nce of the outcome to the individual is its valence. Having discussed the fundamentals involved with expectancy theory, we will know look more closely at how it can further be applied to motivation through education in the workplace.Studies have shown that there is a definite correlation between education and motivation amongst employees. When an individual assess their effort-to-performance probability, factors such as self-esteem and expectations can play a significant role. Lack of basic fundamental skills among individuals who have little or no formal education tend to cause them to have a much lower self-esteem and expectancy of success. Therefore, they assign a very low probability. A study conducted in 1906 in a bottling plant in Mississippi attempted to introduce basic education to illiterate workers and measure their latter performance and motivation. The study began by administering a basic skills test to all employees, which involved reading, writing, and self-esteem. In formulating the data careful attention was placed on the correlation between level of skills, self-esteem, and the department in which the employee worked. Researchers then designed a basic skill education class (BSE), which provided enhancement and positive reinforcement for learning (Clinton, 1998). Almost a year later, after completion of the class, another test was administered and results were formulated. Researchers found that the employees actually varied in levels of self-esteem based upon their department and relevance of the skills learned to their jobs. For example, forklift drivers were found to have little change in motivation and self-esteem while production workers had a very high change. The production workers were able to better utilize their newly learned skills through assessment of production numbers, assigning output from machines, and determining how to meet quotas for the day. In contrast, forklift drivers found little relationship be...
