Motivational-hygienic theory, together with the ideas of enrichment of work, made Hernzberg famous as a scientist (he became an honorary professor in the department of management at the University of Utah) and allowed him to become a consultant to such large corporations as AT&T, ICI, Texas Instruments, British Petroleum and Shell. Herzberg's habit of traveling the world and his use of films made him perhaps the first international "guru" in the field of management. Frederik Herzberg has held consultations and seminars in more than thirty countries, in 275 different industries, governments and social organizations, in 175 professional societies and 100 universities.

Created in 1959. Herzberg's theory was derived from a study involving two hundred engineers and accountants. They were all asked two questions: “Can you describe in detail when you feel exceptionally good at work? and “Can you describe in detail when you feel exceptionally bad at work? » . As a result of the study, two groups of factors were identified that do not equally affect labor motivation. Herzberg called the first group of factors hygiene factors (hygienic factors), the second - motivating factors. The term "hygiene" is used here in its medical meaning - hygiene as a warning, prevention of disease, and not as a cure for it. By themselves, hygiene factors do not cause satisfaction, but their deterioration gives rise to dissatisfaction with work. Hygienic factors include: relationships with colleagues, superiors and subordinates; schedule and mode of operation; wage; control method; administration policy; the quality of leadership; physical working conditions; job security and stability. The second group of factors are motivators that directly cause job satisfaction, a high level of motivation and labor achievements. They act as stimulants of effective work. Motivators include: achievement of goals, recognition, interesting content of work, independence (one's own area of ​​work) and responsibility, professional and official growth, opportunities for personal self-realization. Summarizing the results of his research, Herzberg made a number of conclusions: 1) The lack of hygiene factors leads to job dissatisfaction. 2) The presence of motivators can only partially and incompletely compensate for the absence of hygiene factors. 3) Under normal conditions, the presence of hygiene factors is perceived as natural and does not have a motivational effect. 4) Positive maximum motivational impact is achieved with the help of motivators in the presence of hygiene factors.

The value of the theory of F. Herzberg Herzberg's model differs from many motivational theories in that it denies simple alternativeness in the impact of motivational factors on job satisfaction. Herzberg's Graph The main practical implication of Herzberg's theory is that managers should be differentiated and very cautious about the use of different incentives and, when lower-level needs are sufficiently satisfied, not to rely on hygiene factors as the main ones. Conversely, they should not waste time and money on the use of motivators until the hygiene needs of employees are satisfied.

Despite the significant step forward in the development of the theory of motivation, which was made by substantive concepts in this direction, they are not without certain shortcomings, which include: 2. Underestimation of individuality human activity. Meaningful concepts of motivation attempt to confine human behavior to a rigid hierarchy or set of intrinsic values. 3. The impossibility of establishing a clear correlation between various human needs due to the lack of a universal theory of human activity. These shortcomings, which inevitably included all substantive theories of motivation, tried to overcome other researchers in the field, who developed other motivational models, called procedural.

Motivational process Motivation is difficult process, the course of which depends on many factors. Simplistically, the scheme of the motivational process can be divided into six stages: STAGE 1. The emergence of a need. The person feels that something is missing. He decides to take some action. Needs are very different, in particular: physiological; psychological; social. STAGE 2. Finding ways to provide a need that can be satisfied, suppressed or simply ignored. STAGE 3. Definition of goals (directions) of action. A person fixes what and by what means he should do, what to achieve, what to get in order to eliminate the need. STAGE 4. Action implementation. A person expends efforts to carry out actions that open up the possibility for him to acquire what is needed to eliminate the need. Since the work process affects motivation, goals can be adjusted at this stage. STAGE 5. Receiving rewards for the implementation of the action. Having done necessary work, a person receives what he can use to eliminate the need, or what he can exchange for what he wants. It reveals how the implementation of actions provided the desired result. Depending on this, there is a change in motivation for action. STAGE 6. elimination of need. A person either stops activities before a new need arises, or continues to look for opportunities and take actions to eliminate the need.

Victor Vroom Expectancy Theory Brief Biography Victor Vroom is a contemporary Canadian researcher of organizational behavior, psychologist, teacher and management consultant. Born August 9, 1932 in Montreal (Canada). Received a bachelor's degree from McGill University (1953). Master's degree from McGill University (1955), Doctorate from the University of Michigan (1958). Lecturer in the Department of Psychology at the University of Michigan from 1958 to 1959. Winner of the G. Ford Foundation Doctoral Dissertation Competition (1958). Senior Lecturer in the Department of Psychology at the University of Pennsylvania (1960 -1963). Received H. Ford Foundation Fellowship in 1961. Associate Professor of Graduate Studies industrial control Carnegie Institute of Technology (1963 -1966). Professor of Psychology and Industrial Leadership at Carnegie Mellon University (1966-1972). Winner of the McKinsey Foundation Research Competition (1967). Fulbright Scholarship Recipient. He received the James McKean Cattell Award from the American Psychological Association (1970), the Yale Alumni Association Achievement in Pedagogy Award (1994). Professor of Administrative Sciences and Psychology at Yale University (1972 -1973). Professor of Organization and Management (since 1973), Professor of Psychology at Yale University (since 1973). President of the Society for Industrial and Organizational Psychology (1980 -1981). In 1964, the fundamental work "Labor and Motivation" appeared, and in 1965 the book "Motivation in Management", which played an extremely important role in the development of the theory and practice of modern management.

It was created in 1964. The theory of expectations is based on the fact that the presence of an active need is not the only necessary condition for motivating a person to achieve a certain goal. A person must also hope that the chosen type of behavior will actually lead to the satisfaction or acquisition of the desired. Expectations can be thought of as an assessment by a given person of the likelihood of a certain event. Most people expect, for example, that graduating from college will enable them to gain best work and that if you work hard, you can get promoted. When analyzing motivation to work, motivation theory emphasizes the importance of three relationships: The relationship "labor costs - results" is the expected ratio between the effort expended and the results obtained. If there is no direct connection between the efforts expended and the results achieved, then motivation will weaken. There can be any number of reasons for this: due to incorrect self-esteem, due to poor preparation or incorrect training, or due to the fact that the employee was not given enough rights to complete the task. The performance-reward relationship is the expectation of a particular reward or reward in response to the level of performance achieved. If a person does not feel a clear connection between the results achieved and the desired reward, motivation will weaken. Similarly, if a person is sure that the results achieved will be rewarded, but with a reasonable effort he cannot achieve these results, then the motivation in this case will be small. The third factor is valency (the value of the reward or reward). Valence reflects the value attributed by a person to a particular reward. Since different people have different needs and desires for rewards, the specific reward offered in response to the results achieved may not be of any value to them. For example, an accountant may receive a salary increase for his efforts, while he was counting on the position of chief accountant. If the value of the remuneration received is low, then the motivation for labor activity will weaken.

The Expectancy Theory Motivation Formula Vroom's Expectancy Theory offers some tips for improving managers' performance.

Stacy Adams "The Theory of Justice" Created in 1963. American psychologist John Stacy Adams studied the principles of remuneration for work. Based on the results of research at the General Electric company, he formulated the "theory of justice". In her theory, Stacey Adams considers the motivation of an employee in terms of his assessment of the situation and the idea that he develops in this connection about the fairness of the relationship between him and the organization. At the same time, he compares himself with other people, comparing his contribution with their contribution, his remuneration for work with their remuneration. In this case, three options for the final assessment of such comparisons are possible: underpayment, fair payment, overpayment. Adams's theory suggests that workers strive to establish fair relationships with others and try to change those relationships that they regard as unfair. People can restore a sense of justice either by changing the level of effort expended or by trying to change the level of reward they receive. Thus, those employees who feel that they are underpaid compared to others can either work less intensively or seek higher remuneration. Those employees who believe that they are overpaid will strive to maintain the intensity of work at the same level or even increase it. However, studies show that usually when people feel they are underpaid, they work less intensively. If they feel they are being overpaid, they are less likely to change their behavior and activities.

The main conclusion of the theory of justice is that until people begin to believe that they receive a fair remuneration, they will reduce the intensity of work. If the difference in remuneration is due to different performance, then it is necessary to explain to employees who receive less that when their performance reaches the level of their colleagues, they will receive the same increased remuneration. Diagram of Adams' theory of justice

It was created in 1968. American researchers, psychologists Lyman Porter and Edward Lawler developed a complex procedural theory of motivation, which contains elements of the theory of expectations and the theory of justice. Five variables appear in this model: effort expended, perception, results obtained, reward, degree of satisfaction. At the same time, the results achieved depend on the efforts made, abilities and character of a person, as well as on his awareness of his role in the labor process. The level of effort expended will be determined by the value of the reward and the degree of confidence that a given level of effort will in fact entail a well-defined level of reward. In Porter's theory. Lawler establishes a relationship between reward and results, i.e. a person satisfies his needs through rewards for the results achieved.

The results achieved by an employee depend primarily on three variables: the effort expended (3), the abilities and character of the person (4) and his awareness of his role in the labor process (5). The level of effort expended, in turn, depends on the value of the reward (1) and how much the person believes there is a strong relationship between the effort expended and the possible reward (2). Achieving the required results (b) can lead to internal rewards (7), such as a sense of satisfaction from the work performed, confidence in one's competence and self-esteem, as well as external rewards (8) - praise from the manager, bonus, promotion. The dashed line between performance (6) and extrinsic rewards (8) means that there may be a link between the performance of an employee and the rewards given to him. These rewards reflect the opportunities defined by the manager for a particular employee and the organization as a whole. The dashed line between performance (6) and rewards perceived as fair (9) shows that people have their own opinions about the rewards they receive. Satisfaction (10) is the result of external and internal rewards, taking into account their fairness (9). Satisfaction is a measure of the real value of a reward (1). This evaluation will influence the person's perception of future situations. One of the most important conclusions of the theory of L. Porter - E. Lawler is that productive work leads to employee satisfaction. This is in direct opposition to the view of most managers and early human relations theories that satisfaction leads to high performance at work, or in other words, happier workers perform better. The validity of the point of view of L. Porter and E. Lawler that high performance is the cause of complete satisfaction, and not a consequence of it, is confirmed by research.

It has been established that only under certain conditions, an increase in wages stimulates an increase in labor productivity. The first is that people should attach great importance to wages. The second is that people should believe that there is a clear link between salary and productivity, and that an increase in labor productivity will necessarily lead to an increase in wages. It is obvious that it is desirable for the staff to have a connection between wages and achieved labor results. However, studies have shown that managers often evaluate an employee's effort in terms of seniority and time spent at work, and not at all. results achieved. To establish a link between wages and the achieved labor results, E. Lawler suggested dividing the employee's wages into three parts. One part of it is paid for the performance official duties and everyone who performs similar duties in the organization should receive the same remuneration for this. The second part is determined by seniority and cost-of-living factors. All employees of the company receive this part of the salary, but its size is automatically regulated. The size of the third part of the salary varies for each employee and depends on the results achieved by him in the previous period. For bad worker it should be minimal, for good - maximum: about the same as the first two parts combined. The size of the third part of the salary may vary depending on the results achieved by the employee in the previous period. The salary (its first two parts) can only be increased in connection with a change in the scope of responsibility assigned to the employee, length of service and an increase in the cost of living. The part of wages (the third) that is actually deserved and earned by a person can change quite sharply. Therefore, if the productivity of an employee decreases, then wages also decrease due to a decrease in its variable part. Thus, labor productivity entails changes in wages.

The Porter-Lawler model has some significant drawbacks: First, it does not include such an objective factor as working conditions. Even Herzberg emphasized the importance of this factor in the process of formation of motivation. Secondly, the model lacks a fundamental factor - needs. After all, without the existence of existing needs, a person will not enter into labor relations. In this regard, it can be noted that the model does not contain entry and exit conditions. labor relations and it is assumed that the worker has already joined them. Model of labor behavior of an employee

Let us explain some elements and connections of this model. Input variables highlighted in green are needs, incentives, estimates, expectations, and forecasts. Attention should be paid to the special type of connection Stimuli-Motives and Needs-Motives. In the absence of any of them, labor motives, and hence motivation, are not formed. The golden background in the model highlights independent factors: working conditions, abilities and character. These factors, together with Estimates, Expectations and Forecasts, affect the strength of motivation, which in turn determines the level of effort expected by the employee. Actual efforts depend on abilities, qualifications, character traits. It is the level of actual efforts and, consequently, the results of labor that are of interest to the governing bodies. You should also pay attention to the presence of such elements as Incentives and Rewards - the concepts are very close in meaning. But when considering this model in time, the meaning of these concepts becomes different. In this case, the elements Internal and External rewards are only the fact of their receipt, therefore, their stimulating role is not visible here.

A poorly built system of work with personnel, and, in particular, the system of employee motivation, often spoils the company's entire system of work. Indeed, as a result of insufficient attention to the issue of employee satisfaction, they remain dissatisfied with their workplace and their work. From here comes the not very high-quality work of dissatisfied people who simply do not want to give all one hundred percent of their capabilities. And where there is one dissatisfied person, there is often a whole dissatisfied team. As you know, one dissatisfied employee can win over to his side all the colleagues who "rebel" against the authorities. And this will lead either to a stupor in work, or to mass layoffs. Neither of these should be allowed by sane leaders.

The purpose of motivation is to increase the efficiency of the company. An effective motivation program is at the same time the goal of the company, the achievement of which will allow the fullest potential of each employee, and a means to achieve other goals of the company. 10 principles on which an effective motivation system in a company should be based: 1. investment and return; 2. transparency of the system; 3. consistency and consistency, significance for employees; 4. dependence of income on the significance of the employee and his labor contribution; 5. close linkage of the remuneration system with the results; 6. exclusion of equalization; 7. promoting the goals of the organization; 8. additional conditions for outstanding employees; 9. realism; 10. Mandatory adjustment. For each organization, the process of creation, the very model of motivation is very individual. Unfortunately, there is no universal model that operates in any time intervals for all firms.

Motivation is a complex psycho-physiological state, which is characterized by a set of dynamically hierarchized human motivations for a particular activity. The difficulty in considering this problem lies in the fact that any activity - be it work, knowledge, communication, etc. - is polymotivated. It is motivated not by a single motive, but by their combination. Some motives complement each other, some are in conflict. They sometimes reinforce each other, sometimes they distort the activity of a person, which, in the end, makes it difficult for him to determine why he acted this way and not otherwise. Moreover, many motives are not realized by a person. Therefore, it is pointless to build a motivational process in an organization, relying only on individual components of a complex motivational complex.

In order to construct a motivational complex more adequately, let us consider the point of view of B. V. Kharazishvili, who analyzed motivation from the point of view of its components. He reasoned as follows. A prerequisite for human behavior, the source of his activity is the need. Needing certain conditions, a person seeks to eliminate the deficit that has arisen. The emerging need causes motivational excitation (of the corresponding nerve centers) and induces the body to a certain type of activity. At the same time, all the necessary memory mechanisms are revived, data on the presence of external conditions are processed, and on the basis of this, a purposeful action is formed. In other words, an actualized need causes a certain neurophysiological state - motivation.

Thus, motivation is the need-conditioned excitation of certain nervous structures (functional systems) that cause directed activity of the organism.

The admission to the cerebral cortex of certain sensory excitations, their strengthening or weakening depends on the motivational state. The effectiveness of an external stimulus depends not only on its objective qualities, but also on the motivational state of the body (having quenched the passion, the body will not respond to the most attractive woman).

The motivational states of a person include: attitudes, interests, desires, aspirations and drives.

An attitude is a stereotyped readiness to act in a certain way in an appropriate situation. This readiness for stereotypical behavior arises on the basis of past experience. Attitudes are the unconscious basis of behavioral acts in which neither the purpose of the action nor the need for which they are performed is realized. The following types of installations are distinguished:

• 1. Situational-motor (motor) installation (for example, the readiness of the cervical vertebrae To head movement).
• 2. Sensory-perceptual setting (waiting for a call, highlighting a significant signal from the general sound background).
• 3. Socio-perceptual attitude - stereotypes of perception of socially significant objects (for example, the presence of tattoos is interpreted as a sign of a criminalized person).
• 4. Cognitive - cognitive - attitude (the prejudice of the investigator regarding the guilt of the suspect leads to the dominance of accusatory evidence in his mind, exculpatory evidence recedes into the background).
• 5. Mnemic setting - setting for memorizing significant material.

The motivational state of a person is a mental reflection of the conditions necessary for the life of a person as an organism, individual and personality. This reflection of the necessary conditions is carried out in the form of interests, desires, aspirations and drives.

Interest is a selective attitude to objects and phenomena as a result of understanding their meaning and emotional experience of significant situations. The interests of a person are determined by the system of his needs, but the connection between interests and needs is not straightforward, and sometimes it is not realized. In accordance with the needs, interests are divided by content (material and spiritual), by breadth (limited and versatile) and sustainability (short-term and sustainable). Direct and indirect interests also differ (for example, the interest shown by the seller to the buyer is an indirect interest, while his direct interest is the sale of goods). Interests can be positive or negative. They not only stimulate a person to activity, but they themselves are formed in it. Human interests are closely related to his desires.

Desire is a motivational state in which needs are correlated with a specific object of their satisfaction. If the need cannot be satisfied in a given situation, but this situation can be created, then the direction of consciousness to create such a situation is called aspiration. Striving with a clear idea of ​​the necessary means and methods of action is the intention. A kind of desire is passion - a persistent emotional desire for a specific object, the need for which dominates all other needs and gives an appropriate direction to all human activity.

The predominant aspirations of a person for certain types of activity are his inclinations, and the state of obsessive attraction to a certain group of objects is his drives.

Motivational states mobilize consciousness to search for appropriate goals and make a specific decision. The adoption of a decision on a specific action is connected with the awareness of the motive of this action, with the conceptual modeling of its future result. A motive is an argument in favor of a chosen action, a conscious motivation to achieve a specific goal, a necessary element of a conscious, volitional, deliberate action.

So, the concept of motivation includes all kinds of motives of human behavior. Motive is a conscious element of motivation.

It is necessary to distinguish between the concepts of "motive" and "motivation". Motivation is a general motivation for activity in a certain direction. The most elementary form of motivation is drives - experiences of unconscious needs, predominantly of a biological nature. Instincts do not have a definite purposefulness and do not give rise to a specific volitional act. The general contours of goals are formed at the stage of desires, but desires are not yet associated with decision making. At the next stage of preaction, at the stage of aspirations, a person decides to act in a certain direction in a certain way, overcoming certain difficulties. At the same time, the conditions and means of achieving the intentions that have arisen, the possibilities of their implementation are considered. As a result, the intention to perform a certain action is born.

Human behavior is activated by a wide range of motives, which are a modification of his needs: drives, interests, aspirations, desires, feelings. Concrete human actions are realized in the system of concepts. A person understands why this particular goal should be achieved, he weighs it on the scales of his concepts and ideas.

Motivations for activity in a certain direction can be positive and negative feelings: curiosity, altruism, selfishness, self-interest, greed, jealousy, etc.

In relation to management, motivation is the process of encouraging staff to work. Any leader, if he wants to achieve the effective performance of his subordinates, must not forget about the incentives for them to work.

Motivation is the process of creating a system of incentives to achieve the goals set for the employee on the basis of taking into account and using his needs, value orientations, beliefs, worldview.