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It was previously thought that the two types of motivation (intrinsic and extrinsic) were additive, and could be combined to produce the highest level of motivation.
Some authors differentiate between two forms of intrinsic motivation: one based on enjoyment, the other on obligation. In this context, obligation refers to motivation based on what an individual thinks ought to be done. For instance, a feeling of responsibility for a mission may lead to helping others beyond what is easily observable, rewarded, or fun.


INTRINSIC MOTIVATION


Intrinsic motivation has been intensely studied by Educational Psychologists since the 1970s, and numerous studies have found it to be associated with high educational achievement and enjoyment by students.

There is currently no 'grand unified theory' to explain the origin or elements intrinsic motivation. Most explanations combine elements of Graham Weiner's Attribution Theory , Bandura's work on Self-efficacy and other studies relating to Locus Of Control and Goal Orientation . Thus it is thought that students are more likely to experience instrinsic motivation if they:

  • Attribute their educational results to internal factors that they can control (eg. the amount of effort they put in, not 'fixed ability').

  • Believe they can be effective agents in reaching desired goals (eg. the results are not determined by dumb luck.)

  • Are motivated towards deep 'mastery' of a topic, instead of just rote-learning 'performance' to get good grades.


Note that the idea of reward for achievement is absent from this model of intrinsic motivation, since rewards are an extrinsic factor.

This model of intrinsic motivation has emerged from 3 decades of research by hundreds of educationalists and is still evolving.

See also: Goal Theory


EXTRINSIC MOTIVATION


Traditionally, extrinsic motivation has been used to motivate employees:
  • Tangible rewards such as payments, promotions (or punishments).

  • Intangible rewards such as praise or public commendation.

    • Within economies transitioning from Assembly Line s to Service Industries , the importance of intrinsic motivation rises:


  • The further jobs move away from pure assembly lines, the harder it becomes to measure individual Productivity . This effect is most pronounced for Knowledge Worker s and amplified in Teamwork . A lack of objective or universally accepted criteria for measuring individual productivity may make individual rewards arbitrary.


  • Since by definition intrinsic motivation does not rely on financial incentives, it is cheap in terms of dollars but expensive in the fact that the inherent rewards of the activity must be internalized before they can be experienced as intrinsically motivating.



However, intrinsic motivation is no Panacea for employee motivation. Problems include:

  • For many commercially viable activities it may not be possible to find any or enough intrinsically motivated people.


  • Intrinsically motivated employees need to eat, too. Other forms of compensation remain necessary.


  • Intrinsic motivation is easily destroyed. For instance, additional extrinsic motivation is known to have a negative impact on intrinsic motivation in many cases, perceived injustice in awarding such external incentives even more so.



TELIC AND PARATELIC MOTIVATIONAL MODES


Psychologist Michael Apter 's studies of motivation led him to describe what he called the
"telic" (from Greek ''telos'' or "goal") and "paratelic" motivational modes, or states. In the telic state, a person is motivated primarily by a particular goal or objective--such as earning payment for work done. In the paratelic mode, a person is motivated primarily by the activity itself--intrinsic motivation.