2. DEFINING MOTIVATION
Key Elements
1. Intensity: how hard a person tries
2. Direction: toward beneficial goal
3. Persistence: how long a person tries
3. EARLY THEORIES OF MOTIVATION
Four specific theories developed in 1950s
It is considered as best explanation for motivation
1. Hierarchy of needs theory
2. Theory X and TheoryY
3. Two-factor theory
4. McClelland’s theory of needs
4. Hierarchy of needs theory
Best known theory of motivation
Developed by Abraham Maslow
Lower-order needs
Satisfied externally (pay, rewards)
Higher-order needs
Satisfied internally (within the person)
6. Hierarchy of needs
1. Physiological: includes hunger, thirst, Shelter, and other bodily needs
2. Safety: Security and protection from physical and emotional harm
3. Social:Affection, belongingness, acceptance and friendship
4. Esteem: Internal factors- Self Respect, Autonomy and achievement,
External factors- Status, Recognition and Attention
5. Self- Actualization: Drive to become what we are capable of becoming;
Growth and self fulfillment
9. TWO FACTOR THEORY (FREDERICK HERZBERG)
He investigated the question “What do people want from
their jobs?”
He asked people to describe the situations in which they
felt exceptionally Good or Bad
Motivators
Hygiene factors
10. Motivators are adequate, job satisfaction
increases
Hygiene factors presence will reduce the
job dissatisfaction
16. CONTEMPORARYTHEORIES OF MOTIVATION
Each theory has a valid supportive documents
Contemporary because they represent current state of thinking in
explaining employee motivation
1. Self-determination theory
2. Goal-setting theory
3. Self-efficacy theory
4. Reinforcement theory
5. Equity theory/organizational justice
6. Expectancy theory
17. SELF-DETERMINATION
THEORY
want to do vs have to do
People feel that they have
control over their work
Concerned with the beneficial
effects of intrinsic motivation
and the harmful effects of
extrinsic motivation
Process of attaining the goal is
fun because of the intrinsic
interests
e.g. Book Review
Newspaper-based assignments
18. GOAL SETTING THEORY
Specific and difficult goals, with feedback, lead to higher performance
Specific goals produce a higher level of output
Specificity of the goal itself seems to act as an internal stimuli
The more difficult the goal, the higher the level of performance
Once the hard tasks are accepted, employees will exert high level of
effort
Challenging goals get our attention and thus tend to help us focus
20. SELF-EFFICACY THEORY
Also known as social cognitive theory or social learning theory
An individual’s belief that he or she is capable of performing a task
Higher the self-efficacy, more confidence in the ability to succeed
In difficult situations, people with less self-efficacy will give up altogether
People with high self-efficacy will work harder in difficult situations
21. FOUR-WAYS TO INCREASE SELF-EFFICACY
Albert Bandura who developed Self-efficacy proposes 4 ways of
increasing self-efficacy
Enactive Mastery: gaining relevant experience with the task or job
Vicarious modeling: becoming more confident that someone else is doing
the task
Verbal Persuasion: becoming confident that someone convinces that you
have the necessary skills to be successful
Arousal: energized physiological and emotional state to complete the
task
22. REINFORCEMENT THEORY
A counter point to goal-setting theory
Takes behavioristic approach
Reinforcement conditions behavior
Positive reinforcement- Add stimulus
Negative reinforcement- Remove stimulus
Behaviorism: actions follows stimuli in a relatively unthinking manner
23. VROOM’S EXPECTANCY THEORY
Employees will be motivated to exert a high level of effort when
they believe it will lead to a good performance appraisal
Effort-performance relationship
Performance- reward relationship
Rewards-personal growth relationship
26. EQUITY THEORY/ORGANIZATIONAL JUSTICE
Individuals compare their job inputs and outcomes with those
of others and then respond to eliminate any inequities
Referent comparisons
1. Self-inside: experience in a different position inside the current
organization
2. Self-outside: experience outside the current organization
3. Other-inside: another individual or group inside the organization
4. Other-outside: another individual or group outside the organization
28. EMPLOYEES CHOICES AFTER INEQUITY
PERCEPTION
1. Change their inputs (less efforts if underpaid, more if overpaid)
2. Change the outcomes
3. Distort perceptions of self
4. Distort perceptions of others
5. Choose a different referent
6. Leave the field
29. SOCIAL-LEARNING THEORY
Learning by observation and direct experience
Processes
Attentional process: pay attention to its critical features
Retention processes: how well the individual remembers
Motor reproduction processes: observation must be
converted to doing
Reinforcement processes: motivated to exhibit the modeled
behavior if positive rewards are provided
30. MOTIVATION-THEORETICAL UNDERSTANDING
TO PRACTICAL APPLICATION
Motivating by job design
Job Design: the way the elements in a job are organized
Job Characteristics Model(JCM) -Richard and Greg
Any job can be described in terms of five core job dimensions
Skill variety
Task identity
Task significance
Autonomy
feedback
31. JOB REDESIGN
Job enrichment: the vertical expansion of jobs, which increases the
degree to which the worker controls the planning, execution and the
evaluation of the work
Job rotation: the periodic shifting of an employee from one task to
another
Singapore Airlines
https://www.youtube.com/watch?v=w0d1FOvsmZI
32. EMPLOYEE INVOLVEMENT
A participative process that uses the input of employees and it
intended to increase employee commitment to an
organization’s success
Participative management: A process in which subordinates
share a significant degree of decision making power with their
immediate superiors
Representative participation: a system in which workers
participate in organizational decision making through a small
group of representative employees
