Literature Review
The word "motivation" is often used to describe certain sorts of behavior. A student who studies hard and tries for top grades may be described as being "highly motivated", while her friend may say that he is "finding it hard to get motivated" to study for an exam or to start an assignment. Such statements imply that motivation has a major influence on our behavior but they don't really tell us how. While it is easy to see the things that a person does, it is much harder to guess at why they are doing it. As an example let us look at our hard-working student. It may be that that student is working hard because she wants to get high marks, but it might also be that she really enjoys learning that subject. She may be striving for high marks because she wants to impress her friends or because she wants a good job, so that the marks themselves are really a step toward another goal. It is dangerous to assume that you know what is motivating someone because you really can't "read their mind".[1]
Motivation is also behavioral specific.[2] Motivation is a function of the interaction among internal or dispositional factors and external factors or situational factors. Examples of internal factors are cognitive style, and personality, self concept, attitudes and values. Examples of external factors are reward system, leadership style, job design and culture.
Motivation and satisfaction in Small and Medium Enterprises are related but distinct behavioral forces with different determinants and different outcomes. Motivation is a behavioral force that energizes, directs, and sustains behavior. It is also future directed. Some source of motivation is necessary for extra role behavior to exist.[3] Job satisfaction in Small and Medium Enterprises is a work related attitude which is generally believed to be formed on the basis of satisfaction with the following word facets: pay satisfaction, leader satisfaction, work (task) satisfaction, and co-worker satisfaction. Like all attitudes, job satisfaction is comprised of a number of attitudinal components such as: cognitive component of satisfaction; affective component of satisfaction, and evaluative component.[4]
The cognitive component of satisfaction is a cognitive component of the degree to which work expectations has been met. Affective component of satisfaction is the feeling toward the organization or facets of work. Generally based on the degree to which individual’s self concept is affirmed. High satisfaction manifests a positive affective state.
Satisfaction is present directed. An often accepted premise is that increasing satisfaction increases motivation. Scholl reject this kind of premise. According to him, increasing individuals’ satisfaction with work (often by eliminating sources of dissatisfaction and grievances) generally does not increase their level of extra role behavior. The effects of dissatisfaction are generally manifested in the membership decision and possibility of the reduction of motivation created by some motivating force.[5]
Among various behavioral theories long generally believed and embraced by American business are those of Frederick Herzberg and Abaraham Maslow. Herberg, a psychologist, proposed a theory about job factors that motivate employees. Maslow, a behavioral scientist and contemporary of Herzberg’s developed a theory about the rank and satisfaction of various human needs and how people pursue these needs. These theories are widely cited in the business literature.[6]
Motivation in Small and Medium Enterprises
The need to exercise effective motivation and social skills in Small and Medium Enterprises is primary for it member, since they enable individuals to interact and function effectively. The lack of motivation and social skills is a pervasive problem, particularly in the emotionally disturbed setting. According to Coleman and Lindsay, the basic definition of social skills and motivation could be described as the interaction of varying factors, including positive relations with others, absence of maladaptive behaviors, peer acceptance, exhibiting specific behaviors that maximize the probability of reinforcement, employing behaviors that focus on peer acceptance, and effective social skills.[7] While there are many ways to categorize motivation and social skills, common difficulties related to motivation and social skills include conflict resolution, sharing, turn-taking, problem avoidance, adaptation to routines, initiation of activities, making choices, interpreting facial expressions and gestures as well as emotional recognition and labeling.
[1] Katz, D., & Kahn, R. L. The social psychology of organizations (2nd ed.). New York: Wiley, 1978.
[2] Ibid.
[3]Scholl, R. Sources of Motivation Approaches, Retrieved April 4, 2004, from http://www.cba.uri.edu/Scholl/Notes/Sources_Motivation.htm
[4] Ibid.
[5] Ibid.
[6] Gawel, Joseph E. Herzberg's theory of motivation and maslow's hierarchy of needs. Practical Assessment, Research & Evaluation, 1997, 5(11). Retrieved August 7, 2007 from http://PAREonline.net/getvn.asp?v=5&n=11 .
[7] Coleman, W. L., & Lindsay, R. L. Interpersonal disabilities. Social Skill Deficits in Older Children and Adolescents: Their Description, Assessment, and Management. The Pediatric Clinics of North America, 1992 39(3), 551-567.
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