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6 Motivating workers
Introduction
Why do you come to school? Do you use both your time and resources well? How hard
Objectives do you work at your studies? What will make you work harder? Do you work harder
in some subjects than you do in others? Why do you work harder and more eff iciently
In this chapter you will in some subjects than in others? If you know the reasons why, then could this help
learn about: to improve the way you work in all of your subjects? These questions are similar to
questions that may be asked of people at work. Just as your teachers want you to
■ why people work
work hard and efficiently, so too do the managers of workers. Managers want to be
■ the meaning and importance
able to motivate workers so that they produce as many good quality products as they
of motivation in the workplace
can during their time at work.
■ key motivational theories
In this chapter you will study why people work and what motivates them to work.
■ financial and non-financial
A well-motivated employee is likely to work harder and more efficiently and enjoy
methods of motivation.
what they do than an employee who has no interest in their job. So you will also
learn about people who have studied motivation at work and how this can help
managers and businesses achieve a well-motivated workforce.
The importance of a well-motivated workforce
Why people work and what motivation means
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People working in an off ice
Motivation at work results from a combination of factors such as money, job
security, how interesting the work is and promotion prospects. Th ese factors
KEY TERM encourage workers to be interested and committed to their job so that they work
harder and more effi ciently.
Motivation: the factors that
If you ask people why they work, most will answer ‘to earn money’ so they can
influence the behaviour of
workers towards achieving set buy what they need to live. But there are many other reasons that motivate people
business goals. to work. Some of the most important factors to infl uence motivation at work are
shown in Figure 6.1.
