This document discusses organizational behavior and motivation theories. It provides an overview of several motivation theories including Maslow's hierarchy of needs, Herzberg's two-factor theory, McClelland's needs theory, and goal setting theory. It also discusses job design theories like the job characteristics model and discusses how job design, compensation programs, employee involvement, and recognition programs can impact employee motivation. Managers are advised to recognize individual differences, use goals and feedback, allow employee participation, link rewards to performance, and ensure equity in the reward system to help motivate employees.
This document discusses various theories of learning, including classical conditioning, operant conditioning, cognitive processes, and social learning. It provides examples of Ivan Pavlov's classical conditioning experiments with dogs. It also explains B.F. Skinner's operant conditioning theory and the use of reinforcement and punishment. The document then discusses Edward Tolman's cognitive theory involving relationships between cues and expectations. Finally, it covers social learning theory and the processes of attention, retention, motor reproduction, and reinforcement through observation.
The document discusses various methods for motivating employees, including the job characteristics model, alternative work arrangements, employee involvement programs, and rewarding employees. The job characteristics model involves 5 key elements: skill variety, task identity, task significance, autonomy, and feedback. Alternative work arrangements discussed include flextime, job sharing, and telecommuting. Employee involvement programs engage workers in decisions affecting them to increase commitment, motivation, and productivity. Rewarding employees can include variable pay plans, piece-rate pay, merit-based pay, bonuses, profit-sharing, and employee stock ownership plans.
This document presents information on a group project about perception. It discusses the key aspects of perception, including how it is the process of interpreting sensory stimuli and transforming it into meaningful information. It also addresses the different factors that can influence perception, such as those related to the perceiver, target, and situation. Finally, it examines some common perceptual errors and biases that can occur.
Learning involves a relatively permanent change in behavior or knowledge as a result of experience. There are several theories that explain how learning occurs, including classical conditioning, operant conditioning, cognitive learning, and social learning. For learning to be effective, trainees must be motivated, the information must be meaningful, learning must be reinforced through feedback, and material should be well-organized. Managers can shape employee behavior using reinforcement strategies like positive reinforcement to increase desirable behaviors and punishment or extinction to reduce undesirable behaviors.
This document discusses values, attitudes, and job satisfaction. It covers key topics such as:
- Definitions of values and value systems, and the importance of values in understanding behavior.
- Frameworks for assessing cultures, including Hofstede's model of cultural dimensions and the GLOBE framework.
- Definitions of attitudes and their cognitive, affective, and behavioral components. Types of attitudes like job involvement and organizational commitment.
- Theories of cognitive dissonance and measuring the relationship between attitudes and behaviors.
- Factors that influence job satisfaction like productivity, absenteeism, and turnover. How employees can express dissatisfaction through exit, voice, loyalty, or neglect.
The document discusses various theories of leadership including trait, behavioral, and contingency theories. It outlines different leadership styles like autocratic, democratic, and laissez-faire. Additionally, it distinguishes between transactional and transformational leadership and explores the differences between management and leadership.
A group consists of two or more individuals who have some shared sense of identity and interact with one another. Groups can be formal or informal. Formal groups are intentionally organized within an organization to accomplish specific tasks or goals, while informal groups emerge spontaneously as people interact over time. Key aspects of groups include interaction among members, shared goals, and members seeing themselves as part of the group. Group dynamics and norms influence member behavior. Cohesiveness, or the degree of attraction between members, also impacts group functioning.
Group, Types of Groups, Group formation and its stages, Teams, Types of Teams, Team Vs Group, Group Norms, Group cohesiveness, Group size, Leadership - Meaning, Leader Vs Manager, Leadership Styles.
This document discusses various theories of learning, including classical conditioning, operant conditioning, cognitive processes, and social learning. It provides examples of Ivan Pavlov's classical conditioning experiments with dogs. It also explains B.F. Skinner's operant conditioning theory and the use of reinforcement and punishment. The document then discusses Edward Tolman's cognitive theory involving relationships between cues and expectations. Finally, it covers social learning theory and the processes of attention, retention, motor reproduction, and reinforcement through observation.
The document discusses various methods for motivating employees, including the job characteristics model, alternative work arrangements, employee involvement programs, and rewarding employees. The job characteristics model involves 5 key elements: skill variety, task identity, task significance, autonomy, and feedback. Alternative work arrangements discussed include flextime, job sharing, and telecommuting. Employee involvement programs engage workers in decisions affecting them to increase commitment, motivation, and productivity. Rewarding employees can include variable pay plans, piece-rate pay, merit-based pay, bonuses, profit-sharing, and employee stock ownership plans.
This document presents information on a group project about perception. It discusses the key aspects of perception, including how it is the process of interpreting sensory stimuli and transforming it into meaningful information. It also addresses the different factors that can influence perception, such as those related to the perceiver, target, and situation. Finally, it examines some common perceptual errors and biases that can occur.
Learning involves a relatively permanent change in behavior or knowledge as a result of experience. There are several theories that explain how learning occurs, including classical conditioning, operant conditioning, cognitive learning, and social learning. For learning to be effective, trainees must be motivated, the information must be meaningful, learning must be reinforced through feedback, and material should be well-organized. Managers can shape employee behavior using reinforcement strategies like positive reinforcement to increase desirable behaviors and punishment or extinction to reduce undesirable behaviors.
This document discusses values, attitudes, and job satisfaction. It covers key topics such as:
- Definitions of values and value systems, and the importance of values in understanding behavior.
- Frameworks for assessing cultures, including Hofstede's model of cultural dimensions and the GLOBE framework.
- Definitions of attitudes and their cognitive, affective, and behavioral components. Types of attitudes like job involvement and organizational commitment.
- Theories of cognitive dissonance and measuring the relationship between attitudes and behaviors.
- Factors that influence job satisfaction like productivity, absenteeism, and turnover. How employees can express dissatisfaction through exit, voice, loyalty, or neglect.
The document discusses various theories of leadership including trait, behavioral, and contingency theories. It outlines different leadership styles like autocratic, democratic, and laissez-faire. Additionally, it distinguishes between transactional and transformational leadership and explores the differences between management and leadership.
A group consists of two or more individuals who have some shared sense of identity and interact with one another. Groups can be formal or informal. Formal groups are intentionally organized within an organization to accomplish specific tasks or goals, while informal groups emerge spontaneously as people interact over time. Key aspects of groups include interaction among members, shared goals, and members seeing themselves as part of the group. Group dynamics and norms influence member behavior. Cohesiveness, or the degree of attraction between members, also impacts group functioning.
Group, Types of Groups, Group formation and its stages, Teams, Types of Teams, Team Vs Group, Group Norms, Group cohesiveness, Group size, Leadership - Meaning, Leader Vs Manager, Leadership Styles.
This chapter discusses emotions and moods in organizational behavior. It defines emotions and moods, identifies the basic emotions as anger, fear, sadness, happiness, disgust, and surprise. Moods are categorized as positive or negative affect. The chapter explores the functions of emotions in decision making. It examines sources of emotions and moods such as personality, time of day, weather, stress, and social activities. The impact of emotional labor on employees is discussed. Affective Events Theory holds that workplace events trigger emotional responses. The chapter reviews evidence for and against the concept of emotional intelligence. It applies concepts of emotions and moods to areas of OB like selection, decision making, creativity, and leadership. Cultural differences in the experience
Communication, Chapter-10, Organizational Behavior
This PPT is based on the Organizational Behavior Book Written By Stephen P. Robbins & Timothy A. Judge, Edition -17th, Publisher Pearson
Groups & Teams - Organizational BehaviourRajesh Shetty
This document discusses groups and teams. It defines that a group consists of two or more people who interact to achieve a goal, while a team is a specialized group that works intensely together towards a common goal. It outlines the stages of group development including forming, storming, norming, performing, and adjourning. Groups are compared to teams, noting that teams prioritize team progress, participative decision making, and respect among members. The impact of effective groups and teams is also summarized, including gaining a competitive edge and enhancing performance.
Organizational culture is defined as the shared beliefs, customs, traditions, and values of an organization's members. It is shaped by an organization's founders, leaders, selection practices, and socialization of new employees. Maintaining culture involves selecting new members who share the existing values and socializing them to accept prevailing norms and customs through stories, rituals, symbols, and language used in the organization.
Organizational climate refers to employees' perceptions of the policies, practices and procedures in their workplace. It is shaped by both objective structural factors like rules and policies as well as subjective perceptual factors regarding how employees interpret and respond to their work environment. Organizational climate exists at multiple levels - the overall organization, individual work groups, and personal psychological experiences. It is measured through employee perceptions and influences important outcomes like job satisfaction, performance and retention. Managing organizational climate effectively requires understanding factors that create resistance to change as well as strategies to overcome resistance.
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.
This document discusses learning and various theories of learning. It begins with definitions of learning as involving changes in behavior due to experience. It then discusses the nature of learning, including that changes must be relatively permanent and based on practice or experience. It outlines components and factors that affect learning. Four main theories of learning are described: classical conditioning, operant conditioning, cognitive learning theory, and social learning theory. Classical conditioning involves acquiring new responses to stimuli through repeated associations. Operant conditioning examines how consequences influence voluntary behaviors. Cognitive learning theory views learning as gaining understanding through absorbing information. Social learning theory posits that people learn from observing and imitating others.
Equity Theory was developed by Jane Adams in 1963 and proposes that employees determine if they are equitably rewarded by comparing their job inputs and outcomes to others. If an employee perceives inequity, where their outcomes do not match their inputs relative to others, they will feel under or over rewarded and become demotivated. Employees assess equity using social comparisons to coworkers, friends, and past roles. Perceptions of inequity can lead employees to alter their inputs, outcomes, perceptions of themselves or others, or change who they compare themselves to in order to restore a sense of fairness.
There are two main types of groups - formal and informal. Formal groups are consciously created to serve organizational objectives and can be command groups, task groups, or functional groups. Informal groups develop naturally among people based on personal relationships or interests like friendship or shared interests.
Group development theories include Tuckman's model which outlines five stages - forming, storming, norming, performing, and adjourning. During forming, members share information and get to know tasks. Storming involves competing for status and tension as conflicts emerge. Norming occurs as conflicts are resolved and roles are clarified, leading to the highly effective performing stage. Finally, adjourning involves preparing for the group's end.
Personality: Meaning and Determinants of Personality, Process of Personality Formation, Personality Types, Assesment of Personality Traits for Increasing Self Awareness
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.
This document discusses group behavior and formation. It defines a group as two or more individuals interacting to achieve common goals, and lists reasons groups form like security, status, and goal achievement. It differentiates groups from teams, noting teams have common commitment beyond shared goals. The document outlines formal groups deliberately created by organizations, and informal groups that develop spontaneously. It also explains Tuckman's five stages of group development: forming, storming, norming, performing, and adjourning.
Job involvement refers to a state of psychological identification with work—or the degree to which a job is central to a person’s identity. From an organizational perspective, it has been regarded as the key to unlocking employee motivation and increasing productivity.
This document discusses motivation in the workplace. It defines motivation as the act or process that moves people towards certain actions by satisfying their needs and desires. Motivation is important for managing human resources effectively. The document outlines traditional and modern approaches to motivation, providing definitions from several experts. It also describes the nature of motivation, noting it is psychological, can be financial or non-financial, positive or negative, and differs between individuals.
Personality is defined as a relatively stable set of characteristics that influence behavior and interactions with others. It is determined by heredity, environment, situation, culture, and family background. Major theories of personality include trait theory, psychodynamic theory, humanistic theory, and the integrative approach. The Myers-Briggs Type Indicator assesses four traits to classify individuals into one of 16 personality types. The Big Five model describes five broad personality traits: extroversion, agreeableness, conscientiousness, emotional stability, and openness to experience. Trait theories posit that personality traits are stable over time and across situations and can be used to predict behavior.
This document discusses motivation in organizational behavior. It defines motivation as internal and external factors that stimulate interest and commitment to a job. It outlines several motivation theories including Maslow's hierarchy of needs, Herzberg's two-factor theory, McClelland's needs theory, expectancy theory, and job design theories. It discusses the importance of motivation for worker performance and the organization. It also covers the nature, process, components, and types of motivation. Critical analyses are provided for some of the major motivation theories.
This chapter is very essential for those who are studying OB and as well has a huge importance for everyone else. Attitude is what makes someone successful and someone else unsuccessful. attitude is defined as evaluative statements- either favorable or unfavorable- concerning people, things, objects etc.while job satisfaction is a positive feeling about one's job.
The document discusses group cohesiveness and its importance for effective group functioning. It defines group cohesiveness as the bonds linking group members to each other and the group as a whole. It identifies five stages of group development: forming, storming, norming, performing, and adjourning. The dimensions of group cohesiveness are described as group unity, attraction, and teamwork. Key factors that contribute to cohesiveness include threat, competition, time together, previous successes, difficulty of entry, group size, and similarity of attitudes and values. The benefits and disadvantages of cohesiveness are outlined, as well as ways to increase and decrease cohesion within a group.
Douglas McGregor proposed Theories X and Y about human motivation in the workplace. Theory X assumes employees dislike work and must be closely managed, while Theory Y assumes employees can be self-motivated if given responsibility. McGregor argued management styles should match these theories, with Theory X encouraging authoritarian leadership and Theory Y encouraging participation. His theories influenced views on effective management and how addressing higher-level needs can improve motivation.
The document discusses several theories of motivation including: Maslow's hierarchy of needs which proposes that people are motivated to fulfill basic needs before moving on to higher level needs; Herzberg's two-factor theory which distinguishes between motivators and hygiene factors; and expectancy theory which proposes that effort, performance, and rewards are linked. It also discusses job characteristics theory and the motivating potential of different job design elements like skill variety, task identity, and autonomy. Finally, it covers different employee involvement programs and how they relate to motivation theories.
This document summarizes several theories of motivation and how they can be applied in workplace settings. It discusses Maslow's hierarchy of needs, Herzberg's two-factor theory, expectancy theory, goal-setting theory, and various techniques for motivating employees including job enrichment, participation programs, quality of worklife programs, and reward systems. The key takeaways are that job satisfaction and performance are influenced by both intrinsic and extrinsic factors, and managers can enhance motivation by understanding employee needs and designing enriched jobs and goals.
This chapter discusses emotions and moods in organizational behavior. It defines emotions and moods, identifies the basic emotions as anger, fear, sadness, happiness, disgust, and surprise. Moods are categorized as positive or negative affect. The chapter explores the functions of emotions in decision making. It examines sources of emotions and moods such as personality, time of day, weather, stress, and social activities. The impact of emotional labor on employees is discussed. Affective Events Theory holds that workplace events trigger emotional responses. The chapter reviews evidence for and against the concept of emotional intelligence. It applies concepts of emotions and moods to areas of OB like selection, decision making, creativity, and leadership. Cultural differences in the experience
Communication, Chapter-10, Organizational Behavior
This PPT is based on the Organizational Behavior Book Written By Stephen P. Robbins & Timothy A. Judge, Edition -17th, Publisher Pearson
Groups & Teams - Organizational BehaviourRajesh Shetty
This document discusses groups and teams. It defines that a group consists of two or more people who interact to achieve a goal, while a team is a specialized group that works intensely together towards a common goal. It outlines the stages of group development including forming, storming, norming, performing, and adjourning. Groups are compared to teams, noting that teams prioritize team progress, participative decision making, and respect among members. The impact of effective groups and teams is also summarized, including gaining a competitive edge and enhancing performance.
Organizational culture is defined as the shared beliefs, customs, traditions, and values of an organization's members. It is shaped by an organization's founders, leaders, selection practices, and socialization of new employees. Maintaining culture involves selecting new members who share the existing values and socializing them to accept prevailing norms and customs through stories, rituals, symbols, and language used in the organization.
Organizational climate refers to employees' perceptions of the policies, practices and procedures in their workplace. It is shaped by both objective structural factors like rules and policies as well as subjective perceptual factors regarding how employees interpret and respond to their work environment. Organizational climate exists at multiple levels - the overall organization, individual work groups, and personal psychological experiences. It is measured through employee perceptions and influences important outcomes like job satisfaction, performance and retention. Managing organizational climate effectively requires understanding factors that create resistance to change as well as strategies to overcome resistance.
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.
This document discusses learning and various theories of learning. It begins with definitions of learning as involving changes in behavior due to experience. It then discusses the nature of learning, including that changes must be relatively permanent and based on practice or experience. It outlines components and factors that affect learning. Four main theories of learning are described: classical conditioning, operant conditioning, cognitive learning theory, and social learning theory. Classical conditioning involves acquiring new responses to stimuli through repeated associations. Operant conditioning examines how consequences influence voluntary behaviors. Cognitive learning theory views learning as gaining understanding through absorbing information. Social learning theory posits that people learn from observing and imitating others.
Equity Theory was developed by Jane Adams in 1963 and proposes that employees determine if they are equitably rewarded by comparing their job inputs and outcomes to others. If an employee perceives inequity, where their outcomes do not match their inputs relative to others, they will feel under or over rewarded and become demotivated. Employees assess equity using social comparisons to coworkers, friends, and past roles. Perceptions of inequity can lead employees to alter their inputs, outcomes, perceptions of themselves or others, or change who they compare themselves to in order to restore a sense of fairness.
There are two main types of groups - formal and informal. Formal groups are consciously created to serve organizational objectives and can be command groups, task groups, or functional groups. Informal groups develop naturally among people based on personal relationships or interests like friendship or shared interests.
Group development theories include Tuckman's model which outlines five stages - forming, storming, norming, performing, and adjourning. During forming, members share information and get to know tasks. Storming involves competing for status and tension as conflicts emerge. Norming occurs as conflicts are resolved and roles are clarified, leading to the highly effective performing stage. Finally, adjourning involves preparing for the group's end.
Personality: Meaning and Determinants of Personality, Process of Personality Formation, Personality Types, Assesment of Personality Traits for Increasing Self Awareness
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.
This document discusses group behavior and formation. It defines a group as two or more individuals interacting to achieve common goals, and lists reasons groups form like security, status, and goal achievement. It differentiates groups from teams, noting teams have common commitment beyond shared goals. The document outlines formal groups deliberately created by organizations, and informal groups that develop spontaneously. It also explains Tuckman's five stages of group development: forming, storming, norming, performing, and adjourning.
Job involvement refers to a state of psychological identification with work—or the degree to which a job is central to a person’s identity. From an organizational perspective, it has been regarded as the key to unlocking employee motivation and increasing productivity.
This document discusses motivation in the workplace. It defines motivation as the act or process that moves people towards certain actions by satisfying their needs and desires. Motivation is important for managing human resources effectively. The document outlines traditional and modern approaches to motivation, providing definitions from several experts. It also describes the nature of motivation, noting it is psychological, can be financial or non-financial, positive or negative, and differs between individuals.
Personality is defined as a relatively stable set of characteristics that influence behavior and interactions with others. It is determined by heredity, environment, situation, culture, and family background. Major theories of personality include trait theory, psychodynamic theory, humanistic theory, and the integrative approach. The Myers-Briggs Type Indicator assesses four traits to classify individuals into one of 16 personality types. The Big Five model describes five broad personality traits: extroversion, agreeableness, conscientiousness, emotional stability, and openness to experience. Trait theories posit that personality traits are stable over time and across situations and can be used to predict behavior.
This document discusses motivation in organizational behavior. It defines motivation as internal and external factors that stimulate interest and commitment to a job. It outlines several motivation theories including Maslow's hierarchy of needs, Herzberg's two-factor theory, McClelland's needs theory, expectancy theory, and job design theories. It discusses the importance of motivation for worker performance and the organization. It also covers the nature, process, components, and types of motivation. Critical analyses are provided for some of the major motivation theories.
This chapter is very essential for those who are studying OB and as well has a huge importance for everyone else. Attitude is what makes someone successful and someone else unsuccessful. attitude is defined as evaluative statements- either favorable or unfavorable- concerning people, things, objects etc.while job satisfaction is a positive feeling about one's job.
The document discusses group cohesiveness and its importance for effective group functioning. It defines group cohesiveness as the bonds linking group members to each other and the group as a whole. It identifies five stages of group development: forming, storming, norming, performing, and adjourning. The dimensions of group cohesiveness are described as group unity, attraction, and teamwork. Key factors that contribute to cohesiveness include threat, competition, time together, previous successes, difficulty of entry, group size, and similarity of attitudes and values. The benefits and disadvantages of cohesiveness are outlined, as well as ways to increase and decrease cohesion within a group.
Douglas McGregor proposed Theories X and Y about human motivation in the workplace. Theory X assumes employees dislike work and must be closely managed, while Theory Y assumes employees can be self-motivated if given responsibility. McGregor argued management styles should match these theories, with Theory X encouraging authoritarian leadership and Theory Y encouraging participation. His theories influenced views on effective management and how addressing higher-level needs can improve motivation.
The document discusses several theories of motivation including: Maslow's hierarchy of needs which proposes that people are motivated to fulfill basic needs before moving on to higher level needs; Herzberg's two-factor theory which distinguishes between motivators and hygiene factors; and expectancy theory which proposes that effort, performance, and rewards are linked. It also discusses job characteristics theory and the motivating potential of different job design elements like skill variety, task identity, and autonomy. Finally, it covers different employee involvement programs and how they relate to motivation theories.
This document summarizes several theories of motivation and how they can be applied in workplace settings. It discusses Maslow's hierarchy of needs, Herzberg's two-factor theory, expectancy theory, goal-setting theory, and various techniques for motivating employees including job enrichment, participation programs, quality of worklife programs, and reward systems. The key takeaways are that job satisfaction and performance are influenced by both intrinsic and extrinsic factors, and managers can enhance motivation by understanding employee needs and designing enriched jobs and goals.
This document summarizes several theories of motivation and how they can be applied in business. It discusses Maslow's hierarchy of needs, Herzberg's motivational factors, McGregor's Theory X and Y and Ouchi's Theory Z. It also covers goal-setting theory, expectancy theory, and strategies for job enrichment like skill variety, task identity, autonomy and feedback. Finally, it discusses how open communication and personalized motivation can help managers motivate employees.
This chapter discusses theories of motivation and how to motivate employees. It covers several motivation theories including Maslow's hierarchy of needs, McGregor's Theory X and Y, Herzberg's two-factor theory, expectancy theories, goal setting theories, and equity theories. It also discusses the role of reinforcement, rewards, and punishment. Overall, the chapter suggests that understanding motivation requires considering individual and situational factors, and that managers should focus on setting clear goals, ensuring fair treatment of employees, and allowing employee participation and autonomy.
This document summarizes several theories and models of motivation. It discusses early views including Frederick Taylor's scientific management theory and Elton Mayo's human relations model. It also covers need-based theories like Maslow's hierarchy of needs and Herzberg's two-factor theory. Process-based models covered include expectancy theory, equity theory, goal setting, and reinforcement theory. The key aspects of each approach are defined and examples are provided.
This document discusses theories of motivation and leadership. It explains that motivation depends on factors like understanding followers' needs, creating goals, expectations of rewards, and perceptions of fairness. Effective leaders consider situational factors, individual differences, and organizational systems that can impact employee motivation, performance, and satisfaction. The document compares various motivational theories and their implications for leadership.
The document discusses various theories of motivation that managers can use to motivate employees, including:
- Equity theory, which explains how perceptions of fairness affect motivation.
- Expectancy theory, which describes how expectations of rewards, effort and performance influence motivation.
- Reinforcement theory and how reinforcement can be used to motivate.
- Goal-setting theory and how setting specific, challenging goals with feedback can motivate workers.
The document advocates using an integrated model of motivation that combines elements of these theories to maximize motivating employees.
This document discusses work motivation and its key elements. It defines motivation and explores theories like need theory, expectancy theory, and equity theory. Motivation has three main elements: direction of behavior, level of effort, and level of persistence. Motivation alone does not determine performance, as other factors also influence it. The document also examines motivation strategies employers can use, like job rotation, job enlargement, and job enrichment. Money is an important motivating factor as it satisfies many needs, though it does not intrinsically motivate on its own. Overall, the document provides an overview of the concept of work motivation and the main factors that influence employee motivation and behavior in organizations.
The Three Theories I chose are10.1.3 Acquired Needs TheoryD.docxssusera34210
The Three Theories I chose are:
10.1.3 Acquired Needs Theory
David McClelland offers another motivation theory based on individual needs.
▲ Need for achievement is the desire to do something better or more efficiently,
to solve problems, or to master complex tasks.
▲ Need for power is the desire to control other people, to influence their
behavior, or to be responsible for them.
▲ Need for affiliation is the desire to establish and maintain friendly and
warm relations with other people.
According to McClelland, people acquire or develop these needs over time as a
result of individual life experiences. In addition, each need carries a distinct set
of work preferences. Managers are encouraged to recognize the strength of each
need in themselves and in other people. Attempts can then be made to create
work environments responsive to them.
People high in the need for achievement, for example, like to put their competencies
to work, they take moderate risks in competitive situations, and they
are willing to work alone. As a result, the work preferences of high-need achievers
include individual responsibility for results, achievable but challenging goals,
and feedback on performance.
10.2.2 Expectancy Theory
Victor Vroom’s expectancy theory of motivation asks a central question: What
determines the willingness of an individual to work hard at tasks important to
the organization?
Expectancy theory suggests that “people will do what they can do when they
want to do it.” More specifically, Vroom suggests that the motivation to work
depends on the relationships among the following three factors:
▲ Expectancy: A person’s belief that working hard will result in a desired
level of task performance being achieved.
▲ Instrumentality: A person’s belief that successful performance will be
followed by rewards and other potential outcomes.
▲ Valence: The value a person assigns to the possible rewards and other
work-related outcomes.
Expectancy theory suggests that motivation (M), expectancy (E), instrumentality
(I), and valence (V) are related to one another in a multiplication-based equation:
M _ E _ I _ V
In other words, motivation is determined by expectancy times instrumentality
times valence. The multiplier effect has important managerial implications. Mathematically
speaking, a zero at any location on the right side of the equation (for
E, I, or V) results in zero motivation.
For example, a typical assumption is that people will be motivated to work
hard to earn a promotion. But is this necessarily true? If expectancy is low, motivation
will suffer. The person may feel that he or she cannot achieve the performance
level necessary to get promoted. So why try? If instrumentality is low,
motivation will suffer. The person may lack confidence that a high level of task
performance will result in being promoted. So why try? If valence is low, motivation
will suffer. The person may place little value on receiving a promotion. It
simply isn’t much of a reward ...
1. Employee retention is important for organizations to reduce turnover rates and costs. However, to reduce rates, organizations must understand the main reasons why employees leave, such as feeling undervalued, lack of growth opportunities, or poor management.
2. There are several motivational theories that can help organizations understand what motivates employees. Maslow's hierarchy of needs suggests that lower level needs must be met before higher level needs. Herzberg's two-factor theory separates motivators like achievement from hygiene factors like salary.
3. To motivate employees, leaders should recognize individual needs, encourage growth, act as role models, and create a supportive environment. Understanding what employees want, like fair treatment or meaningful work, can help
1) Employee retention is important for organizations to reduce turnover rates and costs. However, to reduce rates, organizations must understand the main reasons why employees leave, such as feeling undervalued, lack of career growth opportunities, and poor management.
2) There are several theories that aim to explain what motivates employees. Maslow's hierarchy of needs suggests that lower level needs must be met before higher level needs can motivate. Herzberg's two-factor theory separates motivators like achievement and recognition from hygiene factors like salary and job security.
3) Effective leaders can motivate employees by recognizing individual needs, encouraging growth, acting as a role model, and involving employees in decisions that affect their work. Regular feedback and
1) Employee retention is important for organizations to reduce turnover rates and costs. However, to reduce rates, organizations must understand the main reasons why employees leave, such as feeling undervalued, lack of career growth opportunities, and poor management.
2) There are several theories that aim to explain what motivates employees. Maslow's hierarchy of needs suggests that lower level needs must be met before higher level needs can motivate. Herzberg's two-factor theory separates motivators like achievement and recognition from hygiene factors like salary and job security.
3) Effective leaders can motivate employees by recognizing individual needs, encouraging growth, acting as a role model, and involving employees in decisions that affect their work. Regular feedback and
Principle of Management - Motivating EmployeesReefear Ajang
This document discusses various theories and techniques for motivating employees. It begins by defining motivation and explaining how it affects productivity. It then outlines several theories of motivation, including Maslow's hierarchy of needs, ERG theory, Herzberg's two-factor theory, McClelland's acquired needs theory, goal setting theory, equity theory, and expectancy theory. The document also discusses reinforcement theory and different job design techniques for improving motivation like job simplification, job rotation, job enlargement, job enrichment, and participative management. Overall, the key message is that motivation is multi-faceted and managers should understand employee needs and perceptions in order to enhance performance.
3. Summary of 8 Topics - M. Athar Jamil (Assignment#2).pptxssuser0bcda8
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This document provides an overview of various theories of motivation. It discusses early theories like Maslow's hierarchy of needs theory, Herzberg's two-factor theory, and McGregor's Theory X and Y. It also examines content theories that focus on needs like ERG theory and acquired needs theory. Process theories explained include equity theory, expectancy theory, and reinforcement theory. The document also covers goal-setting theory, job design approaches, and the job characteristics model for designing motivating jobs.
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Your Guide To Finding The Perfect Part-Time JobSnapJob
Part-time workers account for a significant part of the workforce, including individuals of all ages. A lot of industries hire part-time workers in different capacities, including temporary or seasonal openings, ranging from managerial to entry-level positions. However, many people still doubt taking on these roles and wonder how a temporary part-time job can help them achieve their long-term goals.
2. Organizational behavior (OB) is a field of study
that investigates the impact that individuals,
groups, and structure have on behavior within
organizations for the purpose of applying such
knowledge toward improving an organization’s
effectiveness.
3. MOTIVATION
Motivation is the processes that account for an individual’s intensity,
direction, and persistence of effort toward attaining a goal.
The level of motivation varies both between individuals and within
individuals at different times.
The three key elements of motivation are:
1. Intensity: concerned with how hard a person tries.
2. Direction: the orientation that benefits the organization.
3. Persistence: a measure of how long a person can maintain
his/her effort.
4. MOTIVATION AND JOB
SATISFACTION
Employee motivation and job satisfaction are symbiotic concepts.
High job satisfaction is directly tied to high motivation and vice versa.
The more satisfied and content employees feel in a particular job role,
the more motivated employees are to manage job responsibilities
effectively.
Studies show that low motivation and job satisfaction adversely affect
morale, employee attitudes, and subsequently, the further desire or
motivation to be productive.
7. TWO-FACTOR THEORY- HERZBERG
Two-factor theory- Developed by Frederick Herzberg.
It claims that intrinsic factors are related to job
satisfaction and motivation, whereas extrinsic factors
are associated with job dissatisfaction.
8. TWO-FACTOR THEORY- HERZBERG
Hygiene factors:
Elements of the job context.
Sources of job dissatisfaction.
Satisfier/ Motivators factors:
Elements of the job content.
Sources of job satisfaction and motivation.
10. TWO-FACTOR THEORY- HERZBERG
Herzberg proposed that a dual continuum existed: The
opposite of “satisfaction” is “no satisfaction,” and the
opposite of “dissatisfaction” is “no dissatisfaction.”
11. MCCLELLAND’S THEORY OF NEEDS
McClelland’s Theory of Needs
The theory focuses on three needs:
Need for achievement (nAch): drive to excel, to achieve in relation to a set
of standards, to strive to succeed.
Need for power (nPow): need to make others behave in a way that they
would not have behaved otherwise.
Need for affiliation (nAfl): desire for friendly and close interpersonal
relationships.
McClelland’s theory has had the best support.
It has less practical effect than the others.
Because McClelland argued that the three needs are subconscious—we may
rank high on them but not know it—measuring them is not easy.
It is more common to find situations in which managers aware of these
motivational drivers label employees based on observations made over
time.
12. SELF-DETERMINATION THEORY
Self-Determination Theory
People prefer to feel they have control over their actions.
Focus on the beneficial effects of intrinsic motivation and harmful effects
of extrinsic motivation.
Cognitive evaluation theory - When people are paid for work, it feels less
like something they want to do and more like something they have to do.
Proposes that in addition to being driven by a need for autonomy, people
seek ways to achieve competence and positive connections to others.
When extrinsic rewards are used as payoffs for performance, employees feel
they are doing a good job.
Eliminating extrinsic rewards can also shift an individual’s perception of
why he or she works on a task from an external to an internal explanation.
Self-determination theory acknowledges that extrinsic rewards can improve
even intrinsic motivation under specific circumstances.
13. SELF-DETERMINATION THEORY
What does self-determination theory suggest for providing rewards?
Self-concordance: considers how strongly people’s reasons for pursuing
goals are consistent with their interests and core values.
What does all of this mean?
For individuals:
Choose your job for reasons other than extrinsic rewards.
For organizations:
Provide intrinsic as well as extrinsic incentives.
14. GOAL SETTING THEORY
Goal-Setting Theory
Goals tell an employee what needs to be done and how much effort
is needed.
Evidence suggests:
Specific goals increase performance.
Difficult goals, when accepted, result in higher performance than do
easy goals.
Feedback leads to higher performance than does non-feedback.
Three other factors influencing the goals-performance relationship:
Goal commitment
Task characteristics
National culture
15. GOAL SETTING THEORY
People differ in the way they regulate their thoughts and
behaviors.
Those with a promotion focus strive for advancement and
accomplishment and approach conditions that move them
closer toward desired goals.
Those with a prevention focus strive to fulfill duties and
obligations and avoid conditions that pull them away from
desired goals.
16. DESIGNING MOTIVATING JOBS/ TOOLS
& TECHNIQUES/ JOB DESIGN THEORY
Job characteristics model (JCM) – a framework for analyzing and
designing jobs that identifies five primary core job dimensions, their
interrelationships, and their impact on outcomes.
17. Expectancy theory: a tendency to act in a certain way depends
on an expectation that the act will be followed by a given
outcome and on the attractiveness of that outcome to the
individual.
Three relationships:
Effort-performance relationship
Performance-reward relationship
Rewards-personal goals relationship
18.
19. EQUITY THEORY
Equity theory – the theory that an employee
compares his or her job’s input-outcome ratio with that
of relevant others and then corrects any inequity.
• Referents – the persons, systems, or selves against
which individuals compare themselves to assess equity.
• Distributive justice – perceived fairness of the amount
and allocation of rewards among individuals.
• Procedural justice – perceived fairness of the process
used to determine the distribution of rewards
21. DESIGNING MOTIVATING JOBS/ TOOLS
& TECHNIQUES/ JOB DESIGN THEORY
1. Skill variety, the degree to which a job requires a variety of
activities so that an employee can use a number of different skills
and talents.
2. Task identity, the degree to which a job requires completion of a
whole and identifiable piece of work.
3. Task significance, the degree to which a job has a substantial
impact on the lives or work of other people.
22. DESIGNING MOTIVATING JOBS/ TOOLS
& TECHNIQUES/ JOB DESIGN THEORY
3. Autonomy, the degree to which a job provides substantial
freedom, independence, and discretion to the individual in
scheduling the work and determining the procedures to be
used in carrying it out.
4. Feedback, the degree to which doing work activities required
by a job results in an individual obtaining direct and clear
information about the effectiveness of his or her
performance.
24. Repetitive jobs provide little variety, autonomy, or motivation.
Job Rotation
Referred to as cross-training.
Periodic shifting from one task to another.
Strengths: reduces boredom, increases motivation, and helps employees better understand their
work contributions.
Weaknesses: creates disruptions, requires extra time for supervisors addressing questions and
training time, and reduced efficiencies.
Job Enrichment
Increasing a job’s high-level responsibilities to increase intrinsic motivation.
Involves adding another layer of responsibility and meaning.
Can be effective at reducing turnover.
Relational Job Design
To make jobs more prosocially motivating:
Connect employees with the beneficiaries of their work.
Meet beneficiaries firsthand.
25. HOW SPECIFIC ALTERNATIVE
WORK ARRANGEMENTS MOTIVATE
EMPLOYEES
Job Sharing
Two or more people split a 40-hour-a-week job.
Declining in use.
Can be difficult to find compatible pairs of employees who can successfully coordinate
the intricacies of one job.
Increases flexibility and can increase motivation and satisfaction when a 40-hour-a-
week job is just not practical.
Telecommuting
Employees who do their work at home at least two days a week through virtual
devices linked to the employer’s office.
Some well-known organizations actively discourage telecommuting, but for most
organizations it remains popular.
Telecommuting Advantages
Positively related to objective performance and job satisfaction.
Reduced work-family conflict.
Reduced carbon emissions.
26. HOW SPECIFIC ALTERNATIVE
WORK ARRANGEMENTS MOTIVATE
EMPLOYEES
Telecommuting Disadvantages
Employer
Social loafing.
Difficult to coordinate teamwork.
Difficult to evaluate non-quantitative performance.
Employee
Increased feelings of isolation and reduced coworker
relationship quality.
May not be noticed for his or her efforts.
27. EMPLOYEE INVOLVEMENT AND
EMPLOYEE MOTIVATION
Employee Involvement: a participative process that uses employees’ input to increase their commitment to the
organization’s success.
Examples of Employee Involvement Programs
Participative management
Representative participation
Participative management
Joint decision making.
Acts as a panacea for poor morale and low productivity.
Trust and confidence in leaders is essential.
Studies of the participation-performance have yielded mixed results.
Representative participation
Workers are represented by a small group of employees who actually participate in decision making.
– Almost every country in Western Europe requires representative participation.
– The two most common forms:
Works councils
Board representatives
28. VARIABLE-PAY PROGRAMS AND
EMPLOYEE MOTIVATION
How to Pay:
Variable pay programs:
Piece-rate plans
Merit-based pay
Bonuses
Profit sharing
Employee stock ownership plans
Earnings therefore fluctuate up and down.
Evaluation of Variable Pay
Do variable-pay programs increase motivation and productivity?
Generally, yes, but that doesn’t mean everyone is equally
motivated by them.
29. SHOW HOW FLEXIBLE BENEFITS
TURN BENEFITS INTO
MOTIVATORS
Developing a Benefits Package
Flexible benefits individualize rewards.
– Allow each employee to choose the compensation package
that best satisfies his or her current needs and situation.
Today, almost all major corporations in the United States
offer flexible benefits.
However, it may be surprising that their usage is not yet
global.
30. IDENTIFY THE MOTIVATIONAL
BENEFITS OF INTRINSIC
REWARDS
Employee Recognition Programs
Organizations are increasingly recognizing that important
work rewards can be both intrinsic and extrinsic.
Rewards are intrinsic in the form of employee recognition
programs and extrinsic in the form of compensation
systems.
31. IMPLICATION FOR MANAGERS
Recognize individual differences.
Spend the time necessary to understand what’s important to each employee.
Design jobs to align with individual needs and maximize their motivation potential.
Use goals and feedback.
You should give employees firm, specific goals, and they should get feedback on
how well they are faring in pursuit of those goals.
Allow employees to participate in decisions that affect them.
Employees can contribute to setting work goals, choosing their own benefits
packages, and solving productivity and quality problems.
Link rewards to performance.
Rewards should be contingent on performance, and employees must perceive the
link between the two.
Check the system for equity.
Employees should perceive that individual effort and outcomes explain differences
in pay and other rewards.
Editor's Notes
Equity theory, developed by J. Stacey Adams, proposes that employees compare what they get from a job (outcomes) in relation to what they put into it (inputs), and then they compare their inputs–outcomes ratio with the inputs–outcomes ratios of relevant others (Exhibit 16-7). If an employee perceives her ratio to be equitable in comparison to those of relevant others, there’s no problem. However, if the ratio is inequitable, she views herself as underrewarded or overrewarded. When inequities occur, employees attempt to do something about it. The result might be lower or higher productivity, improved or reduced quality of output, increased absenteeism, or voluntary resignation.
The referent—the other persons, systems, or selves individuals compare themselves against in order to assess equity—is an important variable in equity theory.
Originally, equity theory focused on distributive justice, the perceived fairness of the amount and allocation of rewards among individuals. More recent research has focused on looking at issues of procedural justice, the perceived fairness of the process used to determine the distribution of rewards.