MOTIVATIONAL THEORIES

Behaviorist theory of motivation

Why does behavior occur? The action, or behavior, does not happen randomly.
spontaneous, as they are induced, either by internal reasons or by incentives
environmental. Motivation is related to the reasons underlying a
behavior. Such reasons, as Wong (2000) points out, can be analyzed in
less on two levels: on one hand, asking why an individual exhibits
certain behavioral manifestations; on the other hand, asking how they are carried out
It leads to behavioral manifestations. The explanation of behavior in terms of
of the motivational mechanisms related to why it has to do with the cause
last, while the explanation in terms referred to how it relates to
the proximate cause. It is an aspect of interest, since the reason for a behavior, this
Yes, motivation must have functional and adaptive connotations: it has to
there are good reasons for the occurrence of that behavior in the way it
produce and in the situations in which it occurs (Alcock, 1998).
The behavioral theories of motivation: Behaviorists use words like
"reward" or "incentive" to explain motivation. A reward is a
an attractive object or event that appears as a consequence of a
determined behavior.
This perspective indicates that external rewards and punishments are central.
in the determination of people's motivation (Santrock, 2002). The
rewards are positive or negative events that can motivate the
behavior. Those who agree with the use of incentives emphasize
that add interest and motivation to behavior, direct attention towards
appropriate behaviors and distances them from those considered inappropriate.
those based on the use of incentives are based on the assumption that:
People often engage in behaviors with the aim of obtaining something.
they benefit and avoid or cease to engage in those behaviors that cause harm. For
this approach any behavior modification is carried out basically through
reinforcements, rewards, or through the avoidance or omission of whatever it may be
unpleasant (p. 3).
To achieve the modification of a behavior, different methods can be applied,
among these are reinforcement, extinction (not reinforcing a behavior), and punishment.
Reinforcements can be positive or negative. Positive ones are used to
increase the likelihood that an expected response occurs, so it can
to say that they are a reward. The principle of positive reinforcement states that: "if
in a given situation a person does something that is immediately followed by
a positive reinforcement, that person is more likely to do the same again
"what to do when facing a family situation" (Martín and Pear, cited by
Naranjo, 2004, p. 41.
Naranjo (2004) points out that there are various factors that must be taken into account.
to make effective use of positive reinforcement. First of all, you must
specifically identify the behavior or behaviors that will be reinforced. In
secondly, appropriate motivators must be selected. Thirdly,
Other aspects such as the immediacy in the presentation of the must be taken into account.
reinforcement, deprivation and satiety, the amount of reinforcement and the novelty of
reinforcement.
The reinforcer must be administered immediately after it is presented.
desired response. When reinforcement is given immediately, the person can
to more easily identify the behaviors for which reinforcement is received and those for which it is not.
Regarding deprivation and satiety, a reinforcer is considered to become
ineffective if the person has not been deprived of it for some time. For example,
offering a snack does not function as a reinforcer if the person has just eaten. In
in this case, there is a satiety problem; that is to say, so much has been experienced that
a reinforcer that stops fulfilling its function. Novelty is another important aspect to
consider in the motivation to make the reinforcements more effective. Thus,
for example, a surprise could be used as a reinforcement for exhibiting a behavior
expected.
it is also used as an aversive stimulus, and is employed, just like reinforcement
positive, to increase or maintain a behavior. In negative reinforcement, it
eliminate an aversive stimulus (for example, cleaning the bathrooms) to achieve
a behavior. For negative reinforcement programs to be effective,
they should always be combined with positive reinforcement.
Regarding the method of extinction, it consists of stopping the reinforcement of a behavior.
according to Trechera (2005), the extinction of a behavior occurs when it does not
the reinforcing stimulus that supports it is presented. By not reinforcing the behavior,
this will weaken, thus decreasing the likelihood of it happening again
In the punishment method, an aversive consequence is administered to the occurrence of
a behavior. It is a way for the person to learn what not to do,
instead of what needs to be done. Azaroff and Mayer (cited by Naranjo, 2004)
they point out that:

Punishment is a procedure that should generally be reserved for the

serious maladaptive behaviors, such as extreme destructiveness towards oneself or
other people, and the maladaptive behaviors that persistently interfere with the
adapted functioning of clients and colleagues (p. 52). It is achieved a
earlier disappearance of a behavior when punishment is combined with the
extinction. Valdés (2005) refers to some rules for using the techniques for
behavior modification, among them:
• Do not reward everyone equally, the reinforcements or
rewards should be based on qualities and personal performance;
make sure to tell the person what they need to do to receive a reinforcement.
• Indicate to the person what they are doing wrong.
 • Do not punish in the presence of others, as public reprimand
humiliate; likewise, be fair when granting a reward.
García (2008) establishes differences between motivators and motivations indicating,
On the one hand, motivators are things that induce a person to achieve.
high performance; on the other hand, motivations reflect the desires of the
individual, so the motivators are rewards or incentives already
identified that increase the drive to satisfy those desires. A motivator is
something that powerfully influences a person's behavior.
Likewise, differences between motivation and satisfaction are pointed out. Motivation is
refers to the drive and effort to achieve a goal, while satisfaction is
the pleasure experienced once the goal is reached. That is, motivation
it implies a drive towards an outcome, while satisfaction is the experience
of the result.

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2 Theory of social learning of motivation

In everyday life, people tend to behave in a certain way.
as a consequence of multiple reasons. Some of these reasons present a
basic and fundamental character; another on the contrary is more complex,
Connecting with each other. Sometimes the reasons that drive behavior
human are the environmental consequences, other times the person simply
acts motivated by the interest or pleasure that comes from carrying out a behavior
determined. Extrinsic motivation is often defined as those processes
behavior activators due to environmental consequences
derivatives of the realization of certain behaviors. Intrinsic motivation is
the behavior carried out to satisfy personal needs, by the
interest and pleasure in doing it. In most cases, human motivation
obeys both reasons.
In the psychological analysis of human needs, it has been established the
distinction between primary or physiological motives and secondary or learned motives,
These last ones are also known as social motives. The needs
social needs are learned needs that develop and are expressed in the
contact with others, that is, they are determined by the environment and culture.
The person conceived as an organism and the person conceived as a social being
converge in the analysis of social motivation.
The motivation social es defined by different authors
Festinger highlights that social motivation is the one that drives
social behavior, understanding social behavior as that which involves interaction with
other people. Recognize that there are some reasons that by their very nature
they always lead to a social action, such as the reason for affiliation or of
social comparison. His basic contribution is that he establishes the distinction between
reasons social y no social.
• Murphy. Social motivation is not what determines the type of action that
we embark not so much on what is outside of us but rather on what is within us that drives us to action
social.
• McClelland. It serves to invigorate, direct, and select the responses. It collects the
two previous points highlighted by Murphy and adds one more: motivation can
account for the learning, as you gradually eliminate the answers that do not
they drive towards the meta with speed y effectiveness.
McClintock. Taking a step further by considering that the concept of social action
the proposal made by the previous authors overlooks one of the characteristics
fundamentals of such social action, as it does not only include the goals
individual goals of a person, but also the goals of other stakeholders
participants in the action, insofar as all actors are
interdependent on each other.
Social motivation is dedicated to studying the external or situational factors that
Beliefs exert motivational effects on human beings. In the study of the
social motivation is accentuated by external and situational factors, even though, as
Cofer (1978) states that attention also focuses on internal characteristics.
individual's permanents as, at least, a very important variable in their
achievement behavior, affiliation, and power-related behavior. In these studies, the
Situational factors are implicit, although not explicitly, social by nature.
nature.
For a long time, there has been considerable interest in acquired motivation, which ...
mainly revolves around the topic of incentives. Incentives refer to
to objects, such as rewards, or to situations and conditions such as knowledge of
the results, competition, and cooperation, which are used for the purpose of alerting
the motivation to execution. As social factors that influence motivation
human are the public, the colleagues, the rivalry, the cooperation and the
competition. Initial studies were conducted on social factors in relation to
conduct in the context of a controversy about the concept of group mind.
This controversy revolved around whether there is or is not a factor or process in a group that
transcends the individual individuals involved. An alternative to the mind of
the group was to assert that the properties of the group contain nothing that is not
present already in the individual members of that group. The research that
the most influential were those of Allport. This author found evidence of facilitation
social because some subjects showed a quantitative increase in responses
in social conditions. According to Allport, his findings did not require a concept of
group mind, but resorted to notions of the individual to explain its
findings.
There are many phenomena in the general field of social psychology that have
motivational traits. Certain theories about motivation have emerged in the
context of investigations of social processes. Group properties such as
attractive, cohesion, communication patterns, leadership, and the role of the
others and the effects of group standards are certainly presented, in part,
according to motivational patterns of individuals, with whom they interact and modulate their
effects.
When one is a member of a group, there are several reasons to tend to change the
way of acting, thinking, believing or feeling in accordance with the norms of the group. The
pressures from others fall upon the individual, and the frequency of interaction is a
factor. As a member of the group, part of the individuality must be lost. In this
The field studied, as a type of social influence, the suggestion of prestige:
from the group and the majority or the opinion of experts. In short, it was shown that several
reactions, opinions, and judgments of subjects were subject to change in direction
of the group, of the majority or of the opinion of an expert.

Horwitz states that social environments generate at least some motives, and
reports several experiments that show how the social situation can
create motives. He believes that these motives are parallel, in the social case or
psychological, to reasons or physiological impulses such as hunger and thirst. As
central example, studies on aggression or hostility are available. The argument is
based on the assumption that, given a social situation, individuals have
weight or power in the decisions of a group, and these will affect the degree of
satisfaction of needs that can be obtained in the social context. Horwitz associates
the expression of aggression with the loss of to be able to
McDougall developed the instinct theory, which postulates that instincts not only
they promote human activity but also set the goals towards which the
activity addresses, resolves the dichotomy between the biological and the social. Therefore,
For McDougall, there was a common motivational core for all humanity.
Surely this theory was heavily criticized and replaced by other approaches, the
they do not deny the impulsive biological component of human motivation, but
They tend to consider it as a necessary cause, although not sufficient.
Hyland (1989), in his study on social motivation, focuses on behavior
voluntary, propositional and aimed at achieving specific social goals; from
this perspective distinguishes three main motivational traditions in literature
psychological. The first is based on the study of individual differences
regarding proactive behavior, and it says that proactive behavior is explained by
starting from a limited number of basic reasons common to all humanity,
explaining individual differences based on the different strengths that these
reasons reach every person. These theories conceive behavior as
result of the interaction between environmental conditions and a
personality component that reflects individual activation in response to certain
environmental conditions (based on Murray, McClelland, and Atkinson).
The second tradition is represented by Lewin, he starts from the idea that the
people can set a potentially unlimited number of goals
different, whose tracking involves specific sequences for their achievement.
According to this tradition, people develop specific goals based on
differentiated reference criteria; in this way, individualities
behavioral patterns depend directly on the particular nature of such
goals.
The third tradition in the study of social motivation focuses on the
cognitions. According to Weiner, people differ in the attributions that
they establish about the possible causes of an event. It is this attribution of achievements and/or
from failures to various explanatory factors that will have an impact on the
Establishment and selection of future goals. It focuses on the organization.
hierarchical knowledge and in mental interpretation. These three traditions
motivational theories are based on their differences in the role assigned to different processes
that intervene in the propositional behavior, in other words, they are based on three
questions central:
How much do you want something?, whose answer refers to the greater or lesser.
intensity in the pursuit of social goals. What is it that we want?, that is,
The criterion of governance is the specific goals. How will it be achieved?
where cognitive processes act as mediators in the organization
hierarchized goals.

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3 Cognitive Theory of Motivation

Cognitive psychology addresses the study of motivated behavior starting from the
the idea that the subject is an active agent. Thus, on one hand, it wants to study how
we receive information from the outside world, we process it, store it and
we recover, and on the other hand, how cognition, that is, mental processes
they lead to action.
Cognitive orientation motivation psychologists are very interested in
the cognition-action sequence. Some of the cognitive constructs involved in
the motivation and in the cognition-action sequence are the following: the plans, the
goals, the dissonance, the schemas, the expectations, the evaluations, the
attributions.
The events in the environment affect the human senses, providing,
sensory experiences that are processed by the central nervous system. The
information is attended to, transformed, organized, elaborated, and taken into account
while recovering the memory, the information that facilitates the flow of
information processing. According to the meaning we give to this
processing information we create expectations, make plans, etc.
Our expectations, plans, and goals are active agents that give rise to the
motivational phenomena because they direct our attention and our
behavior towards a particular sequence of action. Then the following occurs
consequences that are addressed, evaluated, and explained. This cognitive activity
provoked by the consequences of the action joins the flow of processing
the information on what would constitute the cognitive regulation of behavior.
The interest of cognitive psychology is twofold. The first interest is to study how
people understand the world they live in and also address the issues
how human beings take in incoming sensory information and
they transform, synthesize, prepare, store, retrieve, and finally make use of
them. The result of all this active processing of information is the
functional knowledge in the sense that the second time the person
find an event in the environment that is the same or similar, you are more sure of it
what can happen compared to the first time.
When people make use of their knowledge, they build plans and goals for
increase the likelihood of having positive consequences and minimize the
probability of negative consequences. Once the person has a
expectation of the consequence that an event will have, its performance
behavioral will adjust to your cognitions.
The second interest of cognitive psychology is how cognition leads to the
conduct. From a motivational approach, cognition is a 'springboard to the
"action". For cognitive theorists, action is primarily based on
the thoughts of the person and not of some instinct, need, impulse or state
of gold.
PIONEERING THEORISTS OF THE COGNITIVE APPROACH IN MOTIVATION.
Edward Tolman:
Tolman said that behavior is goal-directed. Based on the
observations that behavior is organized around initiatives of
achievement of goals, Tolman concluded that behavior was primarily
intentional. He also insisted that the behavior is a manifestation of the
cognition or knowledge. Behavior reflects cognitive processes as long as
that the person is using hypotheses, expectations, and strategies in a way
constant with the intention of achieving goals and avoiding obstacles.

Tolman used two interchangeable terms with purpose and cognition, that is,
demand and expectation. The demand and the purpose were interchangeable in the
the sense that the purpose of achieving an environmental goal was equivalent to the desire to
satisfy the bodily demands. When bodily demands arise, the stimuli
Those who are attended to selectively become environmental goals.
Tolman used the terms cognition and expectation interchangeably in the
sense that cognition or knowledge was the basis of an expectation according to the
that a particular environmental goal could meet a bodily requirement. The
expectations are units of knowledge stored in memory and that are
activated by biologically significant events. The expectations are
they are due to the repetition of environmental sequences.

Tolman was a learning theorist who adopted a cognitive perspective. In the

During Tolman's time, the main theories of learning were the concepts.
stimulus-response, but he proposed that cognition was the variables
intervening variables between E and R. Tolman showed how expectations are acquired and
how, once acquired, they influence motivation and behavior.
Kurt Lewin
Lewin's (1935) approach to motivation represents similarly to the approach of
Tolman, the individual as an organism seeking goals. According to Lewin the
both physiological and non-physiological needs created intentions, the
intentions produced tensions, the tensions contributed goals to the organism and the
conduct was the consummatory action directed towards a goal.
Lewin's cognitive construct was the 'valence' which refers to the degree of value.
positive or negative of the objects in the person's environment. The attractive objects or
Objects that satisfy a need have a certain degree of 'valence'.
positive while the threatening objects or those that interfere with satisfaction
needs have a "negative" valence. Thus, the person seeks in the environment
the meta-objects capable of satisfying intention and reducing tension.
Lewin's ideas are important because much of the terminology introduced
for it served as a basis for the next generation of cognitive theories. Lewin
conceptualized humans as bodies in motion that were
limited to moving in certain directions due to the multiple forces that
they acted upon them at any given moment.

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 4 Humanistic theory of motivation proposed by Maslow
Maslow proposes the 'Theory of Human Motivation', which deals with a hierarchy.
of needs and factors that motivate people; this hierarchy identifies
five categories of needs and consider an ascending hierarchical order of
according to its importance for survival and the ability to motivate. This is how
as man meets his needs, other ones arise that
they change or modify its behavior; considering that only when
a need that is "reasonably" satisfied will trigger a new one.
necessity.
The five categories of needs are: physiological, security, love and
belonging, esteem, and self-actualization; with physiological needs being the
of lower level. Maslow also distinguishes these needs as 'deficient'.
(physiological, safety, love and belonging, esteem) and of "development of
being" (self-actualization). The distinctive difference between one and the other is due to the fact that the
"deficits" refer to a lack, while those of "development of the being"
they refer to the individual's tasks.
Physiological needs: they are of biological origin and refer to survival.
man; considering basic needs and including things like: need for
to breathe, to drink water, to sleep, to eat, to have sex, to have shelter.

Security needs: when physiological needs are at their peak

satisfied parts, a second tier of needs emerges that is oriented towards the
personal security, order, stability, and protection. Here are found
things like: physical security, employment security, income and resource security, family security, health security
and against the crime of personal property.
Needs for love, affection, and belonging: when the previous needs
they are moderately satisfied, the following class of needs contains the
love, affection, and belonging or affiliation to a certain social group and seek
overcome feelings of loneliness and alienation. These needs arise
continuously in daily life, when human beings show desires to marry,
of having a family, being part of a community, being a member of a church or
attend a social club.
Esteem needs: when the first three needs are met
moderately satisfied, the needs for esteem arise that refer to the
self-esteem, recognition of the person, particular achievement, and respect towards
others; by meeting these needs, people tend to feel secure
of themselves and valuable within a society; when these needs are not
satisfied, people feel inferior and worthless.
Maslow proposed two esteem needs: a lower one that includes respect for
others, the need for status, fame, glory, recognition, attention,
reputation and dignity; and another superior one, which determines the need for self-respect
same, including feelings such as trust, competence, achievement, mastery,
independence and freedom.
Self-actualization needs: they are the highest, found at the top.
of the hierarchy; responds to a person's need to be and do what the
a person was "born to do", that is, it is the fulfillment of personal potential to
through a specific activity; in this way a person who is inspired
for the music one must make music, an artist must paint, and a poet must write.
The following is Maslow's hierarchy of needs pyramid.

In addition to the five needs previously described, Maslow also identified others.
three categories of needs, which led to a rectification of the hierarchy
of needs.
Aesthetic needs are not universal, but at least certain groups of
people in all cultures seem to be motivated by the need for beauty
exterior and rewarding aesthetic experiences.
Cognitive needs: they are associated with the desire to know, which one has.
Majority of people; how to solve mysteries, be curious and investigate
Various activities were called cognitive needs, highlighting that this
this type of need is very important for adapting to the five needs before
described.
Needs for self-transcendence: Refer to promoting a cause
beyond oneself and experiencing a communion outside the limits of the self; this
it can mean service towards other people or groups, pursuing an ideal or
a cause, religious faith, the search for science, and union with the divine.
Example: moving the pyramid to the classroom.
Physiological factors
Maslow says that the first needs that a human being must meet are the
physiological. Translated to the school context, having met the specific needs of
food or material for learning, which seems that the educational administration
ignore us we found with the classroom.
We need to be able to create a pleasant working environment in the classroom.
that everything be a source of inspiration. The school culture in Spain makes it so that
as we progress in the education system, the classrooms become
impersonal, cold, lacking expression and identification with the students.
We should learn from the North American school culture where the classroom is a
key piece. The decoration, with works and productions from students, has to be
strongly motivating. We should include cork boards, maps, posters in the classroom...
Related to what is being worked on at each moment, that is, the topics or
projects, as well as other useful sources of information. Days of the week,
schedule, classroom rules, responsibilities, names on the hooks for the
small... In preschool classes and in many primary classes this is the case. It's a pleasure.
learn there!
In addition to the classroom decoration itself, we would have to be able to control
the level of noise. I'm not saying that the classroom is a tomb, by no means, but of
knowing how to find moments of silence and concentration and moments of low level of
noise, like when working in a group. We all know it's one of the
aspects that can take us the most energy and how important it is that the
students are able to self-regulate in that aspect. Do you know of a mix of
hormones in full swing that can remain silent? Not me for that, yes
from a young age we educate in the work culture with a minimal level of noise,
that will be more easily controllable in adolescence.
Safety factors
When physiological needs are met, Maslow says, then
we need to meet security needs. How is this translated in the
motivation? Well, that students experience the school as a safe place,
where you feel protected. Naturally, we are talking about school coexistence.
As long as we are able to generate a good culture of coexistence,
we are going to satisfy that need for security that will greatly help to
students should not be worried about coexistence problems.
If you are respected, you learn better

And on the contrary, those who are suffering from harassment, those who feel humiliated in the
group, etc., usually have a null performance and a disengagement towards the
Huge school, not to mention the psychological problems they suffer from and the
effects on their self-esteem.
Affiliation factors
Motivation is really difficult without the feeling of belonging to a group.
Let's make our students feel part of their group and their center
School. The more identified with the center, the greater the motivation.

The classroom is ours. The school is ours. The institute is ours.

Recognition factors
The American school culture is clear: everyone deserves to be recognized in
the School. Let's copy them! Moreover, the recognitions are public, giving them the
importance they have. I am not only talking about end-of-year trophies but about the day to
Day. A smiling face does a good job. Social recognition is
one of the great drivers of personality and, also, a necessity.
Positively reinforce your students, you will see how they learn better.

Teachers manage this ability to socially reinforce every day.

our students. It's not about brown-nosing; it's about giving them confidence and recognizing their
effort, your work, your perseverance...
Factors of self-realization
Maslow says that at the top of the pyramid are the needs of
self-actualization. It is assumed that this is the highest level of personal development and only
it arrives if the other needs are met. Personal experience indicates how much
It is difficult to reach this level of development.

Maslow deduced a series of qualities from their biographies, writings, and activities.
similar. I estimated that they were people:

focused on reality, who could distinguish the false or fictional from the real and
genuine
focused on the problems, facing the problems by virtue of their
solutions;
with a different perception of meanings and purposes.
In their relationships with others, they were pessoas:

with a need for privacy, feeling comfortable in this situation;

independent of the culture and dominant environment, based more on
personal experiences and judgments;
resistant to enculturation, as they were not susceptible to social pressure;
they were nonconformists;
with a non-hostile sense of humor, preferring jokes about themselves or about the
human condition;
good acceptance of oneself and of others, just as they were, not
pretentious or artificial;
freshness in appreciation, creative, inventive and original;
tending to live experiences more intensely than the rest of
humanity.
I believe that as long as the School is a place to live values and not just
transmit content, our students will be people more focused on the
self-realization. If we cultivate acceptance, humor, criticism of the established, the
participation, creativity, independence... we will have those people
self-realized. Or in other words, if we live as teachers these values.
we will be self-fulfilled people who help our students to be self-fulfilled
likewise.
It is essential that classroom activities incorporate those doses of values that
we want to develop in students: creativity, humor, respect, criticism, etc...
How many times do we lament the lack of student participation in the
ESO and Baccalaureate courses! If they have been sitting for years listening passively to the
Professor, what are we waiting for? Magic? Only those naturally gifted for certain things.
capabilities will shine while the rest will not be able to advance in their
self-actualization without an experience in the classroom.

Are we on the path to self-realization?

Currently, we live in a time of maximum discredit towards teachers and their
social function, with institutional mistreatment that does not help to develop our
work. True. It is a brake, but I appeal to our responsibility to achieve so much
about us and our students, the best that we have. We have no other choice.

Motivational Typology of MCCLELLAND

When we talk about motivation, we refer to inspiring others, whether in
group or individually. It is a psychological component that is capable of
maintain, determine, and guide the behavior of an individual; this in order to
generate the best possible results in a specific activity. Thanks to
this organizations have realized that someone who is awarded for their
Good work is a more effective way to motivate than imposing punishment for a
poorly done work. A motivated effort at work is necessary for anyone
a company that wishes to achieve good results, and that is where its importance lies.

McClelland's theory is based on three types of needs: affiliation, of

achievement, and of power; which are acquired in culture and are taken as a source of
motivation either from yourself or from your coworkers. The needs that
predominate in a person can even be useful if you want to know in what
types of positions will achieve a greater motivation.

NEED FOR AFFILIATION

It reflects the desire to belong to social groups, to interact socially with others.
others. They have a great interest in establishing social relationships and in feeling
appreciated and accepted by their social group. These types of people would feel more
comfortable in positions where they can be part of a team, they opt for
collaboration before the competition, so they could perform better as
employees who are leaders.

Their main objective is to be requested and accepted by others. Thus, they prefer the
cooperation and collaboration before confrontation and above all seek
understanding and good relationships. This is due to various reasons:

One spends a lot of time at work and it doesn't make sense to be in a bad mood.
the environment for so many hours.
In general, people like to be accepted by others and
having a good relationship with others.
It tends to accept the rules of the group work in favor of
well general.
There is an effort to maintain this relationship in the long term.
trust.
Cooperation is preferred over competition with others.
companions.
A worker wants to feel that their work has an impact and has a
influence on the company's future, which is why I want to participate
actively with other colleagues to carry out the tasks
that facilitate the good development of the company.

NEED FOR ACHIEVEMENT

They tend to be drawn to achieving goals that reflect hard work or that
they need certain skills and aptitudes to achieve it, they impose themselves
challenges and the satisfaction of these people lies in their ability to overcome them. The
people in whom this need predominates tend to be very effective at a level
individual, and they will be well managed in middle management positions, or in some other
that can provide them with constant challenges.
It is the degree to which a person wants to perform certain difficult tasks that challenge them.
they pose a challenge. The monotonous repetition of tasks does not provide any motivation, since
that the worker considers that there is no merit in the repeated performance of a
task once he has learned to do it. For that reason, to motivate him and
make the most of your qualities, new tasks must be assigned to him
that feels they are progressing and that within the company they can develop their skills.
People, in general, are interested in developing and accepting.
personal responsibilities. They always try to do things well and value more the
successful completion of a task rather than the rewards. This need is due to several
reasons:
 The person generally wants to succeed and receive the congratulations of their...
colleagues and superiors for having been able to accomplish a more difficult task
of those entrusted at the beginning.
For oneself, to check that one is more skilled than one initially believed.
people from the environment, it is an injection of morale and confidence.
The worker believes that there is no merit in accomplishing tasks.
that he considers easy for him. Therefore, the only way to demonstrate the value
of oneself is through the performance of more complex tasks.
There is also a recognition factor: within the company, among the
own workers will want to support themselves. The very act of helping a
a partner in the completion of a task is understood as a factor of
personal fulfillment.
No one better than oneself to co-lead their own work.
He will seek personal fulfillment for himself.

NECESSITY OF POWER
These types of people are motivated by the desire to have an impact on others, with
the end of influencing or controlling their behavior, they gain satisfaction in situations
competitive situations in which one party wins and the other loses. In those that prevail
the need for power, tend to be comfortable in high-level management positions,
easily achieving to enhance competitiveness and leadership.
Each person has different needs in such a way that they are motivated by
different way, it is advisable to know both your needs and those of your
work team, retrain on them and see if they are really being
satisfied with the position they are in. The fulfillment of
these needs will undoubtedly lead to an increase in motivation bringing
I get better results.
This type of need occurs to a greater or lesser extent depending on the person. There are those who do.
feel the need to lead, but others are more comfortable doing
the tasks assigned to them. Likewise, for the execution of their own work,
for a reason of self-fulfillment (as we have mentioned before) it is also
present. The main characteristic of this type of directors is that they want to have
influence and control over others. These people prefer competition over
that cooperation and are very concerned about their prestige and about being able to influence the
others. In cases where the need to want to influence is above the achievement of
results, the entire organization will be negatively affected by your attitude. This
need arises for the following reasons:
 Who has a high load enjoys directing and managing the situations themselves.
interaction with others that he/she achieves thanks to his/her category.
It is essential that they have social and communication skills.
know how to convey to the people under their charge the tasks they have to
carry out. In addition, they must be able to listen and integrate into their
decisions the contributions proposed by others. Some, due to ego that
they cause it themselves, they do not achieve it. It is then when, as
As a consequence, there is an authoritarian direction that fails to achieve its maximum.
of the human capital of the company.
At the same time, people who have this need for power are divided into two.
groups:
Personal power: those are the people who feel the need to
lead and be able to influence other people.
Institutional power: those people who feel the need to
direct the efforts of other workers in order to achieve
the objectives of the organization. They tend to be much more effective
that those who feel the need for personal power, as they understand
that, to achieve the objective, the opinion and the
capabilities of everyone. The former, on the other hand, only
they aim to dominate others and are not open to
new proposals or ideas.
Theory in action
Most people have a combination of these three.
needs, but…. are all of them equal? Almost never. People are
different: we have a different story, a different personality and, therefore,
we are driven by different motives. That is why, in any human group that
share a common goal or space, there will be people who are more
biased towards one type of motivation or another. And this is something totally natural, real
and, many times, necessary.
In this way, within our context, we could say that all of our
students will be influenced in part by these three needs although,
the function of your case, in some, one will prevail over the others. Thus, in a
In the course, we will basically find three profiles: motivated students.
mainly due to the need for achievement, students motivated mainly by the
need for power and students motivated mainly by the need for
affiliation.
Is this bad? Of course not. As I said before, it is totally natural.
And if we know how to use it to our advantage, we will be able to make the most of it.
capabilities of our training modality and of our students.
 Strategies to motivate students of different profiles
If our motivation is driven by these needs, it improves.
to keep them in mind from the beginning, when planning and designing our
courses. Here are some strategies that will allow us to reach everyone
profiles, making the most of this motivational force.
Techniques to foster achievement motivation

Continuous feedback: provide positive reinforcement continuously.

Messages like 'Very good', 'you are getting it', 'Correct!'... will make the
people motivated by this type of need maintain their attention and the
desire to learn.
Progress bars: we all like to see how we are advancing! One
A progress bar is never too much!
Levels: rise to a new status (from rookie to amateur, for example) or have
access to new content when we have completed a series of challenges.
Badges: the recognition of a job well done deserves due acknowledgment
reward. Badges increase our morale and confidence, and serve us
to see that we are making progress in the assimilation of the contents and/or
exercised abilities.
Breakdown of content into small units: increases the feeling of
keep advancing and surpassing goals. To motivate them even more, we can give them
mission or challenge format.
Scores: highly motivating for students of this profile.
The eagerness for improvement increases and, therefore, the desire to delve deeper into the subject.
Supplementary content: established as an extra or a bonus for
those who advance at greater speed or with greater depth. They motivate and
they represent an advantage in the form of individualized training. They are an incentive for
those curious ones who have the need to discover more.
Statistics panels: students with this profile will feel delighted
seeing in real time their achievements and their progress. They will always want to surpass themselves.
themselves with a better score and see their progress on a graph or
a table will encourage them to continue. Self-quantification is one of the keys
to succeed with this type of students.

Techniques to foster the motivation of power

Levels: this profile is motivated by the need to acquire the maximum

possible status. They will start as rookies, but they will not stop until they reach the
Master's status.
Rankings: motivate to be at the top, but also to be seen.
rankings will be fine as long as they are developed within a framework of
healthy competitiveness, and being in the last positions should not result in a
traumatic event (considering factors such as age, type of students, etc).
 Forums: participating in forums, expressing your ideas, advising others... they are
characteristics unique to people with this profile. And will help the rest
as long as their contributions are correct.
Spaces for creativity: creating spaces to share new ideas,
show what has been done so that others can see and give their opinion.
Group work with assigned roles: these people will try.
lead the group, both formally and informally, and this can help in the
achievement of challenging tasks and objectives.
Memorization: that the more experienced students in a subject act
as guides (mentors) for those less experienced. The work among
equals motivates and enriches the whole.

Techniques to foster affiliation motivation

Forums: these people like to participate in forums, express their opinion,

your concerns, to ask...
Collaborative learning: through teamwork, wikis, blogs,
learning communities...
Chats and internal messaging: to get to know each other and exchange knowledge.
experiences.
Friends lists: ability to follow other users, lists, and rankings
comparisons with friends...
Spaces for interaction: propose spaces where it is possible to
virtually present a 'virtual cafeteria', places where they can
express themselves... more free spaces, where they can interact in a way
Amen.
Tutoring and presentation of authors: these people like to know
that there are people behind the online course and they like to receive personal treatment and
periodic by a tutor.

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