JOHN CEDRICK BALANG

BSE-ENGLISH 1A
MIDTERM REVIEWER
CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

LESSON 4: FACTORS AFFECTING SOCIAL AND EMOTIONAL DEVELOPMENT

The social and emotional well-being of children are important for their overall success. Studies
found that children who have healthier mental and emotional states tend to show positive
attitude toward school. On the other hand, children who have social and emotional difficulties
end up having troubles in class participation. As a result, they are more likely to be rejected by
classmates and develop poor self- esteem and self-concept. This is a reflection that our
learners' social and emotional health is also important. In this lesson, we will discuss some
factors that affect our learners' social and emotional well-being

4.1 Environmental Risk Factors

The social environment where children are immersed plays an important role in their personality
development. Certain environmental characteristics can contribute to an increased risk on the
child's social and emotional competencies. The environmental factors are categorized within
three aspects: physical surroundings, community resources, and social relationships (Health
Engine in Khan, 2021). They are manifested on the following:

● Poor physical surroundings comprise living in a poor area where recreation and
playgrounds are rare, if not absent. Children who came from a poor environment are
typically associated with poor health conditions and poor motor skills.

● Lack of health facilities and cleanliness is one of the worst environmental factors.
Cleanliness directly affects the entire well-being of children. Absence of medical facilities
and practitioners is detrimental to our development. If these are experienced by children,
they may likely experience problems on their physical and social development.

● Lack of educational facilities strongly affects the social and mental development of
children. Researches unveiled that children who start school late develop poor social
skills than those of the other learners. Moreover, learners who travel long-distance would
also suffer emotional disturbance.

● Lack of community support could mean lack of friends, absence of good teachers, and
deficiency of community moral support. This factor directly affects the social
development of the child.

● Frequent change of community and school is a common scenario when parents are
forced to move due to some work-related concerns. Children who experience this would
likely encounter difficulty in finding social support. Adjustment is another factor to be
considered since not all children can easily cope with drastic change in their social
setting.
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4.2 Family Risk Factors

Home is a place where children should feel safe and secure. It is more than a concrete object
where the family stays. It is a place where good memories must be created and stored However,
not all homes share the same characteristics There are home environments that could be
sources of negative relations and stress that could increase the risk on the child's social and
emotional competencies.

● Work-related stress for parents is a parental factor that can truly affect the entire
family relationship. An example of work-related stress is when parents work in a
long-distance of even overseas where time for children is sacrificed. Studies show that
when a child lacks parental attention, he/she has the tendency to cultivate low self-
esteem and confidence.

● Poor family rituals and routines include time for eating, bonding or quality time,
discipline in terms of sleep, and all related activities. Lack of discipline in all of the
mentioned activities could lead to poor emotional and social development.

● Lack of love and respect in the relationship at home is a sign of negative

environment. The social development, especially the emotional development. would be
at risk. This situation could destroy the personality of a child and may develop envy
toward his/her friends. Example of this is when parents are fighting in front of children
that may lead to divorce. These factors can lead to depression and anxiety among the
children.

● Abuse and violence influence children's emotional regulation and self- confidence.
Abused children tend to exhibit unregulated emotions such as anger, fear, and even
shame. Moreover, they are difficult to engage with and sometimes they detach
themselves form peers. This is literally the worst factor in this lesson.

4.3 Within-Child Risk Factors

This factor defines the inner being of a child such as emotions, personality. and behavior.

● Fussy temperament. Temperament is defined as the expression of various emotional

responses to the environment and situation. It is an offshoot of the interplay between
biological and environmental factors. Difficult children with highly active temperament
tend to gain attention by crying and shouting. In here, we must realize that such
temperament may have a long-lasting effect for children. Examples are antisocial
behavior and negative emotions.
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● Developmental disabilities and exceptionalities is a group of conditions because of some
impairment in physical, learning, and language that affect behavior. Most developmental
disabilities are caused by complex factors such as genetics, parental behavior during
pregnancy, and early complications. At an early age, they may exemplify behaviors
where low self-esteem and envy are evident. Living with this kind of disabilities does not
mean a person cannot live a normal life. Educational institutions are offering inclusive
education where, for example, blind students can join a class where they perform
activities like other students. In here, teachers must be trained to align all requirements
within their means. As a key factor to this, parents and teachers must collaborate to
ensure their social and emotional development.

4.4 Essential Points to Remember

As educators, we play significant roles on our learners' emotional and social development. It is
true that learners, when they go to school, have already developed personalities and behaviors.
The factors discussed previously can give you a glimpse on why the learners' emotions and
behaviors vary. Later, you may encounter students who exemplify delinquent behavior and this
lesson gives you the idea that these students need you. Hence, here are some important
concepts that will help you understand your learners:

● Your learners' level of maturity depends on their mental development. Never assume
that your learners will show mature actions when they are in play age. Moreover, do not
use assessment as punishment. Apart from the learners will experience stress, they may
also develop assessment anxiety.

● Always establish classroom rules that mirror the society. It is also relevant that the
learners take part in the making of rules so that they will have a sense of ownership
toward them.

● To build strong social and emotional competencies, make sure to create opportunities
where children collaborate with other children. Cooperation and interdependence are
very important in the aspect of social and emoti development.

● Establish an environment where learners are free to express their feelings where they
also feel safe. This can also develop confidence among the learners where they can
trust themselves to perform school tasks

● When you have learners with disabilities and exceptionalities, always establish a
collaboration with the family to establish a support systern that may enhance the
learners' self-confidence.

● In some isolated cases when a learner is abused, teachers have to be a strong image to
him/her and must express positive emotions that could response to their emotional
needs. They need constant communication and emotional upliftment.
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1.3 Bandura's Social Cognitive Theory

Albert Bandura was born in 1925 in Alberta Canada. During his time as psychologist,
behaviorism was dominant. He studied how children learn their behavior through observation.
Perhaps he is most notable for the Bobo doll experiment. In this, children were subjected to
watch adults act very aggressive as they kicked, punched, yelled, and hit the doll with a mallet.
Children who watch the adults exemplified the same reaction toward the doll compared to the
children from the control group. The children certainly learned how to be aggressive from the
adults. Looking deeper into this experiment, children are born to imitate what they see from their
role model. When children play, they copy the roles they see from their parents, such as
cooking, babysitting, going to the grocery store, and many others. Apart from being innate,
imitating behavior can also be influenced by reinforcement or punishment. If a child sees that a
model's behavior is rewarding, the child most likely imitates and strengthens the behavior.
Conversely, the child may not use what is observed if he/she sees it as threatening. The child
can also learn by observing the consequences of others' behaviors. This is called vicarious
reinforcement. Self-efficacy, on the other hand, is an important mental process in this theory. In
a nutshell, it is the belief that one is capable of doing a specific task and a judgment of
competence. Self-efficacy can influence social and academic behaviors. For instance, a child
who has a self-efficacy in science will tend to work more on difficult scientific areas.

Bandura's theory is about how people learn from what they observe. He initially called this as
social learning theory because it added social dimension to Skinner- style learning theory
(Bergin & Bergin, 2015). It developed into social cognitive theory because he posited that
learning occurs in a dynamic social context and interaction among people, environment, and
behavior. The theory is cognitive because people have the capacity to understand the world
around them. Moreover,

Albert Bandura (1961, 1963, 1965), Albert Bandura is well-known for the "Social Cognitive
Theory." his modeling behavior experiment on aggression known as the Bobo Doll. as well as
Vicarious Learning. Albert Bandura did experiments exposing patients with snake phobias who
observed former patients handling snakes, and found out that this was an effective therapy to
get rid of phobias. And these observations were even more effective than verbal persuasions.
Bandura proposes learning from others, not with words, but by imitation and modeling.

Bandura stresses the importance of observational learning, imitation, and modeling. These
integrate a continuous, dynamic, reciprocal interaction between behaviors (B), personal (P)
factors, and the environment (E).
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The B (behavior) refers to complexity, duration, skill, and others. The E (environment) is
composed of situation, roles, models, and relationships. The P (person) refers to cognition,
self-efficacy, motives, and personality.

For example, when a teacher presents a lesson, the students reflect on what the teacher is
saying. This is where the environment (E) influences cognition (P), a personal factor. Students
who do not understand (P) raise their hand (B) to clarify things or to ask a question. Here,
personal factors influence the behavior. The teacher then answers the questions and reviews
the point he/she is trying to make. Here, behavior influences the environment.
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In the Bobo Doll Study (1961), Albert Bandura made a video of a woman being aggressive to a
Bobo doll by hitting it and shouting violent words. This was shown to a group of children.
Afterward, the children were allowed to play in the room with the same doll. The children started
beating up the doll, imitating what they watched in the video. This shows that not all behavior is
redirected by reinforcement or rewards. The children did not receive any encouragement or
incentives to beat up the doll.

This is modeling or learning by observing. The primary function of the model (like the woman in
the video) is to transmit information to the observer. The model behavior can (1) serve as cues
or prompts to initiate similar behaviors in others, (2) strengthen or weaken the learner's existing
restraints against the performance of the modeled behavior, and (3) be used to demonstrate
new patterns of behavior.

An example of a social prompt is when in a dinner party, a person who is unfamiliar with the
many silverware set on the table observes another guest to pick which silverware to use for
each food course served.

An example of strengthening or weakening restraints is when the child sees another child
punished for misbehaving. The observer's restraints against imitating the bad behavior is
strengthened in this case. On the other hand, if there is lack of consistency in the consequence
of a misbehavior, the observer's restraints to imitate bad behavior is weakened and when the
child who is supposed to be punished fights back and the adult allows it, the observer's
restraints to imitate bad behavior is also weakened. This promotes the use of violence as a
solution. Unfortunately, with the rampant viewing of violence on TV and other social media, a
childs restraints for violent behavior of violence is weakened.

An example of demonstrating new patterns of behavior is when modeling socially cappropriate

behaviors (how to behave) and sensitivity to others, like in educational shows like Sesame
Street, Batibot, and cartoons that show appropriate behaviors.

Outcomes of the model behavior, whether reinforced or punished, arouse emotional reactions in
the observer. This is referred to as a vicarious experience The two components of vicarious
reinforcement are (1) the behavior of the model produces reinforcement and (2) the positive
emotional reactions are aroused in the observer. For example, an actress in a commercial
promotes eating a certain brand of oatmeal and presents her weight loss. This elicits a positive
emotional reaction to the observer. In another light, this is also the reason local versions of
commercials of foreign products are done using local actors. This is so the audience can relate
to them and be influenced by their use of the products, thus, increasing sales.
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Punishment administered to a model works in the opposite direction. A lack of punishment,

however, makes the observer think that the inappropriate behavior is acceptable, like when a
teacher is careless in monitoring of cheating in examinations. Similarly, when violence is
ignored, other people would think that this behavior is acceptable or is expected. Promoting
more violence to occur in society.

This is why it is important for parents to monitor what children are watching on television and
other media and make sure that they do not watch violent shows, or other shows with content
that parents do not approve of.

Teachers can model behavior for students to learn how to do things. And at the same time,
teachers should be aware of his/her own behavior and attitudes because he/she might
unintentionally be modeling behavior that students might imitate. An example is if and when a
teacher shows discrimination against a student with disability, the classmates might imitate the
teacher and show discrimination against the child with disability as well. Modeling is also used
when encouraging.

1.2 Erikson's Stages of Psychosocial Development

Erik Homburger Erikson, a German-American developmental psychologist postulated that

personality develops through a series of psychosocial stages. Each stage entails psychosocial
crisis which could have a long-lasting impact on personality development. Successful
completion of a stage means acquisition of basic virtue. This means that failure to complete a
stage can bring out an unhealthy personality which can be resolved later in life.

This theory is paralleled from Freud's psychosexual theory. Their theories were similar in many
ways except that Erikson emphasized on the crisis on each stage, has covered life span instead
of birth to adolescence only, and accentuated the impact of culture and society (Bergin & Bergin,
2015). His concept of identity crisis is one of his most notable contributions. This refers to the
struggles who to become and the kind of life a person would fulfill To Erikson, adolescence is
the beginning of the identity storms. He may had been interested in this because he himself
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experienced identity crisis. His parents were Danish and his stepfie was Jewish. His surname
was changed three times and had difficulty in choosing his career.

Stage 1: Trust vs. Mistrust (Birth to 18 months). When an infant is bom he/she is uncertain
about the world and primarily relies on the caregiver. If the neertis of the infant are met, he/she
will develop a sense of trust and the feeling off sett which will be carried out as they go on to
other stages. The virtue in this slage Hope. When an infant faces new crisis, he/she will be
confident to trust somerne who can help him/her. On the other hand, if these needs are not
consistently ma it may result to unfavorable outcomes. Mistrust, anxiety, suspicion, and difficulty
to build relationships may develop. Hence, fear may develop.

Stage 2: Autonomy vs. Shame and Doubt (18 months to 3 years). According to Erikson, this
stage is very crucial for the development of physical skills and independence. Toddlers may
become very mobile in exploring their skills and abilities, such as putting on shoes and clothes,
selecting their toys, and preparing food such as cereals among others. Hence, it is very critical
for parents to allce their children to discover their abilities while providing an environment where
mistakes are allowed. The success in this stage can develop the virtue of Will which is reflective
of increased independence, confidence, and self-control. On the other side, if children are overly
criticized and not given the chance to explore themselves, they may feel weak being alone and
become dependent to others.

Stage 3: Initiative vs. Guilt (3 to 6 years). During this period, children often interact with other
children. The main activity that they manifest is playing which allows them to develop skills such
as interpersonal skills and the ability to initiate activities. They can start up their own games,
conduct imaginative plays that imitate adults, and others. When this opportunity is given, they
may develop the sense of initiative and the confidence to lead and make decisions. The virtue in
this stage is Purpose. On the contrary, when children are controlled and/or criticized, they
develop a sense of guilt. They will not pursue what they think for they may get unished or
criticized. This could also affect their social skills. However, guilt is ill an important aspect of
growing. Children must learn to develop a balance of tiative and guilt.

Stage 4: Industry vs. Inferiority (6 to 11 years). Children at this stage advance through the
elementary grades where teachers take an important part in their lives. Apart from the thirst to
new knowledge, they also seek for recognition and praise.

Stage 5: Identity vs. Role Confusion (Adolescence). Adolescence is the transition period from
childhood to adulthood. This is when a rapid development and changes physically and
emotionally. This is also the time that a child needs to discover snd rediscover. The virtue in this
stage is Fidelity, which the ability to commit to and accept others in spite of differences.
Negative experiences that hinder an adolescent to integrate his/her self into one can lead to
identity confusion.

Stage 6: Intimacy vs. Isolation (Emerging Adult). Young adults in this period begin to make
efforts to intimately share themselves to others. Generally, this is the time when they finished
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their education and started their own source of income. This period is characterized with great
decisions about themselves and their lives. The success in this stage can bring out the sense of
commitment, safety, and care. The virtue in this stage is Love. If intimacy is not found, it can
result to isolation, loneliness, fear of relationship, and worst, depression.

Stage 7: Generativity vs. Stagnation (Adult). Erikson forwarded that generativity as the concern
for the next generation. This is also related to the indelible mark that a person may leave in this
world. Generally, adults spend their lives raising their children, being productive at the
workplace, and giving back to the community. The virtue in this stage is Care. Through
generativity, people see their essence of being useful and accomplished. Unable to help and
contribute may result to becoming stagnant and feeling unproductive.

Stage 8: Integrity vs. Despair (Old Age). The final stage in Erikson's theory is the time when
people look back on their accomplishments. As people age, their productivity and attention to
work tend to slow down. Erikson believed that if we see our life productive and feel that we
accomplished our goals, we become satisfied. Success in this stage will lead to the virtue of
Wisdom. On the other hand, if we see our lives as unproductive, we feel the guilt which can lead
to hopelessness.

SELF EFFICACY
Self-efficacy the belief of a person in his/her own ability to produced results by him herself. No
matter how many times a person observes a behavior, he/she will only do the behavior if he/she
knows he/she will be successful. Mastery, modeling, and persuasion or encouragement can
help increase the self-efficacy of the observer.

This implies that parents and teachers can enrich a child's environment with models that they
would like their child to emulate. Adults should focus on what they wish the child would gain,
and avoid what they do not want the child to know, like allowing the child to watch wholesome
TV shows and preventing them from watching shows about crime and those with bad cursing
language. The field trips that the school or even the family goes to can affect the child, like going
to places where different people work, seeing people work in a museum or a zoo; observing
people in a religious organization; joining an art club, the boy scouts or girl scouts, a dance club,
a reading club; watching someone play a musical instrument, or observing people doing
volunteer work or giving donations, and so on. This is simply to inspire him/her or to make
him/her aware that such things exist. Just like -the case of teachers (and other adults), parents
must be very conscious about how they behave because there is always that possibility that the
children will imitate them
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Maslow’s Need Hierarchy Theory
Abraham Harold Maslow (April 1, 1908 – June 8, 1970)

In the year 1943 a Psychologist Maslow suggested his theory of Human Motivation. His theory
is one popular and extensively cited theory of human motivation. Maslow's theory is based on
Hierarchy of Human Needs. ]

According to Maslow, human behavior is related to his needs. It is adjusted as per the nature of
needs to be satisfied. In hierarchy of needs theory of motivation, Maslow identified five types /
sets of human need arranged in a hierarchy of their importance and priority. He concluded that
when one set of needs is satisfied, it ceases to be a motivating factor. Thereafter, the next set of
needs in the hierarchy order takes its place.

These needs in hierarchy can be compared to a pyramid. At the lowest level, there will be first
set of needs which can be described as basic needs or Physiological needs and are universal in
character. This will be followed by other sets of needs.

Abraham Maslow organized five major types of human needs into a hierarchy, as shown in
Figure. The need hierarchy illustrates Maslow’s conception of people satisfying their needs in a
specified order, from bottom to top.

1. Physiological Needs (basic issues of survival such as salary, stable employment, able to
eat/drink/sleep well)

2. Security Needs (stable physical and emotional environment issues such as benefits, pension,
safe work environment, and fair work practices; job security)

3. "Belongingness" Needs (social acceptance issues such as friendship or cooperation on the

job; feeling part of a group/team)

4. Esteem Needs (positive self-image and respect and recognition issues such as job titles, nice
work spaces, and prestigious job assignments; being recognised for
achievements/improvements)

5. Self-Actualization Needs (achievement issues such as workplace autonomy, challenging

work, and subject matter expert status on the job, the need for personal growth and
development)
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EXISTENCE RELATEDNESS GROWTH (ERG) THEORY

Clayton Paul Alderfer (born September 1, 1940 in Sellersville, Pennsylvania) is an American
psychologist who further expanded Maslow's hierarchy of needs by categorizing the hierarchy
into his ERG theory (Existence, Relatedness and Growth).

The ERG Theory of Clayton P. Alderfer is a model that appeared in 1969 in a Psychological
Review article entitled "An Empirical Test of a New Theory of Human Need".

In a reaction to the famous Hierarchy of Needs by Maslow, Alderfer distinguishes three

categories of human needs that influence worker's behavior; existence, relatedness and growth.

These ERG Theory categories are:

● Existence Needs: physiological and safety needs (such as hunger, thirst and sex). The
first two levels of Maslow.

● Relatedness Needs: social and external esteem (involvement with family, friends,
co-workers and employers). The third and fourth levels of Maslow.

● Growth Needs: internal esteem and self actualization (the desire to be creative,
productive and to complete meaningful tasks). Maslow's fourth and fifth levels.

Contrarily to the idea by Maslow that access to the higher levels of his pyramid required
satisfaction in the lower level needs, the ERG areas of Alderfer are simultaneous needs.

ERG Theory recognizes that the importance of the three categories may vary for each
individual. Managers must recognize that an employee has multiple needs, which must be
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satisfied simultaneously. According to the ERG theory, if you focus exclusively on one need at a
time, this will not effectively motivate.

THE FRUSTRATION-REGRESSION PRINCIPLE

In addition, the ERG theory acknowledges that if a higher level need remains unfulfilled, the
person may regress towards lower level needs, which appear easier to satisfy. This is known as:
the frustration-regression principle. This principle impacts workplace motivation. For example, if
growth opportunities are not offered to the employees, they may regress towards relatedness
needs, and socialize more with co-workers.

If management can recognize these conditions early, steps can be taken to satisfy the frustrated
needs until the subordinate is able to pursue growth again.

McClelland (Needs for Affiliation, Power, and Achievement) Theory of Motivation

David McClelland and his associates proposed McClelland’s theory of Needs / Achievement
Motivation Theory. This theory states that human behaviour is affected by three needs - Need
for Power, Achievement and Affiliation. Need for achievement is the urge to excel, to accomplish
in relation to a set of standards, to struggle to achieve success. Need for power is the desire to
influence other individual’s behaviour as per your wish. In other words, it is the desire to have
control over others and to be influential. Need for affiliation is a need for open and sociable
interpersonal relationships. In other words, it is a desire for relationship based on co-operation
and mutual understanding.

The individuals with high achievement needs are highly motivated by competing and
challenging work. They look for promotional opportunities in job. They have a strong urge for
feedback on their achievement. Such individuals try to get satisfaction in performing things
better. High

achievement is directly related to high performance. Individuals who are better and above
average performers are highly motivated. They assume responsibility for solving the problems at
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work. McClelland called such individuals as gamblers as they set challenging targets for
themselves and they take deliberate risk to achieve those set targets. Such individuals look for
innovative ways of performing job. They perceive achievement of goals as a reward, and value
it more than a financial reward.

The individuals who are motivated by power have a strong urge to be influential and controlling.
They want that their views and ideas should dominate and thus, they want to lead. Such
individuals are motivated by the need for reputation and self-esteem. Individuals with greater
power and authority will perform better than those possessing less power. Generally, managers
with high need for power turn out to be more efficient and successful managers. They are more
determined and loyal to the organization they work for. Need for power should not always be
taken negatively. It can be viewed as the need to have a positive effect on the organization and
to support the organization in achieving it’s goals. The individuals who are motivated by
affiliation have an urge for a friendly and supportive environment. Such individuals are effective
performers in a team. These people want to be liked by others. The manager’s ability to make
decisions is hampered if they have a high affiliation need as they prefer to be accepted and liked
by others, and this weakens their objectivity. Individuals having high affiliation needs prefer
working in an environment providing greater personal interaction. Such people have a need to
be on the good books of all. They generally cannot be good leaders.

● Need for power is the desire to influence other individual's behaviour as per your wish. In
other words, it is the desire to have control over others and to be influential.

● Need for achievement is the urge to excel, to accomplish in relation to a set of

standards, to struggle to achieve success.

● Need for affiliation is a need for open and sociable interpersonal relationships. In other
words, it is a desire for relationship based on co-operation and mutual understanding.
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HERZBERG TWO FACTOR THEORY

Frederick Irving Herzberg (17 April 1923 – 19 January 2000)

Herzberg's Two Factor Theory is a "content theory" of motivation" (the other main one is
Maslow's Hierarchy of Needs). Herzberg analysed the job attitudes of 200 accountants and
engineers who were asked to recall when they had felt positive or negative at work and the
reasons why. In 1959, Frederick Herzberg, a behavioural scientist proposed a two-factor theory
or the motivator-hygiene theory. According to Herzberg, there are some job factors that result in
satisfaction while there are other job factors that prevent dissatisfaction. According to Herzberg,
the opposite of “Satisfaction” is “No satisfaction” and the opposite of “Dissatisfaction” is “No
Dissatisfaction”.

Hygiene factors

Hygiene factors are those job factors which are essential for existence of motivation at
workplace. These do not lead to positive satisfaction for long-term. But if these factors are
absent / if these factors are non-existent at workplace, then they lead to dissatisfaction. In other
words, hygiene factors are those factors which when adequate / reasonable in a job, pacify the
employees and do not make them dissatisfied. These factors are extrinsic to work. Hygiene
factors are also called as dissatisfiers or maintenance factors as they are required to avoid
dissatisfaction. These factors describe the job environment / scenario. The hygiene factors
symbolized the physiological needs which the individuals wanted and expected to be fulfilled.

Hygiene factors include:

1. Pay- The pay or salary structure should be appropriate and reasonable. It must be equal and
competitive to those in the same industry in the same domain.
2. Fringe benefits- The employees should be offered health care plans (Mediclaim), benefits for
the family members, employee help programmes, etc.
3. Physical Working conditions- The working conditions should be safe, clean and hygienic. The
work equipment should be updated and well-maintained.
4. Status- The employees’ status within the organization should be familiar and retained.
5. Interpersonal relations-The relationship of the employees with his peers, superiors and
subordinates should be appropriate and acceptable. There should be no conflict or humiliation
element present.
6. Job Security- The organization must provide job security to the employees.

HERZBERG MOTIVATIONAL FACTORS

According to Herzberg, the hygiene factors cannot be regarded as motivators. The motivational
factors yield positive satisfaction. These factors are inherent to work. These factors motivate the
employees for a superior performance. These factors are called satisfiers. These are factors
involved in performing the job. Employees find these factors intrinsically rewarding. The
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motivators symbolized the psychological needs that were perceived as an additional benefit.
Motivational factors include:

1. Recognition- The employees should be praised and recognized for their

accomplishments by the managers.
● A recent poll of over 1,000 full-time employees by Maritz Research found over
half believed the quality of their company's recognition efforts impacted their job
performance. Respondents who were "completely satisfied" with their employer's
recognition programs were more satisfied with their jobs, more likely to remain
with the company, and more likely to recommend their workplace to others.

2. Responsibility- The employees must hold themselves responsible for the work. The
managers should give them ownership of the work. They should minimize control but
retain accountability.

3. Meaningfulness of the work- The work itself should be meaningful, interesting and
challenging for the employee to perform and to get motivated.

Applying Hertzberg's model to de-motivated workers

What might the evidence of de-motivated employees be in a business?
● Low productivity
● Poor production or service quality
● Strikes / industrial disputes / breakdowns in employee communication and relationships
● Complaints about pay and working conditions

According to Herzberg, management should focus on rearranging work so that motivator factors
can take effect. He suggested three ways in which this could be done: