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A 3 page paper that identifies the categories for motivation theory and briefly explains Maslow's hierarchy and Adams Equity theory. Bibliography lists 3 sources.
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3 pages (~225 words per page)
File: MM12_PGmtjse.RTF
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on the process through which needs are translated into behaviors (McShane and Glinow, 2003). Maslows hierarchy of needs and Herzbergs Two-Factor theory would fall within the content theory category while
reinforcement theory and equity theory would fall within the process category (McShane and Glinow, 2003). The model most often used in companies is the reinforcement model, which is based on
Skinners operant conditioning theories. This type of motivation program is based on rewards and punishments. In the corporate world, rewards are usually monetary, such as bonuses, increases in salaries, monetary
prizes or some other cash incentive. There are also many different non-cash motivational incentives used in organizations, including praise, acknowledgement, training programs, participation in decision making and many more. Beyond
these external incentives, employees also have their own intrinsic reward system, such as the satisfaction gained from doing a good job or feeling competent at ones job. Maslows hierarchy
of needs may be one of the most important theories in terms of motivation and job performance. He described a system based on deficiency needs and growth needs and placed
the different steps in the form of a pyramid to demonstrate that each level is progressive. Deficiency needs are those things one needs to physically survive, growth needs are those
that enhance ones life. The bottom of the pyramid identifies the basic physiological needs for hunger, thirst, and basic bodily comforts (Huitt, 2004). When these are met, the person becomes
motivated by security needs, to be free from danger (Huitt, 2004). These continue through the need for belongingness and the need for esteem (Huitt, 2004). Those are the deficiency needs,
when they are satisfied, the person become motivated by other needs, such as cognitive learning, aesthetic, self-actualization and, at the top, self-transcendence (Huitt, 2004). Job performance increases as these needs
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