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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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',
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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
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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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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.
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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
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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 $uality
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5+stice an E2+ity Theory
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See ' * H I B I + 6-7
Overall perception
of #hat is fair in the
#or8place%
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6roo)s E7pectancy Theory
!he strength of a tendency to act in a certain #ay
depends on the strength of an e4pectation that the act
#ill be follo#ed by a given outco2e and on the
attractiveness of the outco2e to the individual%
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See ' * H I B I + 6-9
E4pectancy ofperfor2ance
success
nstru2entalityof success in
getting re#ard
:aluation of there#ard in
e2ployee"s eyes
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.ntegrating Conte)porary Motivation Theories
Based on E4pectancy !heory
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See ' * H I B I + 6-10
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#lobal .)plications
)otivation theories are often culture/bound%
aslow)s 0ierarchy of 4eeds &heory
!rder of needs is not universal
cClelland)s &hree 4eeds &heory
nAch presupposes a willingness to accept ris% and performance
concerns not universal traits
Adams) E$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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