Motivational Theories and Factors Motivation

Motivational Theories and Factors

Motivation and 'caring' professions: Improving the workplace atmosphere

Motivation and 'caring' professions: Improving the workplace atmosphere

Perhaps the most common method of motivating employees is that of increased financial compensation, or bonuses. This technique is frequently applied even in positions that are considered 'vocations' individuals undertake for intrinsic rewards rather than merely 'jobs.' However, because of the high levels of stress inherent in 'caring professions' such as nursing and teaching, providing employees with incentive payments is often cited as the solution for tension-laden or underperforming hospital and educational environments.

For example, pay-for-performance has become a popular method of motivating teachers to encourage their students to excel on standardized tests (Paulson 2009). An increasing number of nurse executives are also receiving bonus compensation based upon the criteria of financial performance, patient satisfaction, and relations with physicians and nurses, and RNs may receive compensation for taking undesirable shifts, working in areas of critical need, and meeting other benchmarks for improved patient outcomes (Bell & Bart 1991). Unfortunately, some types of financial motivation, such as initial bonuses for coming to an underserved and therefore more stressful hospital environment, do not necessarily result in long-term improvements in performance or improved retention. Furthermore, not all institutions have the resources to solely rely upon financial rewards as incentives for long-term improved performance.

Additionally, controversy may fester amongst employees regarding how outcomes are measured in pay-for-performance structures. Conflict is created by perceived unfairness, and bonuses may thwart rather than contribute to unit cohesion. Workers may also feel frustrated if they feel the criteria are unfair: teachers with difficult classes may receive less compensation than teachers with the same level of competence but better-prepared students with fewer learning challenges. Setting performance benchmarks for unpredictable outcomes of health and children's performance can make the worker feel less, rather than more in control over his or her compensation package.

A different view of the question of how to improve the atmosphere of a working environment might be what does not motivate people and what encourages high rates of turnover, stress, and conflict. A 2006 study of nurses cited "unsupportive management structures, autocratic and dehumanizing management styles…lack of autonomy in the workplace, professional jealousies...sub-optimal physical working conditions and shortage of staff…lack of opportunities for promotion or continuing one's professional education…inaccurate systems of performance…compounded by favoritism and racism" (King & McInerney 2006). While poor pay was an additional complaint, it was not the primary complaint. Although some of these stressors are institutional, others suggest that the intrinsic motivations of these workers, such as a desire for more education, were not satisfied.