Process motivation theories provide frameworks to understand how behavior is energized, directed, sustained, and stopped. The key theories discussed are reinforcement, expectancy, equity, and goal setting. Reinforcement theory examines how behaviors are strengthened or weakened through consequences. Expectancy theory focuses on how individuals are motivated when they believe effort will lead to good performance and performance will lead to outcomes. Equity theory analyzes how individuals are motivated based on fair comparisons to others. Goal setting theory proposes that specific, challenging goals improve performance and motivation.
Topic: Theories of Motivation
Student Name: Nadia
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document discusses six major theories of motivation: cognitive evaluation theory, goal setting theory, self-efficacy theory, reinforcement theory, equity theory, and expectancy theory. It provides an overview of each theory, including key concepts and assumptions. For example, it explains that cognitive evaluation theory focuses on how extrinsic rewards can undermine intrinsic motivation, goal setting theory emphasizes that specific, difficult goals lead to higher performance, and expectancy theory proposes that motivation depends on expectations of effort leading to performance and performance leading to outcomes.
The document discusses motivation concepts and theories. It provides an overview of early motivation theories including Maslow's hierarchy of needs, McGregor's Theory X and Y, Herzberg's two-factor theory, and McClelland's needs theory. It then summarizes contemporary motivation theories such as self-determination theory, goal setting theory, reinforcement theory, equity theory, and self-efficacy theory. The key points are that motivation involves intensity, direction and persistence of effort; early theories provide a foundation but lack evidence; and contemporary theories like goal setting and self-efficacy are better supported by research.
Expectancy theory is a motivation theory that states individuals are motivated if they believe good performance will lead to desired outcomes. It was first proposed by Victor Vroom and includes three variables: expectancy, the belief that effort will lead to performance; instrumentality, the belief performance will lead to rewards; and valence, the value placed on rewards. The theory emphasizes relating rewards directly to performance and ensuring rewards are deserved. Factors like skills, support, resources, and information impact expectancy perceptions. Vroom introduced these variables to explain how motivation is created psychologically through individuals' beliefs about expectancy, instrumentality, and valence interacting.
Equity theory, developed by Jane Stacy Adams in 1963, proposes that employees compare their job inputs and outcomes to others and will feel demotivated if they perceive unfairness. An employee's perception of equity is based on comparing their contributions like effort, skills, and loyalty to outcomes like pay, benefits, and recognition against relevant others, both inside and outside their organization. Feelings of inequity can decrease motivation while equitable treatment increases it.
This document discusses motivation theories and definitions. It provides definitions of motivation referring to actions or behaviors toward goals. Popular motivation definitions focus on willingness to perform and being affected by leadership. Motivation theories are divided into content theories, which focus on internal factors like needs, and process theories, which describe external factors like rewards. Several content theories are described including Maslow's hierarchy of needs and Herzberg's two-factor theory. Process theories discussed include goal-setting theory, equity theory, and expectancy theory.
Herzberg's two-factor theory proposes that there are two sets of factors that influence employee motivation and satisfaction: motivators and hygiene factors. Motivators such as achievement, recognition, the work itself, responsibility and advancement can increase job satisfaction, while hygiene factors such as company policies, supervision, salary and working conditions mainly prevent dissatisfaction if adequately present but do not strongly motivate. The theory is based on interviews with engineers and accountants about factors influencing their attitudes. It distinguishes between satisfiers that enhance motivation and dissatisfiers that must be maintained to avoid dissatisfaction.
The document discusses reinforcement theory and behavior modification techniques. It outlines four types of reinforcement - positive reinforcement, negative reinforcement, extinction, and punishment. Positive reinforcement increases a desired behavior through rewards, while negative reinforcement increases a behavior to stop an unpleasant stimulus. Extinction aims to stop a learned behavior by withholding reinforcement. Punishment decreases undesirable behaviors through unpleasant consequences. Social learning theory is also discussed, including symbolic processes, observational learning, and self-control.
Topic: Theories of Motivation
Student Name: Nadia
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document discusses six major theories of motivation: cognitive evaluation theory, goal setting theory, self-efficacy theory, reinforcement theory, equity theory, and expectancy theory. It provides an overview of each theory, including key concepts and assumptions. For example, it explains that cognitive evaluation theory focuses on how extrinsic rewards can undermine intrinsic motivation, goal setting theory emphasizes that specific, difficult goals lead to higher performance, and expectancy theory proposes that motivation depends on expectations of effort leading to performance and performance leading to outcomes.
The document discusses motivation concepts and theories. It provides an overview of early motivation theories including Maslow's hierarchy of needs, McGregor's Theory X and Y, Herzberg's two-factor theory, and McClelland's needs theory. It then summarizes contemporary motivation theories such as self-determination theory, goal setting theory, reinforcement theory, equity theory, and self-efficacy theory. The key points are that motivation involves intensity, direction and persistence of effort; early theories provide a foundation but lack evidence; and contemporary theories like goal setting and self-efficacy are better supported by research.
Expectancy theory is a motivation theory that states individuals are motivated if they believe good performance will lead to desired outcomes. It was first proposed by Victor Vroom and includes three variables: expectancy, the belief that effort will lead to performance; instrumentality, the belief performance will lead to rewards; and valence, the value placed on rewards. The theory emphasizes relating rewards directly to performance and ensuring rewards are deserved. Factors like skills, support, resources, and information impact expectancy perceptions. Vroom introduced these variables to explain how motivation is created psychologically through individuals' beliefs about expectancy, instrumentality, and valence interacting.
Equity theory, developed by Jane Stacy Adams in 1963, proposes that employees compare their job inputs and outcomes to others and will feel demotivated if they perceive unfairness. An employee's perception of equity is based on comparing their contributions like effort, skills, and loyalty to outcomes like pay, benefits, and recognition against relevant others, both inside and outside their organization. Feelings of inequity can decrease motivation while equitable treatment increases it.
This document discusses motivation theories and definitions. It provides definitions of motivation referring to actions or behaviors toward goals. Popular motivation definitions focus on willingness to perform and being affected by leadership. Motivation theories are divided into content theories, which focus on internal factors like needs, and process theories, which describe external factors like rewards. Several content theories are described including Maslow's hierarchy of needs and Herzberg's two-factor theory. Process theories discussed include goal-setting theory, equity theory, and expectancy theory.
Herzberg's two-factor theory proposes that there are two sets of factors that influence employee motivation and satisfaction: motivators and hygiene factors. Motivators such as achievement, recognition, the work itself, responsibility and advancement can increase job satisfaction, while hygiene factors such as company policies, supervision, salary and working conditions mainly prevent dissatisfaction if adequately present but do not strongly motivate. The theory is based on interviews with engineers and accountants about factors influencing their attitudes. It distinguishes between satisfiers that enhance motivation and dissatisfiers that must be maintained to avoid dissatisfaction.
The document discusses reinforcement theory and behavior modification techniques. It outlines four types of reinforcement - positive reinforcement, negative reinforcement, extinction, and punishment. Positive reinforcement increases a desired behavior through rewards, while negative reinforcement increases a behavior to stop an unpleasant stimulus. Extinction aims to stop a learned behavior by withholding reinforcement. Punishment decreases undesirable behaviors through unpleasant consequences. Social learning theory is also discussed, including symbolic processes, observational learning, and self-control.
The document summarizes Edwin Locke's goal-setting theory of motivation from the 1960s. It states that specific, challenging goals along with feedback lead to higher task performance. Goals provide direction for employees and motivation to work towards attainment. Clear, measurable goals result in better output than vague goals. Goals should be realistic yet challenging to give a sense of pride and set employees up for future goals. Feedback further improves performance by directing behavior.
Vroom's expectancy theory of motivation proposes that an individual's level of motivation depends on the expected outcomes of different behaviors and the value that the individual places on those outcomes. There are three key elements: expectancy, that effort will lead to performance; instrumentality, that performance will lead to outcomes; and valence, the value the individual places on the outcomes. Motivational force is the product of expectancy, instrumentality, and valence - individuals will be motivated to put in the highest effort for the option with the greatest motivational force. The theory suggests that managers can motivate employees by understanding what outcomes employees value and ensuring efforts lead to those valued outcomes.
This document discusses various theories and models of work motivation. It begins by defining work motivation and outlining three elements: direction and focus of behavior, level of effort, and persistence of behavior. It then presents Maslow's hierarchy of needs and Herzberg's two-factor theory, distinguishing between motivational and maintenance factors. The document also introduces expectancy theory, focusing on valence, expectancy, and instrumentality. Additional models covered include the equity model, goal setting theory, reinforcement approaches in behavior modification, and Alderfer's ERG theory.
Values represent basic convictions about what is good and desirable. They influence our perceptions and attitudes, and generally shape behavior. There are two main types of values: terminal values which are desirable end-states, and instrumental values which are preferable modes of behavior. Different cultures can be assessed based on their values along dimensions such as individualism versus collectivism. Attitudes are learned predispositions to respond favorably or unfavorably to objects, and are influenced by values. Common attitudes studied in organizational behavior are job involvement, organizational commitment, and job satisfaction.
This document provides an overview of Expectancy Theory, including its key components and relevance to organizational behavior. Expectancy Theory proposes that individuals will be motivated to put forth effort if they believe it will lead to good performance and rewards. The theory has three components: Expectancy (effort leads to performance), Instrumentality (performance leads to rewards), and Valence (rewards are desirable). The document outlines Victor Vroom's contributions to developing Expectancy Theory and explains how management can apply it by understanding employee needs, ensuring promised rewards are given, and recognizing what employees value.
Two Factor Theory states that factors causing job satisfaction (motivators) are separate from factors causing job dissatisfaction (hygienes). Herzberg interviewed 203 accountants and engineers who described times they felt exceptionally good or bad about work. He found that motivators like achievement, recognition, and responsibility increased satisfaction but did not decrease dissatisfaction. Meanwhile, hygiene factors like salary, job security, and company policies prevented dissatisfaction but did not strongly influence long-term satisfaction. The theory distinguishes between intrinsic motivators arising from the job itself and extrinsic hygiene factors relating to workplace context.
ERG theory proposes that human motivation is driven by three core needs: existence needs related to basic material survival, relatedness needs concerning social relationships, and growth needs regarding self-improvement. These needs exist in a hierarchy that can change depending on circumstances, with existence needs becoming most important under threats to physical or economic well-being. The theory was developed by Clayton Alderfer as a simplified version of Maslow's hierarchy of needs.
Vroom's expectancy theory of motivation proposes that employee motivation depends on three factors: valence, expectancy, and instrumentality. Valence refers to the value an individual places on a reward. Expectancy is the belief that effort will lead to good performance. Instrumentality is the belief that good performance will lead to the desired reward. The theory states that motivation is highest when an individual believes that increased effort will lead to good performance (high expectancy) which will result in a desirable reward (high instrumentality/valence). The theory helps managers understand how to design reward systems to motivate employees.
Motivation at Work discusses various theories of motivation including:
- Maslow's hierarchy of needs which categorizes needs from physiological to self-actualization.
- McGregor's Theory X and Y which view employee motivation differently.
- Herzberg's two-factor theory distinguishing between hygiene and motivation factors.
- Expectancy theory which predicts that effort, performance and rewards influence motivation.
- Equity theory which proposes that people compare their inputs/outcomes to others.
Job performance requires employees to have the capacity, opportunity, and willingness to perform. Motivation is key to employees' willingness to perform and can be defined as activating, sustaining, and directing behavior toward a goal. There are various theories of motivation that focus on needs, wants, and how people respond to incentives. Effective motivation methods include job design, organizational behavior modification, recognition, and financial incentives.
The study of motivation is complex. It is a significant study for managers because employees when motivated are stimulated to achieve organizational goals. Employees who are motivated remain focus in a systematic way. Without a knowledge of motivation managers are in danger of guiding the behaviour of subordinates and make mistakes towards the desired outcomes of the organization.
The Cognitive Evaluation Theory suggests there are two motivation systems - intrinsic and extrinsic. Intrinsic motivators come from performing a task itself and include achievement, responsibility, and competence, while extrinsic motivators are external rewards like pay, promotion, and working conditions. The theory explains that when organizations use extrinsic rewards to motivate superior performance, it can reduce intrinsic motivation. Specifically, allocating extrinsic rewards for behavior previously motivated intrinsically tends to decrease overall motivation levels over time.
This document discusses individual behavior and its influencing factors. It states that individual behavior is a combination of responses to internal and external stimuli. Kurt Lewin's field theory is discussed, which says behavior is a function of the person and their environment. Inherited characteristics like age, gender and intelligence as well as learned characteristics like values, attitudes and personality shape individual behavior. Behavior can change through learning via processes like conditioning, education and manipulation of rewards. The relationship between individual behavior and organizational support/performance is also covered.
Expectancy theory proposes that individuals are motivated when they believe their efforts will lead to positive outcomes. The theory was developed by Victor Vroom and is based on three variables: valence, expectancy, and instrumentality. Valence refers to how much value an individual places on a reward. Expectancy is the belief that effort will lead to performance. Instrumentality is the belief that performance will lead to rewards. Motivation is highest when an individual believes high effort will result in good performance and rewards. Managers can enhance motivation by linking rewards closely to performance and providing training to improve employee capabilities.
The document discusses different aspects of motivation including its definition, nature, importance, and types. It defines motivation as the reasons that determine behavior and level of effort. Motivation is an ongoing process that can be positive or negative, intrinsic or extrinsic, and financial or non-financial. Motivation is important because it leads to high performance, employee retention, goal achievement, and good employee relations. The document also discusses different motivation theories and strategies for motivating different employee groups.
David McClelland introduced the theory of achievement, affiliation, and power needs in the 1960s, building on Maslow's hierarchy of needs. According to McClelland, individuals possess three learned needs - achievement, affiliation, and power - which motivate to varying degrees. The document then describes the characteristics of individuals with high needs for each category and how managers can best motivate them, such as giving achievers challenging tasks with feedback instead of just money, allowing those with affiliation needs to work in teams, and giving power-oriented individuals leadership opportunities. In conclusion, McClelland's theory can help managers identify how to motivate individuals based on their dominant needs.
HISTORICAL BACKGROUND OF ORGANIZATIONAL BEHAVIOURSayantaniPandit1
Organizational behavior has its roots in the 18th century with Adam Smith's advocacy of the division of labor. In the late 19th century, Max Weber wrote about rational organizations and charismatic leadership. Frederick Taylor then introduced systematic goal setting and rewards to motivate employees. In the 1920s, Elton Mayo conducted studies on productivity at Western Electric's Hawthorne plant. Formal study began in the late 19th century with scientific management and Taylorism, focusing on rationalizing organizations. After World War I, study shifted to human factors and motivation. Following World War II, logistics and operations research led to renewed interest in rational approaches. Influential work was done by Herbert Simon and James March. In the 1960
The document discusses various theories of motivation including: Maslow's hierarchy of needs, ERG theory, McClelland's needs theory, equity theory, expectancy theory, goal-setting theory, reinforcement theory, and Herzberg's two-factor theory. It also discusses the importance of motivation for employee performance and retention. An integrated model is presented showing how individual motivation is influenced by attributes, performance, satisfaction, and extrinsic/intrinsic rewards within an organizational context. Strategies for motivating employees through job design and behavior modification are also outlined.
The document discusses several theories of motivation from early and contemporary perspectives. It describes Maslow's hierarchy of needs theory which proposes that lower-level needs must be satisfied before higher-level needs can motivate. Herzberg's two-factor theory distinguishes between motivators like achievement that drive job satisfaction and hygiene factors like salary that prevent dissatisfaction. Contemporary theories discussed include goal-setting theory, reinforcement theory, and expectancy theory which proposes that effort, performance, and rewards are linked.
The document discusses different theories of motivation. It defines motivation and describes it as being either intrinsic, driven by internal factors like enjoyment, or extrinsic, driven by external rewards. It outlines content theories that see motivation coming from needs, like Maslow's hierarchy of needs, and process theories that view it in terms of decision making and expectations of outcomes. Reinforcement approaches are also covered, explaining how behavior is modified through rewarding desired behaviors or removing rewards for undesired behaviors.
Behavioral assessment is a psychological method used to observe, describe, explain, predict, and sometimes correct behavior. It is derived from behavioral constructs and measures concrete, identifiable behaviors in specific situations. For example, a five-year-old girl named Sara has started getting into trouble at school, prompting the need for a behavioral assessment.
The document summarizes Edwin Locke's goal-setting theory of motivation from the 1960s. It states that specific, challenging goals along with feedback lead to higher task performance. Goals provide direction for employees and motivation to work towards attainment. Clear, measurable goals result in better output than vague goals. Goals should be realistic yet challenging to give a sense of pride and set employees up for future goals. Feedback further improves performance by directing behavior.
Vroom's expectancy theory of motivation proposes that an individual's level of motivation depends on the expected outcomes of different behaviors and the value that the individual places on those outcomes. There are three key elements: expectancy, that effort will lead to performance; instrumentality, that performance will lead to outcomes; and valence, the value the individual places on the outcomes. Motivational force is the product of expectancy, instrumentality, and valence - individuals will be motivated to put in the highest effort for the option with the greatest motivational force. The theory suggests that managers can motivate employees by understanding what outcomes employees value and ensuring efforts lead to those valued outcomes.
This document discusses various theories and models of work motivation. It begins by defining work motivation and outlining three elements: direction and focus of behavior, level of effort, and persistence of behavior. It then presents Maslow's hierarchy of needs and Herzberg's two-factor theory, distinguishing between motivational and maintenance factors. The document also introduces expectancy theory, focusing on valence, expectancy, and instrumentality. Additional models covered include the equity model, goal setting theory, reinforcement approaches in behavior modification, and Alderfer's ERG theory.
Values represent basic convictions about what is good and desirable. They influence our perceptions and attitudes, and generally shape behavior. There are two main types of values: terminal values which are desirable end-states, and instrumental values which are preferable modes of behavior. Different cultures can be assessed based on their values along dimensions such as individualism versus collectivism. Attitudes are learned predispositions to respond favorably or unfavorably to objects, and are influenced by values. Common attitudes studied in organizational behavior are job involvement, organizational commitment, and job satisfaction.
This document provides an overview of Expectancy Theory, including its key components and relevance to organizational behavior. Expectancy Theory proposes that individuals will be motivated to put forth effort if they believe it will lead to good performance and rewards. The theory has three components: Expectancy (effort leads to performance), Instrumentality (performance leads to rewards), and Valence (rewards are desirable). The document outlines Victor Vroom's contributions to developing Expectancy Theory and explains how management can apply it by understanding employee needs, ensuring promised rewards are given, and recognizing what employees value.
Two Factor Theory states that factors causing job satisfaction (motivators) are separate from factors causing job dissatisfaction (hygienes). Herzberg interviewed 203 accountants and engineers who described times they felt exceptionally good or bad about work. He found that motivators like achievement, recognition, and responsibility increased satisfaction but did not decrease dissatisfaction. Meanwhile, hygiene factors like salary, job security, and company policies prevented dissatisfaction but did not strongly influence long-term satisfaction. The theory distinguishes between intrinsic motivators arising from the job itself and extrinsic hygiene factors relating to workplace context.
ERG theory proposes that human motivation is driven by three core needs: existence needs related to basic material survival, relatedness needs concerning social relationships, and growth needs regarding self-improvement. These needs exist in a hierarchy that can change depending on circumstances, with existence needs becoming most important under threats to physical or economic well-being. The theory was developed by Clayton Alderfer as a simplified version of Maslow's hierarchy of needs.
Vroom's expectancy theory of motivation proposes that employee motivation depends on three factors: valence, expectancy, and instrumentality. Valence refers to the value an individual places on a reward. Expectancy is the belief that effort will lead to good performance. Instrumentality is the belief that good performance will lead to the desired reward. The theory states that motivation is highest when an individual believes that increased effort will lead to good performance (high expectancy) which will result in a desirable reward (high instrumentality/valence). The theory helps managers understand how to design reward systems to motivate employees.
Motivation at Work discusses various theories of motivation including:
- Maslow's hierarchy of needs which categorizes needs from physiological to self-actualization.
- McGregor's Theory X and Y which view employee motivation differently.
- Herzberg's two-factor theory distinguishing between hygiene and motivation factors.
- Expectancy theory which predicts that effort, performance and rewards influence motivation.
- Equity theory which proposes that people compare their inputs/outcomes to others.
Job performance requires employees to have the capacity, opportunity, and willingness to perform. Motivation is key to employees' willingness to perform and can be defined as activating, sustaining, and directing behavior toward a goal. There are various theories of motivation that focus on needs, wants, and how people respond to incentives. Effective motivation methods include job design, organizational behavior modification, recognition, and financial incentives.
The study of motivation is complex. It is a significant study for managers because employees when motivated are stimulated to achieve organizational goals. Employees who are motivated remain focus in a systematic way. Without a knowledge of motivation managers are in danger of guiding the behaviour of subordinates and make mistakes towards the desired outcomes of the organization.
The Cognitive Evaluation Theory suggests there are two motivation systems - intrinsic and extrinsic. Intrinsic motivators come from performing a task itself and include achievement, responsibility, and competence, while extrinsic motivators are external rewards like pay, promotion, and working conditions. The theory explains that when organizations use extrinsic rewards to motivate superior performance, it can reduce intrinsic motivation. Specifically, allocating extrinsic rewards for behavior previously motivated intrinsically tends to decrease overall motivation levels over time.
This document discusses individual behavior and its influencing factors. It states that individual behavior is a combination of responses to internal and external stimuli. Kurt Lewin's field theory is discussed, which says behavior is a function of the person and their environment. Inherited characteristics like age, gender and intelligence as well as learned characteristics like values, attitudes and personality shape individual behavior. Behavior can change through learning via processes like conditioning, education and manipulation of rewards. The relationship between individual behavior and organizational support/performance is also covered.
Expectancy theory proposes that individuals are motivated when they believe their efforts will lead to positive outcomes. The theory was developed by Victor Vroom and is based on three variables: valence, expectancy, and instrumentality. Valence refers to how much value an individual places on a reward. Expectancy is the belief that effort will lead to performance. Instrumentality is the belief that performance will lead to rewards. Motivation is highest when an individual believes high effort will result in good performance and rewards. Managers can enhance motivation by linking rewards closely to performance and providing training to improve employee capabilities.
The document discusses different aspects of motivation including its definition, nature, importance, and types. It defines motivation as the reasons that determine behavior and level of effort. Motivation is an ongoing process that can be positive or negative, intrinsic or extrinsic, and financial or non-financial. Motivation is important because it leads to high performance, employee retention, goal achievement, and good employee relations. The document also discusses different motivation theories and strategies for motivating different employee groups.
David McClelland introduced the theory of achievement, affiliation, and power needs in the 1960s, building on Maslow's hierarchy of needs. According to McClelland, individuals possess three learned needs - achievement, affiliation, and power - which motivate to varying degrees. The document then describes the characteristics of individuals with high needs for each category and how managers can best motivate them, such as giving achievers challenging tasks with feedback instead of just money, allowing those with affiliation needs to work in teams, and giving power-oriented individuals leadership opportunities. In conclusion, McClelland's theory can help managers identify how to motivate individuals based on their dominant needs.
HISTORICAL BACKGROUND OF ORGANIZATIONAL BEHAVIOURSayantaniPandit1
Organizational behavior has its roots in the 18th century with Adam Smith's advocacy of the division of labor. In the late 19th century, Max Weber wrote about rational organizations and charismatic leadership. Frederick Taylor then introduced systematic goal setting and rewards to motivate employees. In the 1920s, Elton Mayo conducted studies on productivity at Western Electric's Hawthorne plant. Formal study began in the late 19th century with scientific management and Taylorism, focusing on rationalizing organizations. After World War I, study shifted to human factors and motivation. Following World War II, logistics and operations research led to renewed interest in rational approaches. Influential work was done by Herbert Simon and James March. In the 1960
The document discusses various theories of motivation including: Maslow's hierarchy of needs, ERG theory, McClelland's needs theory, equity theory, expectancy theory, goal-setting theory, reinforcement theory, and Herzberg's two-factor theory. It also discusses the importance of motivation for employee performance and retention. An integrated model is presented showing how individual motivation is influenced by attributes, performance, satisfaction, and extrinsic/intrinsic rewards within an organizational context. Strategies for motivating employees through job design and behavior modification are also outlined.
The document discusses several theories of motivation from early and contemporary perspectives. It describes Maslow's hierarchy of needs theory which proposes that lower-level needs must be satisfied before higher-level needs can motivate. Herzberg's two-factor theory distinguishes between motivators like achievement that drive job satisfaction and hygiene factors like salary that prevent dissatisfaction. Contemporary theories discussed include goal-setting theory, reinforcement theory, and expectancy theory which proposes that effort, performance, and rewards are linked.
The document discusses different theories of motivation. It defines motivation and describes it as being either intrinsic, driven by internal factors like enjoyment, or extrinsic, driven by external rewards. It outlines content theories that see motivation coming from needs, like Maslow's hierarchy of needs, and process theories that view it in terms of decision making and expectations of outcomes. Reinforcement approaches are also covered, explaining how behavior is modified through rewarding desired behaviors or removing rewards for undesired behaviors.
Behavioral assessment is a psychological method used to observe, describe, explain, predict, and sometimes correct behavior. It is derived from behavioral constructs and measures concrete, identifiable behaviors in specific situations. For example, a five-year-old girl named Sara has started getting into trouble at school, prompting the need for a behavioral assessment.
Learning by Neeraj Bhandari ( Surkhet.Nepal )Neeraj Bhandari
1) Learning is defined as a relatively permanent change in behavior resulting from experience or practice. Learning itself is not observable, only changes in behavior are.
2) There are several theories that describe how learning occurs, including classical conditioning (Pavlov's dog experiment), operant conditioning (behavior is shaped by consequences), cognitive learning theory (learning results from deliberate thinking), and social learning theory (learning through observing others).
3) Key components of learning include bringing about a change, resulting in a long-lasting change, arising from experience or practice, and being influenced by reinforcement which strengthens desirable behaviors.
This document discusses various learning theories including classical conditioning, operant conditioning, cognitive learning theory, social learning theory, laws of Thorndike, and experiential learning theory. It also covers principles of learning such as motivation, knowledge of results, reinforcement, and learning schedules. Behavioral management techniques are examined including identifying critical behaviors, measuring behaviors, functional analysis, intervention strategies, and performance evaluation. The role of organizational reward systems and types of rewards like monetary, non-monetary, and indirect monetary are summarized.
This document discusses learning and various theories and principles related to learning. It defines learning as a relatively permanent change in behavior resulting from experience. The key theories discussed are classical conditioning, operant conditioning, cognitive learning, and social learning. Classical conditioning involves associating stimuli with responses, while operant conditioning focuses on behaviors that are reinforced or punished. Cognitive learning emphasizes problem solving and insight. Social learning occurs through observation and imitation of models. Reinforcement and its types - positive and negative reinforcement as well as punishment and extinction - are also explained. Different schedules of reinforcement like fixed interval, variable interval, fixed ratio, and variable ratio are defined.
This document discusses various learning theories and concepts related to reinforcement. It covers classical conditioning, operant conditioning, and social learning. Key aspects of reinforcement include contingencies, schedules, and types such as positive and negative reinforcement. Effective reinforcement in organizations involves considering individual differences, communicating expectations clearly, and balancing rewards with punishments appropriately. The use of intermittent schedules can influence performance levels and behavior maintenance.
Motivation is driven by needs, drives, and incentives. There are several theories that describe motivation, including:
- Maslow's hierarchy of needs which ranks physiological, safety, love, esteem, and self-actualization needs.
- Herzberg's two-factor theory separates motivators like achievement and hygiene factors like salary.
- Vroom's expectancy theory states that motivation depends on valence, instrumentality, and expectancy.
- Equity theory proposes that employees compare their inputs/outputs to others. Inequity can de-motivate.
Job design theories like job enrichment aim to make jobs more motivating through autonomy, variety, and responsibility.
This document discusses performance evaluations, feedback, and rewards in organizations. It covers several key points:
1. Organizations use various rewards like pay, promotions, and praise to motivate employees and achieve goals. Effective evaluation and feedback are important for distributing these rewards.
2. Performance evaluations should identify employee strengths and areas for improvement, provide the basis for rewards, and stimulate better performance. They work best when incorporating employee input and clear goals.
3. Proper reinforcement schedules and recognizing both problems and successes are important for evaluations, feedback, and motivating employee behavior and performance over time. Intrinsic and extrinsic rewards all play a role in organizational motivation.
This document defines learning and discusses several theories of learning, including classical conditioning, operant conditioning, cognitive learning, and social learning. It provides details on operant conditioning theory, proposed by B.F. Skinner, which suggests that behavior is influenced by its consequences. There are four types of reinforcement in operant conditioning: positive reinforcement, negative reinforcement, extinction, and punishment. Reinforcement increases the likelihood a behavior will be repeated, while punishment decreases likelihood.
This document provides an overview of learning theories and reinforcement concepts relevant to organizational behavior. It discusses three types of learning: classical conditioning, operant conditioning, and social learning. Key concepts around reinforcement include contingencies of reinforcement, types of reinforcers, punishment versus negative reinforcement, and schedules of reinforcement. Managers can influence employee behavior through understanding and applying principles of reinforcement, such as contingent reinforcement, appropriate use of punishment, and intermittent reinforcement schedules.
The document discusses the behaviorist theories of learning proposed by psychologists John Watson and B.F. Skinner. Some key points:
- Behaviorism focuses only on observable behaviors and their relationships to environmental stimuli and consequences. Mental processes are considered unobservable.
- Skinner's theory described learning as a process where behaviors are strengthened or weakened through reinforcement or punishment in response to antecedent stimuli in the environment.
- Behaviorists aim to understand and modify behavior through the systematic application of principles of reinforcement, punishment, extinction, and other techniques. Behaviorism made important contributions but also has limitations in explaining certain types of behaviors.
This document outlines key concepts from a chapter on organizational behavior and individual learning. It discusses biographical characteristics, abilities, intelligence, theories of learning including classical and operant conditioning, reinforcement schedules, behavior modification, and applications in organizations. Learning involves change through experience, and reinforcement shapes behavior over time according to schedules like continuous, fixed-interval, and variable-ratio. Behavior modification uses reinforcement concepts to improve individual and organizational performance.
This chapter discusses the relationship between ability and job performance, the components of attitudes, and major job attitudes like job satisfaction. It explains that ability predicts performance when a person's skills match the job's requirements. Attitudes have cognitive, affective, and behavioral aspects. Job satisfaction is determined mainly by the work itself and pay; satisfied employees perform better and are less likely to leave. Managers can shape behavior using reinforcement schedules to reward desirable actions.
This document summarizes key concepts related to individual behavior and learning theories. It discusses biographical characteristics, abilities, intelligence, physical abilities, and learning. It then covers classical conditioning, operant conditioning, and social learning theory. Reinforcement schedules and behavior modification techniques are also summarized. Behavior modification uses concepts of reinforcement to change behaviors in work settings through methods like rewarding attendance or improving training programs.
Learning involves relatively permanent changes in behavior or knowledge that result from experience. There are several theories of learning, including classical conditioning where a stimulus produces an associated response, operant conditioning where behaviors are reinforced or punished to increase or decrease future occurrences, and social learning where observation of others influences our own behaviors. Learning principles like reinforcement, shaping behavior through successive steps, and different schedules of intermittent reinforcement can be used to modify behaviors.
This document discusses principles of learning and organizational behavior modification (OB MOD). It explains that learning principles include reinforcement and punishment. There are two types of reinforcement - positive and negative. OB MOD is a program where managers identify critical employee behaviors, measure them, analyze them, develop intervention strategies, and evaluate the results. The goal is to strengthen desirable behaviors and weaken undesirable ones through tools like positive reinforcement.
The document discusses key concepts around individual behavior and learning in the workplace. It introduces an employee success profile developed by an executive team to define competencies of successful employees. It also outlines types of work behaviors, the definition of learning, behavior modification techniques using reinforcement and consequences, and learning theories including social learning theory and learning through experience and feedback.
1. The document discusses organizational behavior and learning theories including classical conditioning, operant conditioning, and social learning theory. It defines key concepts for each theory.
2. Learning theories focus on how behavior is acquired and changed through experience. Classical conditioning involves responding to a stimulus that does not normally produce a response. Operant conditioning involves voluntary behavior being shaped by consequences like rewards and punishments.
3. Social learning theory recognizes observational learning and how people perceive consequences influences behavior. Reinforcement and shaping behavior are also discussed in relation to changing and maintaining behaviors.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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2. *Process Motivation Theories
Provides description and analysis of process wherein
behavior is energized, directed, sustained and stopped.
*Reinforcement
*Expectancy
*Equity
*Goal Setting
3. Meaning & use of language
*
Goals
Perception
Skills
Attitudes
Emotional reactions
4. *
The process by which a relatively enduring
change in behavior occurs as a result of
practice.
or
formal training
5. *
*Drive– an aroused condition resulting from
deprivation or stimulation
Types: Primary drive (Inherent/Natural)
Secondary drive (Learned i.e. attaining good feedback/review)
Note: once a drive is learned, it triggers a behavior.
6. *
*Stimulus– a cue which encourages a response
*Response– a behavioral activity that resulted
from a stimulus
Types: Oral, written, manual or attitudinal
7. *
*Reinforcers– object or event that increases or
sustains a response
Example: Praise, merit increase in pay,
transfer to a desirable job.
8. Classical Conditioning by Ivan Pavlov
Operant Conditioning by B.F. Skinner
Social Learning by Albert Bandura
*
9. *Classical Conditioning
by Ivan Pavlov
*Concerns the automatic reflexes associated
with digestion. Wherein his dog salivated in the
presence of food but also at the presentation
of stimuli before the food was given.
12. *
Operant = a behavior that can be controlled by
altering consequences that follow them.
Example: performing job related tasks
coming to work on time
14. *
*Behavior is viewed as a function of
continuous interaction between cognitive
(conscious mental activities), behavioral
and environmental determinants.
15. *
*Vicarious learning (modeling) –
identifying w/ heroes, leaders,
parents, etc
*Symbolism
– creating a mental picture, setting,
personal goals, using mental reminders
*Self-control
– i.e. not smoking, not drinking,
holding back anger from hurled insults
16. *
Person
( An employee, a manager, a chief
executive officer, an entrepreneur)
Symbolic Processes
Symbolic verbal/mental representations of
reality help guide a person’s behavior
Self-control
An individual controls his or her own behavior
to the extent that he or she relies on
cognitive supports and manages important
cues received from environments and
consequences
Behavior
Vicarious learning
Behaviors are acquired by
observing & imitating others in a
specific setting
Environment
17. *
*The belief that one can perform adequately
in a situation.
choice of task, situations
companions
effort to expend
how long he will try.
employees sense
of capability
perception
motivation & performance
18. *Feedback is important in formulation of efficacy
perceptions that interact with goal setting to enhance
performance motivation.
*Pygmalion effect
refers to enhanced
learning/performance
resulting from positive
expectation of others.
*
19. *
*Strength
– the conviction regarding magnitude whether strong or weak
*Magnitude
– level of task difficulty a person believes she/he can attain
*Generality
– the degree to which the expectation is generalized across situations.
22. *Reinforcement
*Behavior modification
- individual learning by reinforcement.
- A motivation approach that relies in applying the
principles of operant conditioning by B.F Skinner.
Based on the assumption that behavior is more
important than its “psychological causes”, such as
the needs, motives and values held by individuals
23. *Reinforcement
*Organizational Behavioral Modification
is an operant approach to organizational
behavior in work setting.
systematic
reinforcement of
desirable organizational
behavior
punishment of
unwanted organizational
behavior.
25. *Reinforcement
*
Positive
Reinforcement
*increases the
strength of
response
*induces
repetition of
the behavior
Example:
incentives,
recognition,
financial
reinforcement,
promotion
Negative
Reinforcement Punishment Extinction
*removes a
painful or
unpleasant
stimulus or
enables the
person to avoid
it
Example: Exerting
a high effort to
complete a job is
negatively
reinforced by not
to listen to a
nagging boss.
Working hard can
keep the boss
away.
*a consequence
that leads to
suppression of
the behavior that
caused it.
Example:
Suspension of work
due to
unsubmitted
report. Taking 10
points off for each
day a paper is
late.
*decline in
response rate
because of non-
reinforcement
*Removal of
positive
reinforcement
leads to
decrease and
disappearance of
the learned
behavior.
26. *Reinforcement
*
*response is reinforced every time
it occurs
*It accelerates early performance
( learning & applying a new job
skill).
Example: warmly greeted everyday
by superior & praise for every unit
produced.
*reinforcing behavior only after some
responses and not after every
response.
*Effective for use when goal is to
sustain a response ( good
performance).
Example: Praise from boss when you
prepare a report ( occasional
compliment). Running for elective
union position ( occasional winning).
27. *Reinforcement
*
*Interval Schedule (specified time required for every
reinforcement– fixed or variable)
*Ratio Schedule (specified responses required for every
reinforcement - fixed or variable)
29. *Reinforcement
*
*1. Identify and define the specific
behavior. Behavior is pinpointed when it
can be accurately observed (seen) and
reliably recorded (measured).
*2. Count or measure the occurrences of
the pinpointed behavior. (Data collection)
*3. Analyze the ABCs of the behavior. (ABC
Analysis) A = Antecedent of the Behavior,
B = the pinpointed behavior and C =
contingent consequence.
31. *Reinforcement
*4. Motivate / Reinforce program thru
positive reinforce, negative reinforce,
punishment or extinction.
*5. Evaluate the applied program to trace and
review changes in behavior before and after the
implementation of an action plan program.
Evaluation provides feedback to managers.
*
32. Describe desired behavior in specific terms (don’t generalize)
Explain why the behavior was helpful to the organization.
The reinforcement must always be accompanied by personal
expression of thanks.
*Reinforcement
*
33. *Reinforcement
*
*When a non-routine event disrupts the normal work
pattern, a person begins to practice self-examination.
*A combined principles of learning with emphasis on human
interactions in a social setting
40. *Expectancy
*
*Performance (P) = f(M*A)
where M=motivation & A = ability
*Motivation (M) = f(V1*E)
where V1 = valence of each 1st level outcome,
E=expectancy
*V1=V2*I
where V2=valences of 2nd level outcomes,
I=Instrumentalities of 1st-level outcome
42. *Expectancy
*
1. Determine 2nd-level outcomes that are preferred by
employees.
2. Link desired 2nd-level outcomes to the organizations’ goal
performance goals.
Note: Expectancy Theory assumes employees allocate their behavior
according to anticipated consequences of actions.
44. *Equity
*
by Adams
*Equity theory focuses on comparisons, tension and
tension reduction. People compare their rewards,
punishments, tasks and other job-related dimensions to
those of others.
*Examines discrepancies within person after person has
compared his input/output ratio to that of a reference
person in a similar work situation.
45. *Equity
*Person- individual for whom equity/inequity is perceived
*Comparison Other/Reference Person – individual/s or group used
as reference for the ratio input/output
*Inputs – character brought by a person to a job (achieved /ascribed)
*Outcomes – what person received from the job
*
46. OP
The Equity Theory of Motivation
A person
with certain
inputs (IP)
and receiving
certain
outcomes
(OP)
Compares his
or her input-
outcome
ratio to
A reference
person’s
inputs (IRP)
and
outcomes
(ORP)
And
perceives
𝑂𝑃
𝐼𝑃
=
𝑂𝑅𝑃
𝐼𝑅𝑃
(equity)
𝑂𝑃
𝐼𝑃
<
𝑂𝑅𝑃
𝐼𝑅𝑃
(inequity)
Or
𝑂𝑃
𝐼𝑃
>
𝑂𝑅𝑃
𝐼𝑅𝑃
(inequity)
IP = Inputs of the Person
OP = Outcomes of the Person
IRP = Inputs of the Reference Person
ORP = Outcomes of the Reference Person
Note: Change procedures to restore equity - inputs,
outcomes, attitudes, reference person & situation *Equity
49. *
by E.A. Locke
*Goal-setting theory proposes that an individual’s
goals and intentions are primary determinants of
behavior.
*Goal-Setting
50. *Goal-Setting
* Goal – the specific target an individual tries to achieve.
*Goal Setting – the process of establishing goals.
*
51. *
*Goal Specificity
*degree of
quantitative
precision/ clarity
of the goal
*Goal Difficulty
*degree of
proficiency/level
of goal
performance
sought
*Goal Commitment
*amount of effort
used to achieve the
goal
*Goal-Setting
53. “The setting of a goal that is both specific and
challenging leads to an increase in performance
because it makes it clearer to the individual
what he is supposed to do. This may provide the
worker with sense of achievement, recognition,
commitment, in that he can compare how well
he is doing now versus how well he has done
in the past and how well he is doing in
comparison to others.”
*Goal-Setting
57. Know employees ability, competence
and offer them opportunities.
Create an atmosphere that encourages,
supports and sustains improvement.
Sensitive to variations in employees’
needs, abilities and goals (valences).
Monitor employees’ needs, abilities, goals
and preferences
Attempt to channel self-motivated
behavior into productive results.
*Motivation Summary
58. *Motivation Summary
Make employees note that valued
outcomes can be achieved through
performance
Be a role model in style, techniques &
work behavior.
Establish goals to direct behavior
Provide employees with jobs that offer
equity, task challenge, diversity and a
variety of opportunities
CC is a study by Pavlov concerning the automatic reflexes associated with digestion. Wherein his dog salivated in the presence of food but also at the presentation of stimuli before the food was given.
Note: In CC the response to be learned is already present and may be triggered by the appropriate unconditioned stimuli
Behavior is viewed as a function of continuous interaction between cognitive (conscious mental activities), behavioral and environmental determinants.
Behavior is learned thru modeling/vicarious learning
or observing & imitating
Reinforcement Schedules – timing of rewards and punishments in an organization
Continuous Reinforcement – response is reinforced every time it occurs. It accelerates early performance ( learning & applying a new job skill). Example: warmly greeted everyday by superior & praise for every unit produced.
Intermittent Reinforcement – schedule that results in reinforcing behavior only after some responses and not after every response. Effective for use when goal is to sustain a response ( good performance). Example: Praise from boss when you prepare a report ( occasional compliment). Running for elective union position ( occasional winning).
Five Step Problem Solving Process
1.Managers Identify and define the specific behavior. Behavior is pinpointed when it can be accurately observed (seen) and reliably recorded (measured).
2.Managers count or measure the occurrences of the pinpointed behavior. (Data collection)
3.Managers analyze the ABCs of the behavior. ABC Analysis is the analysis of the Antecedents, behavior and consequences when investigating work or job-related issues. A = Antecedent of the Behavior, B = the pinpointed behavior and C = contingent consequence.
Motivate program thru positive reinforce, negative reinforce, punishment or extinction.
Evaluate the applied program to trace and review changes in behavior before and after the implementation of an action plan program. Evaluation provides feedback to managers.
KANFER MODEL OF SELF REGULATION
When a non-routine event disrupts the normal work pattern, a person begins to practice self-examination.
A combined principles of learning with emphasis on human interactions in a social setting
Expectancy theory is concerned with the expectations of a person and how they influence behavior.
1st level outcome = outcome of behavior for doing a job.
2nd level outcome = rewards or punishments produced by 1st-level outcome.
Instrumentality (-1 to +1) = a person’s perception of the association of the 1st-level to the 2nd-level outcome
Valence (-1 to +1) = strength of a person’s preference for a particular outcome
Expectancy (0 to 1) = perceived likelihood that a particular act will be followed by a particular outcome.
by Adams
Equity theory focuses on comparisons, tension and tension reduction. People compare their rewards, punishments, tasks and other job-related dimensions to those of others.
Examines discrepancies within person after person has compared his input/output ratio to that of a reference person in a similar work situation.
Goal – the object of action, the thing a person attempts to accomplish. The specific target an individual tries to achieve.
Goal Setting – the process of establishing goals. In many cases, involves superior & subordinate working together to set subordinate goals specified period of time.
Difficulty Factor – the more difficult the goal, the higher the level of performance but there is a point of diminishing returns. So the goal must be attainable to avoid low morale and frustration.
Why participation in goal setting may increase job satisfaction:
1. Social factor of group discussion
2. Motivation factor of being involved in goal setting process
3. Cognitive factor of information sharing
Participation Factor – participation in a goal setting is crucial to goal commitment. No participation leads to little commitment.
Individual Differences – education, race & job tenure affects the goal setting process
Mangers must take an active role in motivating their employees.
He must understand needs, intentions, preferences, goals, reinforcement & comparison.
Managers can influence employee’s motivation thru an atmosphere that encourages, supports and sustains improvement.
Managers must remember that ability, competence and opportunity play a role in motivation.
Managers need to be sensitive to variations in employees’ needs, abilities and goals. They must also consider differences in preferences (valences) for rewards.
Continual monitoring of employees’ needs, abilities, goals and preferences is each individual manager’s responsibility.
Some individuals practice a high degree of self-regulation and personal motivation. Managers must attempt to channel self-motivated behavior into productive results.
Managers as role models (style, techniques & work behavior) can be influential in motivating employees
When employees note that valued outcomes can be achieved through performance, a major part of the motivation strategy has succeeded.
Establishing goals to direct behavior is an important part of any motivational program.
Managers should try to provide employees with jobs that offer equity, task challenge, diversity and a variety of opportunities for need satisfaction.
Mangers must take an active role in motivating their employees.
He must understand needs, intentions, preferences, goals, reinforcement & comparison.
Managers can influence employee’s motivation thru an atmosphere that encourages, supports and sustains improvement.
Managers must remember that ability, competence and opportunity play a role in motivation.
Managers need to be sensitive to variations in employees’ needs, abilities and goals. They must also consider differences in preferences (valences) for rewards.
Continual monitoring of employees’ needs, abilities, goals and preferences is each individual manager’s responsibility.
Some individuals practice a high degree of self-regulation and personal motivation. Managers must attempt to channel self-motivated behavior into productive results.
Managers as role models (style, techniques & work behavior) can be influential in motivating employees
When employees note that valued outcomes can be achieved through performance, a major part of the motivation strategy has succeeded.
Establishing goals to direct behavior is an important part of any motivational program.
Managers should try to provide employees with jobs that offer equity, task challenge, diversity and a variety of opportunities for need satisfaction.