An examination of the shortcomings of motivational systems in the Australian context is presented in
this
paper. The issues are discussed within an integrating framework of the "expectancy x value" theory
and clarified through the use of examples derived from the Australian Colleges of Advanced Education. The
elements of the model (ability, motivation, role clarity, performance, outcomes, satisfaction, turnover and
absenteeism) are described, and the basic theoretical principles stated; the deficiencies enumerated; and
remedial action recommended.
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