Basic Motivation Concepts

Basic Motivation Concepts April 1, 2014 Robbins, chapter 4

Announcements • Finish motivation tonight (chapters 4 and 5) • Decision Making (chapter 6) and Communication (chapter 9) on Tuesday, June 6 • Article reviews for tonight • Luke Kline • Timothy Wheeler • Jun Li • Nadia Wendlandt • Article reviews for next week • Shanon Cole • Nikki Mahatanankoon • Readings MQM 421/Spring 2006

The Challenge of Motivation We cannot “observe” motivation. We can only observe behavior (effort, performance, etc.). We can only infer “motivation” from what we observe. MQM 421/Spring 2006

Misconceptions About Motivation and Rewards • Motivation is individual-specific • Motivated worker is a high-performing employee • High performance requires ability and support as well as motivation • Young people today aren't motivated • Young people today are more unorthodox, rebellious, and have different values • Most people are interested in absolute rewards • People are more sensitive to relative differences • Everyone wants a challenging job MQM 421/Spring 2006

Defining Motivation Motivation is the willingness to exert a persistent and high level of effort toward organizational goals, conditioned by the effort's ability to satisfy some individual need An unsatisfied need creates tension, which stimulates drives within individuals. MQM 421/Spring 2006

Needs A physiological or psychological deficiency that makes certain outcomes appear attractive MQM 421/Spring 2006

Motivation Process UnsatisfiedNeed Tension Drives Search Behavior Satisfied Need Reduction of Tension MQM 421/Spring 2006

Basic Motivation and Reward Issues • Maslow’s Hierarchy of Needs • Theory X/Theory Y • Motivation-Hygiene (Two-Factor Theory) • McClelland’s Theory of Needs • Goal-setting • Job Design • Reinforcement • Equity • Expectancy MQM 421/Spring 2006

Maslow’s Hierarchy of Needs Theory Self-Actualization Esteem Social Safety Physiological MQM 421/Spring 2006

Maslow’s Hierarchy • Physiological needs. Hunger, thirst, shelter, sex, and other survival needs. • Safety needs. Security, stability, and protection from physical or emotional harm. • Belongingness needs. Social interaction, affection, companionship, and friendship. • Esteem needs. Self-respect, autonomy, achievement, status, recognition, and attention. • Self-actualization needs. Growth, self-fulfillment, and achieving one's potential. MQM 421/Spring 2006

McGregor’s Theory X and Theory Y • Theory X Workers • Dislike work • Must be threatened with punishment • Avoid responsibilities • Seek formal direction • Require security • Little ambition • Theory Y Workers • View work as natural • Self-directed • Exercise self-control • Accept responsibility • Seek responsibility • Make innovative decisions MQM 421/Spring 2006

Hygiene factors affectjob dissatisfaction Motivator factors affectjob satisfaction • Quality of supervision • Pay • Company policies • Physical working conditions • Relations with others • Job security • Promotional opportunities • Opportunities for personal growth • Recognition • Responsibility • Achievement High Job Dissatisfaction 0 Job Satisfaction High Herzberg’s Two-Factor Theory MQM 421/Spring 2006

Herzberg’s Two-Factor Theory • Managers who seek to eliminate factors that can create job dissatisfaction may bring about peace but not necessarily motivation. • If a manager wants to motivate people on their jobs, he should emphasize factors associated with the work itself or to outcomes directly derived from it. MQM 421/Spring 2006

McClelland's Theory of Needs • Need for achievement (nAch) - drive to excel • Need for power (nPow) - the need to make others behave in a way they would not have behaved otherwise • Need for affiliation (nAff) - the desire for friendly and close interpersonal relationships MQM 421/Spring 2006

McClelland's Theory of Needs • High achievers prefer jobs with personal responsibility, feedback, and intermediate degree of risk. • High achievers are not necessarily good managers. • Affiliation and power closely related to managerial success (Socialized Power) • Employees can be trained to stimulate their achievement need. MQM 421/Spring 2006

Goal-Setting Theory • Specific goals lead to increased performance. • Difficult goals, when accepted, result in higher output than easy goals. MQM 421/Spring 2006

Goal-Setting Theory • Holding ability and acceptance constant; the more difficult the goals, the higher the level of performance • Goals can be a major source of work motivation. MQM 421/Spring 2006

Reinforcement Theory • Behavior is environmentally caused. • Reinforcers control behaviors. • Consequences immediately following response increase the probability of repeated behavior. MQM 421/Spring 2006

Reinforcement Theory • Concentrates solely on what happens when person takes some action • People will exert more effort on tasks that are reinforced. MQM 421/Spring 2006

Job Design Theory The way the elements in a job are organized can act to increase or decrease effort MQM 421/Spring 2006

Motivation and Job Design:Job Characteristics • Skill Variety--degree to which a job requires a variety of different activities so workers can use a variety of skills and talents • Task Identity--degree to which job requires completion of a whole and identifiable piece of work • Task Significance--degree to which job has substantial impact on lives or work of other people • Autonomy--degree to which job provides substantial freedom, independence, and discretion in scheduling work and in determining procedures • Feedback--degree to which individual receives direct and clear information about effectiveness of his/her performance MQM 421/Spring 2006

Core Job Dimensions Personal and Work Outcomes Experienced Meaningfulness of Work Skill Variety Task Identity Task Significance High Internal Work Motivation High Quality Work Performance High Satisfaction with Work Low Absenteeism and Turnover Experienced Responsibility for Work Outcomes Autonomy Knowledge of Actual Results of Work Activities Feedback Motivation and Job Design Critical Psychological States MQM 421/Spring 2006

Social Information Processing Model Employees adopt attitudes and behaviors in response to the social cues provided by others with whom they have contact. MQM 421/Spring 2006

Equity Theory • Employees weigh what they put into a job situation (input) against what they get from it (outcome). • Then they compare their input-outcome ratio with the input-outcome ratio of relevant others. MQM 421/Spring 2006

Equity Theory If they perceive their ratio to be equal to that of relevant others, a state of equity exists. MQM 421/Spring 2006

Equity Theory • If the ratios are unequal, inequity exists, either under-reward or over-reward. • When inequities occur, employees will attempt to correct them. MQM 421/Spring 2006

Equity Theory When employees envision an inequity, they may make one or more of five choices: • Distort either their own or others’ inputs or outcomes • Behave in some way so as to induce others to change their inputs or outcomes • Behave in some way so as to change their own inputs or outcomes • Choose a different comparison referent • Quit their job MQM 421/Spring 2006

Expectancy Theory • Strength of a tendency to act in a certain way depends on • Strength of expectation that the act will be followed by a given outcome • Attractiveness of that outcome to the individual MQM 421/Spring 2006

Expectancy Theory How do Expectations Influence Motivation? • Strength of a tendency to act in a certain way depends on the strength of the expectation that the act will be followed by a given outcome and by the attractiveness of that outcome • Effort-performance relationship--exerting effort will lead to desired performance • Performance-rewards relationship--performing at a given level will lead to a desired outcome • Rewards-personal goals relationship--outcomes will satisfy personal needs and are attractive (Attractiveness) MQM 421/Spring 2006

Simplified Expectancy Model IndividualEffort IndividualPerformance OrganizationalRewards IndividualGoals MQM 421/Spring 2006

Implications for Managers • Recognize individual differences • Match people to jobs • Use goals • Ensure that goals are perceived as attainable • Create jobs that offer skill variety, task identity and significance, autonomy, and feedback • Individualize rewards • Link rewards to performance • Check the system for equity MQM 421/Spring 2006

Basic Motivation Concepts