Essentials of Organizational Behavior 13 e Stephen P

Chapter 7 Motivation Concepts Copyright © 2016 Pearson Education, Inc.

After studying this chapter you should be able to: 1. Describe three key elements of motivation. 2. Evaluate the applicability of early theories of motivation. 3. Contrast the elements of self-determination theory and goal-setting theory. 4. Demonstrate the differences between selfefficacy theory, equity theory, and expectancy theory. 5. Identify the implications of employee job engagement for management. Copyright © 2016 Pearson Education, Inc. 7 -3

What Is Motivation? n Motivation: The processes that accounts for an individual’s intensity, direction, and persistence of effort toward attaining an organizational goal n. Intensity: the amount of effort put forth to meet the goal n. Direction: efforts are channeled toward organizational goals n. Persistence: how long the effort is maintained Copyright © 2016 Pearson Education, Inc. 7 -4

Early Theories of Motivation n Maslow’s Hierarchy of Needs Theory n Mc. Gregor’s Theory X and Theory Y n Herzberg’s Two-Factor (Motivation. Hygiene) Theory n Mc. Clellan’s Theory of Needs (Three Needs Theory) Copyright © 2016 Pearson Education, Inc. 7 -5

Hierarchy of Needs Theory Copyright © 2016 Pearson Education, Inc. 7 -6

Theory X and Theory Y Theory X n Inherent dislike for work and will attempt to avoid it n Must be coerced, controlled, or threatened with punishment n View work as being as natural as rest or play n Will exercise selfdirection and selfcontrol if committed to objectives Copyright © 2016 Pearson Education, Inc. 7 -7

Two-Factor Theory Satisfied • Quality of supervision • Pay • Company policies • Physical working conditions • Relationships • Job security • Promotional opportunities • Opportunities for personal growth • Recognition • Responsibility • Achievement Motivation Factors Hygiene Factors Not Dissatisfied Not Satisfied Dissatisfied Copyright © 2016 Pearson Education, Inc. 7 -8

Mc. Clelland's Theory of Needs n Need for Achievement (n. Ach) n The drive to excel n Need for Power (n. Pow) n The need to make others behave in a way they would not have behaved otherwise n Need for Affiliation (n. Aff) n The desire for friendly and close interpersonal relationships Copyright © 2016 Pearson Education, Inc. 7 -9

Mc. Clelland's High Achievers n High achievers prefer jobs with: n. Personal responsibility n. Feedback n. Intermediate degree of risk (50/50) n High achievers are not necessarily good managers n High n. Pow and low n. Aff is related to managerial success Copyright © 2016 Pearson Education, Inc. 7 -10

Contemporary Theories of Motivation n Self-Determination Theory n Goal-Setting Theory n. Management by Objectives

Self-Determination Theory n Self-determination theory: People prefer to have control over their actions so when they feel they are forced to do something they previously enjoyed, motivation will decrease n Cognitive evaluation theory: Proposes that the introduction of extrinsic rewards for work (pay) that was previously intrinsically rewarding tends to decrease overall motivation n Self-concordance: considers how strongly people’s reasons for pursuing goals are consistent with their interests and core values Copyright © 2016 Pearson Education, Inc. 7 -12

Goal-Setting Theory n Goals increase performance when goals are: n Specific n Difficult, but accepted by employees n Accompanied by feedback: self-generated feedback is best n Contingencies in goal-setting theory n Goal commitment: public goals better n Task characteristics: simple & familiar better n National culture: Western culture suits best Copyright © 2016 Pearson Education, Inc. 7 -13

Management by Objectives n Management by objectives (MBO): Converts overall organizational objectives into specific objectives for work units and individuals n Common ingredients: n n Goal specificity Explicit time period Performance feedback Participation in decision making Copyright © 2016 Pearson Education, Inc. 7 -14

Cascading of Objectives Copyright © 2016 Pearson Education, Inc. 7 -15

Other Contemporary Theories of Motivation n Self-Efficacy Theory n Equity Theory n Organizational Justice

Self-Efficacy Theory n Self-efficacy theory: An individual’s belief that he or she is capable of performing a task n Also known as social cognitive theory or social learning theory n Self-efficacy increased by: 1. Enactive mastery: gain experience 2. Vicarious modeling: see someone else do the task 3. Verbal persuasion: someone convinces you that you have the skills 4. Arousal: get energized Copyright © 2016 Pearson Education, Inc. 7 -17

Self-Efficacy Theory Copyright © 2016 Pearson Education, Inc. 7 -18

Equity Theory n Equity theory: Employees weigh what they put into a job situation (input) against what they get from it (outcome) n They compare their input-outcome ratio with the input-outcome ratio of relevant others Copyright © 2016 Pearson Education, Inc. 7 -19

Equity Theory n Equity theory suggests employees who perceive inequity will make one of six choices: 1. Change inputs 2. Change outcomes 3. Distort perceptions of self 4. Distort perceptions of others 5. Choose a different referent 6. Leave the field Copyright © 2016 Pearson Education, Inc. 7 -20

Model of Organizational Justice Copyright © 2016 Pearson Education, Inc. 7 -21

Expectancy Theory n. Three key relationships: 1. Effort-performance: perceived probability that exerting effort leads to successful performance 2. Performance-reward: the belief that successful performance leads to desired outcome 3. Rewards-personal goals: the attractiveness of organizational outcome (reward) to the individual Copyright © 2016 Pearson Education, Inc. 7 -22

Expectancy Theory Copyright © 2016 Pearson Education, Inc. 7 -23

Job Engagement n Job Engagement: The investment of an employee’s physical, cognitive, and emotional energies into job performance n Organizations where employees are highly engaged have: n Higher levels of productivity n Fewer safety incidents n Lower turnover Copyright © 2016 Pearson Education, Inc. 7 -24

Implications for Managers n Make sure extrinsic rewards for employees are not viewed as coercive, and recognize the importance of intrinsic motivators that appeal to employees’ desires for autonomy, relatedness, and competence. n Within reason, clear and difficult goals often lead to higher levels of employee productivity. n Efforts you make to help your employees feel successful in completing tasks will result in their increased motivation. n Ensure that employees feel fairly treated. n Employees are motivated to engage in behaviors they think they can perform, and which in turn lead to 7 -25 valued rewards. Copyright © 2016 Pearson Education, Inc.

Keep in Mind… n Make goals specific and difficult n Motivation can be increased by raising employee confidence in their own abilities (self-efficacy) n Openly share information on allocation decisions, especially when the outcome is likely to be viewed negatively Copyright © 2016 Pearson Education, Inc. 7 -26

Summary 1. Described the three key elements of motivation. 2. Evaluated the applicability of early theories of motivation. 3. Contrasted the elements of self-determination theory and goal-setting theory. 4. Demonstrated the differences between selfefficacy theory, equity theory, and expectancy theory. 5. Identified the implications of employee job engagement for management. Copyright © 2016 Pearson Education, Inc. 7 -27