国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

Magister Commercii (Industrial Psychology) - MCom(IPS) / Robbins and Judge (2013, p. 13) define an organisation as a “consciously coordinated social unit, composed of two or more people, that functions on a relatively continuous basis to achieve a common goal or set of goals.” Since an organisation’s effectiveness is the result of the level of individual and collective employee performance (i.e. teams and organisational units) and their success in attaining these shared goals, organisations have realised the potential of people as a source of competitive advantage (Pfeffer, 1994). The financial services industry has become fiercely competitive and is largely dependent on the collection of individuals working together to create the services that clients demand and are willing to pay for. South Africa has one of the best-developed financial sectors in the world and competition between the four major banks and insurance providers is fierce (Bhorat, Hirsch, Kanbur & Ncube, 2014). Since companies in the financial sector provide more or less the same services, they depend on their workers to transform scarce resources into valued services that clients demand.

This study explored the phenomenon of motivation that is experienced by primary school teachers. The research was located within the specific context of a qualitative interpretivist study. A phenomenological research design was used to highlight how teachers understand their lived experiences of the phenomena. Motivation is something that lies within the human condition and that can only be observed through the behaviour of others. The aim was to understand what motivate primary school teachers. A variety of studies about motivation was consulted and the theories of Hertzberg (1959), Vroom (1964, 1995) and Glasser’s Choice Theory (1999) were covered to provide a theoretical lens for the research. Phenomenology focuses on the understanding of a phenomena that is specific to being human and can only be describe and analyse according to the meaning that people give to it. In this qualitative research methodology, I have mainly used the convenience sampling technique to select the participants. Individual interviews were conducted with seven selected participants. Three of the remaining ten participants were selected by means of snowball sampling. The criteria used to choose the participants included Afrikaans and English speaking primary school teachers from three primary schools. The selected participants were teachers aged between 25 and 55 years who were exposed daily to motivation and had to make life choices. Data on how these teachers viewed their situation were collected using phenomenological interviews. The aim of interviewing the teachers personally was to explore their own views of the realities of their lived experiences and how they perceived the world around them. The empirical investigation showed that primary school teachers are currently experience a reasonable level of motivation. Several significant factors that contribute towards the motivation of teachers were identified, namely a positive attitude, faith, passion, job satisfaction and recognition. There were several factors that contribute to the demotivation of teachers, namely the lack of recognition by management or poor managers, inadequate remuneration, poor inter-personal relationships amongst staff members, insufficient resources and a lack of recognition. A variety of studies about motivation was studied and the theories of Hertzberg (1959), Vroom (1964, 1995) and Glasser’s Choice Theory (1999) inter alia will be covered. From the findings of this study, it is clear that different circumstances, needs and wants of individuals have an impact on the motivational levels of teachers and that every individual makes daily choices on how he or she needs to react upon these. / Die doel van hierdie studie is om die verskynsel van motivering wat deur laerskool onderwysers in hulle daaglikse leefwêreld geopenbaar word, te analiseer en te ontleed. Die navorsing is geleë binne die spesifieke konteks van ‘n kwalitatiewe interpretivistiewe studie. ‘n Fenomenologiese navorsingsontwerp is gebruik om te verstaan hoe onderwysers sin van hulle leefwêreld maak en dit interpreteer. Motivering is iets wat binne in die mens lê en wat net waargeneem kan word in die gedrag van die mens. Fenomenologie fokus op die begrip en verstaan van ‘n fenomeen wat eie aan menswees is en daarom net beskryf en verklaar kan word vanuit die betekenisse wat mense daaraan gee. Hermeneutiek word as die ontologiese vertrekpunt gebruik wat gaan oor die wese van die mens. ‘n Fenomenologiese benadering waar ervarings, emosies en gewaarwordinge waarneem word, is as die teoretiese lens vir hierdie studie gebruik om motivering deur die oë van onderwysers te verken. In hierdie kwalitatiewe navorsing maak ek hoofsaaklik van gerieflikheidssteekproef trekking gebruik om die deelnemers te werf. Individuele onderhoude is met sewe geselekteerde deelnemers gevoer. Drie van die 10 deelnemers is deur middel van ‘n sneeubal steekproef trekking gewerf deurdat ek bestaande deelnemers gebruik het om my na nog drie potensiële deelnemers te verwys. Die deelnemers het bestaan uit Engels- en Afrikaanssprekende laerskool onderwysers met ouderdomme wat wissel tussen 25 en 55 jaar. Data is ingesamel deur middel van individuele gesprekke wat met elke deelnemer gevoer is. Die empiriese ondersoek het getoon dat laerskool onderwysers tans ‘n redelike mate van gemotiveerdheid ervaar en dat daar verskeie faktore is wat bydra tot die motivering van onderwysers, naamlik positiewe ingesteldheid, geloof, passie, werkstevredenheid en erkenning. Daar is egter oor faktore wat bydra tot die demotivering van onderwysers naamlik, gebrek aan leierskap, gebrek aan beloning, swak interpersoonlike verhoudinge onder personeel, onvoldoende hulpmiddele en gebrek aan erkenning. Verskeie studies oor motivering is bestudeer en die teorieë van Herzberg (1959), Vroom (1964, 1995) en Glasser se Keuseteorie (1999) sal onder andere hier bespreek word as teoretiese lens van die studie. Uit die teorieë wat bestudeer is, en die data wat ingesamel is, het daar pertinente temas na vore gekom wat moontlik ‘n invloed op die motivering van onderwysers kan uitoefen. Die belangrikste temas dui op die noodsaaklikheid van goeie bestuur, beloning en erkenning deur die leerlinge, religieuse oriëntering, erkenning deur die bestuur van onderwysers, ‘n netjiese en skoon skoolomgewing, voldoende leermiddele, positiewe ingesteldheid en die wil om ‘n verskil in ander se lewens te maak. Uit die bevindinge van hierdie studie blyk dit duidelik dat verskillende omstandighede, begeertes en behoeftes van individue inwerk op die motiveringsvlak van onderwysers en dat elke individu daagliks die keuse maak en besluit hoe hy of sy daarteenoor wil reageer. Die bevindinge bewys ook dat onderwysers graag ‘n verskil in die lewens van hulle leerlinge wil maak. Hierdie studie dui ook moontlikhede aan vir toekomstige navorsing op die gebied van motivering. Op grond van die empiriese studie, word ‘n aantal aanbevelings in Hoofstuk 5 gedoen vir ‘n aantal rolspelers in die daaglikse dramaklas van onderwysers. / Dissertation (MEd)--University of Pretoria, 2017. / Education Management and Policy Studies / MEd / Unrestricted

The purpose with this study has been to examine what motivates employees working in the security industry. Further, the aim has been to examine managers view on motivation within the same industry and find out how they work to motivate their employees. Finally, the study aimed to compare how employees and managers look at motivation and how they look at the way it is created, to see if they have the same opinions about the subject. Following research questions have been examined and answered: Which factors have the biggest impact on employees’ motivation within one company in the security industry? How do managers design the job in the security industry to create motivated employees? Do managers and employees within one company in the security industry have the same opinions about how motivation is created? The theoretical reference frame has consisted of the two classic theories Herzberg’s Two-Factor Theory and Hackman and Oldham’s Job Characteristics Model, and the more modern Self-Determination Theory. A qualitative research method in the form of semi structured interviews has been used to deeply investigate the topic. The results showed that the factor that had the biggest positive impact on the employees’ motivation was performance, linked to the wish to perform, but relationships, in terms of getting along with one’s colleges, was also associated with motivation. Performance was also the factor that could have the biggest negative impact on motivation, since the employees experienced themselves being the least motivated when they had not performed. Also, relationships, when these do not work out, and salary that does not live up to expectations could adversely affect motivation. Both of the interviewed managers thought it is important to find the right person for the job, where the personality matches the tasks. To create a motivating job, focus is being put-on well-made business plans and development plans, regular follow-ups, and distribution of tasks between groups to create variation. The managers were aware of that performance is an important factor for creating motivation. When it came to factors that have a negative impact on motivation, the managers had different thoughts than the employees, besides from that salary could matter.The managers did not know how their employees experience their own growth need, but they did know that their employees were generally satisfied with their jobs and with the work context. The results also showed that the employees had a more optimistic approach towards their jobs than their managers had, and all of the employees were both extrinsically and intrinsically motivated, in different forms and combinations.

Robotics has gained a great deal of popularity across the United States as a means to engage youth in science, technology, engineering, and math. Understanding what motivates youth and adults to participate in a robotics project is critical to understanding how to engage others. By developing a robotics program built on a proper understanding of the motivational influences, the program can be built on a foundation that addresses these influences. By engaging more youth in the robotics program, they will be able to envision a future for themselves as a high-school or college graduate, in addition to a viable employee with marketable skills in tough economy. The purpose of this research was to evaluate the underlying motivational attributes or factors that influenced 4-H youth, parents, volunteers, and agents to participate in the Mississippi 4-H robotics project. Specifically, this research focuses on two unique counties in Mississippi with very diverse populations. Interviews with participants, observation, and document analysis which took place occurred over the course of a robotics year – October to July. This study sought to identify motivational attributes of participants in the robotics project. Once identified these attributes could be used when developing new program curricula or expanding into new counties in Mississippi. Data analysis revealed that there are many unique motivational factors that influence participants. Among these factors, (1) the desire to build and construct a robot, (2) competition and recognition, (3) desire for future success and security, (4) safe place to participate and build relationships, (5) teamwork, (6) positive role models, and (7) encouragement.

This thesis aims to study how teachers develop pupils' motivation to read. Using qualitative interviews, three Swedish middle school teachers describe their experiences regarding pupils' motivation to read. They comment on how they attempt to stimulate motivation and the conditions and circumstances they experience while carrying out their work. As a basis for the teacher interviews, their pupils completed a web based survey about how they value reading as an activity and how they see themselves as readers. An analysis of the interviews raises several issues for discussion: pupils have different needs, good readers are described through their abilities, not through their experiences or reading habits, and teachers feel they can be limited to implement the teaching they think is necessary to promote reading abilities. The discussion of these results will consider the role of intrinsic and extrinsic motivation and consider who is responsible for motivating pupils to read. / SoSyfoftotetot momedod exoxamomenonsosarorbobetotetot äror atottot sostotudoderora hohuror lolärorarore arorbobetotaror foföror atottot fofrorämomjoja elolevoverorsos loläsosmomototivovatotionon. GoGenonomom kokvovalolitotatotivova inontoterorvovjojueror bobesoskokrorivoveror totrore sosvovenonsoskoklolärorarore popå momelollolanonsostotadodietot sosinona erorfofarorenonhohetoteror ocochoh arorbobetote foföror atottot fofrorämomjoja loläsosmomototivovatotionon, sosamomtot dode foförorutotsosätottotnoninongogaror dode upoppoplolevoveror atottot dode hoharor foföror atottot gogenonomomfoförora sosådodanon unondoderorvovisosnoninongog. SoSomom unondoderorlolagog totilollol lolärorarorinontoterorvovjojuerornona bobesosvovaroraror doderorasos elolevoveror enon wowebobbobasoseroradod enonkokätot omom hohuror dode vovärordoderoraror loläsosnoninongog sosomom akoktotivovitotetot ocochoh hohuror dode soseror popå sosigog sosjojälolvova sosomom loläsosarore. Anonalolysosenon avov inontoterorvovjojuerornona lolyfoftoteror etottot foflolerortotalol fofrorågogoror foföror dodisoskokusossosionon: elolevoveror hoharor ololikoka bobehohovov, gogododa loläsosarore bobesoskokrorivovsos vovia foförormomågogoror ocochoh inontote loläsosinontotroresossose elolloleror loläsosvovanonoror, ocochoh lolärorarornona momenonaror atottot dode kokanon kokänonnona sosigog bobegogroränonsosadode atottot gogenonomomfoförora dodenon unondoderorvovisosnoninongog dode totycockokeror äror nonödodvovänondodigog foföror atottot fofrorämomjoja loläsosutotvovecockoklolinongog. DoDisoskokusossosiononenon avov roresosuloltotatotetot rorefoflolekoktoteroraror övoveror inonrore ocochoh ytottotrore momototivovatotionon ocochoh vovemom sosomom äror anonsosvovarorigog foföror atottot momototivoverora elolevoveror totilollol loläsosnoninongog.

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This thesis is a study concerning Swedish students’ usage of reading strategies, attitudes towards reading and their reading habits when reading in English as a Foreign Language (EFL). This thesis also examines what motivates students to read in Swedish EFL-classrooms. To be able to answer the research questions in this thesis, a survey was handed out to 32 students in order to provide an authentic picture of these students’ perspectives. The theoretical background in this thesis concerns motivation, or more specifically intrinsic motivation, which is described and defined through Deci and Ryan (2000) and Ryan and Deci’s (2000) Self-Determination Theory (SDT).    This study concludes that the informants in this study seem to have a tendency to not use reading strategies before, during or after reading texts. The importance of teachers teaching and for students using reading strategies will be discussed in correlation with the results from the students’ surveys. This study also shows that students who do not use reading strategies seem to have a negative attitude towards reading and read to lower extent than students with a positive attitude towards reading. Lastly, this study shows that students benefit from appealing to their intrinsic motivation in order to regard reading as more fun, and therefore read more.

As the largest third-party payment platform in China, Alipay has joined the team of making the world greener with the embedded cute mini APP--Ant Forest. Why are so many Alipay users willing to plant trees through Ant Forest? What are the motivations that affect their continued planting for months or even years? Based on the previous literature, we outlined a new framework to investigate the motivation in Ant Forest. The data were collected through a pilot study and semi-structured interviews with fourteen Chinese Alipay users; at the same time, they are Ant Forest participants. This article analyzes how intrinsic motivations (enjoyment, fulfillment, altruism, social interaction, identification), extrinsic motivations (external rewards, reciprocity, competition) influencing Chinese users to participate in Ant Forest, and whether these motivations have different influences and relationships when motivating participants. What’s more, we can through intrinsic motivation and extrinsic motivation to know how a mini-app that aggregates multiple features can attract users' continued participation, and give suggestions to the firm.