Managemen Chap 005

7/23/2019 Managemen Chap 005

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Copyright © 2009 by The McGraw-Hill Companies, Inc. llMcGraw-Hill#Irwin



Motivation:Background and Theories

Organizations: Behavior, Structure, Processes

Chapter 5



5-3

Learning Objectives

Define motivation in practical terms thatwould be meaningful to managers in

organizations

Compare the content and process

explanations and theories of motivation

Describe how equity theory explains

employees’ reactions to pay and

compensation decisions



5-4

Learning Objectives

Discuss why individual needs andpreferences change over the course

of a career

Explain the motivational force for a

behavior, action, or task

s a function of three distinct

perceptions made by an individual



5-5

Motivation Puzzle

!anagers must excel at addressingthe needs and goals of employees"o one motivational approach works for all

#ndividuals differ in$%heir desired rewards

&ow they attempt to satisfy those needs

&ow they view the fairness of rewards%heir view of the work environment



5-6

Ke !"ploee #i$$erences

'eterans (born )*++-./0elieve in hard work, dedication, sacrifice,

and respect for authority

&ave a great deal or organizational

knowledge and remain influential

0oomers (born )*-11-/Characterized by optimism, teamwork,

healthy lifestyles, personal gratification2ill 3go the extra mile4 to get the 5ob done

En5oy their careers



5-7


6en 7ers (born )*1.81/9nderstands the importance of diversity,

worklife balance, selfreliance, fun, and

informality

!ore cynical than other generations

%heir 3it’s only a 5ob4 attitude puts them

in direct conflict with 0oomers



5-8


6en :ers (born )*88*8/"exters, #nternet 6en, or Echo 0oomers

2orkplace preferences

fair boss0elief in the company2orkplace safety%raining and learning opportunities;lexible work schedulesConstructive feedback%imely and fair reward systems



5-9

Motivation

%heorists have different interpretationsand place emphasis on different factors!otivation is related to behavior and

performance

6oaldirectedness is involved

#t results from events and processes,

whether internal or external

<esearch is still evolving!any aspects of human motivation

remain unexplained



5-10

Motivation

!otivation is the result of forces actingon an employee that initiate and direct

behavior



5-11

Motivation

!otivated employees=ook for the best way to do their 5ob

>roduce highquality products or services

re more likely to be productive2ant to work and become part of the team

&elp, support, and encourage coworkers

re selfconfident and decisive



5-12

Motivation %tarting Point

#ndividuals ll have a deficiency or lack something

at a particular point in time

re more susceptible to motivational

efforts when in need

Deficiencies may be>hysiological

>sychological

?ociological



5-13

The Motivational Process

The!"ploee

#

"eed

deficiencies## ?earch for

ways tosatisfy needs

###

6oaldirectedbehavior

#'

>erformance(evaluate goalsaccomplished/

'

<ewards orpunishments

'#

Employeereassesses need

deficiencies



5-14

Motivation Theories

Content !otivation %heories;ocuses on factors within a person that

energize, direct, sustain, stop behavior

%hese factors can only be inferred

>rocess !otivation %heoriesDescribe, explain, and analyze how

behavior is energized, directed, sustained,

and stopped



5-15

Managerial !$$ectiveness

Content theories suggest thatmanagersDetermine what employee needs trigger

desired behaviors

@ffer meaningful rewards that satisfy

those needs

Anow when to offer rewards to optimize

behavior 9nderstand that need deficiencies do

not repeat in a regular pattern



5-16

Managerial !$$ectiveness

>rocess theories suggest thatmanagers understand%he process of motivation

&ow individuals make choices based

on preferences, rewards, and

accomplishments



5-17

Theor &ounders

Content theory founders!aslow$need hierarchy lderfer$E<6 theory&erzberg$twofactor theory!cClelland$learned needs

>rocess theory founders'room$expectancy of choices dams$equity?kinner$reinforcement=ocke$goalsetting



5-18

'pplication o$ Theories

Content theory!anagers must be aware of differences

in needs, desires, and goals because each

individual is unique

>rocess theory!anagers must understand the process

of motivation and how individuals make

choices based on performances, rewards,and accomplishments



5-19

Content Theories o$ Motivation

&uman needs, as defined by !aslow’sneed hierarchy>hysiological

?afety and security

0elongingness, social, and love

Esteem

?elfactualization



5-20


!aslow’s need hierarchy assumes person attempts to satisfy basic needs

before trying to satisfy upperlevel needs

=owerlevel needs must be satisfied

before a higherlevel need begins

to control a person’s behavior

satisfied need ceases

to motivate



5-21


lderfer proposes a hierarchy involvingthree sets of needsExistence$ satisfied by such things

as food, air, water, pay, and working

conditions

<elatedness$ satisfied by meaningful

social and interpersonal relationships

6rowth$ satisfied by making creativeor productive contributions



5-22

!() Theor

(elationships '"ong &rustration* +"portance* %atis$action o$ ,eeds

Frustration

of growth needs

Frustration

of growth needs

Frustration of

relatedness needs

Frustration of

relatedness needs

Frustration

of existence needs

Frustration

of existence needs

Importance

of growth needs

Importance

of growth needs

Importance of

relatedness needs

Importance of

relatedness needs

Importance

of existence needs

Importance

of existence needs

Satisfaction

of growth needs

Satisfaction of

relatedness needs

Satisfaction of

existence needs



5-23

-erzberg.s T/o0&actor Theor

Extrinsic factors>ay, status, and working conditions

Anown as dissatisfiers or hygiene factors

#ntrinsic factors chievement, increased

responsibility, recognition

Anown as satisfiers ormotivators



5-24

Traditional 1ie/ vs2 -erzberg

I. TRADITIONAL VIEWHigh job dissatisfaction High job satisfaction

II. HERZBERG’ TWO!"A#TOR VIEWLo$ job

satisfaction

High job

satisfaction

Lo$ job

dissatisfaction

High job

dissatisfaction

%oti&ato's

"(()ing of achi(&(*(nt %(aningf+) $o',O--o't+nit fo' ad&anc(*(nt Inc'(as(d '(s-onsibi)it

R(cognition O--o't+nit fo' g'o$th

Hgi(n(s/a tat+s 0ob s(c+'it

Wo',ing conditions "'ing( b(n(fits /o)ici(s1/'oc(d+'(sInt('-('sona) '()ations



5-25

Learned ,eeds Theor

person with a strong need will useappropriate behaviors to satisfy the need"eeds are learned from the culture of a

society



5-26

McClelland.s Learned ,eeds Theor

chievement (n ch/&igh n ch persons prefer moderate goals

they think they can achieve

ffiliation (n ff/&igh n ff persons prefer immediate and

reliable performance feedback

>ower (n >ow/&igh n ch persons like to be responsible

for solving problems



5-27

Measuring n 'ch ,eeds

"eeds are measured with the %hematic

pperception %est (%%/

person is shown a picture and asked towrite a story about it

>eople tend to write stories that reflect

their dominant needs



5-28

n 'ch ,eeds

!cClelland encourages managers to>rovide periodic feedback on performance

>oint out models of achievement to

employees

2ork with employees to improve their

selfimage

#ntroduce realism into all workrelated

topics



5-29

Co"parison o$ Content Theories

!aslow’s need hierarchy#ndividuals satisfy basic needs before

directing behavior toward higherorder

needs

lderfer’s E<6 theory%hose who fail to satisfy growth needs

become frustrated, regress, and refocus

attention on lowerorder needs



5-30

Co"parison o$ Content Theories

&erzberg’s twofactor theory?ome 5ob features and characteristics

result in motivation

@thers create a comfortable work

environment, but don’t motive

!cClelland’s learned needs"eeds are learned from the culture

%raining and education can enhance and

influence a person’s need strength



5-31

!3pectanc Theor

person who is faced witha set of firstlevel outcomes

will select one based on%he strength (valence/ of the

desire to achieve a second

level state

%he perception of the

relationship between firstand secondlevel outcomes



5-32

!3pectanc Theor 41aroo"

process governing choices amongalternative forms of voluntary activity!ost behaviors are under a person’s

voluntary control and are consequently

motivated

2hen faced with a set of firstlevel

outcomesEmployees select outcomes based on

how the choice relates to secondlevel

outcomes



5-33

!3pectanc Theor Ter"inolog

;irst and secondlevel outcomes%he result of behaviors

ssociated with doing the 5ob itself

;irstlevel outcomes include productivity,

absenteeism, turnover, quality

?econdlevel

#nstrumentality n individual’s perception that firstlevel

outcomes are associated with second

level outcomes



5-34

!3pectanc Theor Ter"inolog

'alence%he strength of a person’s preference for a

particular outcome

pplies to first and secondlevel

outcomes

Expectancy>erceived likelihood that a particular act

will be followed by a particular outcome?ub5ective probability



5-35

Principles o$ !3pectanc Theor

') B ?('+ x #/'alence associated with firstlevel outcomes is

the sum of the multiplication of the valences ('+/attached to all secondlevel outcomes with theirrespective instrumentalities (#/

! B f(') x E/!otivation is a multiplicative function of the

valence for each firstlevel outcome (')/ and theperceived expectancy (E/ that a given behavior

will be followed by a particular firstlevel outcome > B f(! x />erformance is considered a multiplicative

function of motivation (f/ and ability



5-36

!3pectanc Theor !3a"ple

Valences of second-

level outcomes(in parentheses)

Day off (6)

ecognition!complimentfrom "oss (#)

$ention of performance

in personnel record (%)

Day off (6)


$ention of performancein personnel record (%)

Day off (6)


$ention of performancein personnel record (%)

&'6

%'&

&'#

&'

&'

-&'%

&'&

&'

-&'*

Finishing "udgeton time (6'+)

Finishing "udgeton re,uired day"ut after deadline(#')

Finishing "udgeton day afterdeadline ('&)

&'*

&'

%'&

'6

'*

'&

$otivation

Instrumentalities (how

much performanceoutcome second-leveloutcome are associated

.erformance

outcome(valences xinstrumentalities)

/xpectancy

(pro"a"ility ofperformance giveneffort)



5-37

!3pectanc Theor

!anagers should;ocus on employee expectations for

success

ctively determine which secondlevel

outcomes are important to employees=ink desired secondlevel outcomes to

the organization’s performance goals



5-38

!6uit Theor

Employees compare their efforts andrewards with those of others in similar

works situations



5-39

!6uit Theor

#mportant terms>erson the individual for whom equity

or inequity is perceived

Comparison other any individual(s/ orgroup used as a referent regarding the

ratio of inputs and outcomes

#nputs the individual characteristics

brought by >erson to the 5ob

@utcomes what >erson received from

the 5ob



5-40

!6uit Theor

0ompares

his!her input!

outcome ratio to

reference

person1s (.)inputs (I) and

outcomes (2)

and

perceives

OP ORP

IP

IRP

OP ORPIP IRP

OP ORP

IP IRP

(equity)=

(inequity)

(inequity)>

or

or

I.3 Inputs of the person

2.3 2utcomes of the person

I.3 Inputs of reference person

2.3 2utcomes of reference person

4 person (.)

with certain

inputs (I) and

receiving

certainoutcomes (2)

<



(estoring !6uit

Change the inputs or outcomes of thereference person

Change your inputs or outcomesChange the reference personChange the situation

Managemen Chap 005

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