What is intrinsic and extrinsic motivation? Motivation: a source of strength for action.

21. The phenomenon of motivation. Concepts of need, motive, motivation. Relationship between motivation and activity. External and internal motivation.

Motivation in psychology, it acts as a generalizing designation for numerous processes and phenomena, the essence of which boils down to the fact that a living being chooses its behavior based on its expected consequences. The purposefulness of behavior, its resumption after interruption, the conflict between different goals and its distinction - all this refers to motivation.

The word "motivation" is used in modern psychology in a double sense: as a system of factors that determine behavior (this includes, in particular, needs, motives, goals, intentions, aspirations, and much more), and as a characteristic of a process that stimulates and supports behavioral activity at a certain level.

Need- the state of the body's objective need for something that lies outside it. The main characteristic of the need is its objectivity(Leontiev).

The object of need is something that lies outside the body, necessary for satisfaction.

Another important characteristic of a need is its specific dynamics (the ability to be actualized and change its intensity, the ability to fade and be reproduced again). This dynamics is controlled by external and internal signals. According to Leontief, the dynamics of needs is reflected at the behavioral level. In the absence of an object of need in the external field, search behavior is activated. In animals, exploratory behavior takes the form of external activity that is not directed at one or another available object (this is expressed in hyperkinesis). A need that has not yet discovered its object (this object is still missing or not highlighted in the external field) activates behavior aimed at objectifying this need. The behavior unfolded in this case reflects the process of objectification of needs (several stages are distinguished: the emergence of a need; the discovery of a need (actualization of a need); search behavior). The next stage: recognition of the object of need. The subject must, as it were, identify this object with respect to the actualized need (i.e., discover whether this object can satisfy this need). If this question received a positive answer, then the mechanism for assigning this object to this need is triggered.

Needs are regulated by signals (seeking help in response to internal stimuli before the object-state escalated). The development of needs through the development of their objects - when new objects appear in the environment and the old ones disappear, the needs continue to be satisfied.

In a person, needs acquire an ideational character, i.e. their objects act for a person in the sense of satisfying a need, therefore, they become psychological invariants (a person not only obtains food, but also prepares tools for obtaining it in advance).

Higher needs are not superimposed on elementary ones. A person satisfies his vital needs in order to achieve goals that meet his higher needs.

Functional needs are a special class of states that develop "in the internal economy" of the organism (rest after activity), or are derivatives that arise in the process of realizing an objective need.

Motive of activity- the subject of need, which carries a meaningful characteristic of the need; in Leontiev's theory of activity, a motive is an objectified need, an object that can satisfy this need.

A motive is a hypothetical construct, something conceivable and not directly observable. Subjective experiences not motives, by themselves they are not able to cause directed activity.

The tendency to reproduce well-formed stereotypes of behavior, the completion of the initiated action - not motives.

For the hedonistic concept (maximizing positive and minimizing negative emotions), emotions are the motives of activity.

Emotions are "situational" affective states that act as internal signals. Emotions - not motives, but have a motivational function.

Motivation of human activity is a very complex process, and first of all, it is necessary to distinguish motives from conscious goals, motives "stand behind the goals", encourage the achievement of the goal. Motives, unlike goals, which are naturally conscious, as a rule, are not actually realized by the subject. Although we can give them motivation. However, motives are not separated from consciousness - although they are not realized, they carry subject content that is perceived by the subject.

Thus, in addition to their main function - motivations - motives also carry a second function - the function of meaning formation (a person is aware of the goals of his actions when he acts) - experiencing the desire to achieve the goal.

Such a distribution of functions between meaning-forming motives and motive-stimuli of a single polymotivated activity reproduces the hierarchical relations of motives.

The principle of functional autonomy of motives (Allport). Adult motives are a variety of self-sustaining actual systems that grow out of previous systems, but are not functionally dependent on them.

2 kinds of functions autonomies:

Perseverative - lower level, addictions, habits

Propriative - there are interests, values, attitudes, a sense of responsibility for one's life; higher human needs (according to this concept, the higher cannot be explained through the lower).

Heckhausen: the motive is a hypothetical construct, it cannot be observed externally.

Need refers to an objective need.

Murray: Hypothetical construct: need from the individual + pressure from the environment.

The need is the result of the interaction of alpha - pressure (from the outside) and beta - pressure (from the inside).

Needs:

A) Primary - viscerogenic: food + sex

B) Secondary - psychogenic: humiliation, achievement, affiliation, aggression, independence, opposition, respect, protection, dominance, attracting attention to oneself, avoiding harm, patronage, order, play, rejection, understanding, sexual intercourse, addiction (search for help) , understanding.

Motivation is what determines, controls and maintains behavior.

There are internal and external.

External and internal motivation

Behavior can be described as motivated "from within" (intrinsically) or "from outside" (extrinsically). However, there is still no unanimity of views on the issue of how internally and externally motivated behavior differs, and at least six different concepts can be distinguished that highlight different aspects of the differences. What they all have in common is understanding. intrinsically motivated behavior as being done for its own sake or for the sake of closely related goal states, and not just as a means of achieving a goal that is foreign to such behavior.

Heckhausen: 6 species:

Attraction without drive reduction. Intrinsically motivated behavior is not aimed at satisfying physiological needs such as hunger, thirst, avoiding pain; restoration of homeostasis.

Freedom from purpose: motivating is the feeling of efficiency, activity becomes an end in itself. McReynolds: Intrinsively, for the sake of the process, and where there is a goal, extrinsically.

Optimal level of activation or mismatch: regulation aimed at maintaining an optimal level of functioning. This or that behavior is considered to be intrinsically motivated when there is regulation aimed at maintaining or restoring some optimal level of functioning. Hebb defines the optimal state pursued by behavior at the neurophysiological level through the concept of the average level of activation, Berline does this at the psychological level through the concept of "average excitation potential", i.e. through the average level of mismatch of the incoming information flow, which corresponds to a non-average level of activation (as in Hebb), but low. When the optimal amount of mismatch is exceeded, then, according to Berline, the degree of mismatch, and thus the increased level of activation, is adjusted downward through a specific examination; when it is not achieved, then a varying survey is included to increase the mismatch. Similar provisions can be found even in the original version of McClelland's theory of motivation], according to which small deviations of "restored" key stimuli from some level of adaptation relevant to them [N. Helson, 1964] lead to positive emotions and therefore to search behavior, and strong deviations to negative emotions and thus to avoidance behavior.

In addition to Berline, Hunt made a contribution to the development of the theory of intrusive motivation, drawing on a large amount of data, primarily from Piaget's psychological theory. Hunt considers a person as an information processing system, the most productive functioning of which requires the presence of some optimal level of mismatch. Intrinsic motivation is excited when the discrepancy between the perceived information and some internal standard (in the form of an adaptation level or expectation) is neither too large nor too small. Actualized through such a mismatch, intrinsic motivation should trigger behavior that reduces this mismatch and maintain activity until the mismatch is eliminated. As Desi pointed out, Hunt's concept is not consistent enough and complete. Since Hunt postulated the need for mismatch, there must be not only a motivation to reduce the detected mismatch, but also a motivation to find or restore the optimal value of such a mismatch (which will then be overcome again in the course of compensatory activity).

Joyful preoccupation with action. With internally motivated behavior, a person happily surrenders to this business, he is completely immersed in the experience of moving forward action (Wertheimer). With such intrinsically motivated behavior, the individual gets joy from activity - enjoyment (Csikszentmihalyi- chicks and Mihai =). An example of an artist who is carried away by painting a picture, he is completely immersed in this activity - he does not sleep, does not eat, but after completing the work he loses all interest in it and simply puts it in the corner of the room = he painted this picture for himself, not intending to sell it, or hang it on the wall. Experience the flow. Deprivation of the flow - people are tired, the routine is a burden, a decrease in creative manifestations.

self-affirmation. The more a person feels himself to be the master of the situation, the more he receives joy, the greater the intrinsic motivation. The primary motivation is to feel efficient.

Environmental demands, punishments and rewards reduce intrinsic motivation (DeCharms):

If a person is rewarded for what he did of his own free will, it will help to weaken the intrusive motivation.

If a person is rewarded for boring work undertaken only for the sake of reward, then intrin- sive motivation may increase.

Lipper (Behm's theory): if a person receives a reward for some activity that a person already willingly shows, then he perceives his action as super-confirmed and doubts whether he did it of his own free will.

(An example of Gulevich about an old man with coins and children playing outside his window - they played on their own, wanted to get rid of them, began to pay them money for them to play under his window, then stopped paying - they went to play in another place )

Homogeneity of the subject matter (endogeneity) of the action and its purpose. Self-attribution of motivation - an action is intrinsically motivated when the means (action) and the goal (goal of the action) are thematically related to each other, in other words, when the goal is thematically homogeneous with the action, so that the latter is carried out only for the sake of its own content. In particular, an action will be intrinsically motivated if it is undertaken only for the sake of the result to be achieved, since this will solve the problem or evaluate one's own capabilities.

Conversely, the action will be extrinsically motivated if the means and the end do not coincide thematically with each other, so that the action and the result turn out to be only a means on the way to some meaningfully different goal. For example, aggression will be extrinsically motivated if a person attacks someone not to get revenge (that would be an intrinsic motivation), but to get their money.

Intrinsic motivation is, of course, cooler =)

Most vividly conceptualized external type of motivation presented in

behavioral theories (the main emphasis in the determination of behavior is on reinforcement - positive (rewards, encouragement) or negative (punishment)) consequences that follow the performance of a certain behavioral act. The main feature of all variants of the behaviorist approach is the recognition that the main initiator and regulator of behavior is an external reinforcement in relation to it;

and in the theories of instrumentality (Levin - when the leading regulatory factors of behavior are the valency of the consequences external to the behavior and the connection between the behavior and this consequence.)

Examples from the Internet for understanding - Chirkov :)

External motivation

The student became more conscientious in doing all his homework after his parents promised to buy him a bicycle. Working on homework in this case is an externally motivated behavior, since the focus on lessons and intensity (in this case, conscientiousness) are set by a factor external to the study itself: the expectation of getting a bike. All the friends went to the sports section, and our student went. Going to the section for him is an externally motivated act, since his initiation and direction are completely under the control of his friends, i.e. outside the self of the student. Imagine a situation where friends stopped going to the section. Most likely, our outwardly motivated friend will also leave there. It is generally accepted that extrinsic motivation is primarily based on rewards, rewards, punishments, or other types of extrinsic stimulation that initiate and direct desirable behavior or inhibit undesirable behavior.

intrinsic motivation

If a student comes home and enthusiastically says that there was an interesting lesson at school and he wants to read the encyclopedia in order to participate in the discussion tomorrow, then he demonstrates an example of internally motivated behavior. In this case, the focus on the implementation of the lesson stems from the content of the lesson itself and is associated with interest and pleasure that accompany the process of learning and discovering something new. When all the friends run to enroll in the karate-do section because it has become fashionable (an example of extrinsic motivation), and our student goes to the city section because this is the only thing he is interested in, he again demonstrates internally motivated behavior.

Last update: 30/10/2017

To understand what drives a person's actions, it is necessary to determine what type of motivation underlies his behavior.

Why do we behave this way and not otherwise? What guides our behavior? Psychologists have developed many different theories about motivation, including the study of whether it arises from outside (external) or from within (internal) a person.

What exactly do we mean when we say: extrinsic or intrinsic motivation?

External motivation

External motivation occurs when we want to perform some action or take part in an activity in order to receive a reward or avoid punishment.

Examples of behavior that is the result of extrinsic motivation:

• The study of the discipline for which you want to get a good mark.
• Cleaning the room to avoid the displeasure of the parents.
• Entering a competition to receive a prize.
• Good academic performance to get an increased scholarship.

In each of these examples, behavior is driven by a desire to receive a reward or avoid a negative outcome.

intrinsic motivation

Intrinsic motivation motivates the performance of an action because it brings personal benefit. Essentially, work is done for its own sake, not for any reward.

Examples of behavior that is the result of intrinsic motivation:

· Go in for sports because it brings pleasure.

· Solve crossword puzzles because you find the activity interesting.

· A game that you find exciting.

In each of these cases, a person's behavior is motivated by an inner desire to do something for their own pleasure.

External vs Internal Motivation: Which is Stronger?

The main difference between the two types of motivation is that the extrinsic one is outside the personality, while the intrinsic one comes from within. The researchers also found that the two types of motivation can differ in how effective they are in current behavior.

Numerous studies have shown that giving rewards for behaviors that are already pleasurable can lead to a weakening of intrinsic motivation. In one study, for example, children who were rewarded for playing with a toy in which they had already shown interest paid less attention to it.

External motivation can be beneficial in many situations, however:

• The issuance of a reward can cause an attraction to a cause that did not arouse a person's initial interest.
• Rewards can be used to encourage people to acquire new skills or knowledge. Once the initial skills have been acquired, people need additional motivation to keep learning.
• Rewards can also be a source of feedback, letting people know when their performance has met the incentive level.

External motivators should be avoided in the following situations:

• A person already finds the activity attractive for himself.
• The reward can turn an interesting game into an unattractive job.

While most people tend to think that intrinsic motivation is more effective, this is not true in every situation. In some cases, people simply do not have an inner desire to perform any action. Excessive rewards can be redundant, but if used wisely, motivators can be a useful tool. For example, extrinsic motivation can be used to motivate people to do a job or a task in which they have no intrinsic interest.

The researchers came to three main conclusions regarding rewards and their impact on intrinsic motivation:

1. Unexpected rewards generally do not reduce intrinsic motivation. For example, if you get a good mark on an exam because you love the subject, and the teacher decides to reward you with a discount coupon at your favorite coffee shop, then your basic motivation for studying well will not be reduced. However, such incentives should be used with caution, as too many of them will make the reward expected.
2. Researchers have found that praising a person who does something better than others can significantly increase intrinsic motivation.
3. Intrinsic motivation will decrease if the reward is used to induce a particular task or minimal work to be done. For example, if parents sing lavish praises to their child every time the child performs a simple action, the child will be less likely to perform the same task in the future.

External and internal motivation can also play an important role in the learning process. Some experts argue that the traditional emphasis on rewards such as degrees, good grades, and medals undermines any intrinsic motivation students might have. Others believe that these factors help students feel more competent in a certain area and increase intrinsic motivation.

Motivation- motivation to action. It controls human behavior and determines the direction of its movement. It depends on where we are moving, with what activity we are moving and how stable we are in moving towards our goals.

In other words, motivation- impulse to action. There is a clear relationship: the clearer, the higher the motivation and the better the result.

Meet - personal motivation Our friend and colleague

She picks us up from a comfortable chair and sits us down at the desk, at the piano, at the easel. She pushes us to achieve goals and implementation dreams.

- one of the foundations success in any activity. And today we will talk about what kind of motivation is.

Motivation external and internal.

External motivation associated with rewards or reinforcements coming from the external environment. Such rewards include: salary, bonus, commendation, award, prize, etc.
They are enshrined in contracts between the employee and the employer, the conditions of competitions, laws, the nature of relationships between people, etc.

Examples of extrinsic motivation:

Marina is a first grader. She likes to get good grades, likes to be set as an example to other children. And especially the girl is pleased to receive praise from her mother, who rejoices at her success.

Tatyana is a salesperson. For her, the volume of sales is important, since the salary and the size of the bonus at the end of the month directly depend on this.

intrinsic motivation - perhaps the most effective and efficient, encouragement comes from within. When a certain goal is achieved, a person's sense of self-worth increases, a person receives satisfaction, experiences joy, the soul celebrates victory.

Examples of intrinsic motivation:

Anton is a student. Passionate about physics. Engaged in development in a promising area (nanotechnology). With pleasure, he is additionally engaged in the selected project. Making small discoveries, he receives incomparable joy, feels himself capable of making a breakthrough in this direction.

Svetlana is a psychologist. Gets satisfaction from his work, helping people to change themselves, to become better and happier.

The best option is when external and internal motivation complement each other.

The student learns not only for praise, but also enjoys the process of mastering new knowledge.
The seller feels his importance, assisting people in choosing a quality and necessary product.
The student, to inner satisfaction, also receives praise from the supervisor, the opportunity to present his ideas at the conference.
The psychologist receives an award for the work done.

With this combination, the results are higher.

Motivation "from" and motivation "to".

Motivation "from" or the "whip" method - management of activities with the help of punishment (reprimand, fine, physical impact, unkind word). In this case, the person is driven by fear. He, in order to avoid trouble, pain, infringement in money, tries to do a well-assigned task, in fact, he escapes "from" punishment.

Motivation "to" or motivation with the help of "carrot" - a person is focused on receiving encouragement - a kind word, an additional day off, a monetary reward, career advancement. Each person is receptive to these methods of stimulation in his own way. Someone is more helped by the “whip”, and someone is more effective from the “carrot in front of the nose”.

Motivation is a set of motivating factors that cause the activity of the individual and determine the direction of her activity. Labor behavior is determined by the interaction of various internal and external motivating forces. Internal driving forces - needs, interests, desires, aspirations, values, value orientations, ideals and motives

Psychologists have identified two classes of motives: internal (procedural-content) and external. External motivation is the determination of behavior by physiological needs and stimulation of the environment, and internal (procedural - content) motivation is the conditionality of behavior by factors that are not directly related to the influence of the environment and the physiological needs of the body. Internally motivated behavior is carried out for its own sake and cannot be written as a means to achieve an external goal. And the external motive is actualized when the main reason for behavior is getting something that is outside this behavior, outside this activity.

When a person receives satisfaction directly from the process itself or the content of the activity, from the behavior itself, then the motive that prompted it can be considered internal, procedurally meaningful.

An internal motive is always a state of joy, pleasure from one's work. And if an activity (or behavior) was spurred by material goods, social factors (status, prestige, power, external requirements), then it is externally motivated.

Procedurally-substantially motivated are only such forms of activity that are carried out for the sake of the activity itself (that is, the process itself or the content of this activity prompted the activity). At the same time, the motive is a sense of efficiency, and the result of activity is the growth of various kinds of competence. Intrinsically motivated forms of activity give the impression of a lack of purpose; motivates the process, not the result of the activity (for example, children's games, aesthetic experiences, the activity itself is attractive - a hobby). Therefore, such motivation is sometimes called procedural.

The initial condition, objective basis and constructive tool of internal motivation is the process of emergence, formation and development of the individual's consciousness as the formation of the potential of his self-organization. In this sense, the self-organization of an individual can be qualified as a purposeful and conscious systematization of his perception, carried out on the basis of analytical mental activity to streamline ideas and master actions. This means research and formation of the individual's ideas aimed at himself, understanding and ensuring the satisfaction of his own needs, the accumulation and development of the necessary knowledge, the assessment of personal qualities and the development of organizational skills, the enrichment of the culture of society, the achievement of a certain level of personal development, the acquisition and consolidation of social status .

As a rule, every activity in an organization is always motivated by a complex, a combination of procedural, content and external motives. Moreover, in some situations, external motives predominantly operate, and in others - procedural ones.

Externally motivated is everything that is aimed at achieving some final result or goal. Any activity that is motivated by achievement, power, status, demands, should be considered as externally motivated. When an activity is motivated by the desire to demonstrate (or achieve) power or social status, then it is extrinsically motivated.

All stimuli that affect activation and cause procedural and content motivation have the following characteristics:

novelty and change;

Surprise;

Complexity;

Uncertainty.

Some acceptable (optimal) inconsistency, inconsistency of new information with the known and expected, arouses interest, stimulates search activity, encourages and directs behavior. Children's games, manipulative behavior, orienting and research activities are obviously motivated precisely by such conditions.

Complexity and deviations from what is expected are also determinants of process motivation. It is unexpected changes in a known object that cause a state of strong activation. Everything unusual, non-standard stimulates search activity and causes positive emotions.

Intrinsic motivation occurs when the discrepancy between current information and some internal standard (expectations) is not very large.

Studies of the state of people who enjoy the very process of study or work, studying their experiences and sensations in the process of internally motivated activity, made it possible to identify the following indicators of procedural and content motivation:

1. Feeling of complete (mental and physical) involvement in the activity.

2. Full concentration of attention, thoughts and feelings in practice.

3. The feeling that you clearly know how to act at one time or another of work, a clear understanding of the goals.

4. Lack of fear for possible mistakes and failures.

5. Loss of the usual sense of a clear awareness of oneself and one's environment, as if "dissolving" in one's business.

Procedural-substantive motivation in this concept means that a person is happy to devote himself to the cause, is immersed in activity with pleasure. Intrinsic motivation is a certain emotional state - the joy of activity. To describe the state of a person in the process of internally motivated activity, the concept of "flow" is introduced.

The concept of "flow" defines complete dedication to one's work, a joyful feeling of activity, when an individual, as it were, completely dissolves in the subject of activity, when attention is completely focused on an occupation that makes one forget about one's own "I". "Flow" is a kind of state of joy, inspiration, delight.

For the emergence of the experience of the "flow", the ratio of the capabilities of the subject and the complexity of the task is important. If the possibilities significantly exceed the complexity of the task, then the person experiences boredom, otherwise, anxiety. If the complexity of the task does not exceed the capabilities of the subject by much, then conditions arise for experiencing the "flow".

The feeling of "flow" arises in a person when she begins to enjoy the activity itself (for example, from solving mathematical problems, playing sports, writing poetry, etc.).

The feeling of "flow" makes activity related to the game, because the joyful enthusiasm for action is most clearly represented in the game.

The experience of "flow" is not an exceptional event, it also manifests itself in the form of minor everyday episodes (in dreams, fantasies, play).

Two types of experiences are used to characterize intrinsic motivation:

1) a sense of their capabilities;

2) self-affirmation.

The more these two experiences are expressed, the higher the level of intrinsic motivation. The activity in this case turns out to be the stronger internally motivated, the more it is connected with testing its capabilities and does not require reinforcements. External motivation becomes when the result is achieved, the subject attributes to external reasons (and not to his abilities) and when he acts not so much of his own free will as as a result of external influences (for example, reward and punishment).

The pressure and demands of the environment, the promised rewards and possible punishments - all this can reduce the level of experience of self-assertion up to a feeling of complete dependence (feeling like a "pawn"). The more a person feels like a master of the situation, the more she enjoys her activities and the higher HIS intrinsic motivation; and the worse she succeeds, the more he feels like a toy of external circumstances, the more she perceives her activity as devalued and motivated from outside.

Features of procedural and content motivation are to feel their effectiveness, to feel like a source of change in the world around them, to strive to be the cause of their own actions (and not to fall under the influence of other people). People's experience of their own independence, the feeling that they are the source of changes in the world around them is an important indicator of internal (procedural) motivation.

For example, when an employee feels that he is the subject of his activity (that is, he feels that a lot depends on him), it can be argued that his activity is intrinsically motivated. And when work perceives is defined as conditioned by external factors and circumstances (the presence of control, reward, punishment, etc.), that is, it is externally motivated. When these external factors disappear or weaken, then the impulse to activity also disappears and, of course, a person is not inclined to engage in it independently.

Another factor - a sense of one's own competence, one's own capabilities - is also an important motivation (reason) for any activity and characterizes procedural and content motivation.

Evaluation of one's abilities and one's competence, confidence in one's ability to perform a certain task is an important motivational factor in many activities.

Confidence in one's competence is an opinion about one's abilities (ability) to perform a specific task.

You can also highlight the so-called sense of group effectiveness, the group's confidence in the success of the upcoming task. In cooperative activities, group members express their confidence in the ability of the group as a whole to achieve success. Effective groups have a strong belief about group effectiveness.

Individuals with a strong sense of competence, when faced with difficulties, are more persistent in overcoming them. A person's confidence in his abilities determines the motivation and efficiency of activity.

Performance can be poor for two reasons:

Humans have no ability;

With sufficient ability, they lack self-confidence.

It should be noted that the subjective assessment of one's competence to a greater extent determines a positive attitude to the activity than the level of development of abilities. Ability itself also plays a big role. However, one person of average ability may be quite self-confident, while another may feel insufficiently confident. Thus, it is the subjective perception of one's abilities, the assessment of one's competence that determines motivation and perseverance in activity.

Thus, a significant motivational factor is not the level of abilities, but the subjective assessment of one's capabilities and confidence in the effectiveness of the activity.

Employees with a strong sense of self-efficacy set challenging goals and work harder to achieve them.

Confidence in one's own competence increases when certain successes are observed in the process of activity. The experience of successful activity is positively reflected in the feeling of one's own competence.

There are three factors that affect a person's confidence in their abilities:

Successful completion of previous tasks (experience of success and failure);

watching others;

verbal persuasion.

Let's take a closer look at each of these factors, in order of their importance for developing self-confidence.

Successful experience in the past is one of the most important sources of confidence in one's Sipahis. After a series of successes, self-confidence increases, and failures reduce it. Failures at the initial stage of activity have an extremely negative impact on such beliefs.

But if failures are attributed to such an unstable internal factor as lack of effort (that is, when a person explains the reason for his failure by the fact that he did not work enough, did not make due efforts), then the negative impact of failures decreases and failures practically do not affect her perception of her own competence and self-esteem. . This explanation of the reasons for failure softens the impact of negative experience, a sense of one's own competence and confidence in one's abilities. Explaining one's failures as a lack of effort does not lead to the formation of a feeling of helplessness and does not reduce the assessment of one's own competence.

Observing other people's accomplishments is another source of self-confidence. When a person sees that a colleague has successfully dealt with a problem, it adds confidence in their own abilities.

Of essential importance is the demonstration by the model (another person) of not only skills, but also a successful strategy, perseverance, the desire to try several ways and options in solving the problem. A person adopts from others, in addition to skills and abilities, perseverance, the desire to overcome obstacles and difficulties. Watching over another person the subject can imitate, borrow and use a similar strategy in their actions.

The most powerful influence, as a rule, is made by people from the immediate environment. However, it is possible to imitate television, literary, etc. models.

If employees receive feedback on their progress (positive information about successful tasks), their confidence in their ability to complete the next task grows. By pointing out to employees that their own efforts contribute to the success of the organization, managers encourage their persevering actions. Under the influence of such feedback, subordinates will continue to be inclined to make efforts and work hard to achieve success.

But mere information about the success or failure of a task is not enough to develop a sense of one's own competence. In order for the subordinate to feel more competent, important information (feedback) about exactly which skills of the subordinate have improved and how this will help him in the future.

To obtain successful results of activity, it is equally important that a person possesses a strategy for overcoming difficulties and showing perseverance.

Showing that the beginning of any activity is always accompanied by many shortcomings, the first option for completing a difficult task, in most cases, is imperfect, and that thanks to efforts, perseverance and a change in strategy, performance can be significantly improved, the leader demonstrates a strategy for overcoming difficulties. Such modeling has a stronger effect on motivation than the usual demonstration of some skills. It is important to point out to subordinates the improvement of specific skills, that is, what exactly ensured the successful performance of the activity.

Competitions undermine procedural and substantive motivation. Evaluation of the performance of each employee, based on a comparison of his achievements with the achievements of others, should be considered as undesirable actions that significantly affect a person's self-esteem. It is more expedient to compare the performance of each individual employee with his previous efforts necessary to achieve success. People, as a rule, are not inclined to give special importance to efforts in achieving success. Overestimating the role of abilities, they, as a rule, do not perceive effort as an essential factor that ensures success.

Explaining the reasons for failure is also an important motivational factor. When a person attributes the reasons for failure to lack of effort, this contributes to the creation of a positive image and self-esteem, while the recognition that the performer failed due to lack of ability reduces self-esteem, self-esteem and self-confidence.

The desire of people to maintain self-esteem and high self-esteem is an important motivating factor in any activity. The individual often believes that ability is the main factor in achieving success, and their absence is the main reason for failure. Such an attitude can cause an undesirable tendency to avoid failure in order to maintain a positive image, self-respect and high self-esteem.

The desire to avoid failure leads to other negative consequences. Trying to avoid failure, a person sets himself either very low or very high goals. Low goals and easy tasks usually guarantee success. By choosing them, a person retains self-respect and stable self-esteem. Some people set themselves lofty (often unattainable) goals so that later it is easier to survive failure and justify themselves, referring to the complexity of the task.

Thus, employees' sense of their own competence is an essential feature and factor in the development of procedural and substantive motivation. The nature of the feedback between the leader and the subordinate significantly affects the motivation of the work of the subordinate. So, for example, when there are positive feedbacks in the process of work (approval, positive assessment), then the procedural and content motivation is enhanced. If negative feedback prevails (unsatisfactory reviews that indicate unprofessionalism or incompetence of employees), then the internal motivation of employees decreases.

However, it should be noted that the evaluation of the results can be perceived in two ways:

As evidence of competence, it grows, thereby increasing procedural and content motivation;

As a manifestation of external control, it weakens, in this case, procedural motivation.

For example, the manager assessed the work of a subordinate as follows: "You did a good job." This approval can be perceived by the subordinate, on the one hand, as evidence of their own competence. But, on the other hand, the subordinate may perceive it as a kind of psychological control (that is, as confirmation that he has fulfilled all the requirements of the manager). The psychological effects of these two subjective interpretations of the same circumstance on procedural and substantive motivation will be opposite. In the first case, the internal motivation of the subordinate will grow, in the second, it will decrease.

So each managerial action can have a different meaning and different content for subordinates. If the control action is perceived by subordinates as feedback (information about success), then it enhances the feeling of personal involvement, autonomy, competence, contributing to an increase in the internal motivation of the subordinate. If the managerial action acquires the meaning of control over behavior (that is, it is perceived by the subordinate as external pressure and control), this reduces the procedural and content motivation.

Thus, responsible for the increase or weakening of the internal motivation of subordinates is not only the managerial action in itself, but also its significance (informing or controlling) for subordinates.

The factors that have a positive impact on the procedural and substantive motivation of employees include situations of free choice. The choice that is made by the workers themselves (for example, the choice of tasks or approaches to their solution) gives them the opportunity to feel freedom and self-determination in work. And the feeling by employees of constant regulation and control by the manager significantly reduces procedural and substantive motivation. Naturally, under such conditions, they begin to perceive their activity as forced, conditioned from the outside, that is, externally motivated.

Of course, work can be carried out under the influence of external factors. However, as soon as approval and punishment weaken, and external control is removed, the motivation of the worker itself weakens.

If extrinsic motivation is added to the internal motivation sufficient to stimulate activity, then the propensity to activity and, accordingly, the level of procedural and content motivation decreases. In other words, constant rewards (extrinsic incentives) reduce intrinsic motivation to engage in interesting activities. It is important to pay attention to the fact that only intrinsic motivation decreases, that is, interest in the process and content, which are primarily attractive for human activity. In the process of receiving regular rewards (that is, external reinforcement) for some period of time, the overall level of motivation will be quite large. However, after the abolition of rewards, interest in the activity itself (namely, in its process and content) will be weaker than before the start of external reinforcement.

It has been established that material rewards reduce the indicators of procedural and substantive motivation more than symbolic or verbal (verbal) ones. Expected rewards weaken process-content motivation more than unexpected ones.

All of these data are valid, provided that the activity first aroused significant enthusiasm among people. The reward reduced the pleasure of an interesting task, but increased the pleasure of an uninteresting one, so much so that working on the latter began to bring more joy than doing the first.

The promise of rewards leads to the realization of possible pleasure. If at the same time there is a feeling of a decrease in competence and a decrease in self-affirmation, then intrinsic motivation is weakened.

Thus, circumstances that provide workers with autonomy and maintain their competence and self-confidence enhance process-content motivation. And the circumstances that put pressure on employees, control them, emphasize their incompetence, do not provide clear and adequate information regarding progress in the work process, only weaken the procedural and substantive motivation.

In psychology, there are two types of motivation - positive and negative. Positive motivation is seen as an attempt to achieve success in one's activities. This involves the manifestation of conscious activity in achieving success in one's work. This state is associated with the manifestation of positive emotions and feelings. But negative motivation includes everything that is associated with punishment, not only material, but also moral, that is, everything that is associated with condemnation.

Motivation should be to direct staff to achieve the organizational goal. Effective, as already noted, it will be only in the case of motivation through individual needs or understanding of the possibility of satisfying individual needs through the implementation of organizational tasks. And the closer this relationship is, the more effective motivation will be.

According to I. Murashko, the motivation model is formed from successive stages, namely:

Definition of human needs and incentives.

Unmet needs cause tension.

Tension is influenced by external circumstances, opportunity, and purpose.

Effort is required to meet needs.

Efforts lead to the achievement of a certain level of indicators, which are based on weaknesses.

For the achieved indicators, rewards are provided that satisfy the initial needs and incentives.

This scheme is implemented cyclically: the satisfaction of some needs causes others, the satisfaction of which will again require certain efforts.

In addition to needs, human labor is motivated by other factors, such as abilities, environment, etc.

When creating their own motivation systems in each organization, preference is given to individual motivation factors. It depends on the size of the organization, the state of the life cycle in which it is located, the ability to attract resources, personal perception and the appropriateness of using certain factors by management.

As a rule, initially stronger influence is exerted by external factors, but their action is limited in time. Internal factors are considered to be longer-term and deeper motivators, but they require an individual approach to each member of the organization and the creation of appropriate conditions for work, communication outside of work, changes in the psychology of manager-subordinate relationships, changes in the philosophy of managing an organization, understanding that the highest value organization is an initiative, creative, highly motivated staff.

at the same time, it is necessary to understand that internal and external factors do not act as antagonists - they are complementary, and human behavior is determined by the simultaneous action of many motives.

To effectively motivate members of an organization, it is necessary to:

Determine the level of remuneration that would satisfy employees;

Set the desired level of labor productivity, which must be achievable;

Determine a fair ratio: results-reward;

Outline the fair use of penalties and incentives;

Create appropriate conditions for self-realization of employees;

Form clear and achievable goals of the organization, the achievement of which will make work even more motivated;

To create conditions for the balanced use of internal and external factors of labor motivation of the members of the organization.

External, in relation to the employees of the system, motivations can work with greater or lesser efficiency in the organization, but not a single motivational event will be successful if a person does not have internal motivation.

intrinsic motivation - this is the psychological state of a person, which is characterized by positive emotions caused by the attitude to the work performed, to the team in which the person works, and to the environment. A feature of internal motivation is that it is very difficult for the organization to influence it in a positive direction, while somewhere else motivation through the fault of the organization is very common.

Demotivation - partial or complete loss of a person's internal motivation to perform their job duties.

When a person comes to a new place of work or study, she has a strong internal motivation, as new tasks, new perspectives, new horizons appear.

Since, according to experts, the organization cannot influence internal motivation in a positive direction, every effort must be made to mitigate possible factors of demotivation.

The main factors that demotivate employees are:

Violation of the agreements that were reached when hiring or changing positions;

Lack of implementation of any employee skills that he himself appreciates;

Ignoring Ideas and initiatives;

Lack of a sense of belonging to the organization;

Lack of a sense of achievement, which manifests itself in the absence of one's own professional growth and visible results;

Lack of recognition of achievements and results by management and colleagues;

No change in employee status.

Taking into account possible factors of demotivation when determining the range of tasks for an employee, involving him in various projects and creating an atmosphere of involvement in the life of the organization will help maintain a high level of internal motivation of a person, which will contribute to the effective use of its potential.

Organizations can choose one of two HR strategies using known motivational forces based on knowledge of intrinsic motivation.

Strategy for using situational advantages. This strategy is based on using the situation of an excess of cheap labor. At the same time, the material incentive base for employees is minimized by: establishing a general low level of wages; setting a low level of wages for the so-called probationary period, when a person tries to work with maximum efficiency in order to gain a foothold in the workplace; constant rotation of personnel, etc.

The second strategy is based on the constant improvement of intrinsic motivation, using the tactics of attracting and retaining highly qualified employees.

External motivation is some pleasant consequences or results of an activity (reward, praise, success) for a person that encourage him to perform some activity.

A person after performing a certain activity can receive approval, a positive assessment, material reward, that is, positive reinforcement. Satisfaction due to positive reinforcement is associated with activity, thus establishing an activity-pleasure relationship. A person has a desire to get pleasure in the future (praise, material reward, etc.), which motivates her to perform the activity that was associated with pleasure.

If the process of activity or its result is not reinforced (i.e. when there was neither approval nor reward and, accordingly, pleasure), then in this case it is less likely that in the future the person will strive to perform this activity at a high or sufficient level for the organization level.

Positive experiences that are associated with a particular activity act as an emotional reinforcement of what happened before or during the experience. As a result, a person will strive to do what caused satisfaction or what provided an opportunity to avoid discontent. If some action was combined with a pleasant experience, then the combination of positive emotions with activity enhances the motivation for this activity.

Certain Behaviors consolidated and repeated the future when they are accompanied by positive consequences (reward, approval, the opportunity to assert themselves). And the probability of their repetition, as a rule, decreases if these actions are not associated with pleasant emotions, or, on the contrary, are accompanied by something negative (punishment, disapproval, etc.).

If a person receives positive reinforcement (approval, reward) for certain forms of behavior, then such actions are fixed and reproduced in the future, and resorting to punishment, a person is forced to avoid certain actions. Receiving punishment for certain actions or inaction, a person will continue to act "as it should" not because she wants to, but because she is afraid of punishment. And when the threat of punishment disappears, the previous undesirable forms of behavior are restored.

Resorting exclusively to punishment, according to many psychologists, it is impossible to form an intrinsically motivated activity. In the case of using punishment, it is advisable to combine it with positive reinforcement.

To form the necessary organizational behavior, it is necessary to highlight such actions of employees that are socially desirable, and reinforce them with approval, rewards and other types of reinforcement. There are various types of positive reinforcement of organizational behavior.

Praise (approval): the manager approves the actions of his subordinate for high performance. Positive reinforcement (praise) to a certain extent depends on the mutual relationship between the leader and the subordinate. The praise of managers with whom the subject of activity (subordinate) is in good relations, as a rule, has a great influence. The monotony of forms of approval and their systematic use reduces the effect of such reinforcement.

Privileges and status increase. An increase in formal or informal status has a positive reinforcement effect. Expectations of raising the status has a noticeable impact on the personality (stimulates to activity).

Progressive firms are able to use this motivational factor in management. A fairly extensive management system (the presence of many departments, groups) has a significant impact on the motivation of both management and ordinary employees. A person has an incentive to become the head of even a small structural unit or group, and reaching the desired status, he tries to climb even higher up the hierarchical ladder.

The opportunity to receive certain privileges, wage increases, the ability to manage and thereby satisfy their need for power are essential motivational factors. This encourages a person to seek a position, to make great efforts to obtain it. It naturally seeks to rise higher in the management hierarchy. The ability to influence people and be the subject of change (the "source"), and not the object and passive executor of someone else's will, is quite attractive. After all, a person seeks to independently influence, determine, decide, and not be an object of influence of other people.

Trust, attention, assessment of your abilities, the opportunity to demonstrate yourself as a leader (leader) - all this encourages a person to work even harder.

Estimates, scores, test indicators. Grades "good" and "excellent", high rating, high test scores have a significant motivating effect. It should be noted that a more differentiated assessment system has more motivational value. In this case, the subordinate can compare his own achievements not only with the results of other people, but also with his previous achievements. Stimulates to work not only a positive assessment, but also a vision of prospects, the desire to surpass their achievements.

Material reward. Prizes, gifts, bonuses, monetary rewards have a great influence on the motivation of any activity. But with systematic use, these forms of positive reinforcement can negatively affect procedural-content motivation.

The main thing in reinforcement is the presence of positive emotions with which we associate a certain activity in which we strive to form interest. For reinforcement, to a certain extent, it does not matter where the source of positive emotions is located: in approval, in symbolic rewards, or in material incentives. The most important thing is the combination of pleasure with a certain activity. If, when performing an activity, one learns to cause pleasure, then in this way one can form interest (or procedural-content motivation) in this activity. If you praise yourself, reward yourself with chocolate or other sweets for the successful completion of an activity, then this can have a self-reinforcing effect (and contributes to the formation of interest, motivation for activity).

The stronger the pleasure that a person received from the reinforcement or self-reinforcement of a certain form of organizational behavior, the stronger the behavior (or activity) will be fixed.

It is very important to know what exactly will cause the greatest pleasure for a particular person, what form of reinforcement will be effective. Information about the hierarchy of needs and motives of the individual for choosing the appropriate form of reinforcement is important.

Motivation is the urge to an activity due to the prediction of the pleasure associated with this activity. Receiving satisfaction after performing a certain work, a person assumes the possibility of such pleasure in the future, which will encourage him to perform this activity. Thus, the strength of pleasure, the intensity of positive emotions is an important factor in the formation of motivation for activity.

External reinforcement is more effective when combined with prompt and appropriate feedback on success or failure. At the same time, the result of the activity, progress or deterioration of the important components of the activity is recorded and noted. This allows a person to monitor the effectiveness of their activities.

Reinforcement has the greatest impact when it is combined with a step-by-step program, that is, when the desired forms of organizational behavior of a person are achieved and reinforced gradually.

In the organizational behavior of an employee, it is necessary to single out small fragments and create conditions that would make it possible to achieve maximum success and minimize failures. Each fragment should be small and uncomplicated. A person moves on to the next task only when he succeeds in completing the previous one. All elements are small and uncomplicated, their execution is accompanied by positive emotions, pleasure due to the successful completion of the task, the required number of points scored, verbal and symbolic approval, material rewards, etc.

In such a situation, a person fights with himself, and not with others, and such an approach, on the one hand, has all the advantages that competition gives, and on the other hand, failure does not cause any negative consequences.

Any behavior is reinforced by positive reinforcement, and repetition of such behavior without positive reinforcement contributes to its extinction. This also applies to socially undesirable organizational forms of behavior (theft, violence, deceit, etc.). The strategy of psychocorrection is to stop reinforcing the socially undesirable form of behavior.

If a person has a certain interest in the process and content of the activity, then by providing additional external reinforcement, the overall level of motivation can increase.

By providing external reinforcement, it is possible to maintain a fairly high overall level of motivation for a certain time, since external reinforcement in the form of material reward, symbolic or verbal approval is also added to the procedural and content motivation. After the termination of regular reinforcement, there is a decrease in procedural and substantive motivation (interest in the content of the activity).

Positive reinforcement reduces procedural and substantive motivation in such cases:

If external reinforcement creates the feeling that you are being manipulated;

If a person does not have a sense of pride in their achievements;

When an activity is reinforced that a person already performed with interest (i.e., well and without rewards);

When reinforcement does not depend on achievements (that is, when it is the performance of the activity that is reinforced, regardless of how the person performed it);

When both good and satisfactory results are reinforced;

If rewards are used very often, there is a danger of satiation, rewards are ineffective if they become habitual procedures.

Thus, we can say that motivation is one of the factors that ensure the effective performance of work.

An important problem in the theory of motivation is the consideration of the diversity of its types. There are the following types of motivation: external and internal; motivation based on results and status; positive and negative; individual and group; motivation and self-motivation. Consider what constitutes external and internal labor motivation.

F. Herzbsrg in 1957 identified two types of motivation: internal and external. Intrinsic motivation refers to self-created factors that influence people to behave in a certain way or move in a certain direction (for example, responsibility, independence, the opportunity to use and develop skills and abilities, interesting work, career opportunities).

External motivation is what is done for people to motivate them, such as rewards, praise, promotions, punishments. And if the most obvious external measures lead to an immediate and powerful impact, but most often act for a short time, then internal factors affect deeper and longer, as they are inherent in people themselves.

External motivation can act in two forms - administrative and economic. Sometimes extrinsic motivation is called stimulation. Administrative motivation means doing work on command, order, i.e. under direct coercion with appropriate sanctions for violations of established norms. Economic motivation is carried out through economic incentives (wages, dividends). With this type of motivation, the manager needs to know what methods can encourage a particular employee to do the job efficiently and on time: it can be both timely payment for work and a bonus, or praise or another type of moral encouragement.

Intrinsic motivation is a more complex process and involves the formation of a certain motivational structure of a person. In this case, it is necessary to find a psychological way to strengthen the desirable qualities of the employee's personality and weaken negative factors, for example, reducing the monotony of work. This type of motivation requires a lot of effort, knowledge and ability from the manager. In production activities, both types of motivation closely interact.

The term "intrinsic motivation" itself was first introduced in the late 1950s, when two works appeared - a book by R. Woodworth and an article by R. White.

intrinsic motivation- motivation associated not with external circumstances, but with the very content of the activity. This is a type of behavior that comes from within the personal Self and is completely within the behavior itself. As V. I. Chirkov notes, “people are involved in activities for its own sake, and not to achieve any external rewards. Such activity is an end in itself, and not a means to some other end.

Examples of intrinsic motivation can be:

• - dream, self-realization;
• - ideas, creativity;
• - self-affirmation;
• - conviction;
• - curiosity;
• - health;
• - the need for someone, something;
• - personal growth;
• - the need for communication.

We can say that internal motivation is very effective, it is a kind of end in itself: a person “invests” in some process, and this activity gives him pleasure.

Thanks to internal motivation, a person easily overcomes the difficulties and problems that arise on his way to the goal and makes every effort to achieve a successful result. Intrinsic motivation encourages act.

In the labor sphere, intrinsic motivation is aimed at developing and maintaining an employee's positive attitude towards work. The main task of managers is to create such an atmosphere in which high internal motivation of employees can be formed.

The following can be distinguished components of intrinsic motivation employees:

• work is a continuation of a person's life, on which he spends a huge part of his life. This time should be spent with pleasure, and not be considered as hard labor or serving a heavy duty;
• work must morally satisfy a person, he must see the results of his work, its usefulness, necessity;
• a person at work should feel his social status, authority among colleagues, etc.

How can you influence the internal motivation of employees?

One of the ways is through the attitude of the management towards their subordinates. This impact includes the attitude, mood and message that management has towards employees, how they communicate and interact in the workplace, keeping promises, consistency in actions, clear and open leadership principles, a clear organizational structure, management based on goals and results, recognition of the results achieved, involvement in the process of solving managerial issues, joint search for errors, etc.

Another way is through relationships in the team. This largely depends on the style of leadership and the corporate culture adopted in the company.

The third way is through social contacts, networks. For example, meetings in an informal setting. So, New Year's corporate parties help employees to communicate with colleagues in the atmosphere of a festive party, which, in turn, allows them to get to know their colleagues from the other side, to build relationships.

External motivation - not related to the content of a particular activity, but due to circumstances external to the subject.

External motives - such a group of motives in which the motivating factors lie outside the activity. Examples are:

• - money;
• - career;
• - status;
• - power;
• - legal norms;
• - recognition;
• - prestigious things (house, apartment, car, yacht, etc.);
• - the ability to travel.

In the case of the action of external motives, it is not the activity in itself that is attractive, but only what is associated with it (for example, prestige, fame, material well-being), and this is often not enough to induce activity.

External motivation directly depends on the needs of a person. In the process of production activity, motivation allows employees to satisfy their basic needs by fulfilling their job duties. Recall that a need is a state of a person that acts as a source of his active activity and is created by the need that he feels in relation to the objects necessary for his existence 1. Consider the main types of external motives, which are based on the needs that are the sources of the employee's activity.

Power motive. The desire of the individual to influence people, dominate other people and lead them. Motivation of power is one of the most important driving forces of human action. This is the desire to take a leadership position in a group (collective). The motive of power occupies an important place in the hierarchy of motives. The actions of many people are motivated by the need for power.

The need for power is expressed in the desire to influence other people, control their behavior, as well as in the willingness to be responsible for others. This need is expressed in the desire for a leadership position. It has a positive effect on the effectiveness of leadership. That is why it is advisable to select people with a pronounced need for power for leadership positions. Such people have high self-control.

achievement motive. The desire to achieve a high result, to succeed in a competitive environment is of great importance for human behavior. Employees with a strong need for achievement excel primarily in tasks that require a high level of social interaction and good interpersonal relationships 1 . People with a high achievement motive prefer to take responsibility for solving problems, tend to set challenging goals for themselves, and take risks to achieve those goals. In addition, they seek feedback on how well they are doing their job. Successful companies actively use such employees by organizing contests and competitions, awarding winners, forming project teams that are entrusted with solving especially important problems. The motive for achieving the result is considered by many scientists as the most important factor influencing the working behavior of a person. Employees with such a motive strive for difficult goals, difficult work, they are attracted to independent, varied work, and employees with a low need for achievement, on the contrary, prefer stable, reliable, predictable situations.

Numerous studies have confirmed the connection between strong achievement motivation and real human achievements in various fields of activity. The American scientist D. McClelland showed that people achieving success in competitive situations had a level of achievement motivation significantly higher than the average level. Executives who were successful in a highly competitive environment had a higher need for achievement than their less successful counterparts. But there is also an opposite point of view - that there should be no competition in the work team, the team should be a single organism.

Motivation for professional growth and career advancement. Managers can influence the motivation of subordinates, taking into account their need for professional growth and promotion. Professional development increases the motivation of employees and their commitment to the organization, ensuring continuity in management, and also contributes to the creation of a favorable climate in the organization.

By improving their qualifications and acquiring new skills and knowledge, employees become more competitive in the labor market and receive additional opportunities for professional growth both within their organization and outside it. Vocational training also contributes to the overall intellectual development of a person, expands his erudition and social circle, and strengthens self-confidence.

The motive for financial reward. The system of material remuneration for work, in addition to wages and bonuses (bonuses), may include pension savings, profit sharing, tuition fees (for an employee or his children), medical insurance, mobile communications, interest-free loans to buy a house or car, free lunches, travel expenses for employees, payment for employee rest, etc. Money, as an extrinsic motivator, is a strategically important item for most people, not least as a measure of recognition of the significance of their contribution to success.

In modern high-tech companies, the formation of new landmarks - motives, related to the development of Internet technologies and a new generation of employees. Traditional external incentives to work began to lose their former importance. A new word has appeared "gaming”, a new approach to the motivation of modern young employees, which has so far been widely used in Japan. The term itself originated in the United States in the second half of 2010, when the results of a new marketing move applied by different companies combining social media and game factors were analyzed: instead of the usual bonuses, employees were offered an exciting alternative - participation in an online community with its own bonus system, interactive and live contact with the manufacturer. Enthusiasts saw new frontiers in the development of mankind in the success of this move, and psychologist Gabe Sichermanp became the ideological inspirer and key figure in promoting the idea of ​​integrating game elements into all spheres of life, proclaiming the birth of a new era - the “game era”. The new trend has become a noticeable phenomenon in the world. Suffice it to say that even Gsummit- major international forums dedicated to gamification. On one of Gsummit in New York, for example, a representative Microsoft Sarah Faulkner has argued that by 2015, half of the world's largest companies are likely to be gamified.

The correct impact on the external motivation of a person will encourage him to act, to growth, motivate him to work and obtain high results both for the employee himself and for the whole company.

• See: Armstrong M. The practice of human resource management / per. from English; sub-ed. S. K. Mordovina. 10th ed. St. Petersburg: Peter, 2009.