Global Model of Performance

Now that we have defined motivation and discussed its characteristics, it is important to put this complex construct into a framework that we will continue to draw from throughout the course.

The following formula depicts performance as the multiplicative function of ability, motivation, and opportunity (Vroom, 1964):

Let us examine each component of the model in turn. First, ability refers to the capacity for performing certain tasks. Do you have the skills necessary to be successful on the job? Second, motivation refers to the willingness to expend effort. Do you want to be successful on the job? Notice that both ability and motivation are needed for performance. As an instructor, I frequently see students who have considerable ability come into the University with high SAT scores, but have low motivation for being a student. They may be in college because their parents insisted that they go and not because they have an internal drive to be there for themselves. As a result, they do not participate in class regularly, turn assignments in late or not at all, and cram for exams the night before. Being a successful college student involves more than just being smart- you also have to exert effort and demonstrate persistence over time in order to perform well.

On the flip side, I also see highly motivated students who participate in class, keep up with the readings, ask questions about the material, and may even demonstrate an interest in pursuing Industrial/Organizational psychology for their career. However, some of these students do not earn an "A" in the course. Why? They do not do well on the exams because they do not test well or have not developed effective study skills (low ability). Again, the point is that both ability and motivation are necessary for effective performance.

In addition to ability and motivation, a person also has to be given the opportunity to perform. Star basketball players (high ability) who live to play the game (high motivation) will not be able to reach their goals if they are on the bench all the time (no opportunity). I sometimes come across individuals who are smart and who would love to attend college, but the opportunity is not available to them (lack of funds, needing to work full-time in order to take care of ill parents, etc.). Another way to consider opportunity is the absence of situational constraints, which are factors in the environment that hinder performance. For example, a carpenter without tools cannot be productive, despite high ability and motivation. Different types of obstacles can exist: job-induced (e.g., lack of training, equipment, or software), administrative (e.g., lack of financial support or time), environmental (e.g., excessive noise, hazards), or interpersonal (e.g., lack of cooperation from co-workers, communication breakdowns) (Steel & Mento, 1986).

An important implication of the global model of performance is that motivation and performance are not synonymous. Let us go back to the introductory question, "How do you know if someone is or is not motivated?" According to the global model, "high performance" would not be an accurate way to assess motivation because performance depends on other factors in addition to motivation (ability, absence of constraints in the environment). Performance refers to the successful accomplishment of work-related goals, despite how they were achieved. A common error is to attribute poor performance to a lack of motivation. However, just because someone performs a task poorly does not mean that he or she did not put forth a great deal of effort. Sales managers may experience a slump in monthly sales because of stiffer competition (situational constraint) or because they are not fully trained on their product line (low ability).

Another implication of the global model of performance refers to its multiplicative nature. If any of the components of the model are zero, then performance will be zero. If a person has no musical ability, all the motivation and opportunity in the world will not make him or her an exemplary musician.

To summarize, maximal performance occurs when individuals have high ability, high motivation, and an environment that is supportive of such behavior (Muchinsky,2000).