How Would Motivation Affect the Performance of an Employee in an Organization
In general, motivation is the driving force that keeps individuals to live, work and achieves their goals in life. Motivation is just simply the reason for an action, which gives purpose and direction to the individuals or employees’ behavior. It is a strong desire that comes from within on a person. It is a mainstream of why people keep going on what they believe is right and beneficial to them and to the other people concerned. Now, why motivation is very important in any organization; and how does it affect on the employees’ performance?
For over the years now, the primary reasons that employees work and do not live the company is because they are enjoying their job, as well as they are satisfied with their salary, rewards and benefits; plus they feel happy with their management and co-workers; and most of all they feel secured with the company.
Rewards and Motivation in Hong Kong Organization
Nowadays, the major reasons why employees stay longer in one organization are because they are satisfied with the jobs; and the employees are most satisfied with the salary and rewards that are given to them for every excellent performance and task they have done in the organization. Furthermore, this kind of motivation is very effective in every company in Hong Kong. In order to inspire the employees to work more diligently, Hong Kong management is implementing reward and motivation programs for the employees. This is a performance based scheme that would enable the employees to do their best towards their jobs; at the same, this is to give them a valid reason not to leave their employers. Moreover, to meet the strong demands in the industry, many workers and employees are experiencing growing pressure in the productivity of the organization. Generally, numerous managers are doing their best efforts to motivate their workers to stay and do their tasks enthusiastically in the midst of massive work assignments that are being given to them in order to meet the task deadlines in the business.
(http://www.articlesbase.com/organizational-articles/motivation-reward-system-and-the-role-of-compensation-1308078.html)
Furthermore, based on the case studies conducted in various companies in the country; it revealed that there are two kinds of rewards that are being given to the employees. They include the monetary and non-monetary rewards for employees’ performance improvement and excellence. However, the most accepted and most appreciated motivator is in the form of money. There are companies who promised rewards to their deserving employees, but sometimes failed to deliver the reward to them, or there are times that the employees are not satisfied with the rewards that they received. As a result, most employees compare their performance ratio with the other employees who have the same jobs as they do.
(http://www.articlesbase.com/organizational-articles/motivation-reward-system-and-the-role-of-compensation-1308078.html)
According to various corporate studies, there are also problems that arise among the employees. They tend to over rate their own performances more than their supervisors and managers rate them. This case is very common in some companies. The supervisors and the managers could not afford to become up front with their observations and evaluations to their workers or employees. In this manner, the supervisors and managers are somewhat hesitant to be candid to express their own negative assessment to their subordinates for they think that it might be damaging to the self-esteem of their employees. As a result, this is considered as a great dilemma among the company supervisors and managers; and likewise gives many employees unrealistic views about their own performance. Another problem in giving rewards and motivation in Hong Kong organizations is that there is no transparency of information from the management about the performance appraisals on their employees. Even the information and details about the rewards and increase of compensation scheme is not available for the employees. In other word, there are no iron out policies and guidelines that the employees can follow and comply with in order to get rewards and increase in their salaries. It all depends on the management on how they see them perform in accordance with their personal observation and assessment.
(http://www.articlesbase.com/organizational-articles/motivation-reward-system-and-the-role-of-compensation-1308078.html)
Consequently, rewards and motivation are intentionally doing favorable results but only to those who are receiving the rewards. How about the other employees, who think that they should have also given rewards or increase to their salaries for what they think as they are doing their best at the task that are assigned to them. There are some employees who want promotion because they want to hold power. There are others, who only want fringe benefits such as pension, insurance, health benefits or retirement benefits and security when they grow older in the company. In this regard, there are two types of rewards in every organization. First is the extrinsic rewards that given by the company in the form of money, privileges, recognition and promotions. The other kind of reward is the intrinsic rewards, these rewards allow the employees to do other tasks that they really want to do and give them total satisfaction while doing it.
(http://www.articlesbase.com/organizational-articles/motivation-reward-system-and-the-role-of-compensation-1308078.html)
For this reason, there must be a concrete and effective reward and motivation programs for the employees. As well as a comprehensive trainings and seminars that will discuss to the employees about the appropriate criteria on how they can qualify to those promotions, rewards and bonuses. In the long run, the employees will be aware of the reality that there must be certain standards for them to meet in able to gain promotions and bonuses form the management. And, not what they think as only results of preferential treatment among the other employees who have received the organizational reward program.
(http://www.articlesbase.com/organizational-articles/motivation-reward-system-and-the-role-of-compensation-1308078.html)
References:
(http://www.articlesbase.com/organizational-articles/motivation-reward-system-and-the-role-of-compensation-1308078.html)
(http://www.articlesbase.com/organizational-articles/motivation-reward-system-and-the-role-of-compensation-1308078.html)
(http://www.articlesbase.com/organizational-articles/motivation-reward-system-and-the-role-of-compensation-1308078.html)
(http://www.articlesbase.com/organizational-articles/motivation-reward-system-and-the-role-of-compensation-1308078.html)
(http://www.articlesbase.com/organizational-articles/motivation-reward-system-and-the-role-of-compensation-1308078.html)
Motivation
In general, Normally, students are most likely intrinsically motivated if they have favorable educational results after all the exerted efforts they put in their studies. In the same manner, they believe that they are the effective agents for reaching their dreams and ambitions in life. And, they are most likely interested to mastering a topic, rather than learning just to get a high grades. On the other hand, extrinsic motivation comes from outside part of the individual. Such as rewards like money and good grades, coercion and punishment. For instance, competition is typically extrinsic by nature, because it encourages individuals to perform better and win over the others. A cheering crowd and trophies are considered extrinsic incentives as well.
According to social psychological research, extrinsic rewards may lead to over justification and may pave the way into reduction in intrinsic motivation. Furthermore, self-determination theory shows that extrinsic motivation can be internalized by the individual if the task given to him or her fits to what he or she believes in. In the same way, self-control of motivation can be understood deeply as a subset of emotional intelligence; if a person has a highly acquired intelligence in accordance with the measurable factors. People, who have strong self-control, are more likely to pursue a particular goal rather than people who have little self-control. Correspondingly, drives and desires can be considered as a deficiency or a need that triggers human’s behaviors to act positively towards their goal with or without an incentive. Basic drives such as hunger, motivates a person to look for food. While, subtle drives may only target for other people’s praise or approval. In the contrary, intrinsic theory is presented after the action is accomplished. Studies show that if an individual receives a reward readily; it has great impact to him or her. And, repetitive action-reward combination can be habit sometimes. Since, motivation comes from the inner self, and from the other people respectively.
Moreover, according to Abraham H. Maslow, an American motivation psychologist; there are five hierarchies of needs that humans need to acquire in order to live. The human basic requirements must be first satisfied, in order to motivate them further to attain their goals or objectives. Normally, humans need for food, clothing shelter and security. If all these requirements can be met satisfactorily, they will come to realize to work for more than what they have. Humans’ desires and wants greatly influenced their behavior towards reaching their goals. There are various motivators such as challenging work, recognition and rewards, responsibilities that all give positive satisfaction to the individuals. Additionally, Motivator-Hygiene Theory explains that hygiene factors like economic status, job security, high salary and fringe benefits are somewhat do not motivate if present among the employees. However, if all these things will be taken away from them, they would realize the importance of these things to them in order to live decently and functionally. Besides, Achievement Motivation is an integral part of performance motivation among people who are motivated and directed towards excellent performance in an organization. Relatively, it focuses on the achievements and attainments in the workplace. In addition to that, Goal-setting theory is based on the proximity, difficulty and exactness of the attaining goal. An ideal goal must be seen in the present situation through hard work, and determination to achieve the set of objectives within the organization.
This explains why some children are more motivated to learn how to ride a bike than to master algebra. A goal should be moderate, not too hard or too easy to complete. In both cases, most people are not optimally motivated, as many want a challenge (which assumes some kind of insecurity of success). At the same time people want to feel that there is a substantial probability that they will succeed. Specificity concerns the description of the goal in their class. The goal should be objectively defined and intelligible for the individual. A classic example of a poorly specified goal is to get the highest possible grade. Most children have no idea how much effort they need to reach that goal.
[edit]Models of behavior change
Social-cognitive models of behavior change include the constructs of motivation and volition. Motivation is seen as a process that leads to the forming of behavioral intentions. Volition is seen as a process that leads from intention to actual behavior. In other words, motivation and volition refer to goal setting and goal pursuit, respectively. Both processes require self-regulatory efforts. Several self-regulatory constructs are needed to operate in orchestration to attain goals. An example of such a motivational and volitional construct is perceived self-efficacy. Self-efficacy is supposed to facilitate the forming of behavioral intentions, the development of action plans, and the initiation of action. It can support the translation of intentions into action.
[edit]Unconscious motivation
Some psychologists believe that a significant portion of human behavior is energized and directed by unconscious motives. According toMaslow, “Psychoanalysis has often demonstrated that the relationship between a conscious desire and the ultimate unconscious aim that underlies it need not be at all direct.
[edit]Intrinsic motivation and the 16 basic desires theory
Starting from studies involving more than 6,000 people, Professor Steven Reiss has proposed a theory that find 16 basic desires that guide nearly all human behavior. The 16 basic desires that motivate our actions and define our personalities as:
§ Acceptance, the need for approval
§ Curiosity, the need to learn
§ Eating, the need for food
§ Family, the need to raise children
§ Honor, the need to be loyal to the traditional values of one’s clan/ethnic group
§ Idealism, the need for social justice
§ Independence, the need for individuality
§ Order, the need for organized, stable, predictable environments
§ Physical activity, the need for exercise
§ Power, the need for influence of will
§ Romance, the need for sex
§ Saving, the need to collect
§ Social contact, the need for friends (peer relationships)
§ Status, the need for social standing/importance
§ Tranquility, the need to be safe
§ Vengeance, the need to strike back/to win
In this model, people differ in these basic desires. These basic desires represent intrinsic desires that directly motivate a person’s behavior, and not aimed at indirectly satisfying other desires. People may also be motivated by non-basic desires, but in this case this does not relate to deep motivation, or only as a means to achieve other basic desires.
[edit]Controlling motivation
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The control of motivation is only understood to a limited extent. There are many different approaches of motivation training, but many of these are considered pseudoscientific by critics. To understand how to control motivation it is first necessary to understand why many people lack motivation.
[edit]Employee motivation
Workers in any organization need something to keep them working. Most times the salary of the employee is enough to keep him or her working for an organization. However, sometimes just working for salary is not enough for employees to stay at an organization. An employee must be motivated to work for a company or organization. If no motivation is present in an employee, then that employee’s quality of work or all work in general will deteriorate.
When motivating an audience, you can use general motivational strategies or specific motivational appeals. General motivational strategies include soft sell versus hard sell and personality type. Soft sell strategies have logical appeals, emotional appeals, advice and praise. Hard sell strategies have barter, outnumbering, pressure and rank. Also, you can consider basing your strategy on your audience personality. Specific motivational appeals focus on provable facts, feelings, right and wrong, audience rewards and audience threats.[3]
[edit]Drugs
Some authors, especially in the transhumanist movement, have suggested the use of “smart drugs”, also known as nootropics, as “motivation-enhancers”. The effects of many of these drugs on the brain are emphatically not well understood, and their legal status often makes open experimentation difficult.[citation needed]
[edit]Applications
[edit]Education
Motivation is of particular interest to educational psychologists because of the crucial role it plays in student learning. However, the specific kind of motivation that is studied in the specialized setting of education differs qualitatively from the more general forms of motivation studied by psychologists in other fields.
Motivation in education can have several effects on how students learn and how they behave towards subject matter.[4] It can:
1. Direct behavior toward particular goals
2. Lead to increased effort and energy
3. Increase initiation of, and persistence in, activities
4. Enhance cognitive processing
5. Determine what consequences are reinforcing
6. Lead to improved performance.
Because students are not always internally motivated, they sometimes need situated motivation, which is found in environmental conditions that the teacher creates.
The majority of new student orientation leaders at colleges and universities recognize that distinctive needs of students should be considered in regard to orientation information provided at the beginning of the higher education experience. Research done by Whyte in 1986 raised the awareness of counselors and educators in this regard. In 2007, the National Orientation Directors Association reprinted Cassandra B. Whyte‘s research report allowing readers to ascertain improvements made in addressing specific needs of students over a quarter of a century later to help with academic success.[5]
There are two kinds of motivation:[citation needed]
§ Intrinsic motivation occurs when people are internally motivated to do something because it either brings them pleasure, they think it is important, or they feel that what they are learning is significant. It has been shown that intrinsic motivation for education drops from grades 3-9 though the exact cause cannot be ascertained.[6] Also, in younger students it has been shown that contextualizing material that would otherwise be presented in an abstract manner increases the intrinsic motivation of these students.[7]
§ Extrinsic motivation comes into play when a student is compelled to do something or act a certain way because of factors external to him or her (like money or good grades).
Cassandra B. Whyte researched and reported about the importance of locus of control and academic achievement. Students tending toward a more internal locus of control are more academically successful, thus encouraging curriculum and activity development with consideration of motivation theories.[8][9]
Motivation has been found to be an important element in the concept of Andragogy (what motivates the adult learner), and in treating Autism Spectrum Disorders, as in Pivotal Response Therapy.
[edit]Sudbury Model schools’ approach
Main article: Sudbury Valley School
Sudbury Model schools adduce that the cure to the problem of procrastination, of learning in general, and particularly of scientific illiteracy is to remove once and for all what they call the underlying disease: compulsion in schools. They contend that human nature in a free society recoils from every attempt to force it into a mold; that the more requirements we pile onto children at school, the surer we are to drive them away from the material we are trying to force down their throats; that after all the drive and motivation of infants to master the world around them is legendary. They assert that schools must keep that drive alive by doing what some of them do: nurturing it on the freedom it needs to thrive.[10]
Sudbury Model schools do not perform and do not offer evaluations, assessments, transcripts, or recommendations, asserting that they do not rate people, and that school is not a judge; comparing students to each other, or to some standard that has been set is for them a violation of the student’s right to privacy and to self-determination. Students decide for themselves how to measure their progress as self-starting learners as a process of self-evaluation: real life-long learning and the proper educational evaluation for the 21st century, they adduce.[11] According to Sudbury Model schools, this policy does not cause harm to their students as they move on to life outside the school. However, they admit it makes the process more difficult, but that such hardship is part of the students learning to make their own way, set their own standards and meet their own goals. The no-grading and no-rating policy helps to create an atmosphere free of competition among students or battles for adult approval, and encourages a positive cooperative environment amongst the student body.[12]
[edit]Business
At lower levels of Maslow’s hierarchy of needs, such as physiological needs, money is a motivator, however it tends to have a motivating effect on staff that lasts only for a short period (in accordance with Herzberg‘s two-factor model of motivation). At higher levels of the hierarchy, praise, respect, recognition, empowerment and a sense of belonging are far more powerful motivators than money, as bothAbraham Maslow‘s theory of motivation and Douglas McGregor‘s theory X and theory Y (pertaining to the theory of leadership) demonstrate.
Maslow has money at the lowest level of the hierarchy and shows other needs are better motivators to staff. McGregor places money in his Theory X category and feels it is a poor motivator. Praise and recognition are placed in the Theory Y category and are considered stronger motivators than money.
§ Motivated employees always look for better ways to do a job.
§ Motivated employees are more quality oriented.
§ Motivated workers are more productive.
The average workplace is about midway between the extremes of high threat and high opportunity. Motivation by threat is a dead-end strategy, and naturally staff are more attracted to the opportunity side of the motivation curve than the threat side. Motivation is a powerful tool in the work environment that can lead to employees working at their most efficient levels of production.[13]
Nonetheless, Steinmetz also discusses three common character types of subordinates: ascendant, indifferent, and ambivalent who all react and interact uniquely, and must be treated, managed, and motivated accordingly. An effective leader must understand how to manage all characters, and more importantly the manager must utilize avenues that allow room for employees to work, grow, and find answers independently.[14]
The assumptions of Maslow and Herzberg were challenged by a classic study[15] at Vauxhall Motors’ UK manufacturing plant. This introduced the concept of orientation to work and distinguished three main orientations: instrumental (where work is a means to an end), bureaucratic (where work is a source of status, security and immediate reward) and solidaristic (which prioritizes group loyalty).
Other theories which expanded and extended those of Maslow and Herzberg included Kurt Lewin‘s Force Field Theory, Edwin Locke’s Goal Theory and Victor Vroom‘s Expectancy theory. These tend to stress cultural differences and the fact that individuals tend to be motivated by different factors at different times.[16]
According to the system of scientific management developed by Frederick Winslow Taylor, a worker’s motivation is solely determined by pay, and therefore management need not consider psychological or social aspects of work. In essence, scientific management bases human motivation wholly on extrinsic rewards and discards the idea of intrinsic rewards.
In contrast, David McClelland believed that workers could not be motivated by the mere need for money—in fact, extrinsic motivation (e.g., money) could extinguish intrinsic motivation such as achievement motivation, though money could be used as an indicator of success for various motives, e.g., keeping score. In keeping with this view, his consulting firm, McBer & Company, had as its first motto “To make everyone productive, happy, and free.” For McClelland, satisfaction lay in aligning a person’s life with their fundamental motivations.
Elton Mayo found that the social contacts a worker has at the workplace are very important and that boredom and repetitiveness of tasks lead to reduced motivation. Mayo believed that workers could be motivated by acknowledging their social needs and making them feel important. As a result, employees were given freedom to make decisions on the job and greater attention was paid to informal work groups. Mayo named the model the Hawthorne effect. His model has been judged as placing undue reliance on social contacts at work situations for motivating employees.[17]
In Essentials of Organizational Behavior, Robbins and Judge examine recognition programs as motivators, and identify five principles that contribute to the success of an employee incentive program:[18]
§ Recognition of employees’ individual differences, and clear identification of behavior deemed worthy of recognition
§ Allowing employees to participate
§ Linking rewards to performance
§ Rewarding of nominators
§ Visibility of the recognition process
[edit]Games
Motivational models are central to game design, because without motivation a player will not be interested in progressing further within agame.[19] Several models for gameplay motivations have been proposed, including Richard Bartle’s. Jon Radoff has proposed a four-quadrant model of gameplay motivation that includes cooperation, competition, immersion and achievement.[20] The motivational structure of games is central to the gamification trend, which seeks to apply game-based motivation to business applications.[21]
http://en.wikipedia.org/wiki/Motivation
If you want to make things happen the ability to motivate yourself and others is a crucial skill. At work, home, and everywhere in between, people use motivation to get results. Motivation requires a delicate balance of communication, structure, and incentives. These 21 tactics will help you maximize motivation in yourself and others.
Motivation
1. Consequences – Never use threats. They’ll turn people against you. But making people aware of the negative consequences of not getting results (for everyone involved) can have a big impact. This one is also big for self motivation. If you don’t get your act together, will you ever get what you want?
2. Pleasure – This is the old carrot on a stick technique. Providing pleasurable rewards creates eager and productive people.
3. Performance incentives – Appeal to people’s selfish nature. Give them the opportunity to earn more for themselves by earning more for you.
4. Detailed instructions – If you want a specific result, give specific instructions. People work better when they know exactly what’s expected.
5. Short and long term goals – Use both short and long term goals to guide the action process and create an overall philosophy.
6. Kindness – Get people on your side and they’ll want to help you. Piss them off and they’ll do everything they can to screw you over.
7. Deadlines – Many people are most productive right before a big deadline. They also have a hard time focusing until that deadline is looming overhead. Use this to your advantage by setting up a series of mini-deadlines building up to an end result.
8. Team Spirit – Create an environment of camaraderie. People work more effectively when they feel like part of team — they don’t want to let others down.
10. Recognize achievement – Make a point to recognize achievements one-on-one and also in group settings. People like to see that their work isn’t being ignored.
11. Personal stake – Think about the personal stake of others. What do they need? By understanding this you’ll be able to keep people happy and productive.
12. Concentrate on outcomes – No one likes to work with someone standing over their shoulder. Focus on outcomes — make it clear what you want and cut people loose to get it done on their own.
13. Trust and Respect – Give people the trust and respect they deserve and they’ll respond to requests much more favorably.
14. Create challenges – People are happy when they’re progressing towards a goal. Give them the opportunity to face new and difficult problems and they’ll be more enthusiastic.
15. Let people be creative – Don’t expect everyone to do things your way. Allowing people to be creative creates a more optimistic environment and can lead to awesome new ideas.
16. Constructive criticism – Often people don’t realize what they’re doing wrong. Let them know. Most people want to improve and will make an effort once they know how to do it.
17. Demand improvement – Don’t let people stagnate. Each time someone advances raise the bar a little higher (especially for yourself).
18. Make it fun – Work is most enjoyable when it doesn’t feel like work at all. Let people have fun and the positive environment will lead to better results.
19. Create opportunities – Give people the opportunity to advance. Let them know that hard work will pay off.
20. Communication – Keep the communication channels open. By being aware of potential problems you can fix them before a serious dispute arises.
21. Make it stimulating – Mix it up. Don’t ask people to do the same boring tasks all the time. A stimulating environment creates enthusiasm and the opportunity for “big picture” thinking.
Master these key points and you’ll increase motivation with a bit of hard work.
http://www.pickthebrain.com/blog/21-proven-motivation-tactics/
Motivation
In general, motivation is the driving force that helps humans to achieve their goals and dreams in life. Similarly, it is also a basic need to help minimizing physical pain and maximize pleasure among humans. It may include regular needs such as eating, resting, desire, goal state of being and ideals. It is said that there are two types of motivation, one is intrinsic; and the second one is extrinsic. When you say intrinsic motivation, it refers to the driven interest or enjoyment in the task itself. Meaning, it is already exists within the individual. And, it can be acquired through high educational achievement and enjoyment by the students or professionals. Normally, students are most likely intrinsically motivated if they have favorable educational results after all the exerted efforts they put in their studies. In the same manner, they believe that they are the effective agents for reaching their dreams and ambitions in life. And, they are most likely interested to mastering a topic, rather than learning just to get a high grades. On the other hand, extrinsic motivation comes from outside part of the individual. Such as rewards like money and good grades, coercion and punishment. For instance, competition is typically extrinsic by nature, because it encourages individuals to perform better and win over the others. A cheering crowd and trophies are considered extrinsic incentives as well. (http://en.wikipedia.org/wiki/Motivation)
According to social psychological research, extrinsic rewards may lead to over justification and may pave the way into reduction in intrinsic motivation. Furthermore, self-determination theory shows that extrinsic motivation can be internalized by the individual if the task given to him or her fits to what he or she believes in. In the same way, self-control of motivation can be understood deeply as a subset of emotional intelligence; if a person has a highly acquired intelligence in accordance with the measurable factors. People, who have strong self-control, are more likely to pursue a particular goal rather than people who have little self-control. Correspondingly, drives and desires can be considered as a deficiency or a need that triggers human’s behaviors to act positively towards their goal with or without an incentive. Basic drives such as hunger, motivates a person to look for food. While, subtle drives may only target for other people’s praise or approval. In the contrary, intrinsic theory is presented after the action is accomplished. Studies show that if an individual receives a reward readily; it has great impact to him or her. And, repetitive action-reward combination can be habit sometimes. Since, motivation comes from the inner self, and from the other people respectively. (http://en.wikipedia.org/wiki/Motivation)
Moreover, according to Abraham H. Maslow, an American motivation psychologist; there are five hierarchies of needs that humans need to acquire in order to live. The human basic requirements must be first satisfied, in order to motivate them further to attain their goals or objectives. Normally, humans need for food, clothing shelter and security. If all these requirements can be met satisfactorily, they will come to realize to work for more than what they have. Humans’ desires and wants greatly influenced their behavior towards reaching their goals. There are various motivators such as challenging work, recognition and rewards, responsibilities that all give positive satisfaction to the individuals. Additionally, Motivator-Hygiene Theory explains that hygiene factors like economic status, job security, high salary and fringe benefits are somewhat do not motivate if present among the employees. However, if all these things will be taken away from them, they would realize the importance of these things to them in order to live decently and functionally. Besides, Achievement Motivation is an integral part of performance motivation among people who are motivated and directed towards excellent performance in an organization. Relatively, it focuses on the achievements and attainments in the workplace.
(http://www.pickthebrain.com/blog/21-proven-motivation-tactics/)
In addition to that, Goal-setting theory is based on the proximity, difficulty and exactness of the attaining goal. An ideal goal must be seen in the present situation through hard work, and determination to achieve the set of objectives within the organization. Workers in an organization must be given motivation to keep them inspired to do their tasks. And, the most effective way to do this is to raise the salaries of the employees, if applicable. But, at this time and age, raise of salary alone, is not adequate for the employees to stay in one company. In order to motivate them to give their loyalty, as well as their best effort to the company; they must be motivated through recognition, rewards and fringe benefits; along with the continuous education program for them to improve personally and professionally.
(http://www.pickthebrain.com/blog/21-proven-motivation-tactics/)
References:
(http://en.wikipedia.org/wiki/Motivation)
(http://en.wikipedia.org/wiki/Motivation)
(http://www.pickthebrain.com/blog/21-proven-motivation-tactics/)
(http://www.pickthebrain.com/blog/21-proven-motivation-tactics/)
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