job motivation essay

The Science of Improving Motivation at Work

The topic of employee motivation can be quite daunting for managers, leaders, and human resources professionals.

Organizations that provide their members with meaningful, engaging work not only contribute to the growth of their bottom line, but also create a sense of vitality and fulfillment that echoes across their organizational cultures and their employees’ personal lives.

“An organization’s ability to learn, and translate that learning into action rapidly, is the ultimate competitive advantage.”

In the context of work, an understanding of motivation can be applied to improve employee productivity and satisfaction; help set individual and organizational goals; put stress in perspective; and structure jobs so that they offer optimal levels of challenge, control, variety, and collaboration.

This article demystifies motivation in the workplace and presents recent findings in organizational behavior that have been found to contribute positively to practices of improving motivation and work life.

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This Article Contains:

Motivation in the workplace, motivation theories in organizational behavior, employee motivation strategies, motivation and job performance, leadership and motivation, motivation and good business, a take-home message.

Motivation in the workplace has been traditionally understood in terms of extrinsic rewards in the form of compensation, benefits, perks, awards, or career progression.

With today’s rapidly evolving knowledge economy, motivation requires more than a stick-and-carrot approach. Research shows that innovation and creativity, crucial to generating new ideas and greater productivity, are often stifled when extrinsic rewards are introduced.

Daniel Pink (2011) explains the tricky aspect of external rewards and argues that they are like drugs, where more frequent doses are needed more often. Rewards can often signal that an activity is undesirable.

Interesting and challenging activities are often rewarding in themselves. Rewards tend to focus and narrow attention and work well only if they enhance the ability to do something intrinsically valuable. Extrinsic motivation is best when used to motivate employees to perform routine and repetitive activities but can be detrimental for creative endeavors.

Anticipating rewards can also impair judgment and cause risk-seeking behavior because it activates dopamine. We don’t notice peripheral and long-term solutions when immediate rewards are offered. Studies have shown that people will often choose the low road when chasing after rewards because addictive behavior is short-term focused, and some may opt for a quick win.

Pink (2011) warns that greatness and nearsightedness are incompatible, and seven deadly flaws of rewards are soon to follow. He found that anticipating rewards often has undesirable consequences and tends to:

• Extinguish intrinsic motivation
• Decrease performance
• Encourage cheating
• Decrease creativity
• Crowd out good behavior
• Become addictive
• Foster short-term thinking

Pink (2011) suggests that we should reward only routine tasks to boost motivation and provide rationale, acknowledge that some activities are boring, and allow people to complete the task their way. When we increase variety and mastery opportunities at work, we increase motivation.

Rewards should be given only after the task is completed, preferably as a surprise, varied in frequency, and alternated between tangible rewards and praise. Providing information and meaningful, specific feedback about the effort (not the person) has also been found to be more effective than material rewards for increasing motivation (Pink, 2011).

They have shaped the landscape of our understanding of organizational behavior and our approaches to employee motivation. We discuss a few of the most frequently applied theories of motivation in organizational behavior.

Herzberg’s two-factor theory

Frederick Herzberg’s (1959) two-factor theory of motivation, also known as dual-factor theory or motivation-hygiene theory, was a result of a study that analyzed responses of 200 accountants and engineers who were asked about their positive and negative feelings about their work. Herzberg (1959) concluded that two major factors influence employee motivation and satisfaction with their jobs:

• Motivator factors, which can motivate employees to work harder and lead to on-the-job satisfaction, including experiences of greater engagement in and enjoyment of the work, feelings of recognition, and a sense of career progression
• Hygiene factors, which can potentially lead to dissatisfaction and a lack of motivation if they are absent, such as adequate compensation, effective company policies, comprehensive benefits, or good relationships with managers and coworkers

Herzberg (1959) maintained that while motivator and hygiene factors both influence motivation, they appeared to work entirely independently of each other. He found that motivator factors increased employee satisfaction and motivation, but the absence of these factors didn’t necessarily cause dissatisfaction.

Likewise, the presence of hygiene factors didn’t appear to increase satisfaction and motivation, but their absence caused an increase in dissatisfaction. It is debatable whether his theory would hold true today outside of blue-collar industries, particularly among younger generations, who may be looking for meaningful work and growth.

Maslow’s hierarchy of needs

Abraham Maslow’s hierarchy of needs theory proposed that employees become motivated along a continuum of needs from basic physiological needs to higher level psychological needs for growth and self-actualization . The hierarchy was originally conceptualized into five levels:

• Physiological needs that must be met for a person to survive, such as food, water, and shelter
• Safety needs that include personal and financial security, health, and wellbeing
• Belonging needs for friendships, relationships, and family
• Esteem needs that include feelings of confidence in the self and respect from others
• Self-actualization needs that define the desire to achieve everything we possibly can and realize our full potential

According to the hierarchy of needs, we must be in good health, safe, and secure with meaningful relationships and confidence before we can reach for the realization of our full potential.

For a full discussion of other theories of psychological needs and the importance of need satisfaction, see our article on How to Motivate .

Hawthorne effect

The Hawthorne effect, named after a series of social experiments on the influence of physical conditions on productivity at Western Electric’s factory in Hawthorne, Chicago, in the 1920s and 30s, was first described by Henry Landsberger in 1958 after he noticed some people tended to work harder and perform better when researchers were observing them.

Although the researchers changed many physical conditions throughout the experiments, including lighting, working hours, and breaks, increases in employee productivity were more significant in response to the attention being paid to them, rather than the physical changes themselves.

Today the Hawthorne effect is best understood as a justification for the value of providing employees with specific and meaningful feedback and recognition. It is contradicted by the existence of results-only workplace environments that allow complete autonomy and are focused on performance and deliverables rather than managing employees.

Expectancy theory

Expectancy theory proposes that we are motivated by our expectations of the outcomes as a result of our behavior and make a decision based on the likelihood of being rewarded for that behavior in a way that we perceive as valuable.

For example, an employee may be more likely to work harder if they have been promised a raise than if they only assumed they might get one.

Expectancy theory posits that three elements affect our behavioral choices:

• Expectancy is the belief that our effort will result in our desired goal and is based on our past experience and influenced by our self-confidence and anticipation of how difficult the goal is to achieve.
• Instrumentality is the belief that we will receive a reward if we meet performance expectations.
• Valence is the value we place on the reward.

Expectancy theory tells us that we are most motivated when we believe that we will receive the desired reward if we hit an achievable and valued target, and least motivated if we do not care for the reward or do not believe that our efforts will result in the reward.

Three-dimensional theory of attribution

Attribution theory explains how we attach meaning to our own and other people’s behavior and how the characteristics of these attributions can affect future motivation.

Bernard Weiner’s three-dimensional theory of attribution proposes that the nature of the specific attribution, such as bad luck or not working hard enough, is less important than the characteristics of that attribution as perceived and experienced by the individual. According to Weiner, there are three main characteristics of attributions that can influence how we behave in the future:

Stability is related to pervasiveness and permanence; an example of a stable factor is an employee believing that they failed to meet the expectation because of a lack of support or competence. An unstable factor might be not performing well due to illness or a temporary shortage of resources.

“There are no secrets to success. It is the result of preparation, hard work, and learning from failure.”

Colin Powell

According to Weiner, stable attributions for successful achievements can be informed by previous positive experiences, such as completing the project on time, and can lead to positive expectations and higher motivation for success in the future. Adverse situations, such as repeated failures to meet the deadline, can lead to stable attributions characterized by a sense of futility and lower expectations in the future.

Locus of control describes a perspective about the event as caused by either an internal or an external factor. For example, if the employee believes it was their fault the project failed, because of an innate quality such as a lack of skills or ability to meet the challenge, they may be less motivated in the future.

If they believe an external factor was to blame, such as an unrealistic deadline or shortage of staff, they may not experience such a drop in motivation.

Controllability defines how controllable or avoidable the situation was. If an employee believes they could have performed better, they may be less motivated to try again in the future than someone who believes that factors outside of their control caused the circumstances surrounding the setback.

Theory X and theory Y

Douglas McGregor proposed two theories to describe managerial views on employee motivation: theory X and theory Y. These views of employee motivation have drastically different implications for management.

He divided leaders into those who believe most employees avoid work and dislike responsibility (theory X managers) and those who say that most employees enjoy work and exert effort when they have control in the workplace (theory Y managers).

To motivate theory X employees, the company needs to push and control their staff through enforcing rules and implementing punishments.

Theory Y employees, on the other hand, are perceived as consciously choosing to be involved in their work. They are self-motivated and can exert self-management, and leaders’ responsibility is to create a supportive environment and develop opportunities for employees to take on responsibility and show creativity.

Theory X is heavily informed by what we know about intrinsic motivation and the role that the satisfaction of basic psychological needs plays in effective employee motivation.

Taking theory X and theory Y as a starting point, theory Z was developed by Dr. William Ouchi. The theory combines American and Japanese management philosophies and focuses on long-term job security, consensual decision making, slow evaluation and promotion procedures, and individual responsibility within a group context.

Its noble goals include increasing employee loyalty to the company by providing a job for life, focusing on the employee’s wellbeing, and encouraging group work and social interaction to motivate employees in the workplace.

There are several implications of these numerous theories on ways to motivate employees. They vary with whatever perspectives leadership ascribes to motivation and how that is cascaded down and incorporated into practices, policies, and culture.

The effectiveness of these approaches is further determined by whether individual preferences for motivation are considered. Nevertheless, various motivational theories can guide our focus on aspects of organizational behavior that may require intervening.

Herzberg’s two-factor theory , for example, implies that for the happiest and most productive workforce, companies need to work on improving both motivator and hygiene factors.

The theory suggests that to help motivate employees, the organization must ensure that everyone feels appreciated and supported, is given plenty of specific and meaningful feedback, and has an understanding of and confidence in how they can grow and progress professionally.

To prevent job dissatisfaction, companies must make sure to address hygiene factors by offering employees the best possible working conditions, fair pay, and supportive relationships.

Maslow’s hierarchy of needs , on the other hand, can be used to transform a business where managers struggle with the abstract concept of self-actualization and tend to focus too much on lower level needs. Chip Conley, the founder of the Joie de Vivre hotel chain and head of hospitality at Airbnb, found one way to address this dilemma by helping his employees understand the meaning of their roles during a staff retreat.

In one exercise, he asked groups of housekeepers to describe themselves and their job responsibilities by giving their group a name that reflects the nature and the purpose of what they were doing. They came up with names such as “The Serenity Sisters,” “The Clutter Busters,” and “The Peace of Mind Police.”

These designations provided a meaningful rationale and gave them a sense that they were doing more than just cleaning, instead “creating a space for a traveler who was far away from home to feel safe and protected” (Pattison, 2010). By showing them the value of their roles, Conley enabled his employees to feel respected and motivated to work harder.

The Hawthorne effect studies and Weiner’s three-dimensional theory of attribution have implications for providing and soliciting regular feedback and praise. Recognizing employees’ efforts and providing specific and constructive feedback in the areas where they can improve can help prevent them from attributing their failures to an innate lack of skills.

Praising employees for improvement or using the correct methodology, even if the ultimate results were not achieved, can encourage them to reframe setbacks as learning opportunities. This can foster an environment of psychological safety that can further contribute to the view that success is controllable by using different strategies and setting achievable goals .

Theories X, Y, and Z show that one of the most impactful ways to build a thriving organization is to craft organizational practices that build autonomy, competence, and belonging. These practices include providing decision-making discretion, sharing information broadly, minimizing incidents of incivility, and offering performance feedback.

Being told what to do is not an effective way to negotiate. Having a sense of autonomy at work fuels vitality and growth and creates environments where employees are more likely to thrive when empowered to make decisions that affect their work.

Feedback satisfies the psychological need for competence. When others value our work, we tend to appreciate it more and work harder. Particularly two-way, open, frequent, and guided feedback creates opportunities for learning.

Frequent and specific feedback helps people know where they stand in terms of their skills, competencies, and performance, and builds feelings of competence and thriving. Immediate, specific, and public praise focusing on effort and behavior and not traits is most effective. Positive feedback energizes employees to seek their full potential.

Lack of appreciation is psychologically exhausting, and studies show that recognition improves health because people experience less stress. In addition to being acknowledged by their manager, peer-to-peer recognition was shown to have a positive impact on the employee experience (Anderson, 2018). Rewarding the team around the person who did well and giving more responsibility to top performers rather than time off also had a positive impact.

Stop trying to motivate your employees – Kerry Goyette

Other approaches to motivation at work include those that focus on meaning and those that stress the importance of creating positive work environments.

Meaningful work is increasingly considered to be a cornerstone of motivation. In some cases, burnout is not caused by too much work, but by too little meaning. For many years, researchers have recognized the motivating potential of task significance and doing work that affects the wellbeing of others.

All too often, employees do work that makes a difference but never have the chance to see or to meet the people affected. Research by Adam Grant (2013) speaks to the power of long-term goals that benefit others and shows how the use of meaning to motivate those who are not likely to climb the ladder can make the job meaningful by broadening perspectives.

Creating an upbeat, positive work environment can also play an essential role in increasing employee motivation and can be accomplished through the following:

• Encouraging teamwork and sharing ideas
• Providing tools and knowledge to perform well
• Eliminating conflict as it arises
• Giving employees the freedom to work independently when appropriate
• Helping employees establish professional goals and objectives and aligning these goals with the individual’s self-esteem
• Making the cause and effect relationship clear by establishing a goal and its reward
• Offering encouragement when workers hit notable milestones
• Celebrating employee achievements and team accomplishments while avoiding comparing one worker’s achievements to those of others
• Offering the incentive of a profit-sharing program and collective goal setting and teamwork
• Soliciting employee input through regular surveys of employee satisfaction
• Providing professional enrichment through providing tuition reimbursement and encouraging employees to pursue additional education and participate in industry organizations, skills workshops, and seminars
• Motivating through curiosity and creating an environment that stimulates employee interest to learn more
• Using cooperation and competition as a form of motivation based on individual preferences

Sometimes, inexperienced leaders will assume that the same factors that motivate one employee, or the leaders themselves, will motivate others too. Some will make the mistake of introducing de-motivating factors into the workplace, such as punishment for mistakes or frequent criticism, but negative reinforcement rarely works and often backfires.

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There are several positive psychology interventions that can be used in the workplace to improve important outcomes, such as reduced job stress and increased motivation, work engagement, and job performance. Numerous empirical studies have been conducted in recent years to verify the effects of these interventions.

Psychological capital interventions

Psychological capital interventions are associated with a variety of work outcomes that include improved job performance, engagement, and organizational citizenship behaviors (Avey, 2014; Luthans & Youssef-Morgan 2017). Psychological capital refers to a psychological state that is malleable and open to development and consists of four major components:

• Self-efficacy and confidence in our ability to succeed at challenging work tasks
• Optimism and positive attributions about the future of our career or company
• Hope and redirecting paths to work goals in the face of obstacles
• Resilience in the workplace and bouncing back from adverse situations (Luthans & Youssef-Morgan, 2017)

Job crafting interventions

Job crafting interventions – where employees design and have control over the characteristics of their work to create an optimal fit between work demands and their personal strengths – can lead to improved performance and greater work engagement (Bakker, Tims, & Derks, 2012; van Wingerden, Bakker, & Derks, 2016).

The concept of job crafting is rooted in the jobs demands–resources theory and suggests that employee motivation, engagement, and performance can be influenced by practices such as (Bakker et al., 2012):

• Attempts to alter social job resources, such as feedback and coaching
• Structural job resources, such as opportunities to develop at work
• Challenging job demands, such as reducing workload and creating new projects

Job crafting is a self-initiated, proactive process by which employees change elements of their jobs to optimize the fit between their job demands and personal needs, abilities, and strengths (Wrzesniewski & Dutton, 2001).

Today’s motivation research shows that participation is likely to lead to several positive behaviors as long as managers encourage greater engagement, motivation, and productivity while recognizing the importance of rest and work recovery.

One key factor for increasing work engagement is psychological safety (Kahn, 1990). Psychological safety allows an employee or team member to engage in interpersonal risk taking and refers to being able to bring our authentic self to work without fear of negative consequences to self-image, status, or career (Edmondson, 1999).

When employees perceive psychological safety, they are less likely to be distracted by negative emotions such as fear, which stems from worrying about controlling perceptions of managers and colleagues.

Dealing with fear also requires intense emotional regulation (Barsade, Brief, & Spataro, 2003), which takes away from the ability to fully immerse ourselves in our work tasks. The presence of psychological safety in the workplace decreases such distractions and allows employees to expend their energy toward being absorbed and attentive to work tasks.

Effective structural features, such as coaching leadership and context support, are some ways managers can initiate psychological safety in the workplace (Hackman, 1987). Leaders’ behavior can significantly influence how employees behave and lead to greater trust (Tyler & Lind, 1992).

Supportive, coaching-oriented, and non-defensive responses to employee concerns and questions can lead to heightened feelings of safety and ensure the presence of vital psychological capital.

Another essential factor for increasing work engagement and motivation is the balance between employees’ job demands and resources.

Job demands can stem from time pressures, physical demands, high priority, and shift work and are not necessarily detrimental. High job demands and high resources can both increase engagement, but it is important that employees perceive that they are in balance, with sufficient resources to deal with their work demands (Crawford, LePine, & Rich, 2010).

Challenging demands can be very motivating, energizing employees to achieve their goals and stimulating their personal growth. Still, they also require that employees be more attentive and absorbed and direct more energy toward their work (Bakker & Demerouti, 2014).

Unfortunately, when employees perceive that they do not have enough control to tackle these challenging demands, the same high demands will be experienced as very depleting (Karasek, 1979).

This sense of perceived control can be increased with sufficient resources like managerial and peer support and, like the effects of psychological safety, can ensure that employees are not hindered by distraction that can limit their attention, absorption, and energy.

The job demands–resources occupational stress model suggests that job demands that force employees to be attentive and absorbed can be depleting if not coupled with adequate resources, and shows how sufficient resources allow employees to sustain a positive level of engagement that does not eventually lead to discouragement or burnout (Demerouti, Bakker, Nachreiner, & Schaufeli, 2001).

And last but not least, another set of factors that are critical for increasing work engagement involves core self-evaluations and self-concept (Judge & Bono, 2001). Efficacy, self-esteem, locus of control, identity, and perceived social impact may be critical drivers of an individual’s psychological availability, as evident in the attention, absorption, and energy directed toward their work.

Self-esteem and efficacy are enhanced by increasing employees’ general confidence in their abilities, which in turn assists in making them feel secure about themselves and, therefore, more motivated and engaged in their work (Crawford et al., 2010).

Social impact, in particular, has become increasingly important in the growing tendency for employees to seek out meaningful work. One such example is the MBA Oath created by 25 graduating Harvard business students pledging to lead professional careers marked with integrity and ethics:

The MBA oath

“As a business leader, I recognize my role in society.

My purpose is to lead people and manage resources to create value that no single individual can create alone.

My decisions affect the well-being of individuals inside and outside my enterprise, today and tomorrow. Therefore, I promise that:

• I will manage my enterprise with loyalty and care, and will not advance my personal interests at the expense of my enterprise or society.
• I will understand and uphold, in letter and spirit, the laws and contracts governing my conduct and that of my enterprise.
• I will refrain from corruption, unfair competition, or business practices harmful to society.
• I will protect the human rights and dignity of all people affected by my enterprise, and I will oppose discrimination and exploitation.
• I will protect the right of future generations to advance their standard of living and enjoy a healthy planet.
• I will report the performance and risks of my enterprise accurately and honestly.
• I will invest in developing myself and others, helping the management profession continue to advance and create sustainable and inclusive prosperity.

In exercising my professional duties according to these principles, I recognize that my behavior must set an example of integrity, eliciting trust, and esteem from those I serve. I will remain accountable to my peers and to society for my actions and for upholding these standards. This oath, I make freely, and upon my honor.”

Job crafting is the process of personalizing work to better align with one’s strengths, values, and interests (Tims & Bakker, 2010).

Any job, at any level can be ‘crafted,’ and a well-crafted job offers more autonomy, deeper engagement and improved overall wellbeing.

There are three types of job crafting:

• Task crafting involves adding or removing tasks, spending more or less time on certain tasks, or redesigning tasks so that they better align with your core strengths (Berg et al., 2013).
• Relational crafting includes building, reframing, and adapting relationships to foster meaningfulness (Berg et al., 2013).
• Cognitive crafting defines how we think about our jobs, including how we perceive tasks and the meaning behind them.

If you would like to guide others through their own unique job crafting journey, our set of Job Crafting Manuals (PDF) offer a ready-made 7-session coaching trajectory.

Prosocial motivation is an important driver behind many individual and collective accomplishments at work.

It is a strong predictor of persistence, performance, and productivity when accompanied by intrinsic motivation. Prosocial motivation was also indicative of more affiliative citizenship behaviors when it was accompanied by motivation toward impression management motivation and was a stronger predictor of job performance when managers were perceived as trustworthy (Ciulla, 2000).

On a day-to-day basis most jobs can’t fill the tall order of making the world better, but particular incidents at work have meaning because you make a valuable contribution or you are able to genuinely help someone in need.

J. B. Ciulla

Prosocial motivation was shown to enhance the creativity of intrinsically motivated employees, the performance of employees with high core self-evaluations, and the performance evaluations of proactive employees. The psychological mechanisms that enable this are the importance placed on task significance, encouraging perspective taking, and fostering social emotions of anticipated guilt and gratitude (Ciulla, 2000).

Some argue that organizations whose products and services contribute to positive human growth are examples of what constitutes good business (Csíkszentmihályi, 2004). Businesses with a soul are those enterprises where employees experience deep engagement and develop greater complexity.

In these unique environments, employees are provided opportunities to do what they do best. In return, their organizations reap the benefits of higher productivity and lower turnover, as well as greater profit, customer satisfaction, and workplace safety. Most importantly, however, the level of engagement, involvement, or degree to which employees are positively stretched contributes to the experience of wellbeing at work (Csíkszentmihályi, 2004).

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Daniel Pink (2011) argues that when it comes to motivation, management is the problem, not the solution, as it represents antiquated notions of what motivates people. He claims that even the most sophisticated forms of empowering employees and providing flexibility are no more than civilized forms of control.

He gives an example of companies that fall under the umbrella of what is known as results-only work environments (ROWEs), which allow all their employees to work whenever and wherever they want as long their work gets done.

Valuing results rather than face time can change the cultural definition of a successful worker by challenging the notion that long hours and constant availability signal commitment (Kelly, Moen, & Tranby, 2011).

Studies show that ROWEs can increase employees’ control over their work schedule; improve work–life fit; positively affect employees’ sleep duration, energy levels, self-reported health, and exercise; and decrease tobacco and alcohol use (Moen, Kelly, & Lam, 2013; Moen, Kelly, Tranby, & Huang, 2011).

Perhaps this type of solution sounds overly ambitious, and many traditional working environments are not ready for such drastic changes. Nevertheless, it is hard to ignore the quickly amassing evidence that work environments that offer autonomy, opportunities for growth, and pursuit of meaning are good for our health, our souls, and our society.

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Related reading: Motivation in Education: What It Takes to Motivate Our Kids

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Good and helpful study thank you. It will help achieving goals for my clients. Thank you for this information

A lot of data is really given. Validation is correct. The next step is the exchange of knowledge in order to create an optimal model of motivation.

A good article, thank you for sharing. The views and work by the likes of Daniel Pink, Dan Ariely, Barry Schwartz etc have really got me questioning and reflecting on my own views on workplace motivation. There are far too many organisations and leaders who continue to rely on hedonic principles for motivation (until recently, myself included!!). An excellent book which shares these modern views is ‘Primed to Perform’ by Doshi and McGregor (2015). Based on the earlier work of Deci and Ryan’s self determination theory the book explores the principle of ‘why people work, determines how well they work’. A easy to read and enjoyable book that offers a very practical way of applying in the workplace.

Thanks for mentioning that. Sounds like a good read.

All the best, Annelé

Motivation – a piece of art every manager should obtain and remember by heart and continue to embrace.

Exceptionally good write-up on the subject applicable for personal and professional betterment. Simplified theorem appeals to think and learn at least one thing that means an inspiration to the reader. I appreciate your efforts through this contributive work.

Excelente artículo sobre motivación. Me inspira. Gracias

Very helpful for everyone studying motivation right now! It’s brilliant the way it’s witten and also brought to the reader. Thank you.

Such a brilliant piece! A super coverage of existing theories clearly written. It serves as an excellent overview (or reminder for those of us who once knew the older stuff by heart!) Thank you!

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Job Satisfaction and Motivation, Essay Example

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Job satisfaction implies to contentment that is attributed to interaction of the positive and the negative feelings inherent in an employee toward the work that his or her performs. Job satisfaction entails more of a journey than a destination because is is applicable to the employee and the employer alike. There lacks a definitive way of evaluating job satisfaction and ensuring that it exists (Armstrong, 2005).

Job satisfaction among the involves the process through which all requirements as well as demands of workers are efficiently addressed by team leaders, managers, as well as any other responsible person in the business. Job satisfaction may results from competently addressing the employees’ needs as well as wants in the workplace. People are different as a result of cultural along with personally differences, this therefore require greater examination in order to address all employees needs effectively. From time to time employee demands and wants keep on changing due to the dynamics and technological advancements in the society. This has consequently made employees to have changes in their needs at theworkplace which need to be looked properly in order to ensure satisfaction.

Job satisfaction factors

Employees in any organization have constantly admired to be treated properly in harmony with their needs as well as want in order to experience satisfaction and honor. Most of the organizations are implementing any potential strategies to identify how they can install satisfaction among their employees. Failure to satisfy employees is a significant factor in low productivity as they may find no reason to perform effectively.

The overall satisfaction with regard to his or her job is determined by several factors that work in combination. The most important of these factors involve financial compensation. Others include working conditions, opportunity for advancement, the level workload and stress, respect from the co-workers, relationship with the supervisors and financial rewards.

Opportunities of training and development in the workplace are also a key factor in determining if the employees will be satisfied or not in their workplace. It is therefore the responsibility of the management to create room for employees to advance their skills as well as knowledge. This is efficiently achievable through setting up training centers within the organization and also paying seminar fees for them. It is critical to pay bills associated with the employees medical expenses in case of injury while at work in the organization and also create a secure working environment by putting in place sound security measures.

Importance of Job Satisfaction at the workplace

Job satisfaction has important implications on the working environment of employees this consequently affects the level of performance and output of the employee. The level of performance depends on the happiness in employees that comes from job satisfaction.

Employees are the most valued assets in a company. Thus the management must consider sufficient investment in their human capital to facilitate for the creation of a positive environment in the workplace, empowerment of employees by means of trusted relationships and provision of secondary benefits which ideally prop up the work life, interests as well as the general well being of the employee.

Employee Motivation

Maslow’s theory of motivation and the 5 stage levels

Maslow’s theory gives a detailed discussion of the understanding of relative creation of individual realization in individuals turning out to be further refined particularly when to making an explicit understanding in as far as they are concerned (Armstrong, 2005). Maslow has divided the elements of employment satisfaction into five (5) stage levels. The stage levels comprise of self-actualization, the esteem, love or belonging, the safety as well as the physiological appreciation of what purposely makes up human beings to have a better feeling associated with their self worth.

Why Maslow’s theory is the most effective in the organization?

These theories compel the strike a balance on their policies and growth and development among the employees in their business enterprises. It could be implicit that these theories are particularly intended to make an unambiguous indication on the best possible approach of treating employees in the work place and consequently motivate them so that they can effectively respond accordingly to the requirements that the organization management anticipates that they give attention to (Armstrong, 2005). The ability to strike such a balance is an important precursor in the growth of employees which would occur especially in relation to the connection that the organization management have towards their employees hence creating a more unified organization that is geared up towards progress.

Motivation is a phenomenon that is translated in a varied manner among different individuals. Every person is unique in terms of their individual needs, attitudes, wants, beliefs as well as expectations. There is no solitary motivational method that works for every employee. A supervisor therefore should not think that factors that motivate him personally are the same as the ones that motivate junior employees. In turn, things that motivate one employee are not the same as those for another employee. In addition, the level of motivation between individuals is differs depending on the situation.

Examples on how companies use this theory to motivate employees

The theories postulated by Maslow are applicable in many business organizations because the self-actualization as well as self-esteem mentioned in these theories has a significantly critical impact on how an individual develops to become a better person. In an attempt to motivate employees, Maslow theories enforce the creation of balance on company policies which serve an important role in advancing the growth and development among the company employees for the mutual benefit of the employer and the employee.

It is imperative for managers to become skilled at the determinants of motivation in a business. Employees who are not motivated are likely to conduct their work with little or no effort, which results to low output. In worst scenarios, unmotivated employees have been known to exit the company. This in turn will not make the organization achieve its goals and objectives. In work places that have constant changing environments, motivated employees help organizations to endure and survive through hardships

Motivation is a very important aspect in the management of human resources. The continuance of an organization relies on the motivation of its employees. The senior management in the organization need to appreciate and recognize the importance of motivating employees. Many managers do not realize the effect that motivation can have on their businesses

Organization management plays a crucial role in enhancing firm performance. It is the duty of the management to enforce policies as well as structures that concern employees’ behaviour along with attitudes.

Armstrong, M, A Handbook of Human Resource Management Practice , 9 th Ed. Kogan Page, London, 2005.

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How Does Work Motivation Impact Employees’ Investment at Work and Their Job Engagement? A Moderated-Moderation Perspective Through an International Lens

1 Independent Researcher, Netanya, Israel

Takuma Kimura

2 Graduate School of Career Studies, Hosei University, Tokyo, Japan

Associated Data

The datasets generated for this study are available on request to the corresponding author.

This paper aims at shedding light on the effects that intrinsic and extrinsic motivation, as predictors, have on heavy work investment of time and effort and on job engagement. Using a questionnaire survey, this study conducted a moderated-moderation analysis, considering two conditional effects—worker’s status (working students vs. non-student employees) and country (Israel vs. Japan)—as potential moderators, since there are clear cultural differences between these countries. Data were gathered from 242 Israeli and 171 Japanese participants. The analyses revealed that worker’s status moderates the effects of intrinsic and extrinsic motivation on heavy work investment of time and effort and on job engagement and that the moderating effects were conditioned by country differences. Theoretical and practical implications and future research suggestions are discussed.

Introduction

Our world today has been described by the acronym VUCA (volatile, uncertain, complex, and ambiguous). In this rapidly changing world, organizations and individuals need to engage in continuous learning. To achieve a competitive advantage, organizations need to develop organizational learning, which can be achieved by acquiring learning individuals. From the latter’s viewpoint, it is getting more necessary for workers to learn continuously to enhance and maintain their employability. As shown in previous research, the number of people engaging in lifelong learning has significantly increased ( Corrales-Herrero and Rodríguez-Prado, 2018 ).

In such an era, an organization needs to acquire and retain learning individuals. However, it is not an easy task because they might have turnover intentions, even when they are motivated to work. Since learning individuals enhance their skills continuously and have a “third place” for new encounters (e.g., school), they are likely to find other attractive job opportunities. Therefore, it is valuable for us to explore how motivation affects learning individuals’ attitudes and behavior. However, to the best of our knowledge, researchers have not addressed this issue.

Recently, researchers and practitioners have paid increasing attention to employees’ job engagement (JE) ( Bailey et al., 2017 ). Previous studies suggested that engaged workers are likely to achieve high performance and have low intention to leave ( Rich et al., 2010 ; Alarcon and Edwards, 2011 ). However, JE does not necessarily represent workers’ favorable attitude ( van Beek et al., 2011 ). In the case of working individuals, their appearance of being “highly engaged” can be caused by time constraints or impression management motive.

Recognizing the ambiguous nature of “engaged workers,” this study also focuses on a relatively new construct called heavy work investment (HWI). People high in HWI are apparently similar to those high in JE. However, as will be discussed later, these two constructs are distinct. By focusing on both engagement and HWI, we can reveal the underlying mechanism of how motivation affects the learning individuals’ engagement.

To address these issues, we analyzed quantitative data which include both learning individuals (hereafter called “working students”) and non-student workers. The choice of employees who are students as opposed to “regular” employees was based on arguments presented in the conservation of resources (COR) theory ( Hobfoll, 1989 , 2011 ). It will be elaborated further in this paper.

Besides, since the contexts of lifelong learning and work in an organization can affect the focal mechanism, we collected data from two countries—Israel and Japan—and conducted a between-country comparative analysis. As we will discuss below, these two countries widely differ in cultural dimensions, as suggested by Hofstede (1980 , 2018) . We limit the scope of the research to Israel and Japan to concentrate on a specific issue which was not investigated in previous studies, especially in a comparison between these two countries (to the best of our knowledge). The sample and analysis of this study can provide insightful implications because these two countries are widely different in their national cultural contexts.

Work Motivation

A general definition of motivation is the psychological force that generates complex processes of goal-directed thoughts and behaviors. These processes revolve around an individual’s internal psychological forces alongside external environmental/contextual forces and determine the direction, intensity, and persistence of personal behavior aimed at a specific goal(s) ( Kanfer, 2009 ; Kanfer et al., 2017 ). In the work domain, work motivation is “a set of energetic forces that originate within individuals, as well as in their environment, to initiate work-related behaviors and to determine their form, direction, intensity and duration” (after Pinder, 2008 , p. 11). As mentioned, work motivation is derived from an interaction between individual differences and their environment (e.g., cultural, societal, and work organizational) ( Latham and Pinder, 2005 ). In addition, motivation is affected by personality traits, needs, and even work fit, while generating various outcomes and attitudes, such as satisfaction, organizational citizenship behaviors (OCBs), engagement, and more (for further reading, see Tziner et al., 2012 ).

Moreover, work motivation, as an umbrella term under the self-determination theory (SDT), is usually broken down into two main constructs—intrinsic versus extrinsic motivation ( Ryan and Deci, 2000b ). On the one hand, intrinsic motivation is an internal driver. Employees work out of the excitement, feeling of accomplishment, joy, and personal satisfaction they derive both from the processes of work-related activities and from their results ( Deci and Ryan, 1985 ; Bauer et al., 2016 ; Legault, 2016 ). On the other hand, extrinsic motivation maintains that the individual’s drive to work is influenced by the organization, the work itself, and the employee’s environment. These can range from social norms, peer influence, financial needs, promises of reward, and more. As such, being extrinsically motivated is being focused on the utility of the activity rather than the activity itself (see Deci and Ryan, 1985 ; Legault, 2016 ). However, this does not, by any means, point that extrinsic motivation is less effective than intrinsic motivation ( Deci et al., 1999 ).

Furthermore, the SDT ( Ryan and Deci, 2000b ) argues that each type of motivation is on opposite poles of a single continuum. However, we agree with the notion that they are mutually independent, as Rockmann and Ballinger (2017) wrote:

“…there is increasing evidence that intrinsic and extrinsic motivations are independent, each with unique antecedents and outcomes … in organizations, because financial incentives exist alongside interesting tasks, individuals can simultaneously experience extrinsic and intrinsic motivation for doing their work.” (p. 11)

Literature-wise, the intrinsic–extrinsic outlook of motivation lacks coherent research, and to the best of our knowledge, most of the past research addressed the intrinsic part (e.g., Rich et al., 2010 ; Bauer et al., 2016 ). As such, we would align with the approach to distinguish the two work motivations as was reviewed in this section and consequently treat it as a predictor in our research.

Job Engagement

Work engagement is typically defined as “a positive, fulfilling, work-related state of mind that is characterized by vigor, dedication, and absorption” ( Schaufeli et al., 2002 , p. 74). As such, engaged employees appear to be hardworking ( vigor ), are more involved in their work ( dedication ), and are more immersed in their work ( absorption ) (see also Bakker et al., 2008 ; Chughtai and Buckley, 2011 ; Taris et al., 2015 ). JE was initially proposed as a positive construct ( Kahn, 1990 ), and empirical studies revealed that a high level of JE leads to positive work outcomes. For example, recent studies exhibited its positive effect on individual job performance and adverse effect on turnover intention ( Breevaart et al., 2016 ; Owens et al., 2016 ; Shahpouri et al., 2016 ; Kumar et al., 2018 ). Therefore, employees’ JE has been regarded as one of the performance indicators of human resource management.

In terms of antecedents and predictors, it is broadly accepted that JE may be affected by both individual differences (e.g., Sharoni et al., 2015 ; Latta and Fait, 2016 ; Basit, 2017 ) and environmental/contextual elements (e.g., Sharoni et al., 2015 ; Basit, 2017 ; Gyu Park et al., 2017 ; Lebron et al., 2018 ) (see also Macey and Schneider, 2008 ) or even an interaction between these two factors (e.g., Sharoni et al., 2015 ; Hernandez and Guarana, 2018 ).

Intrinsic/Extrinsic Motivation and JE

To the best of our knowledge, only a few papers examined the association between work motivation and JE. For instance, Rich et al. (2010) tested a model in which both intrinsic motivation and JE were tested “vertically,” meaning they were both mediators (in the model) rather than two factors in a predictor–outcome relationship. This offers a further incentive to examine the association between (intrinsic/extrinsic) work motivation and JE.

Because JE is “…driven by perceptions of psychological meaningfulness, safety, and availability at work” ( Hernandez and Guarana, 2018 , p. 1), a vital notion behind work motivation is the perception of the job as a place for fulfilling different needs: extrinsic needs, such as income and status, and intrinsic needs, such as enjoyment, and personal challenge. This perception, very likely, bolsters the association between the employees’ drive to work and the workplace or the work themselves, increasing the involvement and the amount of work they put into their work (i.e., JE). These assumptions lead us to hypothesize the following:

• H1 : Intrinsic motivation positively associates with JE.
• H2 : Extrinsic motivation positively associates with JE.

Heavy Work Investment

Fundamentally different from being immersed or involved at work (e.g., JE), employees usually invest time and energy at their workplace with various manifestations, which ultimately barrel down to the concept of HWI. This umbrella term encompasses two major core aspects: (1) investment of time (i.e., working long hours) and (2) investment of effort and energy (i.e., devoting substantial efforts, both physical and mental, at work) ( Snir and Harpaz, 2012 , Snir and Harpaz, 2015 ). These dimensions are, respectively, called (a) time commitment (HWI-TC) and work intensity (HWI-WI). Notably, many studies deal with the implications of working overtime (e.g., Stimpfel et al., 2012 ; Caruso, 2014 ). However, to the best of our knowledge, empirical studies regarding the investment of efforts at work as an indicator of HWI (e.g., Tziner et al., 2019 ) are scarce. Therefore, the current research addresses both of the core dimensions of HWI (i.e., time [HWI-TC] and effort [HWI-WI]).

In reality, HWI consists of many different constructs (e.g., workaholism and work addiction or passion to work) but conclusively revolves around the devotion of time and effort at work (see Snir and Harpaz, 2015 , p. 6). HWI is apparently similar to JE, but these two constructs are distinct. As shown in previous studies, the correlation between workaholism—one component of HWI—and JE is generally weak, and engaged individuals can be not only high in HWI but also low in HWI ( van Beek et al., 2011 ).

For HWI’s possible predictors, Snir and Harpaz (2012 , 2015) have differentiated between situational and dispositional types of HWI (based on Weiner’s, 1985 , attributional framework). Examples of situational types are financial needs or employer-directed contingencies (external factors), while dispositional types are characterized by individual differences (internal factors), such as work motivation.

Intrinsic/Extrinsic Motivation and HWI

As previously mentioned, employees may be driven to work by both intrinsic and extrinsic forces, motivating them to engage in work activities to fulfill different needs (e.g., salary, enjoyment, challenge, and promotion). Ultimately, these two mutually exclusive elements would translate into the same outcome—increased investment at work. At this juncture, however, we cannot say what type of work motivation (intrinsic/extrinsic) would more tightly link to either (1) the heavier devotion of time (HWI-TC) or (2) the heavier investment of effort (HWI-WI) at work. Consequently, we hypothesize further the following:

• H3 : Intrinsic motivation positively associates with both HWI-TC and HWI-WI.
• H4 : Extrinsic motivation positively associates with both HWI-TC and HWI-WI.

It is important to emphasize that, again, HWI and JE are mutually independent constructs. Nevertheless, HWI points at two different investment “types”—in time and effort. Theoretically, we see that although both aspects of investment are, probably, linked to JE, we may also conclude that these associations would differ based on the type of investment. For example, while workers may allegedly spend a great deal of time on the job, in actuality, they may not be working (studiously) on their given tasks at all, a situation labeled as “presenteeism” (see Rabenu and Aharoni-Goldenberg, 2017 ). However, exerting more effort at work, by definition, means that one is more engaged, to whatever extent, in work (e.g., investing more effort, basically, means investing time as well, but not vice versa). In other words, while we expect that JE will be positively related to dimensions of HWI (one must devote time and invest more effort to be engaged at work), we also assume that JE will be more strongly correlated with the effort dimension, rather than time . As such, we hypothesize the following:

• H5a : JE positively associates with HWI-TC.
• H5b : JE positively associates with HWI-WI.
• H5c : JE has a stronger association with HWI-WI than with HWI-TC.

The purpose of H5a–H5c is to differentiate JE from HWI-WI and HWI-TC, as they may have some overlaps. However, they are still stand-alone constructs, which is the reason the current research gauge them both and correlate them, though they are both outcome variables (an issue of convergent and discriminant validity).

Worker’s Status—Buffering Effect

An organization or a workplace is usually composed of several types of employees, albeit not all of them exhibit the same attitudes and behaviors at work. For example, temporary workers report greater job insecurity and lower well-being than permanent employees ( Dawson et al., 2017 ). Another example is of students (i.e., working students vs. non-student employees). The motivators and incentives needed to drive corporate/working students differ from others. They are, for instance, more interested in salary, promotion, tangible rewards in their job, and other such benefits ( Palloff and Pratt, 2003 ).

Furthermore, capitalizing upon the COR theory ( Hobfoll, 1989 , 2011 ), the main argument is that employees invest various resources (e.g., time, energy, money, effort, and social credibility) at work. The more resources devoted, the less will remain at the individual’s disposal, and prolonged state of depleted resources without gaining others may result in stress and, ultimately, burnout. As such, a worker who is also a student will, by definition, have fewer resources at either domain (work, social life, or family), as opposed to a worker who does not engage in any form of higher education at all. Working students are under severer time constraints than non-student employees because they face “work–study conflict.” Therefore, compared to non-student workers, working students have difficulty in devoting so much time and physical as well as psychological effort to work. Specifically, working students with a low level of motivation may take an interest in studies and thus not be likely to devote much effort to work. However, motivated working students will maintain their effort through effective time management because they highly value their current work. Thus, JE and HWI of working students will depend on their motivation to a greater degree than non-student workers. Ergo, we posit that the associations between intrinsic/extrinsic motivation and HWI and JE are conditioned by the type of worker under investigation.

For the current study, the notion of working students versus non-student employees would be gauged, as not much attention was given to distinguishing both groups in research. Usually, samples were composed of either group distinctively, not in tandem with one another. Hence, we hypothesize the following, based on our previous hypotheses:

• H6 : Worker’s status moderates the relationship between intrinsic motivation and HWI-TC, HWI-WI, and JE, such that the relationship will be weaker for working students than for non-student employees.
• H7 : Worker’s status moderates the relationship between extrinsic motivation and HWI-TC, HWI-WI, and JE, such that the relationship will be weaker for working students than for non-student employees.

Country Difference—Buffering Effect

Worker’s status’ moderation of the links between intrinsic/extrinsic motivation to HWI and JE, as mentioned above, does not appear in a vacuum. This conditioning may also be dependent on international cultural differences. That is to say, we assume that we would receive different results based on the country under investigation because the social, work, cultural, and national values differ from one country to another. Firstly, culture, in this sense, may be defined as “common patterns of beliefs, assumptions, values, and norms of behavior of human groups (represented by societies, institutions, and organizations)” ( Aycan et al., 2000 , p. 194). As mentioned, countries differ from one another in many aspects. The most prominent example is the cultural/national dimensions devised by Hofstede (1980 , 1991) . Different countries display different cultural codes, norms, and behaviors, which may affect their market and work values and behaviors. As such, it is safe to assume that work-related norms and codes differ from one country to another to the extent that working students may exhibit or express certain attitudes and behaviors in country X, but different ones in country Y. The same goes for non-student (or “regular”) workers, as well.

In this study, we examine the case of Israel’s versus Japan’s different situation and cultural perspectives in the work sense. Japan’s culture is more hierarchical and formal than the Israeli counterpart. Japanese believe efforts and hard work may bring “anything” (e.g., prosperity, health, and happiness), while in Israel, there is much informal communication, and “respect” is earned by (hands-on) experience, not necessarily by a top-down hierarchy. Japanese emphasize loyalty, cohesion, and teamwork ( Deshpandé et al., 1993 ; Deshpandé and Farley, 1999 ). Compared to Israeli, Japanese employees are more strongly required to conform to the organization’s norm and dedicate themselves to the organization’s future. Such cultural characteristics may affect the working attitudes and behavior of working students. Specifically, in Japan, working students try to devote as much time as possible even if they are under severe time constraints caused by the study burden. Moreover, sometimes, they experience guilt because they use their time for themselves (i.e., study) rather than for the firm (e.g., socializing with colleagues). Thus, they engage in much overtime work as a tactic of impression management ( Leary and Kowalski, 1990 ) to make themselves look loyal and hard working.

In addition, in Israel, there is high value to performance, while in Japan, competition (between groups, usually) is rooted in society and drives for excellence and perfection. Also, Israelis respect tradition and normative cognition. They tend to “live the present,” rather than save for the future, while Japanese people tend to invest more (e.g., R&D) for the future. Even in economically difficult periods, Japanese people prioritize steady growth and own capitals rather than short-term revenues such that “companies are not here to make money every quarter for the shareholders, but to serve the stakeholders and society at large for many generations to come” (for further reading, see Hofstede, 2018 ).

In Hofstede’s use of the term, some aspects of these cultural differences can be summarized as Japan being higher in power distance, masculinity, and long-term orientation than Israel ( Hofstede, 2018 ). These cultural differences led us to formulate the following hypotheses:

• H8 : Country differences condition the moderation of worker’s status on the relationship between intrinsic motivation and HWI-TC, HWI-WI, and JE, such that the effect of worker’s status suggested in H6 will be weaker for Japanese than for Israelis.
• H9 : Country differences condition the moderation of worker’s status on the relationship between extrinsic motivation and HWI-TC, HWI-WI, and JE, such that the effect of worker’s status suggested in H7 will be weaker for Japanese than for Israelis.

It is important to note, however, that H8 and H9 are also developed to increase the external validity of the research and its generalizability beyond a single culture, as Barrett and Bass (1976) noted that “most research in industrial and organizational psychology is done within one cultural context. This context puts constraints upon both our theories and our practical solutions to the organizational problem” (p. 1675).

Figure 1 portrays the overall model.

Research model. Worker’s status: 1 = working students, 2 = non-student employees. Country: 1 = Israel, 2 = Japan. HWI-TC = time commitment dimension of heavy work investment. HWI-WI = work intensity dimension of heavy work investment.

Materials and Methods

For hypothesis testing, this study conducted questionnaire-based research using samples of company employees who also engage in a manner of higher education (i.e., working students) and those who do not (i.e., “regular” or non-student employees). Since working students in both countries do not concentrate in specific age groups, industries, or functional areas, participants were recruited from various fields. Moreover, to reduce the impact of organization-specific culture, we collected data from various companies rather than from a specific company, in both countries.

Participants

The research constitutes 242 Israeli (70.9% response rate) and 171 Japanese (56.6% response rate) participants, from various industries and organizations. The demographical and descriptive statistics for each sample are presented in Table 1 . The table also contains the result of group difference tests, pointing at some demographic differences between Israeli and Japanese samples. Therefore, the following analyses include these demographics as control variables to control their potential influence on the research model and reduce the problem that would arise from said differences between the two countries.

Demographical and descriptive statistics for the Israeli ( N = 242) and the Japanese ( N = 171; in parenthesis) samples.

The items of the questionnaire were initially written in English and then translated into Hebrew and Japanese, utilizing the back-translation procedure ( Brislin, 1980 ).

Work motivation was gauged by the Work Extrinsic and Intrinsic Motivation Scale (WEIMS; Tremblay et al., 2009 ), consisting of 18 Likert-type items ranging from 1 (“Does not correspond at all”) to 6 (“Corresponds exactly”). Intrinsic motivation had a high reliability (α Israel = 0.92, α Japan = 0.86; e.g., “…Because I derive much pleasure from learning new things”) as did extrinsic motivation (α Israel = 0.73, α Japan = 0.75; e.g., “…For the income it provides me”).

HWI (see Snir and Harpaz, 2012 ) was tapped by 10 Likert-type items ranging from 1 (“Strongly disagree”) to 6 (“Strongly agree”), five items for each dimension, namely, time commitment (HWI-TC; e.g., “Few of my peers/colleagues put in more weekly hours to work than I do”) and work intensity (HWI-WI; e.g., “When I work, I really exert myself to the fullest”), respectively. HWI-TC had a high reliability (α Israel = 0.85, α Japan = 0.92) as did HWI-WI (α Israel = 0.95, α Japan = 0.91).

JE was gauged by the Utrecht Work Engagement Scale-9 (UWES-9; Schaufeli et al., 2006 ) consisting of nine Likert-type items ranging from 1 (“Strongly disagree”) to 6 (“Strongly agree”). The measure had a very high reliability (α Israel = 0.95, α Japan = 0.94; e.g., “I am immersed in my work”).

For the Israeli sample, a pencil-and-paper research survey was distributed to 341 total potential participants in two universities and one college. One of the authors provided the questionnaire in several courses (MBA and management, human resource management, psychology, and more), at the end of each class session. Those wishing to participate replied affirmatively and were included in the total sample. We assured the anonymity and discretion of the participants and the data derived from the research and included a conscious consent question at the beginning of the survey asking for their agreement to participate. No incentives were given whatsoever to the participants for their cooperation. A total of 341 surveys were distributed, yet only 242 came back filled, and all of them were valid to use as data in the research.

For the Japanese sample, the data were collected by using the online questionnaire system of Google spreadsheet. Invitation messages were sent to the potential respondents via email or SNS messenger with the link of the questionnaire. One of the authors contacted 189 full-time workers who participated in one or more of the following (1) strategic management and organization management classes of a Japanese private university, (2) human resource management course in an educational service company, or (3) one-off lectures conducted by the author. All of them were non-student workers, and ultimately, 97 of them answered the questionnaire in full (51.3% response rate). As for the working students, the same author reached out to three graduate schools through personal networks. Then, he asked the liaison of each school to list up working students and send them the questionnaire link by email or SNS messenger. In total, the link was sent to 113 working students (in said three universities), and 74 completed the questionnaire (65.5% response rate). Thus, the overall response rate was 56.6%.

Data Analyses

The data were analyzed utilizing the SPSS (v. 23) software package and PROCESS macro for SPSS (v. 3.3). PROCESS is an add-on macro for the SPSS and SAS software packages written by Andrew F. Hayes. It is a modeling tool based on ordinary least squares (OLS) and logistic regressions for basic and complex path analyses with strong algorithms and modular capabilities and can handle simultaneous moderation and mediations effects (including moderated-moderation effects).

The choice of PROCESS (over SEM) is based on methodological and mathematical reasons. To elaborate, holistic testing of the entire model (see Figure 1 ) via SEM will result in 15 different observed variables (including the interaction effects) and a two-group comparison, and abundant regression lines would result in a high number of degrees of freedom. It would also require a considerably higher sample size to meet the mathematical conditions for SEM. However, we should note that one of the limitations of PROCESS is the inability to test models with more than one dependent variable ( Y ) or more than one independent variable ( X ), and as such it is required to test the model (see Figure 1 ) separately—one for each predictor–criterion linkage.

Control Variables

As per Table 1 , we can see some differences between the two countries, and as such, we included them as covariates in the moderated-moderation analyses. In other words, in these analyses, we controlled for the effects of job position, age, number of children, tenure, and also gender and marital status. This is relevant for Tables 4 –6 . Evidently, the inclusion of control variables has increased the predictive capacity and goodness of our results. Gender is a dichotomous closed question with options of (1) male or (2) female. Age is an open question: “what is your age (in years)? ______.” Marital status is a closed question with options of (1) single, (2) married, (3) divorced, or (4) widowed. Number of children is an open question: “How many children do you have? ______.” Tenure is an open question: “what is your tenure at work (in years)? ______.” Job position is a dichotomous closed question with options of (1) non-managerial or (2) managerial.

Moderficients and confidence intervals (CIs) for predicting HWI-TC.

Moderated-moderation regression coefficients and confidence intervals (CIs) for predicting job engagement (JE).

Common Method Bias

Harman’s one-factor test ( Podsakoff et al., 2003 ) was used to assess the degree to which intercorrelations among the variables might be an artifact of common method variance (CMV). The first general factor that emerged from the analysis accounted only for 35.19% of the explained variance in the Israeli sample and 37.27% in the Japanese sample. While this result does not rule out completely the possibility of same-source bias (CMV), according to Podsakoff et al. (2003) , less than 50% of the explained variance accounted for by the first emerging factor indicates that CMV is an unlikely explanation of our investigation findings.

First, we explored descriptive statistics and associations between the variables. These results are displayed in Tables 2 , ​ ,3, 3 , for each sample.

Pearson correlation matrix for working students ( below the diagonal; n = 77) and non-student employees ( above the diagonal; n = 165), means and standard deviations in the Israeli sample ( N = 242).

Pearson correlation matrix for working students ( below the diagonal; n = 97) and non-student employees ( above the diagonal; n = 74), means and standard deviations in the Japanese sample ( N = 171).

As shown in Table 2 , we found the following regarding the Israeli sample:

• - JE positively correlates with HWI-TC for working students, r (77) = 0.55, p = 0.000, and for non-student employees r (165) = 0.30, p = 0.000 (supporting H5a, in Israel).
• - JE positively correlates with HWI-WI for working students, r (77) = 0.76, p = 0.000, and for non-student employees r (165) = 0.77, p = 0.000 (supporting H5b, in Israel).

These differences in correlation coefficients are in line with our H5c, meaning JE has stronger links to HWI-WI as opposed to HWI-TC. Ergo, in order to gauge whether these differences are statistically significant, we used Fisher’s Z transformation and significance test. For working students, the difference is indeed significant ( Z = 2.31, p = 0.021) and is also for the non-student employees’ group ( Z = 6.41, p = 0.000). This supports H5c, in Israel.

Moreover, as shown in Table 3 , we found the following regarding the Japanese sample:

• - JE positively correlates with HWI-TC only for non-student employees, r (74) = 0.30, p = 0.001, but is non-significant for working students, r (94) = 0.15, p = 0.146 (partially supporting H5a, in Japan).
• - JE positively correlates with HWI-WI for working students, r (94) = 0.72, p = 0.000, and for non-student employees, r (74) = 0.62, p = 0.000 (supporting H5b, in Japan).

These differences in correlation coefficients are in line with our H5c, meaning JE has stronger links to HWI-WI as opposed to HWI-TC. Ergo, in order to gauge whether these differences are statistically significant, we used Fisher’s Z transformation and significance test. For working students, the difference is indeed significant ( Z = 5.12, p = 0.000) and is also significant for the non-student employees’ group ( Z = 2.48, p = 0.013). This supports H5c, in Japan.

To test the rest of our hypotheses (i.e., H1–H4 and H6–H9), we utilized the PROCESS macro for SPSS using model no. 3 for moderated moderation (95% bias-corrected bootstrapping with 5,000 resamples). The results from the analyses are presented in Tables 4 –6 . However, it is important to note that we also used heteroscedasticity-consistent standard error (SE) estimators, as suggested by Hayes and Cai (2007) , to ensure that the estimator of the covariance matrix of the parameter estimates will not be biased and inconsistent under heteroscedasticity violation.

Moderated-moderation regression coefficients and confidence intervals (CIs) for predicting HWI-WI.

Firstly, the findings that are shown in Tables 4 –6 support H1 – H4 , meaning both intrinsic motivation and extrinsic motivation relate positively to HWI-TC, HWI-WI, and JE, in all samples (Israel and Japan). Additionally, the interaction effects (most of them) are significant, which is the most important part of any moderation analysis (see Appendix in Shkoler et al., 2017 ). Figures 2 –7 portray moderation effects.

Interaction effects of Intrinsic Motivation × Worker’s Status × Country in predicting HWI-TC. HWI-TC, time commitment dimension of heavy work investment.

Interaction effects of Extrinsic Motivation × Worker’s Status × Country in predicting job engagement.

Interaction effects of Extrinsic Motivation × Worker’s Status × Country in predicting HWI-TC. HWI-TC, time commitment dimension of heavy work investment.

Interaction effects of Intrinsic Motivation × Worker’s Status × Country in predicting HWI-WI. HWI-WI, work intensity dimension of heavy work investment.

Interaction effects of Extrinsic Motivation × Worker’s Status × Country in predicting HWI-WI. Notes . HWI-WI = work intensity dimension of heavy work investment.

Interaction effects of Intrinsic Motivation × Worker’s Status × Country in predicting job engagement.

Figures 2 –7 display surprising findings:

• (1) The behaviors of the correlations (for instance, between intrinsic motivation and JE or HWI-TC) are different between the two countries, in general, such that means and correlations are both higher in the Israeli sample as opposed to the Japanese one.
• (2) The behaviors of the correlations (for instance, between intrinsic motivation and JE or HWI-TC) are different between the two groups of worker status, in each country on its own , such that (a) working students, in Israel, exhibit stronger links to the outcome variables (i.e., HWI-TC, HWI-TC, and JE) as opposed to non-student employees; (b) however, in most cases, these associations were not so different between said groups, in the Japanese sample.
• (3) The behaviors of the correlations (for instance, between intrinsic motivation and JE or HWI-TC) are different between the two groups of worker status when comparing each country, such that (a) working students, in Israel, exhibit stronger links to the outcome variables as opposed their Japanese counterparts; (b) however, in most cases, these associations were not so different between non-student employees (in Israel vs. Japan).
• (4) The only analysis in which points 1–3 above do not apply is when using intrinsic motivation to predict HWI-WI (again, in a moderated-moderation model). It suggests that intrinsic motivation’s impact on the increased effort at work changes based on neither worker status nor the country/culture.

These findings support our hypotheses H6–H9: (1) worker status does moderate the links between work motivation and the outcome variables (HWI-TC, HWI-TC, and JE), and (2) county/cultural differences can moderate said relationships as well. Still, more importantly, they work as a conditioning moderator on the previous moderation (i.e., moderated moderation) in all of the analyses done.

The aims of the current paper were (1) to shed light on the relationship between intrinsic/extrinsic motivation and HWI of time (HWI-TC) and effort (HWI-WI) and JE, (3) to assess convergent and discriminant properties of JE in relation to HWI-TC and HWI-WI, and (4) to gauge the moderation effects of both worker status (working students vs. non-student employees) and country/culture (Israel vs. Japan) on said relationships (point 1) in a moderated-moderation analysis type. Our research hypotheses were supported to a great extent. The findings are summarized in Table 7 .

Results of hypothesis testing.

Theoretical Implications

Our research adheres to the very few studies that have tested and validated Snir and Harpaz’s (2015) HWI conceptual model between its various predictors (i.e., intrinsic/extrinsic motivation) with regards to specific moderators (e.g., worker’s status and country/culture). Our findings supported the model (see Snir and Harpaz, 2015 , p. 6) and contributed to its incremental validity. Apart from realizing parts of the model’s structure and processes, we have also shown that the moderation effects suggested in the model may be conditioned by other moderators as well (in our study, country/culture differences), leading to more need for further research.

Although it is not the main focus of the current research, we have established some convergent and discriminant validity relationship between JE and HWI. Specifically, JE has a high convergent validity with HWI-WI, yet low convergent-borderline-discriminant validity with HWI-TC, increasing the need for exploring these issues further.

We have provided more evidence as to the critical role of culture in differentiating model and relationship behaviors. Our findings regarding the between-country differences found in the moderating effects of workers’ status supported our hypotheses, suggesting that compared to Israeli workplaces, those in Japan, indeed, put much emphasis in loyalty and cohesion. Japanese working students show similar work behavior (i.e., JE and HWI) as non-student workers. Attitudes, norms, and behavioral codes accepted in a country X may be quite different in country Y, not only in the general society but at the workplace as well. Concerning the workers’ status, it seems plausible that employees’ differing perceptions of the work context may affect their “readiness” to translate a drive to work to an actual HWI of JE, alone or in conjunction with cultural perceptions as well.

Furthermore, our findings on between-country differences have important insights for research in organizational learning. Employees’ continuous learning is essential for organizations to be competitive in the current and future VUCA world. Therefore, an organization needs to provide employees with opportunities to learn and support, which enables them to manage their work–study conflict effectively. However, as suggested in the results of the Japanese sample, it may be possible that cultural norms restrain workers from dedicating their time to learning. In addition to the effects of organization-level human resource development climate ( Chaudhary et al., 2012 ), we also need to consider the effects of national-level culture in the examination of organizational learning practices and their consequences.

Practical Implications

If JE is an organizational goal toward which many workplaces strive, their respective managers may very well need to enhance employees’ work motivation (such as offering more rewards or challenge), thus increasing the employees’ propensity for translating that motivation into actual HWI or JE.

The moderation effects emphasize the need for smart and careful management in workplaces with international employees, as we notice how different Israel is from Japan, for example. Managers and even service-givers must pay attention to these cultural differences when doing work with or for an entity (e.g., country, organization, or group) from outside the providing side’s national boundaries.

Besides, the stronger associations between work motivation and JE or HWI in Israeli sample (see Figures 2 –7 ) suggest that working students virtually actuate more of their working drives into the behavioral expressions of their drives to work, thus investing heavier in them. That may be so because working students are keener on proving themselves to the organization toward the end goal of being recruited as permanent employees (supported by the results in Israel, as opposed to Japan). Hence, those who have less occupational security are more likely to translate their drive to work into actual HWI and JE. Nevertheless, in today’s economy, in which “occupational sense of security” appears to be declining, it seems plausible that in the future the moderated association between motivation and HWI, found in our paper, will diminish in strength or even dissipate entirely. This argumentation finds support in recent publications (e.g., Neuner, 2013 ; Koene et al., 2014 ; Weil, 2014 ). Perhaps working students are also more susceptible to organizational incentives (i.e., intrinsic or extrinsic), as opposed to their non-student counterparts (i.e., “regular” employees).

On the other hand, Japanese workers showed relatively weak relationships between work motivation and JE or HWI. These findings suggest that the Japanese workplace norm restrains working students from putting much effort to study, and thus, they work long hours for managing impression or making up for their “violation” of the workplace norm. Such workplace derives from traditional Japanese culture which emphasizes loyalty and dedication to the employer ( Blomberg, 1994 ), and even modern companies in Japan expect employees to dedicate most of their life to the organization, resulting in much overtime work of Japanese workers ( Franklin, 2017 ; Pilla and Kuriansky, 2018 ; Mason, 2019 ). Therefore, to encourage employees’ continuous learning and associating organizational learning, managers in Japanese firms need to reconstruct the workplace norm such that working students will not feel guilty by studying outside of their organization.

Limitations and Future Research Directions

While our study has strength in the newness of findings and the use of an international sample, we should mention its limitations. First, our data are cross-sectional and single sourced. It limits the generalizability of the research and does not let us see if the findings are stable across time. Although it may not be a major limitation, our research was not focused on a specific industry, sector, or type of workers (e.g., high-tech, low-tech, services, or marketing and sales). While this bolsters the external validity of the research, it limits the construct validity of the results.

In our model, we included only individual differences as predictors and only contextual elements as moderators. As such, we recommend using a mix of said variables, such as “place” in the model, as predictors and moderators, so as not to be limited to one direction of explanations. For Snir and Harpaz’s (2015) model of HWI (p. 6), we only validated a part of it but did not include HWI as a mediator, but only as an outcome. Thus, we recommend using the full model to shed light on its possible processes, beyond predictor–outcome relationships. In addition, we urge researchers to investigate and identify more potentially interesting and relevant moderators, as we showed in our model (i.e., country/culture differences).

To expand our understanding of cultural difference, we recommend replicating our study in other countries with cultural similarities or differences to the ones used in the research, to broaden the generalizability and validity of our findings. As we noted previously, In Hofstede’s use of the term, Japan is higher in power distance, masculinity, and long-term orientation than Israel. Thus, this study might reveal the moderating effects of both these cultural dimensions and the worker’s status. However, this study only includes two countries, which might limit the generalizability of the results. Therefore, we suggest scholars worldwide to not only replicate our research in other countries but to also consider other cultural dimensions to generalize and expand our findings. Furthermore, in future international comparative studies, researchers can explore why and how each country’s cultural and institutional components influence the differences that would exist between countries.

Concerning our findings regarding convergent and discriminant validity between JE and HWI, we also encourage more research to be done in order to provide a clearer picture regarding these validity issues we raised in the current study.

We suggest conducting longitudinal studies incorporating other potential moderator variables (such as work ethic and gender) or mediators (as previously mentioned) and further investigating processes—which we enumerated in the discussion section—as likely to connect work motivation to JE, HWI, and potential outcomes.

It is also safe to assume that the associations we discovered in the research would be dependent on which industry we focus on (e.g., high-tech, low-tech, marketing, or service), and as such, we would also suggest incorporating this element in future research.

Finally, we suggest that future research compare the effect of intrinsic and extrinsic motivation on various kinds of behavior using the same sample. Although this study is one of few studies that investigate the effect of both types of motivation in one study, it assumed that they result in similar attitude and behavior. As Ryan and Deci (2000a) argued, these two types of behavior can lead different kinds of behavior since their sources are different—that is, intrinsic motivation derives from one’s free choice, but extrinsic motivation is promoted by external controls. Therefore, future research can include various kinds of behavior in a model and explore whether these two types of motivation lead to a different behavior and why.

Data Availability Statement

Ethics statement.

The procedure of this study was approved by the Ethics Committee of Hosei University Graduate School of Career Studies. The committee approved that this study does not contain ethical flaws like leaking of private information and inhumane questions in the questionnaire. All subjects gave written informed consent regarding the purpose of research, that of data collection, and the privacy protection method. The current study was correlational, based on a survey, and not a manipulation on subjects. At the beginning of each questionnaire, we explained the general goal of the research. Informed consent was obtained from all individual participants included in the study. We ensured anonymity and discretion of the results and also ensured that the subjects know they could leave the participation at any time they choose.

Author Contributions

All authors listed have made a substantial, direct and intellectual contribution to the work, and approved it for publication.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Job Satisfaction and Motivation Essay

Introduction, hofstede’s dimensions, the highest level of job satisfaction.

Job satisfaction and motivation are highly important issues that contribute to the development of any country. However, these aspects depend on the specificity of a culture (Huang & Van de Vliert, 2003). Hofstede’s theory allows measuring certain attributes regarding national mentality. The purpose of this paper is to analyze and compare Hofstede’s dimensions, using examples of the United States, Germany, and China to determine a country with the highest level of job satisfaction.

The power distance dimension implies the impact that an individual has on other people’s thoughts and behaviors. This aspect describes the attitude of less powerful individuals towards more powerful ones. The United States and Germany’s scores on Power Distance are 40 and 35 respectively (“Country comparison,” 2017). These are quite low scores compared to Chine that has 80. Hence, Chinese tend to accept a hierarchical order without justification.

The individualism dimension demonstrates the degree of interdependency among the members of a community. Personal interests are more important than the public interests in individualistic societies. China with a score of 20 is among collectivistic countries (“Country comparison,” 2017). Different social groups have strong relationships. On the other hand, the United States is one of the most individualistic countries in the world with a score of 91(“Country comparison,” 2017).

People in the US focus on their families and do not seek support from the government. Meanwhile, Germany is in the middle. This country scored 67 (“Country comparison,” 2017). However, this culture is closer to the US rather than to China.

The masculinity dimension stands for competitive behaviors and determination to achieve results. These three countries are relatively close regarding the masculinity parameter. However, China and Germany have 66, and the US has 62 (“Country comparison,” 2017). Hence, Germans and Chinese give more value to successful performance and are considered to be more masculine nations.

The uncertainty avoidance dimension shows how communities handle unpredictable outcomes and control the future. China is at the lower position as it scores 30 (“Country comparison,” 2017). Chinese are not concerned about ambiguity. They are highly adaptable and enterprising. The US has a score of 46 (“Country comparison,” 2017). Hence, Americans often accept new ideas and take risky opportunities. Germany with a score of 65 is among countries that tend to avoid uncertainties (“Country comparison,” 2017). It is presented in the law system and philosophy that emphasizes deductive approaches, compromising inductive ones.

The long-term orientation dimension emphasizes such characteristics as thrift and persistence. China has 87 in this dimension (“Country comparison,” 2017). Chinese deal with problems realistically and practically. They are very flexible and easily adapt to particular needs. Germany is also a very pragmatic nation as it scores 83 (“Country comparison,” 2017). However, the US is at the lowest position. It got only 26 (“Country comparison,” 2017). Americans tend to simplify complicated issues. They favor short-term goals with immediate profit and minimal losses.

Holland’s personality-job fit theory will help to determine a country with the highest level of job satisfaction. This theory implies that employees have to have fewer limitations regarding the choice of profession (Robbins & Judge, 2013). Hence, aspects like individualism, uniqueness, and abilities to enterprise contribute to greater opportunities to find a more satisfying job. The United States has high results regarding dimensions that highlight these attributes.

Therefore, it is logical to assume that Americans have the highest level of job satisfaction. However, there is another motivational theory called person-organization fit. This theory compromises personal interest in performed work and underlines needs of an organization as a whole. Hence, this theory is more relevant in Germany and China because such dimensions as masculinity and long-term orientation are the highest in these countries.

In conclusion, mentioned above examples show the differences among three countries. These aspects have a significant impact on a degree of job satisfaction. However, it depends on the mentality of a specific culture and social welfare programs. Hence, the job satisfaction indicator is quite subjective and should be considered as a complementary measure.

Country comparison . (2017). Web.

Huang, X., & Van de Vliert, E. (2003). Where intrinsic job satisfaction fails to work: National moderators of intrinsic motivation. Journal of Organizational Behavior , 24 (2), 159-179.

Robbins, S. P., & Judge, T. A. (2013). Organizational behavior, (15 th ed.). India: Pearson Education.

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Personal leadership reflective paper, popular essay topics.

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Motivational Letter Writing Guide + Examples for 2024

You’re about to apply for the job opportunity of your dreams.

You’ve worked hard, and you can’t wait to take the next step in your career.

All that’s left for you to do is write a motivational letter.

But writing a motivational letter can be nerve-wracking.

Two hours and three coffees in, you’ve scrolled through your Facebook newsfeed (twice), watched one episode of the last season of Game of Thrones, sent angry tweets to its creators, and donated for the knee surgery of two dogs. 

You go back to your open Word doc, and all you’ve managed to write is, “This program seems like fun” or “I’ll totally be a great fit for your organization.”

Don’t worry! We’re here to help.

In this article, we’re going to cover:

• How to Write a Motivational Letter, Step-by-Step
• A Great Example of a Motivational Letter
• Useful Motivational Letter Tips

What Is a Motivational Letter?

A motivational letter, sometimes also called a letter of motivation, is a formal letter that you might have to submit when applying for an educational program or a job. Its goal is to show the hiring manager or admissions officer why you’re the perfect candidate for the position.

Motivational letters are typically submitted alongside your CV or resume . Unlike a cover letter, which gives practical examples of how your skills and experience match the opening, a motivational letter focuses more on your personality, interests, and motivation to apply.

When Do You Need a Motivational Letter?

A motivational letter is usually required when an organization wants to gauge your enthusiasm, cultural fit, and motivations for a particular opportunity.

There are a few situations when you might need to submit a motivational letter, such as:

• You’re applying for an educational program.
• You’re applying to work at a non-profit organization or mission-driven company.
• You’re applying for an internship in a competitive field.
• You’re applying for a volunteer position at a charity or non-government organization.
• You’re applying for a grant, fellowship, or some sort of scholarship .

No matter the situation, a motivational letter serves to express your distinct driving forces and convey your enthusiasm for that specific role, program, or opportunity. That’s why, done right, a motivational letter can convince the reader to go through your application in detail.

However, if the specific position doesn’t explicitly require a motivational letter or other written statement, you might be better off learning how to write a cover letter instead. Cover letters can be a great addition to your application and help you stand out from other candidates who are only relying on their resumes.

How to Write a Motivational Letter

Now that you know what a motivational letter is, it’s time to write your own.

Just follow the steps we’ve outlined, and you’ll be done in no time:

#1. Address Your Letter Appropriately

Your motivational letter should include a header with all the necessary contact details.

For starters, this means you should include your contact information , such as your full name, email address, phone number, and any other details that might be necessary for your application.

Additionally, you should include your intended audience’s contact details. Depending on where and what you’re applying for, this might be either a hiring manager or an admissions officer.

To establish a connection with the reader, include a personalized greeting instead of the generic “To Whom It May Concern.” To do that, you have to find out who the hiring manager or admissions officer is.

Start by doing a bit of research. Review the job listing, the program’s official page, or the application instructions. If you can’t find their name there, check the organization’s website and look for a staff directory.

Once you have their name, address your motivational letter professionally . We recommend using an identifier followed by their last name. But if you’re not sure about their title or gender, you can just use their full name, too. For example:

• Dear Mr. Smith,
• Dear Dr. Singh,
• Dear Cameron Smith,

Just avoid informal greetings like "Hey, John!" – your motivational letter is still meant to be a formal document.

#2. Stick to the Program Requirements

Writing a captivating motivational letter is all about showing the hiring manager or admissions officer how you meet the requirements for the position.

To help get the ball rolling as you start drafting your motivational letter, ask yourself: 

• What kind of applicants are usually admitted to the program? 
• How do you fulfill the requirements?

First, you need to know the exact program requirements and explain how your background and strengths align with the outlined criteria.

Comb through the details the organization has provided about the ideal skills, experiences, qualifications, or personal qualities they’re looking for in a candidate. Maybe they want someone proficient in data analysis , or they’re prioritizing candidates who are passionate about the industry.

Just remember –  you don’t have to highlight how you meet all the listed requirements if your application already includes a detailed academic CV . Just identify the top three to five requirements and give concrete examples of how you meet each.

Here’s an example:

Requirement: Minimum 2 years of volunteer experience

“I was a medical volunteer in Namibia for three years. It’s one of my most fulfilling adventures and transformative experiences so far since I am passionate about helping others. I believe it broadened my horizons and made me more resilient.”

#3. Align with Their Values

Your motivational letter should explain what drives you and show the reader how you share their organization’s values.

Take time to thoroughly research the organization , its culture, objectives, and driving forces. Find what resonates with your own beliefs and goals and mention it in your motivational letter.

But don’t just randomly sprinkle keywords into your letter. Instead, thoughtfully use your passion to build a narrative that shows how your values align with the institution’s mission. 

Be sure to give concrete examples. For instance, if the company values sustainability, you might want to share an anecdotal example, such as:

Values: Sustainability, Climate Action, Nature Conservation

I have a deep passion for nature conservation, and I have volunteered extensively with environmental organizations, especially in restoring local wetland habitats. I also practice eco-friendly habits in my professional life by advocating for reducing workplace waste and single-use plastics.

#4. Express Genuine Interest

Above all, your motivational letter should demonstrate that you really want to be there.

That said, there is a fine line between pleading and showing intelligent interest while also selling yourself. Generic statements can come across as insincere and unmotivated. Instead, write about what really attracted you to the opportunity.

Be as specific as possible and express your passion without necessarily begging them for a chance. For example:

• I would love to live in Aberdeen because I’m fascinated by Highlander culture, and I’m excited to dive into the city’s rich cultural heritage and vibrant community dedicated to the arts, music, and preserving Scottish traditions.
• It is my dream to be part of the Environmental Science Master's program because of its cutting-edge research in sustainable energy solutions and marine conservation efforts, which align with my passion for protecting our planet's ecosystems.

Specific examples and details show you've invested time learning about the organization, which helps your genuine passion shine through your motivational letter.

#5. Personalize It

While showcasing how you meet requirements is crucial, don't be afraid to let some of your personality and voice shine through.

Use descriptive adjectives to paint a fuller picture of who you are beyond just your credentials. Are you an endlessly curious, lifelong learner? A creative problem-solver? Passionate about how technological advancements can be used to increase sustainability?

Let your distinct character and values shine through to make your motivational letter more memorable and help differentiate you from other applicants. This can convey important soft skills and give the reader a glimpse of the person behind the qualifications.

Just make sure you’re still presenting a polished bit of personality and keeping it relevant to the opportunity. For example, if you’re applying for an MA in mathematics, don’t mention your passion for historical re-enactment.

Are you applying for an academic program? Learn how to write an academic personal statement here.

#6. Don’t Just Recap Your CV

Using your motivational letter to simply summarize your CV is a wasted opportunity. If the application requires a motivational letter, they’re looking to get to know you beyond the required stats and qualifications. 

The person reading your motivational letter is looking for the context around your motivations, passions, and aspirations. So, instead of just listing credentials, expand on the driving forces behind your experiences and decisions.

If you’re applying for a master's program, for example, mention your relevant undergraduate coursework, but also explain what sparked your interest in this specialization and why this path is personally meaningful. So, if you’re a History undergrad, elaborate on how volunteering at the archaeology museum made you pursue a graduate degree in Museum Studies and Curatorship.

Here’s a practical example of how that might look:

As a History undergraduate, my passion for preserving and sharing our cultural narratives was sparked by a semester-long museum internship. Working alongside curators as they brought ancient artifacts and stories to life through compelling exhibits opened my eyes to the vital role museums play in education and connecting communities to their roots.

This experience solidified my drive to pursue museum studies at the graduate level, where I can develop professional expertise in responsible collection stewardship, thoughtful exhibition development, and engaging public programming that keeps our shared histories vibrant and accessible for all.

Getting your documents ready for that application? Learn how to write a resume with our detailed guide.

#7. Convey Your Ambitions

Your motivational letter should express your ambitions and aspirations just as much as your relevant achievements . Admissions committees and employers who ask for motivational letters want to clearly understand both your goals and how this opportunity aligns with them.

Share your vision for how you plan to apply the knowledge, essential skills, or experience you'll gain. If it's a job, explain how it will prepare you for further career growth and impact in that field. For an academic program, discuss how you aim to contribute to cutting-edge research or become a leader and mentor.

Don't be afraid to think big - motivated candidates often have big goals of driving innovation, making a difference, or pushing boundaries in their discipline. Just make sure your aspirations are realistic and show that you have a plan and are truly invested in this path for the long term.

Here’s an example of how you can convey your ambitions in your motivational letter:

My long-term goal is to become a leader in sustainable urban design and planning that seamlessly integrates green infrastructure into the built environment. This master's program will equip me with the interdisciplinary skills to develop eco-friendly architectural solutions and climate-resilient city policies that prioritize environmental conservation alongside economic growth and social equity.

#8. Don’t Lie

One of the biggest mistakes you could make while writing your motivational letter is lying.

If you write anything remotely false, the reader will likely sense it. When you lie, you’re likely to unconsciously exaggerate your feelings and ideas. If you tell a fake story or inflate your excitement or achievements, you won’t get anywhere.

Your dishonesty is likely to be exposed and severely damage your credibility, leading to an immediate rejection.

Honesty and integrity are essential to writing an effective motivational letter. The goal of this document is to truly reflect who you are, why you’re the best match for this opportunity, and what you hope to achieve.

Don’t worry if you think your life so far just isn’t impressive enough to write a captivating story. No matter where you’re coming from, you can show the reader your unique perspective, personal growth, and unwavering determination to pursue your passions.

#9. Use a Motivational Letter Template

If you want your motivational letter to make a striking first impression, presentation matters.

A basic black-and-white document from a text editor will hardly stand out. Instead, try one of our professionally designed motivational letter templates for an attention-grabbing solution!

Novoresume offers modern, eye-catching templates that can give your motivational letter a polished look. You can even use the resume builder to match your motivational letter to one of our sleek resume templates for a coherent application.

Save precious time on formatting and create a visually flawless application in no time!

How to Structure a Motivational Letter

You’ve got the gist of how to write a motivational letter down, but it’s just as important to know how to structure it.

If your motivational letter is a messy, haphazard series of unrelated paragraphs, it simply won’t make the cut. You need your motivational letter to tell a coherent story, and this is where the structure comes in.

The whole process will probably require a few drafts until you get to the perfect, polished motivational letter. You might have to move around paragraphs or sentences until you have the ideal story that compliments your application, so don’t worry if you don’t get it right the first time.

Let’s look at what each motivational letter looks like and includes:

#1. Contact Details

Start by adding all the relevant contact information at the top of your motivational letter.

Here’s what to include:

• Full Name. Place your first and last name at the top of the page.
• Professional Title. Match your professional title to the specific position you're aiming for. E.g.: if you’re applying for a Ph.D., write “Ph.D. candidate”.
• Email Address. Include a professional and straightforward email address. We recommend sticking to something that combines your first and last name.
• Phone Number. Include your phone number and add the dialing code in front if you’re applying overseas.
• Location. Adding your city and state/country is more than enough.
• Relevant Links. Optionally, you can include links to any relevant websites or social media profiles, such as a portfolio, a blog, a LinkedIn profile , etc.

Then, add the contact information of the admissions officer or hiring manager reading your motivational letter, such as:

• Organization’s Name. Start with the name of the organization to which you're sending your application.
• Recipient’s Name. If possible, find the name of the exact person who's going to be viewing your application, such as the hiring manager or the admissions officer for the department you're interested in. Check the organization’s website to get a head start.
• Recipient’s Title. Always address the reader professionally. For example, if they’re a professor or doctor in their field, use the appropriate identifier.
• Location. Provide the exact address of the organization you’re applying to. Include the city, state, country, and street number, and even specify the building if necessary.

#2. Introduction

Begin your motivational letter with a strong introduction.

The first few sentences need to be attention-grabbing – do this through a short, engaging pitch about yourself and why you are applying.

Here’s what you can include:

• A summary of who you are and what you do.
• Details about what you’re applying for and where.
• A prelude to the bulk of your motivational letter.

Remember - this part only needs to include the general reasons behind your application, since you’ll have the opportunity to make a deep dive later on in the body of your motivational letter.

Let’s look at an example of what your introduction could look like:

Dear Dr. Octavio,

My name is Jane Doe, and I would like to express my interest in applying for the Ph.D. Robotics program at Columbia University. I’ve always dreamed of becoming a robotics engineer and contributing to advancement in the field, and I believe that a Ph.D. in Robotics from this university would set me miles ahead of reaching my goal.

The body of your motivational letter is where you get to really sell yourself.

It’s also where the bulk of your text is going to be, so it determines your motivational letter as a whole.

There are two things you should keep in mind when writing this section of your motivational letter: the paragraph structure and the paragraph contents.

Generally, there are two main paragraph-based structures for your motivational letter.

First is the classic, three-main-paragraph structure, where each paragraph accounts for your introduction, body, and conclusion. If you’re using a storytelling approach for your motivational letter, we recommend sticking to this one.

However, if you want to be more factual and to the point, we recommend trying the seven-paragraph structure. It divides the main body of your motivational letter into smaller paragraphs according to your main points, where each discusses a specific achievement, experience, or aspiration.

Use the body of your motivational letter to mention the stories behind your achievements, essential skills , and passion for whatever you’re applying for.

This is the right place to be as detailed and factual as possible. Give concrete examples of what motivated you to apply for this position, and show how that directly relates to what the organization is looking for in a candidate.

Here are some sentences you can paraphrase and use to help you write the body of your motivational letter:

• My passion for [field] started when [experience] . 
• I want to [join this organization] because [ motivation] . 
• I have been part of [relevant organization or field] for [amount of time] . It’s the best thing for me because [reason] .
• I remember once when I [experience] , which made me realize that I [gained interest in the specific field] .
• [Organization or program] resonates with me because [specific reason] .
• What distinguishes me from my peers is [something you’re proud of] .

Let’s look at a brief example of how this is put into practice.

I developed my passion for digital marketing during my internship at XYZ Inc. Working for a small startup allowed me to gain surface-level experience in most digital marketing channels. Now, I would like to deep-dive and gain advanced know-how by attending the Buffalo College Marketing program.

#4. Conclusion

After finishing the body of your motivational letter, it’s time to wrap it up and send it in.

Use this section to briefly summarize your main points and remind the reader why you’d be a great fit for the organization or program you’re interested in.

Then, mention your overarching career goal and how that aligns with their organization’s mission.

Finally, thank the reader for their time and sign off on your motivational letter. Here’s an example:

Therefore, I believe that my strong academic foundation in environmental studies and hands-on fieldwork experience are qualifications that position me to make outstanding contributions to your master's program. I believe that the knowledge I gain in the Sustainability and International Relations program will play a pivotal role in my mission of shaping innovative policies and scientific solutions to combat climate change and protect our planet's biodiversity for future generations.

Thank you for considering my application. I look forward to the opportunity to join UCLA in the fall semester.

George Maxton

How to Format a Motivational Letter

Always review your motivation letter carefully and stick to any stated requirements or guidelines for your application.

Organizations will sometimes include formatting specifications, like word count or page limits, or even questions they want you to answer in your motivational letter.

If you’re writing a motivational letter for an academic program, you can usually find this information on the admissions requirements webpage or within the provided application materials. 

For job applications, these details are usually listed on the job ad or in the company's job application portal.

Always follow these rules exactly as stated. Going off script could get your application immediately rejected since it shows you’re either not attentive or you’re not taking the opportunity seriously.

If, on the other hand, there aren’t any guidelines for your motivational letter, we recommend you follow these tips:

• Keep your motivational letter one page long.
• Use a clear structure with concise paragraphs to make your letter easy to skim.
• Choose a professional font like Lora or Roboto and make sure it’s sized 11-12 pt.
• Set your page margins to one inch on all sides so your page doesn’t look too cluttered or too empty.
• Include the date you wrote your motivational letter for an extra professional touch.
• Use powerful words and action verbs (“designed” and “conceptualized”) instead of cliched phrases (“helped with” and “managed”).
• Smoothly connect your thoughts through transition words.
• Proofread carefully for any spelling or grammatical errors.
• Include a professional closing line like "Sincerely" at the end of your text.
• Print your motivational letter out and sign it, or send it as a PDF to preserve your formatting.

Motivational Letter Example

Let’s look at an example of a great motivational letter for a Ph.D. program at Harvard University and go through just what this candidate does right:

The candidate’s letter to Harvard University’s Department of Political Science starts by addressing the person in charge of admissions for the Ph.D. program they’re interested in.

The general requirements for the Political Science program are:

• Being research inclined
• Having a demonstrated passion for politics
• Showing above-average performance during undergraduate studies 

The values of the university they’re applying to are integrity, education, respect, and accountability.

The candidate’s motivational letter is neatly divided into a total of five paragraphs, of which three make up the body of the text.

Here’s how they highlight their motivation:

• They know the history of the university and share the same values.
• They’re genuinely excited and passionate about the program and the school.
• They show what their qualifications are and how they’ll be a great fit for the program.
• They explain what they hope to achieve if they get the opportunity to study at Harvard.

Essentially, the candidate has listed all their qualifications through a personal story. After reading this letter, the admissions officer will feel like they know the candidate adequately, especially since they have communicated who they are by highlighting how they match everything the Ph.D. program is looking for in an applicant.

Need more inspiration? Check out our 60+ cover letter examples for different professions.

Key Takeaways

You’ve made it to the end of our guide!

Now, you know everything there is to know about motivational letters. We’re confident you’re a shoo-in for that position you have your sights set on!

But before we go, let’s quickly sum up what we’ve covered so far:

• A motivational letter is a formal document that’s usually required when applying for university admissions, a non-profit organization, or a volunteer position.
• Motivational letters are different from cover letters since they focus more on your interests, passions, and ambitions than on your skills and achievements.
• Generally, there are two ways to structure your motivational letter, depending on whether you want to tell a story or factually go through all the points that make you an ideal candidate.
• The introduction of your motivational letter should be brief and immediately grab the reader’s attention. Use it to tell them who you are and why you’re interested in applying for the specific opportunity.
• Always do your research on the specific program or organization. This can help you show genuine interest and convey your aspirations for the future in this field.
• Make your motivational letter stand out by using one of Novorésumé’s templates and giving the admissions officer or hiring manager a gorgeous first impression.

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Essays on Motivation

As you write a motivation essay you get to explore the concept of motivation. The word itself comes from the Latin word “movere”, which means “to move”. Motivation essays define Motivation as: an encouragement to action; a person's ability to satisfy their needs through certain activities; a dynamic psychophysiological process that controls a person’s behavior and determines his level of organization, the orientation of actions, and activity. Authors of essays on motivation note such types of motivation: external/internal, positive/negative, stable/unstable, etc. There is much to discover about motivation. You can view our motivation essay samples for some more facts about this concept, which will help perfect your essay. You can find all the essay samples below.

Research on Motivation and Risk-Taking Behaviors Research has facilitated an in-depth understanding of the functioning associated with motivation and different human behaviors. Motivation has been identified to operate based on two different parameters which are intrinsic or extrinsic. Apart from the mentioned aspects, there is the element of self-motivation which is...

One of the puzzling topics handled by behaviorist is the element of motivation and the impact it has on the basic functioning of an individual. Over the years theorists have come up with numerous concepts which they maintain will aid in understanding the role of motivation and the factors involved(Gross,...

Physical activity is an essential element in achieving better health outcomes since it plays an essential role in the prevention and management of several lifestyle diseases, including diabetes, high blood pressure, obesity, and the cardiovascular disease among others. However, although most people understand the health benefits of adopting healthy lifestyles,...

Words: 1655

Only extrinsic factors are required to motivate employees to work harderHard work constitutes the commitment of time to achieve set goals. It is all about focusing and having the capability to work as a team or alone. Motivation is a crucial factor affecting job performance, and for that reason, a...

Words: 1341

This research review aims to examine the impacts rewards have on the students' urge in education especially in their long-term memory. Students who are extrinsically motivated to study tend to be superficial in their studies especially by choosing tasks which are exemplary simple and spend little time on them. Rewards...

Words: 2504

The Behavior of Lateness at Work The behavior I would like to apply the two-factor model on is the lateness at work. Lateness at work is a behavior that can adversely affect the company. It is essential for the management to identify the cause of the behavior, so as to be...

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The workplace may at times tend to be very stressful, leading to a negative effect on the output and general performance of an organization. However, an employer should always try to find suitable ways to motivate employees to avoid this kind of situation. To achieve the above, managers strive to...

How Achievement Motivation is affected by Socioeconomic Background, Race, and Family Structure Motivation is defined as the driving force behind an individual s actions, which can facilitate achievement of goals. People tend to take risk and perform dangerous activities to meet their needs and fulfill their interests. One expects negative and...

Words: 1190

Larry has been a great asset and highly valuable worker, who has been able to accomplish his daily work by even going an extra mile to deliver the job done. On the same note, Larry’s performance might have been changed due to his experience in the company having worked with...

Motivation in a workplace plays a crucial purpose in determining the output of the employees in this paper, and I will discuss the motivation of Residence Assistants. According to the theory of self-determination, motivation can be an internal psychological component where a people motivate themselves without the influence of external...

Words: 3016

Issues with low motivation and job satisfaction in the organizations are more ordinary. Employees are concerned with their jobs and general economy. There are multiple reasons why work dissatisfaction and lack of morale creeps at the organization. Irrespective of the causes of the absence of staff happiness, it can negatively...

How are the concepts of authority and engagement connected in the classroom setting? Please explain how you will establish an appropriate level of authority in your future classroom while also maintaining a successful level of student engagement. Establishing of authority and creating a friendly environment in which children is a dilemma...

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Motivation Essay for Students and Children

500+ words essay on motivation.

Everyone suggests other than the person lack motivation, or directly suggests the person remain motivated. But, no one ever tells what is the motivation of how one can stay motivated. Motivation means to face the obstacle and find an inspiration that helps you to go through tough times. In addition, it helps you to move further in life.

Meaning of Motivation

Motivation is something that cannot be understood with words but with practice. It means to be moved by something so strongly that it becomes an inspiration for you. Furthermore, it is a discipline that helps you to achieve your life goals and also helps to be successful in life .

Besides, it the most common practice that everyone does whether it is your boss in office or a school teacher or a university professor everyone motivates others in a way or other.

Role of Motivation

It is a strong tool that helps to get ahead in life. For being motivated we need a driving tool or goal that keeps us motivated and moves forward. Also, it helps in being progressive both physically and mentally.

Moreover, your goal does not be to big and long term they can be small and empowering. Furthermore, you need the right mindset to be motivated.

Besides, you need to push your self towards your goal no one other than you can push your limit. Also, you should be willing to leave your comfort zone because your true potential is going to revel when you leave your comfort zone.

Types of Motivation

Although there are various types of motivation according to me there are generally two types of motivation that are self- motivation and motivation by others.

Self-motivation- It refers to the power of someone to stay motivated without the influence of other situations and people. Furthermore, self-motivated people always find a way to reason and strength to complete a task. Also, they do not need other people to encourage them to perform a challenging task.

Motivation by others- This motivation requires help from others as the person is not able to maintain a self-motivated state. In this, a person requires encouragement from others. Also, he needs to listen to motivational speeches, a strong goal and most importantly and inspiration.

Get the huge list of more than 500 Essay Topics and Ideas

Importance of Motivation

Motivation is very important for the overall development of the personality and mind of the people. It also puts a person in action and in a competitive state. Furthermore, it improves efficiency and desire to achieve the goal. It leads to stability and improvement in work.

Above all, it satisfies a person’s needs and to achieve his/her goal. It helps the person to fight his negative attitude. The person also tries to come out of his/her comfort zone so that she/ he can achieve the goal.

To conclude, motivation is one of the key elements that help a person to be successful. A motivated person tries to push his limits and always tries to improve his performance day by day. Also, the person always gives her/his best no matter what the task is. Besides, the person always tries to remain progressive and dedicated to her/his goals.

FAQs about Motivation Essay

Q.1 Define what is motivation fit. A.1 This refers to a psychological phenomenon in which a person assumes or expects something from the job or life but gets different results other than his expectations. In a profession, it is a primary criterion for determining if the person will stay or leave the job.

Q.2 List some best motivators. A.2 some of the best motivators are:

• Inspiration
• Fear of failure
• Power of Rejection
• Don’t pity your self
• Be assertive
• Stay among positive and motivated people
• Be calm and visionary

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6 Unique Tips for Writing a Brilliant Motivational Essay

Fortunately, in the contemporary world we live in, we can pursue have numerous education paths.

However, choosing college and career path is only half the battle.

The hard part is gaining admissions into the school of your dreams. Make no mistake: this is not an easy task. Most schools require not only outstanding grades, but also a thorough motivational essay explaining your motives for pursuing your chosen major at their institution.

This is the opportunity to stand out and show your character and ability to turn your education into a successful venture.

In the following article, we will give you some writing tips and practical advice on how to write a superb essay for college admissions and earn that acceptance letter.

1. Do your research

One of the most common mistakes people make when writing a motivational essay is creating a template piece for every college they apply to. This is a huge no-no, and here’s why: each academic establishment has its own agenda and preferences.

Some appreciate social initiatives and volunteering experience, some look for passion and determination to succeed, while others pay more attention to grades and test scores.

Try to research your chosen school as much as possible and write a unique essay accordingly. Sometimes colleges provide specific questions they want to see answered in your essay, so be sure to read the instructions carefully. Edit your work so the readers will feel the school’s spirit in your essay. It’s a good start to help your application stand out from the crowd.

2. Be personal

This part may surprise you: you don’t need to be an excellent writer. Sites like EduBirdie might save you some time, but they skip over the real reasons colleges want a motivational letter. Colleges want to get to know you — the person behind the application forms, documents, and numbers.

They want to see what your aspirations are, what you like to do, why you decided to pursue this particular path, and what you consider your strengths to be.

A generic, standard letter with no personality simply won’t. Don’t just repeat your application verbatim — embrace your life and interests and show off the real you! Try to present yourself in an informal way; don’t worry about formalities.

Let the university staff get to see your unique character and way of thinking; perhaps you can include a relevant joke or an anecdote from your life that is connected with your choice of profession, etc.

A strong personal approach goes a very long way here — trust us.

3. Drafts are important

First impressions matters. In the case of college applications, your first impression is in your motivational essay . Of course, you want to give a good first impression. Proper grammar, sentence structure, and punctuation are the key. This is why editing and revising your text is crucial.

Play around with word choice, ensure the paragraphs are clear and concise, and pay close attention to sentence structure. You can even use an Online Word Counter Tool to help you size up your draft properly.

Online programs like Grammarly are great for checking spelling and other possible issues in your writing. If the admission committee reads an essay with a clear sense of purpose, excellent grammar, and determination, they will see the applicant as a good fit because they understand the applicant’s goals and abilities. Don’t underestimate the power of proper styling and grammar.

4. Survey your essay

This may seem like an odd tip, but it can help with your essay quite a lot. If you’re unsure about the motivational essay you’ve written, or maybe you’re looking for ways to make it more memorable, try creating an online survey. You can put it out to the masses on social media, or even ask a few close friends to take a read and give you their thoughts.

Ask their opinion on your writing: what points are the strongest, what areas did you struggle, and how could you improve. This will provide you with real feedback to identify any issues you may have overlooked.

5. Get to the point

It may seem alluring to include every seemingly-relevant detail in your motivational essay. However, this can make the whole piece come across as vague and all over the place. Pick a couple of routes to follow, assess your best qualities, and decide what areas of your life and background you wish to include.

Don’t try to cram in every idea that crosses your mind; this will only clutter your essay! One good suggestion is to ask your friends and family to list your best characteristics, skills, and talents, then pick a few of most common to include in your essay.

6.Professional goals matter

While showing personality in your essay is essential, don’t forget to talk about your professional goals. Clearly state your motivation for choosing this career path and why you’re most suited for it. Explain why you are the best candidate for the program. Don’t overdo it by showing off or praising yourself too much.

Instead, talk about what personality traits will help you success, and where you plan on going with the degree you earn.

Remember, balance is the key to a good motivational essay; putting less information than needed is just as bad as putting too much. Getting too personal and informal will harm your application,but so will being too bland and official.

The secret is to maintain balance, and include only the points that matter. The most important advice is be yourself and be inspired.

For more great college tips, check out the other blogs on College Basics.

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Passionate members of the College Basics community that include students, essay writers, consultants and beyond. Please note, while community content has passed our editorial guidelines, we do not endorse any product or service contained in these articles which may also include links for which College Basics is compensated.

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Advice for the Unmotivated

• Robin Abrahams
• Boris Groysberg

How to reignite your enthusiasm for work

Employee disengagement is rampant in the workplace. We’ve all experienced it as customers encountering unhelpful retail clerks and as colleagues dealing with apathetic teammates. But what happens when you yourself feel dead at work?

This article describes what you as an individual can do to sustain your motivation or recover it, even in the most stultifying of jobs. After synthesizing research on this challenge and experimenting with various strategies, the authors have developed a process for recharging yourself called DEAR.

The first step is to detach and objectively analyze your situation so that you can make wise choices about it, instead of reacting in a fight-or-flight way. At day’s end, review what went well at your job and then mentally disconnect from it to give yourself a break. Meditation and exercise can help you do that and will improve your mood and cognitive function. Next, show empathy. Practice self-care, make friends, recognize the accomplishments of others, seek their views, and help them. Research shows that this combats burnout. Third, take action: achieve small wins, invest in rewarding outside activities, redefine your responsibilities, and turn uninteresting tasks into games. Ask yourself how someone you admire would behave in your situation, and dress in a way that projects confidence. Last, reframe your thinking: Focus on the informal roles you enjoy at work, your job’s higher-order purpose, and how others benefit from your work. All these techniques will improve your mental health and increase the energy you bring to your job—even if it is not what you’d like it to be.

In virtually everyone’s career, there comes a time when motivation and interest vanish. The usual tasks feel tedious. It’s hard to muster the energy for new projects. Though we go through the motions of being good employees or managers, we’re not really “there.” We become ghosts or zombies: the working dead.

• Robin Abrahams is a research associate at Harvard Business School.
• BG Boris Groysberg is a professor of business administration in the Organizational Behavior unit at Harvard Business School and a faculty affiliate at the school’s Race, Gender & Equity Initiative. He is the coauthor, with Colleen Ammerman, of Glass Half-Broken: Shattering the Barriers That Still Hold Women Back at Work (Harvard Business Review Press, 2021). bgroysberg

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WBZ-TV anchor leaves his dream job, and pens an essay about it

Liam martin explains his decision in a boston magazine essay.

Liam Martin just walked away from his dream job: TV anchor, at WBZ-TV. Not only did he walk away, Martin decided to publish why he did it, with a Boston magazine essay .

In that essay, Martin details his own emotional struggles, not to mention the physical challenge of waking up at 2:15 a.m. for the morning shift. He previously worked an evening shift, but that meant barely seeing his two young children. The move to the morning shift meant he was often too tired to be truly present for them.

So he left the news business completely, joining former NBCUniversal newscaster Jackie Bruno as a partner in her PR and communications business, Newsmaker Marketing, along with third partner Rachel Robbins, formerly with Greenough Communications. (Bruno penned a similarly themed essay for Boston magazine a year ago.)

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Martin decided to write it in part because men often don’t feel comfortable talking about mental health issues or the struggles of balancing family and work. The response, he said, has been overwhelming.

He still gets to tell stories, but in a different way. For example, he just spent a day in New Hampshire working on a documentary-style video about Cyclyx, a plastics recycling company.

Martin misses the rush of the newsroom. But he’s also glad to no longer be in it.

“I miss the people at WBZ-TV,” Martin said. “I do not miss having to be in the know all the time about everything.”

This is an installment of our weekly Bold Types column, which runs in print every Tuesday.

Jon Chesto can be reached at [email protected] . Follow him @jonchesto .

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