University of Central Florida

STARS

Motivation 101: A Guide for Public Servants School of Public Administration

Spring 2018

Part 4: Human Nature Theories of Motivation

Glory Kure
University of Central Florida

Jamar Franklin
University of Central Florida

Lynda Pierce
University of Central Florida

James C. Smith
University of Central Florida

Find similar works at: https://stars.library.ucf.edu/motivationforpublicservants

University of Central Florida Libraries http://library.ucf.edu

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Recommended Citation
Kure, Glory; Franklin, Jamar; Pierce, Lynda; and Smith, James C., "Part 4: Human Nature Theories of
Motivation" (2018). Motivation 101: A Guide for Public Servants. 4.
https://stars.library.ucf.edu/motivationforpublicservants/4
Running head: Human Nature 1

Human Nature Theories of Motivation:

The Hawthorne Effect, Motivation 3.0, Myers-Briggs, and the Golden Circle

Glory Kure, Jamar Franklin, Lynda Pierre, and James C. Smith

University of Central Florida

PAD6417 – Human Resource Management

Human Nature 2

Human Nature Theories of Motivation

At the turn of the 20th century, Frederick Taylors’ Scientific Management Theory domi-

nated the industrial landscape. Managers focused on the best, most efficient ways to accomplish

tasks, and viewed workers as replaceable cogs in a machine. But a series of experiments at a fac-

tory outside of Chicago led to a new perspective of management and motivation, one that fo-

cused on people. This approach, developed by Elton Mayo, established Human Relations Theory

and laid the groundwork for future human-nature models to follow, including the Myers-Briggs

Type Indicator, Motivation 3.0, and the Golden Circle.

The Hawthorne experiments demonstrated that social contexts impact motivation and sat-

isfaction more than other factors such as compensation and physical environment. They also

highlighted the importance of participatory management, two-way communication, and informal

teams. But more importantly, they focused on workers as individuals (Mayo, 1933).

The focus on people and their differences continued with the Myers-Briggs Type Indica-

tor. It’s a self-assessment tool that sorts people by psychological type, which determines how

they perceive the world and make decisions. Knowing and understanding employees’ types al-

lows administrators to motivate and engage individuals using the most appropriate and effective

means as determined by those type (Myers, 1962).

Daniel Pink’s Motivation 3.0 centers around intrinsic motivation, or motivation that

comes from within each person. It’s driven by three elements: autonomy, mastery and purpose. It

also negates the impact of extrinsic rewards like increased compensation, mirroring the findings

of Mayo. From an administrative perspective, organizations and administrators should provide a

work environment that has the power to unlock this motivation in their employees (Pink, 2009).
Human Nature 3

A relatively new theory that calls for leaders to inspire action in others, Simon Sinek’s

Golden Circle describes three layers of organizations: why, what, and how. “What” describes

what an organization does, and “How” relates to the methods for doing it. But “why” lies at the

center of the circles and represents the underlying reasons and motivation. This is where success-

ful leaders should start to inspire purpose and passion (Sinek, 2011).

These theories all have common threads, but what’s the takeaway for public administra-

tors, supervisors and managers? To start, it’s critical to have an understanding of why motivation

is important to your organization. Employees who are motivated and engaged are more produc-

tive, more innovative, more satisfied, and less likely to leave (U.S. Office of Personnel Manage-

ment, 2016).This is just as important for public agencies as private companies, perhaps even

more so considering the critical services governments provide to citizens. Recognizing this, the

Federal government conducts an annual survey, part of which focuses on employee engagement.

It measures perceptions of leadership, communication, motivation, interpersonal relationships,

trust, respect, support, intrinsic work experience, and competency (U.S. Office of Personnel

Management, 2016). These are all elements of Human Nature that leaders in public organizations

can follow to develop productive and motivated employees.

Human Nature 4

The Hawthorne Effect and Human Relations Theory

James Smith

What is the Hawthorne Effect ? To some, it means a change in behavior and performance

in response to being observed (Landsberger, 1958). But subscribing to this narrow definition

fails to capture the important lessons of how social interactions influence productivity and moti-

vation that researchers learned from a series of experiments conducted at the Hawthorne Works

factory between 1924 and 1933. Those studies formed the basis of Elton Mayo’s Human Rela-

tions Theory of organizational management, which in turn led to a broader examination of the

role human nature plays in motivation and job satisfaction.

Mayo’s analysis and interpretation of the studies examined several key aspects of the ef-

fect of social contexts on worker motivation and output. In particular, “Hawthorne researchers

raised questions about (1) the means of appealing to motivating influences for untapping poten-

tial; (2) the qualities of effective leadership and supervision; (3) worker participation and in-

volvement in company decision-making; (4) job satisfaction; (5) resistance to change; and (6)

group norms” (Sonnenfeld, 1985). Some of the main ideas developed from the Hawthorne stud-

ies that impact worker motivation include:

• Social contexts and relationships are more important than other factors such as working

conditions and compensation when it comes to workers’ motivation.

• Supervisors should work in close proximity to and interact with subordinates.

• Upward and two-way communication between management and workers leads to in-

creased trust and respect.

• Talking with employees and listening to what they have to say improves interpersonal re-

lationships.
Human Nature 5

• Informal teams organize and assert influence by creating their own norms and standards

(Mayo, 1933; Roethlisberger & Dickson, 1939; Sonnenfeld, 1985).

These concepts represented a sea change to the prevailing school of thought at the time,

Frederick Taylor’s Scientific Management Theory (Jung & Lee, 2015). It meant a shift from

task-oriented work and top-down management to an idea that placed the focus on the needs of

the workers and social interactions. Mayo’s ideas revolutionized management theory and the

burgeoning field of social science. “The end result of the Hawthorne experiments was that it

opened up a whole new dimension for management. The demonstration that a human being is a

social animal led to the conclusion that there were advantages to treating workers as a responsi-

ble being rather than as a cog in a machine” (Nhema, 2015, p. 173).

Hawthorne Effect and Human Relations Theory in Action

How can a 90-year old theory apply to today’s public administrator? The idea that human

nature comprises an important aspect of worker motivation transcends time and disciplines. This

sample scenario demonstrates how the lessons of the Hawthorne studies remain relevant in the

modern public workplace.

Real-World Scenario

Motivation and morale at the Gotham City Branch of the Department of Motor Vehicles

reached an all-time low last year. Employees were leaving in droves, and productivity and output

slowed to a crawl, resulting in long delays for driver’s waiting for new driver licensees, renew-

als, reinstatements, and other changes. Maria, the branch manager, couldn’t understand the rea-

sons behind the poor performance. The workers at the branch received comparable pay to their

peers across the state, and they had a generous benefits package that included affordable medical
Human Nature 6

and dental insurance, along with retirement benefits, and paid leave and sick time. The work-

space wasn’t an issue either, since recent renovations meant the office featured comfortable and

modern spaces with everything workers needed to get their jobs done. So, what else could be the

problem?

Maria might benefit from the lessons learned in the Hawthorne experiments. These con-

cepts hold the key to unlocking worker morale, motivation, and productivity. To get a better un-

derstanding of how these concepts might help in this scenario, it’s necessary to first take a closer

look at the Hawthorne experiments and what the researchers learned about human nature in the

work environment.

Explanation of Theory

Definition

As already mentioned, the idea behind the Hawthorne studies encompasses more than

just changes in behavior in response to being observed. Mayo’s Human Relations Theory entails

a broader understanding of human nature and social interactions that impact worker satisfaction,

motivation and performance (Mayo, 1933; Roethlisberger & Dixon, 1939). Hawthorne research-

ers discovered that “The social system, which defined a worker’s relation to her work and to her

companions, was not the product of rational engineering but of actual, deep-rooted human asso-

ciations and sentiments” (Anteby & Khurana, 2012). Key concepts of the theory include under-

standing that social contexts are more important than physical factors, and the importance of par-

ticipatory management, upward communication, and informal teams. To better understand how

researchers reached these conclusions, let’s take a closer look at the studies conducted at the

Hawthorne plant.
Human Nature 7

Background

The idea of listening and paying attention to employees seems like common sense today,

but at the turn of the 20th century, many managers subscribed to Frederick Taylor’s Theory of

Scientific Management that focused on training workers the fastest and most efficient way to ac-

complish specific tasks based on scientific study. This resulted in improved productivity, but also

increased monotony while eliminating variety, feedback and autonomy (“Frederick Taylor and

Scientific Management” n.d.). Around the same time, social reformers began to draw attention to

the appalling working conditions faced by many industrial workers. In response, and in order to

decrease high turnover and prevent unionization, companies turned to the idea of welfare capital-

ism, which increased worker benefits and safety. One company, Western Electric, decided to

conduct experiments to gain a better understanding of worker motivation (Harvard Business

School Baker Library Historical Collections, n.d.).

The human approach to management and motivation grew out of these research studies

conducted at a sprawling factory on the outskirts of Chicago beginning in the 1920s. More than

40,000 workers at the Western Electric Hawthorne Works manufactured telephones and commu-

nications equipment for AT&T. In order to gain a better understanding of the workers’ produc-

tivity and morale, the company commissioned a series of studies between 1924 and 1933 to ex-

amine the effect of various factors on worker output (Harvard Business School Baker Library

Historical Collections, n.d.).

The initial study, conducted by the National Research Council, focused on the effects of

lighting on productivity. Guided by the idea of Scientific Management, researchers in the illumi-
Human Nature 8

nation study manipulated lighting levels in several areas; they increased lighting levels, de-

creased lighting levels, and even returned lighting to original levels. But no matter what they did,

productivity increased (Mayo, 1933). Did the workers increase output simply because they were

under observation? In social research, changes in behavior resulting from subjects who are aware

they are under observation is known as “The Hawthorne Effect” (Landsberger, 1958). But the

results of the experiments at the Hawthorne Works eventually led to a deeper understanding of

the role human factors play in worker motivation and satisfaction.

Seeking to comprehend the results of the illumination experiment, the company turned to

Elton Mayo from Harvard Business School for further analysis and experimentation, and he took

a more comprehensive approach to understanding the changes in behavior that resulted from the

studies. His work, along with that of his protégée, Fritz Roethlisberger, examining and interpret-

ing the results of the experiments at the Hawthorne plant led to the formulation of Human Rela-

tions Theory of Management (Harvard Business School Baker Library Historical Collections,

n.d.). “The conclusions drawn by Mayo from the Hawthorne studies established the beginnings

of the importance of management style as a major contributor to industrial productivity, of inter-

personal skills as being as important as monetary incentives or target-setting, and of a more hu-

manistic approach as a means of satisfying the organization’s economic needs and human social

skills.” (“Elton Mayo”, n.d.)

The initial illumination study results lead researchers to conduct additional experiments

at the Hawthorne Works. The results of these experiments laid the foundations of Human Rela-

tions Theory.

The Relay Assembly Test Room. The most important study focused on a group of six

women assembling telephone relays in a small room separated from the main shop floor. Of all
Human Nature 9

the tests, it lasted the longest with researchers conducting various experiments over a five-year

period. Overall, this group increased and maintained higher output in relation to other workers

and decreased absences by 80 percent (Mayo, 1933). The researchers noted several important el-

ements of productivity and job satisfaction, which included:

• Proper supervision: A friendlier, less harsh management style focused on the personal

needs of the workers. Mayo wrote about the supervisor in the test room “…he took a

personal interest in each girl and her achievement; he showed pride in the record of

the group. He helped the group to feel that its duty was to set its own conditions of

work, he helped the workers to find the ‘freedom’ of which they so frequently spoke”

(1933, p. 71).

• Employee participation: The group was consulted before every change and allowed

input and discussion (Mayo, 1933).

• Group cohesiveness: The group developed into a social unit comprised of informal

relationships and leaders. Non-work experiences spilled over into the workplace.

(Mayo, 1933).

Taken together, these elements lead to a “better mental attitude and greater enjoyment of

work” for the group (Mayo, 1933, p. 69). One superintendent at the factory, George Pennock,

noted that the group required almost no supervision at all (Mayo, 1933). In other words, they be-

came intrinsically motivated.

Second Relay Assembly and MICA Splitting Test Rooms. In an attempt to confirm the

results of the Relay Assembly study, researchers conducted two supplemental studies with differ-

ent groups. They created a second small group of relay assembly workers and another group of

mica splitters to isolate and test the effect of pay incentives and rest pauses in work. Production
Human Nature 10

in these group increased initially but then leveled off, leading researchers to conclude the effects

of wage incentives were limited and that these factors alone could not explain the results in the

first group (Sonnenfeld, 1985).

Interview Program. Taking notice of how the change in morale increased efficiency in

the Relay Assembly Test Room, the Hawthorne researchers started another program that would

go on to interview 21,000 workers (Sonnenfeld, 1985). One of the first things they discovered

was that non-directed interviewing allowed employees to be more candid. Instead of asking di-

rect questions, interviewers focused on listening in order to created open conversation and free

expression (Sonnenfeld, 1985; Harvard Business School Baker Library Historical Collections,

n.d.). Researchers then used this employee feedback to establish supervisor training programs

based on the information they learned (Roethlisberger & Dickson, 1939).

Bank Wiring Room. The final phase of the Hawthorne studies was initiated in response

to some of the findings of the interview program and focused on the effects of social groups on

work behavior. Researchers examined informal employee organizations that created their own

group norms and leadership with the power to influence attitudes, behaviors and outputs.

Broader Impacts

The Hawthorne studies and the human relations approach represented a paradigm shift

from Taylorism. The recognition of the roles individuals and social groups play within organiza-

tions led to a new way of thinking about employees. “Group dynamics, leadership, motivation,

participation and job environmental factors were also recognized as important variables,” accord-

ing to Nhema (2018, p. 174). “This approach changed the view that employees are mere tools

and in the process advanced the notion that employees are valuable resources.”
Human Nature 11

These lessons remain relevant today. Organizations that do not take these principles into

consideration are “consistently less successful than those that do” (Harvard Business School

Baker Library Historical Collections., n.d.).

Applications of Theory

What can public administrators learn from all this? The lessons are simple but powerful.

Get to know your employees on a personal level. Keep an open-door policy, and listen to what

they have to say. Spend more time interacting with them during the day. Instead of handing

down directives, create honest, open two-way dialogue: seek out their input, and try to incorpo-

rate their ideas.

Applied Theory - Scenario

Looking back at the DMV scenario, how can the lessons from Hawthorne be applied?

In response to the problems at the branch office, the state office hired a consultant to as-

sess the situation. The first thing the consultant, Bob, decided to do was to interview all the em-

ployees to get their input and feedback. Taking a page from the Hawthorne playbook, he avoided

asking too many direct questions, opting instead to allow the workers to speak about whatever

was on their mind. This conversational approach provided deeper insight in the perceptions of

each worker. A few common threads emerged as well. Several workers complained they had lit-

tle involvement in office-decisions. Maria usually emailed changes in office policies and proce-

dures to her staff without seeking input. Others felt like Maria provided little direction or guid-

ance. Almost no one felt comfortable approaching her when issues or problems arose. Some

workers used the opportunity to vent, or to discuss personal problems they faced at home that

also impacted their work. But since they lacked any sort of interpersonal relationship with Maria,

they never felt comfortable discussing these problems with her.

Human Nature 12

Bob’s next step involved visiting the office and observing working conditions. He no-

ticed that Maria kept her office door closed most of the day and rarely ventured outside to mingle

with her employees. When she did speak with employees, it was only to remind them of the tasks

they needed to accomplish. In response to this management style, several areas even formed their

own informal teams that regulated their output to a level they deemed appropriate.

Using his observations and the employee feedback, Bob recommended leadership train-

ing for Maria to provide her with the human relations skills needed to connect with her employ-

ees and thereby increase office morale and motivation. Based on Mayo’s human relations ap-

proach, the training emphasized the importance of keeping an open-door policy, developing in-

terpersonal relationships with individual employees, and improved communication skills, includ-

ing active listening and seeking input and feedback regarding decisions affecting workers.

Bob’s recommendations aligned with key concepts learned at the Hawthorne Works such

as understanding that social contexts are more important than physical factors, the importance of

participatory management, and how two-way communication along with listening builds trust

and respect. By taking a human relations approach to the problems at the Department of Motor

Vehicles, Bob was convinced that worker morale, motivation and productivity would improve,

resulting in better and faster service to the local citizens they served.

Applied Theory - Public Sector

While motivation and management theories are often associated with business and indus-

try, their lessons are no less relevant when applied to the public sector. They may be even more

pertinent given the often-critical nature of public service jobs combined with lower compensa-

tion compared to the private sector. Mayo’s Hawthorne theory is no exception.

Human Nature 13

To demonstrate this, Jung and Lee (2015) examined the relevance of the Hawthorne stud-

ies to the U.S. Federal workforce. They set out to determine if the results of the original experi-

ments could be applicable to the public sector, notably the importance of human relations and

participative management on performance and motivation. Additionally, they wanted to demon-

strate the importance of human relations in the era of New Public Management, which empha-

sizes economy and efficiency.

Using data from a Federal workforce survey, they reached the same conclusions Mayo

demonstrated for industry. Trust, collaboration and communication all led to improved perfor-

mance and perception (Jung & Lee, 2015). They concluded that “organizational managers in the

public sector need to put more focus on building organizational culture, in which employees can

have better empowerment and ties with others. Humane and democratic attention to organiza-

tional employees will result in higher motivation, satisfaction, organizational performance, and

bureaucratic accountability” (Jung & Lee, 2015, p. 523).

Employee empowerment practices that included “sharing information about goals and

performance, providing access to job-related knowledge and skills, and granting discretion to

change work processes” impacted employee satisfaction more than extrinsic rewards in an analy-

sis of the Federal Employee Viewpoint Survey (FEVS) (Fernandez & Moldogaziev, 2015, p.

375). Specifically, Fernandez and Moldogaziev found that employee involvement in setting

goals and structuring their work environment leads to higher satisfaction and motivation. Leaders

in the study displayed leadership behaviors such as “leading by example, involving other in deci-

sion making, coaching, informing, and showing concern for others” (Fernandez & Moldogaziev,

2015, p. 375). These are some of the same findings Mayo wrote about almost a century before,

and they demonstrate how human relations matter for public workers.
Human Nature 14

Looking at how public service agencies’ mission and goals effect motivation, Wright and

Pandey (2011) expand upon the legacy of Hawthorne to determine how individuals’ perception

of these goals effects their work behavior. As most governmental organizations provide public

service, their missions are often deemed meaningful and valuable to the community. They found

that public-service employee attitudes and motivation benefit from clear, achievable, and worth-

while agency goals, improving both job satisfaction and absenteeism. Furthermore, perceived so-

cial impact correlates directly to employee motivation and performance. The lesson for public

administrators should be to establish and reinforce the connection between employees and the

agency’s mission and goals. “The effectiveness and performance of government agencies may be

enhanced by three interrelated levels of intrinsic rewards—task, mission, and public service—

that are available through the employee’s role in the organization” (Wright & Pandey, 2011, p.

34).

Hawthorne and the Federal Employee Viewpoint Survey. An annual government-

wide survey of Federal employees, FEVS provides a treasure trove of data about government

workers’ perceptions of how effectively their agencies are managed. One important aspect of the

survey relevant to Mayo’s Human Relations Theory measures employee engagement, or “the

employee’s sense of purpose that is evident in their display of dedication, persistence, and effort

in their work or overall attachment to their organization and its mission” (U.S. Office of Person-

nel Management, 2016, p. 3). The Employee Engagement Index (EEI) looks at factors that lead

to employee engagement in three areas:

• “Leaders Lead reflects employee perceptions of the integrity of leadership, as

well as leadership behaviors such as communication and workforce motivation

Human Nature 15

• “Supervisors describes the interpersonal relationship between employee and su-

pervisor, including trust, respect, and support.”

• “Intrinsic Work Experience captures employee feelings of motivation and com-

petency relating to their role in the workplace” (U.S. Office of Personnel Manage-

ment, 2016, p. 3).

Many of these concepts originated from the findings of the Hawthorne studies. Commu-

nication, motivation, interpersonal relationships, trust, respect, support, and intrinsic motivation

all directly relate to the concepts of human relations theory. The U.S. Office of Personnel Man-

agement selected these factors because of their effect on employees’ attitudes, absenteeism, turn-

over, productivity and performance. Moreover, they view employee engagement as critical to

their mission of efficiently and effectively supplying services and security to the American pub-

lic (U.S. Office of Personnel Management, 2016). The fact that these qualities of employee en-

gagement play a prominent role in measuring motivation and satisfaction in the government

workforce demonstrate the continued relevance of Hawthorne to public sector organizations.

Conclusion

At a time when most organizations followed the task-oriented principles of scientific

management, Elton Mayo and the researchers at the Hawthorne Works revolutionized the under-

standing and practice of employee motivation and management by focusing on people and hu-

man relations. Participative management, open communication, and interpersonal relationships

all play important roles in achieving and maintaining employee motivation and satisfaction, lead-

ing to increased performance (Mayo, 1933; Roethlisberger & Dickson, 1939; Sonnenfeld, 1985).

Applying these theories requires an understanding that employees are more than cogs in a

machine. They are individuals who value social contexts and relationships more than extrinsic
Human Nature 16

motivators such as compensation or physical working conditions. Administrators should estab-

lish interpersonal relationships with their employees and include them in the decision-making

process. Communicate changes, and listen to input. Following these principles will lead to a

happy, motivated, and productive public workforce.

Human Nature 17

References

Anteby, M., & Khurana, R. (2012) A New Vision: the “Hawthorne Effect”. Retrieved from

https://www.library.hbs.edu/hc/hawthorne/anewvision.html#e

Elton Mayo: The Hawthorne Experiments Thinker. (n.d.). The British Library. Retrieved April

10, 2018 from https://www.bl.uk/people/elton-mayo

Fernandez, S. & Moldogaziev, T. (2015). Employees Empowerment and Job Satisfaction in the

U.S. Federal Bureaucracy: A Self-Determination Theory Perspective. American Review

of Public Administration, 45(4), 375-401. DOI: 10.1177/0275074013507478

Frederick Taylor and Scientific Management. (n.d.). Retrieved, April 15, 2018 from

http://www.netmba.com/mgmt/scientific/

Harvard Business School Baker Library Historical Collections. (n.d.). The Human Relations

Movement: Harvard Business School and the Hawthorne Experiments. Retrieved April

10, 2018 from https://www.library.hbs.edu/hc/hawthorne/

Jung, C.S., & Lee, S.Y. (2015). The Hawthorne Studies Revisited: Evidence From the U.S. Fed-

eral Workforce. Administration & Society, 47(5), 507-531.

https://doi.org/10.1177/0095399712459731

Lansberger, H. A. (1958). Hawthorne Revisited, Management and the Worker, Its Critics and

Developments in Human Relations and Industry. New York: Cornell University Press.

Nhema, A. (2015). Relevance of Classical Management Theories to Modern Public Administra-

tion: A Review. Journal of Public Administration and Governance, 5(3), 165-179.

Doi:10.5296/jpag.v5i3.8337

Mayo, E. (1933). The Human Problems of an Industrial Civilization. New York: Macmillan.
Human Nature 18

Roethlisberger, F.J., & Dickson, W.J., (1939). Management and the Worker: An Account of a

Research Program Conducted by the Western Electric Company, Hawthorne Works, Chi-

cago. Cambridge: Harvard University Press.

Sonnenfeld, J.A. (1985). Shedding Light on the Hawthorne studies. Journal of Organizational

Behavior, 6(2), 111-130. http://www.jstor.org/stable/3000246

Taylor, F. (1911). The Principles of Scientific Management. New York: Harper & Brothers.

United States Office of Personnel Management. (2016). The Keys to Unlocking Engagement: An

Analysis of the Conditions that Drive Employee Engagement. Washington, DC. Re-

trieved from https://www.opm.gov/fevs/reports/special-reports/

United States Office of Personnel Management. (2016). Summary: Understanding and Using En-

gagement Drivers. Washington, DC. Retrieved from https://www.opm.gov/fevs/re-

ports/special-reports/

United States Office of Personnel Management. (2017). 2017 Federal Employee Viewpoint Sur-

vey. Washington, DC. Retrieved from https://www.opm.gov/fevs/reports/govern-

mentwide-reports/

Wright, B.E., & Pandey, S.K. (2011). Public Organizations and Mission Valence: When Does

Mission Matter? Administration & Society, 4(3), 22-44.

https://doi.org/10.1177/0095399710386303
Human Nature 19

Resources

• Harvard Business School Baker Library Historical Collections: Includes overview, re-

search links, selected digital historical resources and a guide to archival collections.

https://www.library.hbs.edu/hc/hawthorne/intro.html#i

• The Human Relations Movement: Definition and Significance to Organizational Behav-

ior, Video: https://www.youtube.com/watch?v=F2k018hctZQ

• Office of Personnel Management, Federal Employee Viewpoint Survey:

https://www.opm.gov/fevs/
Human Nature 20

Appendix A

(U.S. Office of Personnel Management, 2016)

Human Nature 21

Appendix B

(U.S. Office of Personnel Management, 2017)

Human Nature 22

Motivation 3.0

Glory Kure

Scenario

Dixon Organization is an organization that deals with special needs children. They plan

different kinds of events like creative arts, physical exercise, dance, and so much more. The or-

ganization reaches out to schools that teach special needs children within the community.

Shirley works as a staff member who handles all the events, comes up with ideas and makes

sure is they are executed. She works 42 hours a week. She gets paid less but does most of the work.

The only thing that keeps Shirley motivated and going is her passion and the purpose that she

found in reaching out to the children. She offers her services to the organization happily despite

how she is treated. Every day when she wakes up all she thinks about is what to do differently

from previous events for the children. She works without complaining because of the joy she de-

rives from doing it.

Human Nature 23

Background and History

Daniel H. Pink is the author of several provocative, bestselling books about business, work,

and behavior. Pink focuses on the performance and satisfaction at work, at school, and at home.

Pink (2009) explains what science knows and what business knows. His books have won multiple

awards and have been translated into 37 languages. He lives in Washington, DC, with his wife and

their three children.

Private versus Public Sector Managers

The private sector faces a crucial domestic and foreign competition while the public sector

is struggling with personnel costs that leads to lack of productivity (Khojasteh, 1993, p. 391). Lack

of a motivated workforce is one of the major problems facing both the public and private sectors.

Public sector managers experience lower levels of satisfaction than private sector managers. The

public-sector managers indicate that application of rewards upon performance does not effect on

the employees to perform better compared to the private sector, where actions are rewarded based

on the degree of performance of the given job assigned to the employee.

Lack of motivation in the public sector is more crucial than in the private sector because

private sectors pay more attention to their employees than the public sector.

Employee motivation

The level of performance of an employee in an organization depends on their abilities and

willingness to work (Islamia, 2011, p84). The ability for an employee to work depends on the level

of motivation the employee has that drives his or her ability and willingness to work. It encourages

employees to contribute their maximum efforts to achieve a higher level of performance. Motiva-

tion is defined as the “psychological forces that determine the direction of a person’s behavior in

an organization, a person’s level of effort, and a person’s level of persistence” (Islamia, 2011,
Human Nature 24

p85). Motivation drives the confidence of employees to encourage them to do their best in accom-

plishing assigned tasks willingly. Employee motivation is the key to achieve unexpected results.

In an organization, people may not necessarily be motivated by monetary rewards but motivated

inwardly. Different people have a different orientations to get motivated. The factors that affect

motivation are broadly classified into two categories: Intrinsic Motivation and Extrinsic (Islamia,

2011). Going back to the scenario, Sheryl finds her motivation from what she enjoys doing despite

how frustrating it gets.

Intrinsic Motivation in the Workplace

According to Thomas (1943), jobs have changed over time and employees now need a

different kind of motivation. Organizations have recognized the need for intrinsic rewards and

decided to come up with something named “employee engagement”, which means engaged work-

ers are actively self-managed. Employee engagement simply means that they commit to a mean-

ingful purpose, apply their intelligence to choose how best to accomplish the purpose, and monitor

their activities.

Aactive self-management requires more than economic rewards. It is energized and sus-

tained by intrinsic rewards (Thomas, 1943). There are four main intrinsic rewards such as a sense

of meaningfulness, a sense of choice, a sense of competence, and a sense of progress.

Background Overview

Motivation 3.0 is a term used by the well-known writer, Daniel Pink, who develops, in his

book, “Drive,” three types of motivation: motivation 1.0, motivation 2.0, and motivation 3.0. Hav-

ing examined these three versions which are constructed considering outward inspiration, Daniel

Pink presents the idea of intrinsic needs. The drive to do something because it is interesting, intri-

guing, and absorbing. Such desires are normally met when employees work in an environment that
Human Nature 25

encourages autonomy (they recognize what they must do, how they must do it and who they do it

with), mastery and purpose.

Intrinsic motivation relates to any conduct that is driven just by internal rewards. This

means that the motivation to engage in a certain behavior stems from within the person because

they experience natural satisfaction. Like computers, societies have operating systems based on

laws and social-economic frameworks that are built on assumptions of how things work and how

humans behave. Pink (2009) traces how these basic assumptions (and consequently society’s op-

erating systems) have evolved over time. Humans have a desire to learn, to create, and to make the

world a better place. In short, it recognizes the power of intrinsic motivation. Intrinsic motivation

essentially involves three elements: Autonomy, Mastery, Purpose (Pink, 2009)

Autonomy, Mastery and Purpose

Autonomy

Autonomy means acting with choice (Pink, 2009). Daniel Pink is convinced that people

need autonomy over task (what they do), the time (when they do it), team (who they do it with)

and technique (how they do it). Since Pink believes that employees in the world of motivation 3.0

are mostly intrinsically motivated, he doesn’t think that autonomy will be abused.

According to Pink (2009), autonomy is an individual choice, these choices include submit-

ting an assignment at the right time, attending classes, going out to meet up business partners at a

given time. Autonomy also influences individual performance and attitude because the decision

that the person makes can either improve performance positively or negatively. People want to

have control of their lives and what they do.

Human Nature 26

Mastery

Mastery has to do with the mind and how the mind affects your outward behavior. Accord-

ing to Pink, humans love to get better at doing stuff. They enjoy the satisfaction of achieving a

goal and progress. What we think and how we act depends on our mindsets (Pink, 2009).

Employees enjoy their progress at work when it’s an inner drive. A lack of opportunity at

work for self-improvement or personal and professional development is likely to make employees

more bored and demotivated. A key implication for managers is to set tasks for employees that are

neither too easy nor too challenging. Pink (2009), calls such tasks "Goldilocks tasks.” Tasks that

are not too difficult or too easy to do. Goldilocks tasks push employees out of their comfort zones

and allow them to stretch themselves and develop their skills and experience further.

Purpose

Purpose is defined as working toward something larger and more important than them-

selves (Pink, 2009). In the 21st century people don’t only work for personal gains anymore, but

also want to make the world a bit better. It can be a strong motivator if employees have a more

important vision that their work is contributing to the organization. If that vision does not exist, it

will be difficult to motivate intrinsically motivated people to engage in a cause.

Purpose provides activation energy for living. People who find purpose in their work un-

lock the highest level of the motivation game. Pink, (2009) says that it’s connecting to a cause

larger than yourself that drives the deepest motivation. Purpose is what gets you out of bed in the

morning and into work without complaining.

People who find purpose in whatever they do tend to succeed and enjoy their work compare

to those who do not have a proper direction on what they want they do.

Intrinsic Motivation
Human Nature 27

Intrinsic motivation is not looking for reward outwardly but finding your reward from in-

side which pushes one to work and achieve good results. A person with a sense of autonomy and

mastery can grow and reach new heights. According to Pink (2009), if that same person has gained

a sense of purpose, even more can be accomplished. An individual will exceed every expectation

if given autonomy. The time, effort and money needed to gain mastery of a skill or situation will

be willingly invested. A person given a purpose for doing something, no matter how bad the job

is, will do the job to the best of her or his ability. Pink (2009) seems to advocate that autonomy in

any situation will prompt a motivation to achieve beyond expectations.

For simple, straightforward tasks, Pink acknowledges that out-of-date financial rewards or

a carrot and stick approach to motivation DO work. These can be considered as "external" methods

of motivation. They are simple, and they still work. He accepts that money is a motivator at work,

but once people perceive that they are paid fairly, then they become much more motivated by

intrinsic elements (Pink, 2009).

Applications

Sometimes people do not get motivated in the workplace because not everyone enjoys what

they do. Shirley is motivated by the love she has for special needs children, and that is why she

works the hours given her even though she is not been paid well.

Theory used in public sector

Working in the public sector can be very demanding regarding work. People who work

with the public need motivation to give their best. The motivational pressure to contribute to soci-

ety unselfishly, even being willing to sacrifice yourself for society and have an opinion about it

can be challenging when doing what you do not enjoy.

Human Nature 28

Theories on motivation and behavior of public servants have one of a kind assumptions

regarding the nature of human behavior. Public service motivation can be found in any individual:

it is not limited to those working in the public sector.

According to Alexander & Gregory (2015), intrinsic and prosocial motivations have

been recognized as crucial variables in public and nonprofit-sector contexts. Although each kind

of motivation has often been handled as particularly related, they are special in that the former re-

fers to the enjoyment of one’s work and the latter to helping others as sources of motivation. Em-

ployees who are driven by intrinsic motivation perform better than other employees who are in-

role and e-work outside office times (Alexander & Gregory, 2015)

Furthermore, Gregory and Alexander argue that intrinsic and prosocial motivation can re-

sult from cognitive coping mechanisms that occur in situations where employees are led to expect

few extrinsic rewards. In my scenario, Shirley enjoys her work because she finds her motivation

from within and doesn’t expect to be motivated externally.

Auger and Woodman (2016) argues that organizations have difficulty acting on intrinsic

motivation because of their general tendency to prefer extrinsic motivation tool. Intrinsic motiva-

tion is needed in an organization in other to achieve creativity and achieve better goals. Shirley

had found her motivation from within that is why she finds ways to create something new for the

children.

Secondly, intrinsic motivation has a strong cognitive dimension, linked to the perception

that people have of their ability to act in their surroundings (Auger & Woodman, 2016). If people

have an “internal drive,” they praise themselves for the results of their actions and are intrinsically

motivated.
Human Nature 29

For Auger &Woodman (2016), the aim of their research was to discover how intrinsic

motivation and creativity are linked. When one is motivated internally, the person tends to be more

creative. Example: A company that needs to win a million-dollar proposal needs creativity to do it

differently. Finding someone who enjoys doing its job can create something that is profound and

unique to win compared to the person who work for the money sake.

Non-profit organization

Park (2009) also argues that motivating employees to be both positive and effective in

performing their work remains a crucial challenge for managers, and selecting, retaining, and man-

aging highly motivated people are primary human resource functions.

In the public sector, as Behn (1995) argued, public human resource management motivates

employees by increasing job and organizational performance and effectiveness at the micro-level.

As well as ultimately pursuing social purposes at the macro-level. From a management point of

view, motivation is a key determining factor used by employees’ and managers to develop the

organization success and development (Park & Word, 2009).

That is, work motivation is directly linked to an employee's perceptions and behaviors,

which in turn reflects how well the manager oversees an organization's employees. Once a super-

visor or personnel manager is motivated to do a good job, their behaviors tend to transfer over to

the employees they manage (Park & Word, 2009, p. 707).

Public and nonprofit employees are both significantly motivated by intrinsic factors. The

factors most significantly related to motivation in both sectors included the overall reputation of

the organization, ability to serve the public, and a desire for less bureaucratic red tape (Park &

Word, 2009, p. 707). The strong bonds of both public and nonprofit managers to intrinsic motivat-
Human Nature 30

ing factors shed light on the theoretical similarities between the two sectors and suggest the work-

forces of these sectors are in many ways similar even though the organizational contexts are some-

what unique (Park & Word, 2009, p. 708).

Positive Affect and Intrinsic Motivation

Employees who find motivation from an inner drive tend to achieve positive results than

those who work for the sake of the money. Isen and Reeve (2006) define and measures intrinsic

motivation in two ways:

• Through a person’s self-report of how interesting and enjoyable the task.

• Through the behavioral measures of choice of, and amount of time engaged with, the task

during a free-choice period in which there are no extrinsic rewards or incentives associated

with choosing or engaging in the task (Isen & Reeve, 2006, p. 298).

People in positive affect will be more likely to choose and engage the more enjoyable task,

report greater enjoyment of it, and spend more time engaging it during a free-choice opportunity,

compared with controls (Isen & Reeve, 2006, p. 299).

Conclusion

In conclusion, intrinsic motivation is when internal rewards drive an individual. Pink talks

about three intrinsic elements: autonomy, mastery, and purpose. Purpose drives autonomy which

in turn reflects mastery and eventually produces positive results. People work not because they

enjoy what they do but because they need to meet life challenges. The workplace needs to give

their employees the chance to be creative and enjoy what they do by finding ways in motivating

them.

The public sector most times ignore what motivates their employees and only gives rewards

according to the work done. How much better could the results be if the employees enjoy what
Human Nature 31

they do by finding their internal reward? According to Pink (2009), intrinsic motivation leads to

positive results, which leads to happier and fulfilled lives.

Human Nature 32

References

Auger, P., & Woodman, R. W. (2016). Creativity and Intrinsic Motivation. The Journal of Ap-

plied Behavioral Science, 52(3), 342-366. doi: 10.1177/0021886316656973

Behn, R. (1995). The big questions of public management. Public Administration Review, 55(i),

313-324. doi: 10.2307/977122.

Isen, A. M., & Reeve, J. (2005). The Influence of Positive Affect on Intrinsic and Extrinsic Moti-

vation: Facilitating Enjoyment of Play, Responsible Work Behavior, and Self-Con-

trol. Motivation and Emotion, 29(4), 295-323. doi: 10.1007/s11031-006-9019.

Islamia J. M. (2011). Organisation Culture And Employee Motivation: An Emperical Study On

Impact Of Organisation Culture On Employee Extrinsic & Intrinsic Motivation At SBI.

International Journal of Management Prudence. 3(1). Retrieved from http://www.pub-

lishingindia.com/GetBro-

chure.aspx?query=UERGQnJvY2h1cmVzfC83NzQucGRmfC83NzQucGRm

Khojasteh, M. (1993). Motivating the Private vs. Public Sector Managers. Personnel Administra-

tion, 22(3), 391-401. doi: 10.1177/009102609302200304

Kroll, A., & Porumbescu, G. A. (2017). When Extrinsic Rewards Become “Sour Grapes”. Re-

view of Public Personnel Administration. doi: 10.1177/0734371x1560841

Park, S. M., & Word, J. (2012). Driven to Service: Intrinsic and Extrinsic Motivation for Public

and Nonprofit Managers. Public Personnel Management, 41(4), 705-734. doi:

10.1177/009102601204100407
Human Nature 33

Pink, D. (2009). Drive: The surprising truth about what motivates us. Penguin. ISBN:

9781594484803.

Thomas, K. W. (2009). Intrinsic motivation at work: What really drives employee engage-

ment. Choice Reviews Online, 47(03). doi:10.5860/choice.47-1526

Human Nature 34

Myers-Briggs

Lynda Pierre

No two people are exactly alike and throughout life, often time one may wonder why a

person act the way he or she does or process situations differently and most times it is not under-

stood but that does not mean that the person is wrong, it is simply a part of the different personal-

ities that we all have which can better be comprehended through the Myers Briggs personality

test. Myers Briggs also known as the Myers–Briggs Type Indicator (MBTI) is an introspec-

tive self-report questionnaire with the purpose of indicating differing psychological preferences

in how people perceive the world around them and make decisions (Andel, 1985).

The MBTI questionnaire was first published in 1943 and was originally developed in the United

States by Katharine Cook Briggs and her daughter Isabel Briggs Myers. Katharine Briggs was

inspired to start researching personality type theory after she met first met Isabel's future hus-

band for the first time, Clarence Myers. Whilst Clarence was a very eligible match for her daugh-

ter but Katharine noticed that he had a different way of seeing the world to her and her family,

and was intrigued enough to start an extensive literature review based on understanding different

temperaments and trying to understand how so. She was at awed to realize that two people with

completely different perspective made a better match compared to two that have the same way of

thinking and attitude. It was shortly after Carl Jung’s publication of Psychological Types (1921;

1923 in English) that Katharine quickly realized how closely his theories was similar to hers and

the fact that they was much more developed. Carl Jung was a renowned Swiss psychiatrist, and

is still seen by many, along with Sigmund Freud, as one of the founding fathers of modern-day

psychology. His theory of psychological types proposes that people are innately different, both in

terms of the way they see the world and take in information, and how they make decisions.
Human Nature 35

Briggs and Myers thought that these ideas were so useful that they wanted to make them accessi-

ble to a wider audience (Cecil, 1982). Katharine was passionate about understanding personali-

ties and why certain people are the way that they are. It was never anticipated to go as far as it

did but throughout the years, the test have been used in schools as well as in the work place and

seem to make a difference by helping people understand themselves better.

Scenario

At Blue Hills Primary School, some of the students were hesitant to come to school each

and every day. Parents are complaining that it is hard to make their children go to school and en-

joy going there despite the fact that tuition is high and it is rated one of the top schools in the na-

tion. Each morning, there are a line of parents and guardians trying to voice their opinions and

threatening to withdraw their children out of the school because something must be wrong if the

students are saying the same thing. Walking through the school, everything looks spectacular and

well managed. It is an ideal school to educate students. The school is well kept, very clean and

tidy. They have resources for all age and class group that are very appealing and the classes was

decorated with pictures and colors to keep the children excited but still the children did not want

to go. Everyone is wondering what is the problem exactly which led to the principal deciding to

step in and make an executive move to monitor the classes.

Upon sitting in each of the classes, the principal soon realized that all of the students

complaining was actually from one particular class, Mrs. Johnson, which caught the principal by

surprise. Mrs. Johnson has been working at the school since day one meaning 26 years and is

well loved by her staff and former students and parents. Principal Mcsmith was baffled because

this is surprising to him to be having this issue with this particular teacher but soon realizes that

Mrs. Johnson have not changed her method of teaching and although the material and lectures
Human Nature 36

are still the same, her teaching style remained the same as well. In this new era in time, technol-

ogy have evolved completely but for some reason Mrs. Johnson is not grasping the concept of

incorporating technology when it comes to educating the children.

The principal decided that he would have to take some sort of affirmative action right

away by calling a teacher staff meeting for the very next morning to explain what he observed in

all of the classes in order to ensure that everyone is on the same page across the board when it

comes to incorporating the full resources that is accessible to them. Once the meeting started, he

thanked all of his teachers for all of their hard work and then asked them what do they think

about the incorporation of technology into the classroom and how are the students liking it? Ms.

Jackson, who is a four teacher responded that she loves it and her students enjoy it because when

they can work from home as well because they can pick up from where they left off in the class-

room. Another teacher, Mrs. Bazile stated that it is helping the children as well as her because it

is great way to interact with the students and change things up with just one click to make it

more exciting. Principal Macsmith asked Mrs. Johnson, what about you? I noticed when I was in

your classroom, your students did not use any form of technology and did not log in to

ABCmouse (Early Learning Academy is a subscription-based digital education program for chil-

dren ages 2–8, created by Age of Learning, Inc.). Mrs. Johnson response was that she does not

use it and stick to bookwork and homework. When asked why? She advised the principal and her

co-workers that she have been teaching for years and did not run into any problems yet and her

students was still able to move on to the next grade so there is no need for her to incorporate this

new way of form of teaching to the students. The principal let her know that she is a great

teacher but time is changing and technology is here and continuously evolving and is here to stay

so it is important that we start incorporating it when it comes to us teaching the students so they
Human Nature 37

can be better equipped for tomorrow. Mrs. Johnson is not okay with that change and is a firm be-

liever that nothing she is doing needs to be changed. The principal realizes that he would have to

talk to her one on one but also understands why the students do not want to be in her class. Based

on Myers- Briggs personality type, Mrs. Johnson falls under the Inspector (ISTJ personality) be-

cause she loves traditions and old school values that uphold patience, hard work, honor, and so-

cial and cultural responsibility.

Explanation of theory

Previously, it was mentioned that the background of Myers- Brigs personality came from

a mother who was anxious to understand how a guy who seemed to be so perfect for her daugh-

ter yet two completely different attitudes and personality. The Myers-Briggs Type Indica-

tor (MBTI) is a widely-used personality inventory, or test, employed in vocational, educational,

and psychotherapy settings to evaluate personality type in adolescents and adults age 14 and

older. The testing can be used in all different settings.

In an educational setting, the MBTI may be performed to assess student learning style.

Career counselors use the test to help others determine what occupational field that may be best

for them based on their results. As of the early 2000s, the MBTI is also a tool for self-discov-

ery, mental health professionals may administer the test in counseling sessions to pro-

vide their patients with insight into their behavior. Behavioral health is often overlooked by par-

ents and teachers from an early age and think that children is just acting out because he or she

wants too or is in need of attention but in reality, it may a deeper problem than that.

In 2000, an estimated two million people took the MBTI, making it the most frequently used per-

sonality inventory available. (Mable, 2004).

Background - Historical Context and Foundation

Human Nature 38

Briggs inventory is based on Carl Jung's theory of types, oulined in his 1921 work Psy-

chological Types. Jung's theory holds that human beings are either introverts or extra-

verts, and their behavior follows from these inbornpsychological types. He also be-

lieved that people take in and process information different ways, based on their personal-

ity traits. (Samuels, 2004).

The Myers Briggs evaluates personality type are as followed:

Extraversion (E)

I like getting my energy from active involvement in events and having a lot of different

activities. I'm excited when I'm around people and I like to energize other people. I like moving

into action and making things happen. I generally feel at home in the world. I often understand a

problem better when I can talk out loud about it and hear what others have to say.

The following statements generally apply to me:

• I am seen as "outgoing" or as a "people person."

• I feel comfortable in groups and like working in them.

• I have a wide range of friends and know lots of people.

• I sometimes jump too quickly into an activity and don't allow enough time to think it over.

• Before I start a project, I sometimes forget to stop and get clear on what I want to do and why

Introversion (I)

I like getting my energy from dealing with the ideas, pictures, memories, and reactions that are

inside my head, in my inner world. I often prefer doing things alone or with one or two people I

feel comfortable with. I take time to reflect so that I have a clear idea of what I'll be doing when I
Human Nature 39

decide to act. Ideas are almost solid things for me. Sometimes I like the idea of something better

than the real thing.

The following statements generally apply to me:

• I am seen as "reflective" or "reserved."

• I feel comfortable being alone and like things I can do on my own.

• I prefer to know just a few people well.

• I sometimes spend too much time reflecting and don't move into action quickly enough.

• I sometimes forget to check with the outside world to see if my ideas really fit the experience.

Sensing (S) or Intuition (N)

You use Sensing (S) and Intuition (N) to receive and process new information either by

using your five senses or in more abstract ways. Sensing and Intuition are opposite preferences.

A person's natural tendency toward one will be stronger than the other.

Thinking (T)

When I make a decision, I like to find the basic truth or principle to be applied, regardless

of the specific situation involved. I like to analyze pros and cons, and then be consistent and logi-

cal in deciding. I try to be impersonal, so I won't let my personal wishes--or other people's

wishes--influence me.

The following statements generally apply to me:

• I enjoy technical and scientific fields where logic is important.

• I notice inconsistencies.

• I look for logical explanations or solutions to most everything.

• I make decisions with my head and want to be fair.

Human Nature 40

• I believe telling the truth is more important than being tactful.

• Sometimes I miss or don't value the "people" part of a situation.

• I can be seen as too task-oriented, uncaring, or indifferent.

Feeling (F)

I believe I can make the best decisions by weighing what people care about and the

points-of-view of persons involved in a situation. I am concerned with values and what is the

best for the people involved. I like to do whatever will establish or maintain harmony. In my re-

lationships, I appear caring, warm, and tactful.

The following statements generally apply to me:

• I have a people or communications orientation.

• I am concerned with harmony and nervous when it is missing.

• I look for what is important to others and express concern for others.

• I make decisions with my heart and want to be compassionate.

• I believe being tactful is more important than telling the "cold" truth.

• Sometimes I miss seeing or communicating the "hard truth" of situations.

• I am sometimes experienced by others as too idealistic, mushy, or indirect.

Judging (J) or Perceiving (P)

Judging and Perceiving are preferences used in the Jungian Type Inventory. The naming

is unfortunately a bit archaic as judging is more than evaluation and perceiving is not about look-

ing at thing. They are about how we approach life: in a structured way or an open, flexible way.
Human Nature 41

Application of Theory

How can public administrators benefit from all this and what can be learned? Experience

is the best teacher and everything that is learned is a lesson that can be taken for a lifetime. With

the Myers- Briggs concept, it is important to understand the employees’ personality because

some personalities will clash. Getting to know the staff on personal and a business level is very

important because it will help understand which route to take with that individual. Keep an open

mind that just because someone is not as going as another, it does not mean that they do not care

about the job, it may simply mean that they are the type of work alone and stay quiet. Under-

standing what works best for the person, individual or team work makes a difference. Being

transparent and understanding that what works for one may not work for another and certain su-

pervisors.

Applied Theory - Scenario

Looking back to the scenario dealing with technology not being incorporated into the

classroom and the students not wanting to attend class goes hand in hand with the Myers- Briggs

personality test. The reasoning behind that is because each student learn differently and some are

more hands on. Simply just reading out of a textbook does not work for everyone especially if

everyone is using technology and is advancing. No child would like to be left behind

Conclusion

To conclude, the Myers-Briggs personality is a great fit in the public sector because it

will make it easier for one to understand the people who are working around them. As far as

schooling, it will help teachers understand which form of teaching works best for each child and

that will help them become more successful. Applying these theories will help everyone under-

stand why certain people do what they do and instead of getting upset, one will see that it is just
Human Nature 42

the way that the person is. Instead of isolating one another, the theory will help find a way to

work together.
Human Nature 43

References

American Psychological Association, American Psychological Association, www.apa.org/top-

ics/personality/.

Leech, Kenneth. Myers-Briggs. Jubilee Group, 1996.

“Jung Typology Test™.” Personality Test Based on C. Jung and I. Briggs Myers Type Theory,

www.humanmetrics.com/cgi-win/jtypes2.asp.

Leech, Kenneth. Myers-Briggs. Jubilee Group, 1996.

“MBTI / Jung Personality Test - Psych Central.” Psych Central.com, psychcentral.com/quiz-

zes/personality/start.php.

The Myers & Briggs Foundation - MBTI® Basics, www.myersbriggs.org/my-mbti-personality-

type/mbti-basics/home.htm?bhcp=1.

The Myers & Briggs Foundation - Thinking or Feeling, www.myersbriggs.org/my-mbti-person-

ality-type/mbti-basics/thinking-or-feeling.htm.

The Myers & Briggs Foundation - Extraversion or Introversion, www.myersbriggs.org/my-mbti-

personality-type/mbti-basics/extraversion-or-introversion.htm?bhcp=1.
Human Nature 44

Golden Circle

Jamar Franklin

Scenario

There are many ways to cripple an organization, some ways from within and some from

without. Of those two, weakening from within is perhaps the more harmful method, as it could

“creep up,” as it were over time, not being an easily-noticed assault from the outside.

An employee, Amanda, has successfully maintained and managed projects for some

years now, seven to be exact. This employee has successfully managed to marshal those in infe-

rior positions while still retaining those employees’ admiration and respect — no easy task. In all

this time, Amanda has never wavered in her commitment to her work. In fact, her love for the

job has only deepened over the years. In furtherance of this fact, Amanda has become quite the

self-starter while she has been employed in her job as a public school assistant principal. She

took it upon herself to get an organization started at the school devoted to the task of servant

leadership and student development and leadership.

To get her brainchild off the ground, Amanda needed the teachers employed below her to

volunteer to lead the various facets of the organization. Amanda, of course, could not order her

employees to take part in the nascent organization. Its duties, after all, extended beyond the con-

tract hours that the duty day specified. And in any case, forcing employees to take part in a new

organization is, perhaps, not the best way to produce lasting buy-in and ensure long-term support

for the health and longevity of the organization.

After some corralling and some promises, Amanda is able to convince a small number of

employees to take part in the work of her student group. While the number of participating em-
Human Nature 45

ployees is not as high as she would have liked, it is sufficient to start the work of the organiza-

tion. Amanda’s employees dutifully work with her and engage in the work of her organization on

a day-to-day business.

It eventually comes to pass that Amanda’s coworkers reach and state of burn-out and

tire of the job. It is not the case that they are resentful or anything such. Rather, they simply

have lost their raison d'être with regard to the organization. As it turns out, Amanda, too, has

lost hers. Amanda is eventually able to gain hers back. She resolves, finally, to help them gain

theirs back, too.

Explanation of Theory

Definition

As has been mentioned earlier in this paper, the Golden Circle, as it is known, is, rela-

tively speaking, a new development. Put forth as a theory for leaders to inspire action in others,

Simon Sinek’s idea has attracted much attention and comment in the popular press since its in-

troduction. Despite this fact, however, a similar interest in the academic literature has not oc-

curred, at least not yet. Currently, there is not much scholarship and/or research on the theory it-

self. However, much of what underpins the theory has been studied, if not the Golden Circle di-

rectly.

This theory posits that there are three “layers,” if one will, to what a leader and/or organi-

zation does. There is the “Why,” the “What,” and the “How.” This, in fact, is where the theory’s

name comes from. That is, Sinek literally depicts this theory in the form of a circle, with the

“Why” being in the innermost circle and the “What” being in the outermost. Sinek says that lead-

ers should start with the “Why” in order to have the greatest influence on those with whom they

work. He contends that people do not respond to what people do or how they do it. After all, the
Human Nature 46

theory goes, any two organizations could have highly efficient means for carrying out their work

(“How”) and produce the same product (“What”). Rather, in Sinek’s telling, people respond to

the “Why,” for that is where the passion will show (Sinek, 2011).

Background

Sinek’s Golden Circle is, as laid out above, a mostly new development. But it does not

come from nowhere. Indeed, it appears to build on parts of theories that preceded it. As was also

mentioned above, Sinek focuses on the why, how, and what of engendering inspiration in others.

Said another way, and broken down into its component parts, Sinek’s theory can be said to focus

on purpose, process, and results. That is, why leaders and public organizations do what they do,

how do it, and what they do, or the ultimate result.

The pursuit of engaging public employees’ purpose — their “why” — is not new, of

course. It has, in fact, been applied in contexts outside of the public domain, though the lessons

ring true nonetheless. It was recognized some 20 years ago that “a dominant emphasis on strat-

egy, structure and systems in organi[z]ations stifles people” (Bachani, 2017). Sinek’s theory,

then, could not have been timely enough, especially considering the so-called “old style” of

management. This old style was primarily known for its many constraints on employees, includ-

ing the alliterative quad of “contracts, controls, compliance and constraints” (Bachani, 2017).

Speaking to another foundational influence, goal-setting theory is apparent throughout

the Golden Circle. Goal-setting theory was first advanced in the 1960s by Edwin Locke (Goal

Setting Theory of Motivation). Goal-setting theory is a theory of motivation — i.e., the “why” of

why people do what they do — that suggests that setting goals related to a job, task, etc. is tied

with one’s ultimate performance at said job or task (Goal Setting Theory of Motivation). Said

another way, goal-setting theory advances the notion that “goals indicate and give direction to
Human Nature 47

an employee about what needs to be done and how much efforts are required to be put in”

(Goal Setting Theory of Motivation).

With goal-setting theory being so fundamental to understanding Golden Circle theory, it

is prudent to summarize goal-setting theory’s main points. And those main points can be sum-

marized thus:

• “The willingness to work towards attainment of goal is main

source of job motivation. Clear, particular and difficult goals are greater motivat-

ing factors than easy, general and vague goals” (Goal Setting Theory of

Motivation).

• “Specific and clear goals lead to greater output and better perfor-

mance. Unambiguous, measurable and clear goals accompanied by a deadline

for completion avoids misunderstanding” (Goal Setting Theory of Motivation).

• “Goals should be realistic and challenging. This gives an individual

a feeling of pride and triumph when he attains them, and sets him up for attain-

ment of next goal. The more challenging the goal, the greater is the reward gen-

erally and the more is the passion for achieving it” .

• “Better and appropriate feedback of results directs the employee

[behavior] and contributes to higher performance than absence of feedback.

Feedback is a means of gaining reputation, making clarifications and regulating

goal difficulties. It helps employees to work with more involvement and leads to

greater job satisfaction” (Goal Setting Theory of Motivation)

Human Nature 48

• “Employees’ participation in goal is not always desirable” (Goal

Setting Theory of Motivation).

• “Participation of setting goal, however, makes goal more accepta-

ble and leads to more involvement” (Goal Setting Theory of Motivation).

• “Goal setting theory has certain eventualities such as [s]elf-effi-

ciency … [and] [g]oal commitment.” (Goal Setting Theory of Motivation).

Sinek considered goal-setting theory. Golden Circle theory posits that setting goals, es-

pecially, unrealistic ones, can help serve the greater good (Sinek, 2011).

Application

Golden Circle theory relates to goal-setting theory in the following way. Golden Circle

theory says that the “why” is the most important. Goal-setting theory says that one’s motiva-

tion is most important. It assumes that one’s reason for doing something is paramount. In much

the same way, Golden Circle theory puts forth the belief that one’s “why” is the most important

impetus for action.

To relate back to the scenario is an easy task. The scenario takes us back to Amanda. In

the scenario, Amanda was ultimately able to convince her colleagues to come around to her way

of thinking with regard to her afterschool program. And this theory applies to Amanda for a few

reasons. Amanda is able to have her colleagues see their “why” once again. Once she does this,

they start to understand their goals from the start. Seeing this, it is completely understandable

why Amanda’s program begins to start up once more without Amanda having to overly convince

coworkers as to why they should believe as she does.

Human Nature 49

Conclusion

In the end, it is clear why public organizations should pursue Golden Circle Theory. It

assumes that one’s reasons for seeking one’s goals are more important than the goal itself. As Si-

mon Sinek says, people should start with the “why” instead of the “how” or the “what” of what

people seek.
Human Nature 50

References

Sinek, S. (2009). Start With Why. New York: Penguin Books.

(Bachani, 2017)

(Goal Setting Theory of Motivation, 2017)

Human Nature 51

Human Nature Theories of Motivation:

Conclusion

Lessons learned from 1920s factory workers, a psychologic self-assessment tool, and two

contemporary motivational speakers and authors all have one thing in common: people. Public

and private organizations are shaped by the attitudes, beliefs, passion, commitment and dedica-

tion of the individuals in their workforce. Motivating civil servants, who often face withering

criticism from a distrustful public, can be especially difficult. But these theories provide a frame-

work for public administrators to build upon.

The four Human Nature Theories of Motivation discussed here span nearly a century.

The Hawthorne studies demonstrated the importance of people and interpersonal relationships.

Myers-Briggs looks closer at individuals’ personalities to determine how they make decisions

and perceive the world. Motivation 3.0 concerns helping people achieve intrinsic motivation

through autonomy, mastery and purpose, and the Golden Circle focuses and “why”, the underly-

ing meaning and motivation. Yet they all share common themes: intrinsic motivation, purpose,

mission, focus on individuals, respect, trust, communication, and interpersonal relationships.

The takeaway for public administrators is to keep these principles in mind when interact-

ing with your employees. Build relationships, develop trust and respect, communicate changes,

listen, allow input, understand their individual personalities, recognize their differences, and give

them purpose and direction. These are universal concepts, and they apply anywhere from city

hall to the department of motor vehicles to the fire department. Incorporating these values will

create an environment where employees will want to come to work every day and give their best

effort, leading to more efficient, effective, and productive organizations.