McClelland (1961) argues that people with strong 'achievement motivation' make the best leaders, although there can be a tendency to demand too much of their staff in the belief that they are all similarly highly achievement-focused and results driven, which of course most people are not.
Whereas, Chapman (1999) suggests, that people are best motivated whenever they can be involved in designing and deciding activities. Secondly this is a gain more organisational, if the activities are geared towards developing people's own potential, finding out what they will enjoy doing and learning. Games can be trite or patronising for many people, they often would like activities that will help them to learn and develop areas of interest that can be carried on for a lifetime, beyond work stuff. He also mentions that by asking people commonly, several suggestions are arisen, which can be put together as a collection of experiences that people attend or participate in, on a rotating basis during the day or the team-building event.
However, on the other hand, Herzberg (1959) associates motivation to feelings. Part of his theory mentions that people’s performance at work is purely based on how they feel, whether they like or dislike their job. And according to him all the performance developed by a worker is strongly influenced on what kind of training was given or even if it was ever given. The theory behind the doing is what he enforces as hygiene theory, thus when a person follows a study course it is more likely to complete tasks and be able to deal with the outcomes of it in case of mistakes made or any other unexpected happenings.
Handy (1984) wrote: The simple model of motivation addresses cognitive and external reference points in a way that original hierarchy of needs. He attempts to cater for complexities and variations in people's situations beyond the reach of the original Hierarchy of Needs model. In brief he called it Motivation Calculus, which implies that our motivation is driven by a more complex series of needs than 'needs' alone, that is, our own interpretations and assessments form additional layers determining and determined by our response to our own needs and the effects of those responses.