Chapter 4 Motivating Self and Others Chapter 4

Chapter 4 Motivating Self and Others Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Theories of Motivation 1. 2. 3. 4. 5. 6. What is motivation? How do needs motivate people? Are there other ways to motivate people? Do equity and fairness matter? How can rewards and job design motivate employees? What kinds of mistakes are made in reward systems? Chapter 4, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 4 -2

What is Motivation? • Motivation – The processes that account for an individual’s intensity, direction, and persistence of effort toward attaining a goal • Intensity: • Direction: • Persistence: Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Theory X and Theory Y • Theory X • Theory Y Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Needs Theories of Motivation • Basic idea: – Individuals have needs that, when unsatisfied, will result in motivation • Maslow’s Hierarchy of Needs • Alderfer’s ERG theory • Mc. Clelland’s Theory of Needs Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Maslow’s Hierarchy of Needs Selfactualization Esteem Social Safety Physiological Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

• • • Maslow’s Hierarchy of Needs Physiological Safety Social Esteem Self-actualization Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Self-Actualization • • Relaxed: Confident: Focused: Effortless: Automatic: Fun: In Control: Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Alderfer’s ERG Theory • Existence • Relatedness • Growth Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Mc. Clelland’s Theory of Needs • Need for Achievement • Need for Power • Need for Affiliation Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Summary: Hierarchy of Needs • Maslow: Argues that lower-order needs must be satisfied before one progresses to higher-order needs. • Alderfer: More than one need can be important at the same time. If a higher-order need is not being met, the desire to satisfy a lower-level need increases. • Mc. Clelland: People vary in the types of needs they have. Their motivation and how well they perform in a work situation are related to whether they have a need for achievement, affiliation, or power. Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Summary: Impact of Theory • Maslow: Enjoys wide recognition among practising managers. Most managers are familiar with it. • Alderfer: Seen as a more valid version of the need hierarchy. Tells us that achievers will be motivated by jobs that offer personal responsibility, feedback, and moderate risks. • Mc. Clelland: Tells us that high need achievers do not necessarily make good managers, since high achievers are more interested in how they do personally. Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Summary: Support and Criticism of Theory • Maslow: Research does not generally validate theory. In particular, there is little support for the hierarchical nature of needs. Criticized for how data were collected and interpreted. • Alderfer: Ignores situational variables. • Mc. Clelland: Mixed empirical support, but theory is consistent with our knowledge of individual differences among people. Good empirical support, particularly on needs achievement. Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Process Theories of Motivation • Look at the actual process of motivation – Expectancy theory – Goal-setting theory Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Expectancy Theory • The theory that individuals act depending on whether their effort will lead to good performance, whether good performance will be followed by a given outcome, and whether that outcome is attractive to them. Chapter 4, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 4 -15

Expectancy Relationships • • The theory focuses on three relationships: Effort-performance relationship Performance-reward relationship Rewards-personal goals relationship Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Exhibit 4 -5 How Does Expectancy Theory Work? My professor offers me $1 million if I memorize the textbook by tomorrow morning. Expectancy Effort Performance Link No matter how much effort I put in, probably not possible to memorize the text in 24 hours E=0 Instrumentality Performance Rewards Link My professor does not look like someone who has $1 million Valence Rewards Personal Goals Link There a lot of wonderful things I could do with $1 million I=0 V=1 Conclusion: Though I value the reward, I will not be motivated to do this task. Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Exhibit 4 -6 Steps to Increasing Motivation, Using Expectancy Theory Improving Expectancy Improve the ability of the individual to perform • Make sure employees have skills for the task • Provide training • Assign reasonable tasks and goals Improving Instrumentality Increase the individual’ s belief that performance will lead to reward • Observe and recognize performance • Deliver rewards as promised • Indicate to employees how previous good performance led to greater rewards Improving Valence Make sure that the reward is meaningful to the individual • Ask employees what rewards they value • Give rewards that are valued Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Goal-Setting Theory • The theory that specific and difficult goals lead to higher performance. • Goals tell an employee what needs to be done and how much effort will need to be expended. • Specific hard goals produce a higher level of output than does the generalized goal of “do your best. ” Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Locke’s Model of Goal Setting Directing attention Goals motivate by. . . Regulating effort Increasing persistence Task performance Encouraging the development of strategies and action plans Source: Adapted from E. A. Locke and G. P. Latham, A Theory of Goal Setting and Task Performance (Englewood Cliffs, NJ: Prentice Hall, 1980). Reprinted by permission of Edwin A. Locke. Chapter 4, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 4 -20

Goals Should Be SMART • For goals to be effective, they should be SMART: • Specific • Measurable • Attainable • Results-oriented • Time-bound Chapter 4, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 4 -21

Management by Objectives • A program that encompasses – Specific goals – Participative decision-making – Explicit time period – Performance feedback Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Overall Organizational Objectives Cascading Objectives Divisional Objectives XYZ Company Consumer Products Industrial Products Division Departmental Objectives Sales Production Develop Customer Marketing Research Service Individual Objectives Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Motivators • Intrinsic – internal desire • Extrinsic – comes from outside Chapter 4, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 4 -24

Four Key Rewards to Increase Intrinsic Motivation 1. Sense of choice 2. Sense of competence 3. Sense of meaningfulness 4. Sense of progress Managers can act in ways that will build these intrinsic rewards for their employees. Chapter 4, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 4 -25

Management Reward Follies We hope for: But we reward: • Teamwork and collaboration • The best individual team members • Innovative thinking and risk taking • Proven methods and no mistakes • Development of people skills • Technical achievements and accomplishments • Employee involvement and empowerment • High achievement • Long-term growth • Commitment to total quality • Candor • Tight control over operations, resources • Another year’s efforts • Quarterly earnings • Shipment on schedule, even with defects • Reporting good news Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition. Copyright © 2004 Pearson Education Canada Inc.

Beware the Signals That Are Sent By Rewards • Often reward systems do not reflect organizational goals: – stuck in old patterns – the big picture. – short-term results. Chapter 4, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 4 -27

Can We Just Eliminate Rewards? • Alfie Kohn suggests that organizations should focus less on rewards, more on creating motivating environments: – – – Abolish Incentives. Re-evaluate Evaluation. Create Conditions for Authentic Motivation. Encourage Collaboration. Enhance Content. Provide Choice. Chapter 4, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 4 -28

Putting It All Together • What we know about motivating employees in organizations: – individual differences. – different needs. – Don’t treat them all alike. – understand what’s important – goals and feedback. – participate in decisions – rewards to performance. – equity. Chapter 4, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 4 -29

Summary and Implications 1. What is Motivation? – Motivation is the process that accounts for an individual’s intensity, direction, and persistence of effort toward reaching the goal. 2. How do needs motivate people? – All needs theories of motivation propose a similar idea: individuals have needs that, when unsatisfied, will result in motivation. Chapter 4, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 4 -30

Summary and Implications 3. Are there other ways to motivate people? – Process theories focus on the broader picture of how someone can set about motivating another individual. Process theories include expectancy theory and goalsetting theory (and its application, management by objectives). 4. Do equity and fairness matter? – Individuals look for fairness in the reward system. Rewards should be perceived by employees as related to the inputs they bring to the job. Chapter 4, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 4 -31

Summary and Implications 5. How can rewards and job design motivate employees? – Recognition helps employees feel that they matter. Employers can use variable-pay programs to reward performance. Employers can use job design to motivate employees. Jobs that have variety, autonomy, feedback, and similar complex task characteristics tend to be more motivating for employees. 6. What kinds of mistakes are made in reward systems? – Often reward systems do not reward the performance that is expected. Also, reward systems sometimes do not recognize that rewards are culture-bound. Chapter 4, Nancy Langton and Stephen P. Robbins, Fundamentals of Organizational Behaviour, Third Canadian Edition Copyright © 2007 Pearson Education Canada 4 -32