Walker (1980) stated that studies over the years have shown little relationship between measures of job satisfaction and performance outputs. Highly satisfied workers may be poor performers, whereas highly dissatisfied workers may be good performers. Several variables influence the relationship between job satisfaction and job performance, although no direct causal relationships between these have been identified as yet. However, it appears that motivation might account for much of the link between an employee’s job satisfaction and job performance. In this sense, Walker regarded it as meaningful to view motivation as a summary factor, which Campbell and Pritchard (1976) defined as “a label for the determinants of the choice to initiate effort on a certain task, the choice to expend a certain amount of effort, and the choice to persist in expending effort over a period of time”. Motivation, therefore, closes the satisfaction-performance loop, and has to do with a set of interrelated factors that explain an individual’s behaviour, holding constant the variables controlled or influenced by management, as well as by individual skills, abilities and knowledge (Campbell & Pritchard, 1976).
Western psychologists conceived of intelligence is almost none adequately expressed by Boring.s (1923) operationistic view of intelligence as whatever it is that intelligence tests test. This empty and circular definition is still used by some investigators in the field. In a 1921 symposium (Intelligence and Its Measurement: A Symposium) on experts’ definitions of intelligence, researchers emphasized the importance of the ability to learn and the ability to adapt to the environment.
Sixty-five years later, Sternberg ; Detterman (1986) conducted a similar symposium, again asking experts their views on intelligence. Learning and adaptive abilities retained their importance, and a new emphasis crept in: metacognition, or the ability to understand and control oneself. Of course, the name is new, but the idea is not, because Aristotle emphasized long before the importance for intelligence of knowing oneself. Actually, motivation and abilities both is very importance to achieve a good result. Effective motivation results in increased output and/or reduced costs, which improves profitability (Davidmann, 1989). In fact, a study found that most workers can keep their jobs (i.e., not be fired) by working at 25% of their ability. However, once these same workers are motivated are working towards something or for some reason they achieve 85-90% of their ability (Hersey and Blanchard, 1988).
This concept can be understood best in the below graph as per the table 4:
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