CH 6 Motivation[1]

7/21/2019 CH 6 Motivation[1]

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Bob StretchSouthwestern College

Robbins & Judge

Organizational Behavior13th Edition

Chapter

Motivation Concepts

6

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Chapter Learning Objectives

After studying this chapter, you should be able to Describe the three elements of motivation. Identify four early theories of motivation and evaluate their

applicability today.

Apply the predictions of Cognitive Evaluation theory to intrinsicand extrinsic rewards.

Compare and contrast goal-setting theory and anagement by!b"ectives.

Contrast reinforcement theory and goal-setting theory.

Demonstrate how organi#ational "ustice is a refinement of e$uitytheory.

Apply the %ey tenets of expectancy theory to motivatingemployees.

Compare contemporary theories of motivation.

Explain to what degree motivation theories are culture-bound.

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Defning Motivation

The result of the interaction between the individual and thesituation.

!he processes that account for an individual"s

intensity, direction, and persistence of effort to#ard

attaining a goal $ specifically, an organizational goal%

&hree %ey elements'

ntensity how hard a person tries

'irection effort that is channeled toward( and consistent

with( organi#ational goals

(ersistence how long a person can maintain effort

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Early Theories o Motivation

These early theories may not be valid, but they do form thebasis for contemporary theories and are still used by

practicing managers.

)aslo#"s *ierarchy of +eeds !heory Alderfer)s E*+ ,Existence( *elatedness( and +rowth

)cregor"s !heory - and !heory .

*erzberg"s !#o/0actor !heory

)clelland"s !heory of +eeds

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Maslows Hierarchy o Nees

There is a hierarchy of five needs. As each need is substantiallysatisfied, the next need becomes dominant.

Assu2ptions

Individuals cannot

move to the next

higher level until

all needs at the

current ,lower

level are satisfied

ust move in

hierarchical order

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Sel%-Actuali&ation

'stee(

Social

Sa%et)

Ph)siological

o#er Order

E4ternal

*igher Ordernternal

See ' * H I B I + 6-1


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!lerers E"# Theory

A reworking of Maslow to fit empirical research.

!hree groups of core needs

E4istence,aslow' physiological and safety

Relatedness,aslow' social and status ro#th,aslow' esteem and self-actuali#ation

Re2oved the hierarchical assu2ption

Can be motivated by all three at once

(opular, but not accurate, theory


',


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Mc#regors Theory $ an Theory %

!#o distinct vie#s of hu2an beings !heory -5basically negative6 and !heory . 5positive6%

anagers used a set of assumptions based on their view

&he assumptions molded their behavior toward employees

+o e2pirical evidence to support this theory%

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+heor) *

/orers haelittle a(bition

islie wor

Aoi!resonsibilit)

+heor) 3

/orers are sel%-!irecte!

'n4o) wor

Accetresonsibilit)


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Her&bergs Two'(actor Theory

H)giene

5actors

otiators

Achiee(e

nt

esonsibilit)

,rowth

/or

Con!itions

Salar)

Co(an)Policies


See ' * H I B I + S 6-2 an! 6-"

Key Point !atisfaction and dissatisfaction are not opposites

but separate constructs

E4trinsic andRelated to

Dissatisfaction

ntrinsic andRelated to

Satisfaction


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Criticis)s o Two'(actor Theory

"er#berg says that hygiene factors must be met to remove

dissatisfaction. $f motivators are given, then satisfaction

can occur.

*erzberg is li2ited by his procedure

articipants had self-serving bias

Reliability of raters 7uestioned

/ias or errors of observation

+o overall 2easure of satisfaction #as used

*erzberg assu2ed, but didn"t research, a strong

relationship bet#een satisfaction and productivity



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McClellans Three Nees Theory

+eed for Achieve2ent 5nAch6 &he drive to excel( to achieve in relation to a set ofstandards( to strive to succeed

+eed for (o#er 5n(o#6

&he need to ma%e others behave in a way that they would

not have behaved otherwise

+eed for Affiliation 5nAff6

&he desire for friendly and close interpersonal relationships

(eople have varying levels of each of the three needs%

0ard to measure



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*eror)ance *reictions or Highn!ch

(eople #ith a high need for achieve2ent are li8ely to refer to underta%e activities with a 12312 chance of success(avoiding very low- or high-ris% situations

/e motivated in "obs that offer high degree of personal

responsibility( feedbac%( and moderate ris%

4ot necessarily ma%e good managers too personal a focus.

ost good general managers do 4!& have a high nAch

4eed high level of now and low nAff for managerial

success

ood research support, but it is not a very practicaltheory



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ognitive Evaluation !heory oal/9etting !heory

anagement by !b"ectives ,/!

9elf/Efficacy !heory

Also %nown as 5ocial Cognitive &heory or 5ocial 6earning&heory

Reinforce2ent !heory

E7uity !heory

E4pectancy !heory

Conte)porary Theories oMotivation



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Cognitive Eval+ation Theory

Providing an extrinsic reward for behavior that had beenpreviously only intrinsically rewarding tends to decrease theoverall level of motivation

a"or Implications for wor% rewards

Intrinsic and extrinsic rewards are not independent

Extrinsic rewards decrease intrinsic rewards ay should be noncontingent on performance

7erbal rewards increase intrinsic motivation8 tangible rewardsreduce it

5elf-concordance

9hen the personal reasons for pursuing goals are consistent withpersonal interests and core values ,intrinsic motivation( peopleare happier and more successful

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See ' * H I B I + 6-#


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Loc,es #oal'-etting Theory

/asic remise' &hatspecificand difficult goals( withself%generated

feedback( lead to higher performance

Difficult +oals' :ocus and direct attention

Energi#e the person to wor% harder Difficulty increases persistence

:orce people to be more effective and efficient

*elationship between goals and performance depends on'

+oal commitment ,the more public the better; &as% characteristics ,simple( well-learned

Culture ,best match is in 4orth America

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)BO is a syste2atic #ay to utilize goal/setting%

oals 2ust be

&angible

7erifiable

easurable

orporate goals are bro8en do#n into s2aller,2ore specific goals at each level of organization%

0our co22on ingredients to )BO progra2s

+oal specificity

articipative decision ma%ing Explicit time period

erformance feedbac%

.)ple)entation/ Manage)ent byObjectives

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See ' * H I B I + 6-$


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0an+ras -el'E1cacy Theory

An individual"s belief that he or she is capable ofperfor2ing a tas8%

0igher efficacy is related to'

+reater confidence

+reater persistence in the face of difficulties

/etter response to negative feedbac% ,wor% harder

5elf-Efficacy complements +oal-5etting &heory.


See ' * H I B I + 6-6

iven *ard oal

*igher 9elf/9et oal

ncreased onfidence

*igher (erfor2ance


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.ncreasing -el'E1cacy

Enactive 2astery

ost important source of efficacy

+aining relevant experience with tas% or "ob


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9i2ilar to oal/9etting !heory, but focused on a

behavioral approach rather than a cognitive one%

/ehavior is environmentally caused

&hought ,internal cogitative event is not important

:eelings( attitudes( and expectations are ignored

/ehavior is controlled by its conse$uences reinforcers

Is not a motivational theory but a means of analysis of

behavior

*einforcement strongly influences behavior but is not li%ely

to be the sole cause

"einorce)ent Theory



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!a)s E2+ity Theory

E2ployees co2pare their ratios of outco2es/to/inputs

of relevant others%

9hen ratios are e$ual' state of e$uity exists there is no

tension as the situation is considered fair

9hen ratios are une$ual' tension exists due to unfairness

>nderrewarded states cause anger

!verrewarded states cause guilt

&ension motivates people to act to bring their situation into

e$uity


See ' * H I B I + 6-


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an be four different situations

5elf-Inside

&he person)s experience in a different "ob in the same

organi#ation 5elf-!utside

&he person)s experience in a different "ob in a different

organi#ation

!ther-Inside

Another individual or group within the organi#ation

!ther-!utside

Another individual or group outside of the organi#ation

E2+ity Theorys 3"elevant Others4



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"eactions to .ne2+ity

E2ployee behaviors to create e7uity

Change inputs ,slac% off

Change outcomes ,increase output

Distort3change perceptions of self

Distort3change perceptions of others

Choose a different referent person

6eave the field ,$uit the "ob

(ropositions relating to ine7uitable pay

aid by time' !verrewarded employees produce more

>nderrewarded employees produce less with low $uality

aid by $uality' !verrewarded employees give higher $uality

>nderrewarded employees ma%e more of low $uality



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5+stice an E2+ity Theory


See ' * H I B I + 6-7

Overall perception

of #hat is fair in the

#or8place%


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6roo)s E7pectancy Theory

!he strength of a tendency to act in a certain #ay

depends on the strength of an e4pectation that the act

#ill be follo#ed by a given outco2e and on the

attractiveness of the outco2e to the individual%

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See ' * H I B I + 6-9

E4pectancy ofperfor2ance

success

nstru2entalityof success in

getting re#ard

:aluation of there#ard in

e2ployee"s eyes


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.ntegrating Conte)porary Motivation Theories

Based on E4pectancy !heory

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See ' * H I B I + 6-10


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#lobal .)plications

)otivation theories are often culture/bound%

aslow)s 0ierarchy of 4eeds &heory

!rder of needs is not universal

cClelland)s &hree 4eeds &heory

nAch presupposes a willingness to accept ris% and performance

concerns not universal traits

Adams) E$uity &heory

A desire for e$uity is not universal


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-+))ary an Managerial.)plications +eed !heories 5)aslo#, Alderfer, )clelland,

*erzberg6

9ell %nown( but not very good predictors of behavior

oal/9etting !heory

9hile limited in scope( good predictor

Reinforce2ent !heory

owerful predictor in many wor% areas

E7uity !heory

/est %nown for research in organi#ational "ustice

E4pectancy !heory

+ood predictor of performance variables but shares many of

the assumptions as rational decision ma%ing

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CH 6 Motivation[1]

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