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A LevelBusinessCambridge (CIE)Revision NotesHuman Resource ManagementMotivationMotivation Theories: Herzberg, McClelland and Vroom

Motivation Theories: Herzberg, McClelland and Vroom (Cambridge (CIE) A Level Business): Revision Note

Exam code: 9609

Lisa Eades

Written by: Lisa Eades

Reviewed by: Steve Vorster

Updated on

Herzberg's Two-Factor theory

  • Herzberg's theory suggests that two factors affect employee motivation and job satisfaction

    • Hygiene factors

      • Elements that do not necessarily lead to job satisfaction, but their absence can cause dissatisfaction

    • Motivators

      • Elements that lead to job satisfaction and motivation

Herzberg's Two Factor theory

Herzberg's Two-Factor Theory diagram showing job dissatisfaction linked to hygiene factors and job satisfaction linked to motivator factors.
The lack of hygiene factors causes dissatisfaction while addressing motivators increases satisfaction

How businesses use hygiene factors to decrease dissatisfaction

  • Pay fair wages and salaries

    • If an employee is not paid a fair rate for their work, they may become dissatisfied

  • Offer excellent working conditions

    • If the workplace is dirty, unsafe, or uncomfortable, employees may become demotivated

    • E.g. Google's workplaces include gourmet restaurants, laundry services and dog care

  • Offer employment contracts which provide job security

    • If employees feel that their job is not secure, they may become anxious and contribute less to business goals

How businesses use motivating factors to increase satisfaction

  • Build a recognition and rewards culture

    • When employees are recognised and rewarded for their hard work, they are motivated to perform well

  • Offer opportunities for growth and development

    • When employees are given opportunities to learn new skills and advance in their careers, they are motivated to continue working for the business

  • Provide challenging work that requires problem-solving.

    • When employees are given challenging work that allows them to use their skills and abilities, they are motivated to continue performing well

McClelland’s Acquired Needs theory

  • McClelland's Acquired Needs theory focuses on three key needs that individuals develop over time and how these needs influence their actions and choices in the workplace and in life

Summary of McLelland's Acquired Needs

Type of need

Achievement need (nAch)

Affiliation need (nAff)

Power need (nPow)

Motivations

  • Desire to excel and achieve challenging tasks

  • Setting & achieving personal goals

  • Forming positive relationships

  • Being happy within the workplace

  • Desire to influence & control others or situations

  • Bring out the best in others in teams

Behaviours

  • Seek success and take calculated risks

  • Appreciate feedback on their performance

  • Enjoy tasks that require problem-solving

  • Driven by a sense of accomplishment

  • Seek approval, acceptance and social interaction

  • Avoid conflict

  • Prioritise harmony in their interactions

  • Desire for cooperation and collaboration

  • Seek leadership positions

  • Enjoy being in control of their environment

  • McClelland identified two types of power needs:

    • Personal power is the desire to control others

    • Institutional power is the desire to influence and shape organisational systems

  • The relative strength of these needs varies among individuals

  • They can be developed over time through life experiences, upbringing and cultural influences

  • Understanding individuals' dominant need can help employers tailor their approach to employee motivation and management

Strengths and weaknesses of McLelland's Acquired Needs theory

Strengths

Weaknesses

  • The model is easy to understand and apply

    • Helps managers to motivate employees in various situations

  • It recognises that people have varying needs and motivations

    • Managers can create more effective motivational strategies

  • It is based on extensive research

    • McClelland's research was conducted in various contexts so it can be applied in different settings

  • Does not account for the complexity of human behaviour

    • Can be influenced by a wide range of personal and environmental factors

  • The model may oversimplify workers' motivations

    • People often have a combination of the three needs

  • Limited evidence supports the specific needs identified in the theory

    • Achievement, affiliation and power are not universally accepted as the main drivers of human behaviour

Vroom's Expectancy theory

  • Vroom's Expectancy theory seeks to explain why people make choices and behave in specific ways

    • It assumes that people will choose to maximise pleasure and minimise pain and will behave in a way that results in the best outcome or reward

  • It suggests that motivation depends on these three factors working together

    • Expectancy is the belief that effort leads to performance

    • Instrumentality is the belief that performance leads to outcomes

    • Valence is the value or desirability of those outcomes

Vrooms Expectancy theory 

Person climbing steps labelled Expectancy, Instrumentality, and Valence towards a trophy, representing progression or achievement.
 Vroom suggests that motivation depends on the three factors of expectancy, instrumentality and valence

Expectancy

Instrumentality

Valence

  • Effort will lead to successful performance

    • If a worker believes that hard work will result in achieving a specific goal, they are likely to be motivated to put in that effort

  • Successful performance will be rewarded

    • If a worker is confident that hard work will lead to a desirable outcome or reward, they are more likely to be motivated to perform well

  • The potential outcome is desirable

    • The more valuable or appealing the outcome, the more motivated workers are to achieve it

  • Where low motivation is identified, managers may take steps to improve one or more of the components for individuals

  • These steps may include

    • Improve training and development to increase the expectancy score

    • Increase trust between management and workers by ensuring that promises are kept to increase the instrumentality score

    • Increase the range of rewards available for good performance to improve the valence score

Strengths and weaknesses of Vroom's Expectancy theory

Strengths

Weaknesses

  • The theory takes into account personal differences and considers them when explaining motivation

  • A clear and logical framework for understanding motivation by breaking it down into three key components

  • It emphasises the importance of involving employees in the goal-setting process

  • The theory is based on subjective perceptions and beliefs so it may not always accurately predict behaviour

  • Individuals' perceptions and values can vary

  • It provides a framework for understanding motivation rather than making precise predictions

Examiner Tips and Tricks

Case studies often contain clues to the motivational approach adopted by a business. Consider how much or how little control over their working patterns employees have. Weigh up which needs are - or are not being met. Look for indications of how challenging or engaging the work is likely to be.

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    Author
    Reviewer
    Lisa Eades

    Author: Lisa Eades

    Expertise: Business Content Creator

    Lisa has taught A Level, GCSE, BTEC and IBDP Business for over 20 years and is a senior Examiner for Edexcel. Lisa has been a successful Head of Department in Kent and has offered private Business tuition to students across the UK. Lisa loves to create imaginative and accessible resources which engage learners and build their passion for the subject.

    Steve Vorster

    Reviewer: Steve Vorster

    Expertise: Economics & Business Subject Lead

    Steve has taught A Level, GCSE, IGCSE Business and Economics - as well as IBDP Economics and Business Management. He is an IBDP Examiner and IGCSE textbook author. His students regularly achieve 90-100% in their final exams. Steve has been the Assistant Head of Sixth Form for a school in Devon, and Head of Economics at the world's largest International school in Singapore. He loves to create resources which speed up student learning and are easily accessible by all.