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Transcript of Motivation_concepts.ppt
7/23/2019 Motivation_concepts.ppt
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Kelli J. SchuttWilliam Jewell College
Robbins, Judge, and Vohra
Organizational Behavior15th Edition
Copyright © 2014 Dorling Kindersley (India) Pvt. Ltd
Athori!ed adaptation "ro# the $nited %tates edition o" OrganizationalBehavior, 15e
Motivation Concepts
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Intrinsic Motivation
Intrinsic motivation has been studied by social and
educational psychologists since the early 1!"s#
Research has $ound that it is usually associated %ithhigh educational achievement and en&oyment by
students# Intrinsic motivation has been e'plained by
(ritz )eider*s attribution theory,
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Extrinsic motivation
E'trinsic motivation comes $rom outside o$ the per$ormer#
+oney is the most obvious e'ample, but coercion and
threat o$ punishment are also common e'trinsicmotivations#
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Defining Motivation
The result of the interaction between the individual and the situation.
he processes that account $or an individual-s
intensity, direction, and persistence o$ e$$ort to%ard
attaining a goal . speci$ically, an organizational goal#
Three key elements:
– Intensity – how hard a person tries
– /irection – effort that is channeled toward, andconsistent with, organizational goals
– 0ersistence – how long a person can maintain effort
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Early Theories of Motivation-formulated in early 1950’s
These early theories may not be valid, but they do form thebasis for contemporary theories and are still used by
practicing managers.
1#+aslo%-s )ierarchy o$ eeds heory2#+c3regor-s heory 4 and heory
6#)erzberg-s %o7(actor heory
8#+c9lelland-s heory o$ eeds
7-
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1. Maslow’s Hierarhy of !eeds
There is a hierarchy of five needs. As each need is substantially satisfied, the next need becomes dominant.
:ssumptions
– Individuals cannot
move to the next
higher level until
all needs at the
current (lower)
level are satisfied
– ust move in
hierarchical order
7-7
;o%er Order
E'ternal
)igher OrderInternal
See E ! " I # I $ 7-1
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". M#regor’s Theory $ andTheory %
%o distinct vie%s o$ human beings< heory 4=basically negative> and heory =positive>#
– anagers used a set of assumptions !ased on their view
– The assumptions molded their !ehavior toward employees
o empirical evidence to support this theory#
7-%
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&. Her'(erg’s Two-)ator Theory*lso alled MOTIVATION-HYIENETHEORY Key Point: Satisfaction and dissatisfaction are not opposites
but separate constructs
E'trinsic andRelated to
Dissatisfaction
Intrinsic andRelated to
Satisfaction
I$ the )ygiene (actors are ade?uate , people %ill not be dissatis$ied @ neither %ill they be satis$ied
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+ritiisms of the Two-)atorTheory
er!berg says that hygiene factors must be met to remove
dissatisfaction. "f motivators are given, then satisfaction
can occur.
)erzberg is limited by his methodology
– "articipants had self#serving !ias
Reliability o$ raters ?uestioned
– $ias or errors of o!servation
o overall measure o$ satis$action %as used)erzberg assumed, but didn-t research, a strong
relationship bet%een satis$action and productivity
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,. M+lelland’s Three !eedsTheory
eed $or :chievement =n:ch> – The drive to excel, to achieve in relation to a set of
standards, to strive to succeed
eed $or 0o%er =n0o%>
– The need to make others !ehave in a way that they wouldnot have !ehaved otherwise
eed $or :$$iliation =n:$$>
– The desire for friendly and close interpersonal relationships
0eople have varying levels o$ each o$ the three needs# – %ard to measure
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erformane reditions for High-n*h eole
0eople %ith a high need $or achievement are liAely to< – "refer to undertake activities with a &'&' chance of success,
avoiding very low# or high#risk situations
– $e motivated in o!s that offer high degree of personal
responsi!ility, feed!ack, and moderate risk
– *ot necessarily make good managers – too personal a focus+
ost good general managers are *T high on n-ch
– *eed high level of n"ow and low n-ff for managerial
success
3ood research support, but it is not a very practicaltheory
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1# el$7/etermination heory2# 3oal7etting heory
– anagement !y !ectives ($)
el$7E$$icacy heory
– -lso known as .ocial /ognitive Theory or .ocial 0earningTheory
1# Rein$orcement heory
2# E?uity heory
6# E'pectancy heory
+ontemorary Theories ofMotivation
7-1(
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+ognitive Evaluation Theory-/elf-determination Theory
#xample :$ % "t&s strange , said 'aria . %" started wor( at the umane Society as a volunteer. " put in )* hours per wee(helping people adopt pets . And " loved coming to wor( , Then +months ago , they hired me full$time at s *- an hour . "&m doingthe same wor( " did before . /T "&m not finding it nearly as
much fun.0
People prefer to feel they have control over their actions, soanything that ma(es a previously en1oyed tas( feel more li(e anobligation than a freely chosen activity will undermine
motivation.
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1. /elf-Determination Theory
aor Implications for 1ork 2ewards
– Intrinsic and extrinsic rewards are not independent
– 3xtrinsic rewards may decrease intrinsic rewards
– 4oal setting is more effective in improving motivation – 5er!al rewards increase intrinsic motivation6 tangi!le rewards
reduce it
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". oe’s #oal-/etting Theory
$asic "remise: – That specific and difficult goals, with self$generated
feedbac( , lead to higher performance
7ifficult 4oals:
– 8ocus and direct attention
– 3nergize the person to work harder
– 7ifficulty increases persistence
– 8orce people to !e more effective and efficient
2elationship !etween goals and performance depends on:
– 4oal commitment (the more pu!lic the !etter9) – Task characteristics (simple, well#learned)
– /ulture
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+BO is a systematic %ay to utilize goal7setting#
3oals must be<
– Tangi!le
– 5erifia!le
– easura!le
9orporate goals are broAen do%n into smaller,more speci$ic goals at each level o$ organization#
(our common ingredients to +BO programs<
– 4oal specificity
– "articipative decision making – 3xplicit time period
– "erformance feed!ack
2mlementation of #oal-/etting3Management (y 4(etives
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See E ! " I # I $ 7-(
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+asading of 4(etives
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&. 6andura’s /elf-EffiayTheory el$7e$$icacy is an individual-s belie$ that he or she is
capable o$ per$orming a tasA#
– %igher efficacy is related to:
4reater confidence
4reater persistence in the face of difficulties
$etter response to negative feed!ack (work harder)
– .elf#efficacy complements goal#setting theory
7-1)
3iven )ard 3oal
)igher el$7et 3oal
Increased 9on$idence
)igher 0er$ormance
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2nreasing /elf-Effiay
Enactive mastery
– ost important source of efficacy
– 4aining relevant experience with task or o!
– ;"ractice makes perfect<
Vicarious modeling
– Increasing confidence !y watching others perform the task – ost effective when o!server sees the model to !e similar to him#
or herself
Verbal persuasion
– otivation through ver!al conviction
– "ygmalion and 4alatea effects – self#fulfilling prophecies :rousal
– 4etting ;psyched up< – emotionally aroused – to complete task
– /an hurt performance if emotion is not a component of the task
7-'&
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imilar to goal7setting theory, but $ocused on a
behavioral approach rather than a cognitive one#
– $ehavior is environmentally caused
– Thought (internal cognitive event) is not important
8eelings, attitudes, and expectations are ignored
– $ehavior is controlled !y its conse=uences – reinforcers
– Is not a motivational theory !ut a means of analysis of
!ehavior
– 2einforcement strongly influences !ehavior !ut is not likely
to !e the sole cause
,. 7einforement Theory
7-'1
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5. *dams’ E8uity Theory
Employees compare their ratios o$ outcomes7to7inputs
o$ relevant others#
– 1hen ratios are e=ual: state of e=uity exists – there is no
tension as the situation is considered fair
– 1hen ratios are une=ual: tension exists due to unfairness
>nderrewarded states cause anger
verrewarded states cause guilt
– Tension motivates people to act to !ring their situation into
e=uity
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here can be $our re$erent comparisons<
– .elf–Inside
The person?s experience in a different o! in the same
organization
– .elf–utside
The person?s experience in a different o! in a different
organization
– ther–Inside -nother individual or group within the organization
– ther–utside
-nother individual or group outside of the organization
E8uity Theory’s 7elevant4thers:
7-'(
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7eations to 2ne8uity
Employee behaviors to create e?uity<
– /hange inputs (slack off)
– /hange outcomes (increase output)
– 7istortchange perceptions of self
– 7istortchange perceptions of others
– /hoose a different referent person – 0eave the field (=uit the o!)
0ropositions relating to ine?uitable pay<
– "aid !y time:
verrewarded employees produce more
>nderrewarded employees produce less with low =uality – "aid !y =uality:
verrewarded employees give higher =uality
>nderrewarded employees make more of low =uality
7-'*
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;ustie and E8uity Theory
7-'5
Overall perception
o$ %hat is $air in the
%orAplace#
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<room’s E=etany Theoryhe strength o$ a tendency to act in a certain %ay
depends on the strength o$ an e'pectation that the act
%ill be $ollo%ed by a given outcome and on the
attractiveness o$ the outcome to the individual#
Example :- employees will be motivated to exert a high
level of effort when they believe it will lead to a good
performance appraisal ; that a good appraisal will lead to
organizational rewards such as bonuses , salary
increases , or promotions; and that the rewards willsatisfy the employees personal goals
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>. <room’s E=etany Theory
7-'7
E'pectancy o$per$ormance
success
Instrumentalityo$ success in
getting re%ard
Valuation o$ there%ard in
employee-s eyes
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2ntegrating +ontemoraryMotivation Theories Based on E'pectancy heory
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/ummary and Managerial2mliations eed heories =+aslo%, :lder$er, +c9lelland,
)erzberg>
– 1ell known, !ut not very good predictors of !ehavior
3oal7etting heory
– 1hile limited in scope, good predictor
Rein$orcement heory
– "owerful predictor in many work areas
E?uity heory
– $est known for research in organizational ustice E'pectancy heory
– 4ood predictor of performance varia!les !ut shares many of
the assumptions as rational decision making
7-')