Chapter 12 Motivating for High Performance Power Point

Learning Outcomes Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 2

Learning Outcomes (cont’d) Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 3

Motivation and Performance • Motivation – The willingness to achieve organizational objectives. • Motivation

How Motivation Affects Performance • Expectations, Motivation, and Performance – Self-fulfilling prophecy • “If

Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 6

Major Motivation Theories Content Motivation Theories Major Motivation Theories Process Motivation Theories Reinforcement Theory

Motivation: Content Theories • Content Motivation Theories – Focus on identifying and understanding employees’

Maslow’s Hierarchy of Needs Theory • Hierarchy of Needs – Only unmet needs motivate.

How Managers Motivate with Maslow’s Hierarchy of Needs Theory Exhibit 12– 2 Copyright ©

Alderfer’s ERG Theory • ERG theory – Proposes that employees are motivated by three

Herzberg’s Two-Factor Theory Exhibit 12– 3 Copyright © 2003 by South-Western/Thomson Learning. All rights

Mc. Clelland’s Acquired Needs Theory • Acquired Needs Theory – Proposes that employees are

A Comparison of Four Content Motivation Theories Exhibit 12– 4 Copyright © 2003 by

Motivation: Process Theories • Process Motivation Theories – Focus on understanding how employees choose

Adams’s Equity Theory • Equity Theory – Proposes that employees are motivated when their

Goal-Setting Theory • Goal-Setting Theory – Proposes that achievable but difficult goals motivate employees,

Vroom’s Expectancy Theory • Expectancy Theory – Proposes that employees are motivated when they

Reinforcement Theory • Reinforcement Theory – Proposes that through the consequences for behavior employees

Types of Reinforcement • Positive Reinforcement – Encouraging continued behavior by offering attractive consequences

Types of Reinforcement (cont’d) • Extinction – Discouraging undesirable behavior by withholding reinforcement when

Schedules of Reinforcement • Continuous Reinforcement – Each and every desirable behavior is reinforced.

Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 23

Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 24

Giving Praise 1. Tell the employee exactly what was done correctly. 2. Tell the

The Motivation Process with the Motivation Theories Exhibit 12– 6 Copyright © 2003 by

Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 27

Slides: 27

Download presentation

Motivation and Performance • Motivation – The willingness to achieve organizational objectives. • Motivation Process – Employees go from need to motive to behavior to consequence to satisfaction or dissatisfaction. Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 4

How Motivation Affects Performance • Expectations, Motivation, and Performance – Self-fulfilling prophecy • “If you believe you can, or if you believe you can’t, then you are right”—Henry Ford • If you think you will be successful, then you will be. • The Performance Formula – Performance = Ability x Motivation x Resources • For maximum performance levels, all three factors must be high. Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 5

Major Motivation Theories Content Motivation Theories Major Motivation Theories Process Motivation Theories Reinforcement Theory Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 7

Motivation: Content Theories • Content Motivation Theories – Focus on identifying and understanding employees’ needs. • Hierarchy of needs theory • ERG theory • Two-factor theory • Acquired needs theory Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 8

Maslow’s Hierarchy of Needs Theory • Hierarchy of Needs – Only unmet needs motivate. – People’s needs are arranged in order of importance for basic to complex. • Satisfaction of lower level needs precedes satisfaction of higher levels needs. – There are five classifications of needs: • Physiological • Safety • Social • Esteem • Self-actualization Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 9

Alderfer’s ERG Theory • ERG theory – Proposes that employees are motivated by three needs: • Existence: physiological and safety needs. • Relatedness: social needs. • Growth: esteem and actualization. – Needs can be active on more than one level at the same time. • Starving actor: being hungry and wanting fame and fortune. Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 11

Mc. Clelland’s Acquired Needs Theory • Acquired Needs Theory – Proposes that employees are motivated by their need for achievement, power, and affiliation. • Need for Achievement (n Ach): the desire for responsibility and accomplishment. • Need for Power (n Ach): the desire to control the situation and influence others. • Need for Affiliation (n Aff): the tendency to be liked and to seek close relationship with others. Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 13

Motivation: Process Theories • Process Motivation Theories – Focus on understanding how employees choose behavior to fulfill their needs. • Equity theory • Goal-setting theory • Expectancy theory Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 15

Adams’s Equity Theory • Equity Theory – Proposes that employees are motivated when their perceived inputs equal outputs. – People compare their inputs (contributions to the organization) and outputs (rewards) to that of relevant others and conclude that they are: • Underrewarded • Overrewarded • Equitably rewarded Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 16

Goal-Setting Theory • Goal-Setting Theory – Proposes that achievable but difficult goals motivate employees, leading to higher levels of motivation and performance. • Goals provide an attractive challenge to high-performing individuals who have a strong need for achievement. • Goals provide a sense of purpose—why we are working to accomplish a given task. • Goals require action plans to achieve goals and measure progress. Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 17

Vroom’s Expectancy Theory • Expectancy Theory – Proposes that employees are motivated when they believe they can accomplish the task and the rewards for doing so are worth the effort. – Motivation = expectancy x valence • Expectancy: the person’s perception of his or her ability to accomplish an objective. • Valence: the value the person places on the outcome or reward for his or her performance. Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 18

Reinforcement Theory • Reinforcement Theory – Proposes that through the consequences for behavior employees will be motivated to behave in predetermined ways. Stimulus Responding Behavior Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. Consequences of Behavior (Reinforcement) 19

Types of Reinforcement • Positive Reinforcement – Encouraging continued behavior by offering attractive consequences (rewards) for desirable performance. • Avoidance Reinforcement (Negative Reinforcement) – Encouraging continued desirable behavior to avoid a negative consequence. Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 20

Types of Reinforcement (cont’d) • Extinction – Discouraging undesirable behavior by withholding reinforcement when the behavior occurs. • Punishment – Providing an undesirable consequence for the undesirable behavior. Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 21

Schedules of Reinforcement • Continuous Reinforcement – Each and every desirable behavior is reinforced. • Intermittent Reinforcement Schedules – Time-based • Fixed interval • Variable interval – Output-based • Fixed ratio • Variable ratio Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 22

Giving Praise 1. Tell the employee exactly what was done correctly. 2. Tell the employee why the behavior was important. 3. Stop for a moment of silence. 4. Encourage repeat performance. Model 12– 1 Copyright © 2003 by South-Western/Thomson Learning. All rights reserved. 25