1. MOTIVATION
CLAUDIO
SAJOR

2. LEARNING
 This is one of the fundamental processes underlying
behavior. Most behavior within organizations is
learned behavior. Perceptions, attitudes, goals and
emotional reactions are learned.
THREE TYPES OF LEARNING
 Classical conditioning
 Operant conditioning
 Social learning

3. DRIVES
 A drive is an aroused condition resulting from
deprivation or some specific stimulation. Primary
drives are inherent to a person, while in contrast,
secondary drives are learned. Once a drive has
been learned, it triggers behavior.

4. STIMULUS
 A stimulus is a cute that is the occasion for a
response. Stimuli set the stage for a response or a
series of responses. In some cases, the stimulus
that calls forth a response is obvious, while in other
times it is obscure.

5. RESPONSE
 A response is the behavioral result of stimulation. It
is any activity of the person, whether or not the
stimulus is identifiable or the activity is observable.
Responses are linked to stimuli in that when a
stimulus occurs, a response is likely to follow.
Responses in work organization may be
oral, written, manual or attitudinal.

6. REINFORCER
 A reinforce is any object or event that increases or
sustains the strength of a response. Common
reinforcers used in an organization are praise,
merits, increase of pay and job transfer.

7. CLASSICAL CONDITIONING
 This is a kind of learning that was created by the
Russian physiologist Ivan Pavlov around the
beginning of the 20th century. This is the use of
unconditioned stimulus and response towards
conditioned stimulus and response.

8. OPERANT CONDITIONING
 This created by the behavioralist B.F. Skinner. This
form of conditioning is concerned with learning that
occurs as a consequence of behavior. Behaviors can
be controlled by altering the consequences
(reinforcers and punishments) that follow them are
called operants.

9. SOCIAL LEARNING
 The operant conditioning theory of B.F. Skinner was
further expanded by Stanford University’s Albert
Bandura by illustrating how people acquire new
behavior by imitating role models (learning
vicariously). Social learning refers to the fact that we
acquire much of our behavior by observation and
imitation of others in a social context. The central
part of the social learning theory is the concept of
self-efficacy. This is defined as the belief that one
can perform adequately in a particular situation.

10. THREE DIMENSIONS OF SELF EFFICACY
 Magnitude – The level of difficulty of a task a person
believes s/he can attain
 Strength – Referring to the conviction regarding
magnitude as strong or weak
 Generality – The degree to which the expectation is
generalized across situations.

11. PYGMALION EFFECT
 This refers to enhanced learning or performance
resulting from the positive expectations of others.
Some believe that self-efficacy may be involved in
the Pygmalion effect through the persuasive
influence of others holding positive expectations.

12. REINFORCEMENT THEORY

13. REINFORCEMENT THEORY
 Reinforcement theory is one of the four major
process motivation theories. This is closely related to
B.F. Skinner’s operant conditioning theory and was
coined organizational behavior modification or OB
Mod. This is the systematic reinforcement of
desirable organization behavior and the
nonreinforcement or punishment of unwanted
organizational behavior.

14. FOUR PRINCIPLES OF REINFORCEMENT
THEORY
 Positive reinforcement – Anything that both
increases the strength of response and induces
repetitions of the behavior that preceded the
reinforcement.
 Negative reinforcement – Anything that increases the
frequency of a response following removal of a
negative reinforce immediately after the response.
 Punishment – An uncomfortable consequence of a
particular behavioral response.
 Extinction – Decline of response rate due to
nonreinforcement.

15. WHY PUNISHMENT IS CONSIDERED A POOR
APPROACH IN LEARNING
 The results of punishment are not as predictable as
those of rewards
 The effects of punishments are less permanent than
those if a reward
 Punishment is frequently accompanied by negative
attitudes toward he administrator of the
punishment, as well as toward the activity that led to
the punishment

16. EXPECTANCY THEORY

17. EXPECTANCY THEORY
 One of the more popular expectancy explanations of
motivation was developed by Victor Vroom. Vroom
defines motivation as a process governing choices
among alternative forms of voluntary activity. In his
view, most behaviors are under the voluntary control
of the person and are consequently motivated.

18. EXPECTANCY THEORY TERMINOLOGIES
 First and second level outcomes – The first level
outcomes resulting from behavior are associated
with doing the job itself. Second level outcomes are
those events that the first level outcomes are likely to
produce.
 Instrumentality – This is the perception by an
individual that first level outcomes are associated
with second level outcomes.
 Valence – Strength of a person’s preference for a
particular outcome.
 Expectancy – Perceived likelihood that particular act
will be followed by particular outcome.

19. EQUITY THEORY

20. EQUITY THEORY
 The essence of equity theory is that employees
compare their efforts and rewards with those of
others in similar work situations. This theory of
motivation is based on the assumption that
individuals, who work in exchange of rewards from
the organization, are motivated by a desire to be
equitably treated at work.

21. EQUITY THEORY TERMINOLOGIES
 Person – the individual for whom equity or inequity is
perceived.
 Comparison other – any individual or group used by
“person” as a referent regarding the ratio of inputs
and outcomes.
 Inputs – the individual characteristics brought by
“person” to the job.
 Outcomes – what “person” received from the job.

22. CHANGE PROCEDURE TO RESTORE
EQUITY
 Changing inputs
 Changing outcomes
 Changing attitudes
 Changing the reference person
 Changing the inputs or outcomes of the reference
person
 Changing the situation

23. GOAL SETTING THEORY

24. GOAL SETTING THEORY
 Goal setting was a cognitive process of some
practical utility. An individual’s conscious goals and
intentions are the primary determinants of behavior.
That is one of the commonly observed
characteristics of intentional behavior is that it tends
to keep going until it reaches completion.

25. ATTRIBUTES OF GOAL SETTING
 Goal specificity – is the degree quantitative precision
of the goal.
 Goal difficulty – is the degree of proficiency or the
level of performance sought.
 Goal intensity – pertains to the process of setting the
goal or of determining how to reach it.

26. KEY STEPS IN GOAL SETTING
 Diagnosis – of whether the people, the
organization, and the technology are suited for goal
setting.
 Preparing – employees via increased interpersonal
interaction, communication, training, and action
plans for goal setting.
 Emphasizing – the attributes of goals that should be
understood by a manager and subordinates.
 Conducting – intermediate reviews to make
necessary goal adjustments in established goals.
 Performing – a final review to check the goals set
modified and accomplished.

27. TRADITIONAL THEORY

28. TRADITIONAL THEORY
 The traditional theory evolved from the work of
Frederick W. Taylor. The traditional theory of
motivation is based on the assumption that money is
the primary motivator. Financial rewards are directly
related to performance in the belief that if the reward
is great enough, the employees will produce more.

29. MASLOW’S HEIRARCHY OF
NEEDS THEORY

30. MASLOW’S HEIRARCHY OF NEEDS THEORY
 This is one of the most important theories of
motivation that was postulated by the industrial
psychologist Abraham W. Maslow. He stated that
human needs in the form of hierarchy should be
satisfied in order, from the lowest to the highest
needs. It consists of physiological, security, love and
belongingness, self esteem and self actualization.

31. Maslow’s Hierarchy of Needs

32. ACHIEVEMENT-POWER-
AFFILIATION THEORY

33. ACHIEVEMENT-POWER-AFFILIATION
THEORY
 This is a theory created by David McClelland. This
theory holds that all people have three needs: a
need to achieve, a need for power and a need for
affiliation. The need for achievement is a desire to do
something better or more efficiently that it has been
done before. The need for power is basically a
concern for influencing people – to be strong or
influential. The need for affiliation is a need to be
liked – to establish or maintain friendly relations with
others.

34. MOTIVATION-MAINTENANCE
THEORY

35. MOTIVATION-MAINTENANCE THEORY
 Frederick Herzberg, Bernard Mausner, and Barbara
Syndeman developed a theory of work motivation
which has wide acceptance in management circles.
The motivation-maintenance theory contends that
motivation comes from the individual, not from the
manager. At best, proper attention to hygiene factors
keep an individual from being highly dissatisfied but
does not make that individual motivated. Both
hygiene and motivation must be present for true
motivation to occur.