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Motivation-Organisational Behavior
- 1. Prof. Shrinivas V K Prof. SVK
- 2. Prof. SVK
- 4. MotivationMotivation Psychological processes that arouse and direct goal-directed behavior Does high motivation mean better job performance? ◦ A=Yes, B=No Is money the only motivator? Prof. SVK
- 5. A FRAMEWORK FOR MOTIVATIONNeed Deficiency (Unsatisfied Need) Re-Evaluation of Need Deficiency/ Behavior/Experience Tension (felt Need) Experienced Reward Or Punishment Search Behavior Goal-Directed Behavior The Individual Prof. SVK
- 6. Prof. SVK
- 7. MotivationalTheoriesMotivationalTheories ContentTheories ◦ Identify internal factors influencing motivation ProcessTheories ◦ Identify the process by which internal factors and cognitions influence motivation Source: Krietner/Kinicki, 2009Prof. SVK
- 8. Maslow’s Hierarchy of NeedsMaslow’s Hierarchy of Needs Source: Krietner/Kinicki, 2009Prof. SVK
- 9. Source: Penn State Psych 484 Maslow RevisedMaslow Revised Prof. SVK
- 10. Alderfer's ERGTheoryAlderfer's ERGTheory Existence: Desire for physiological and materialistic well-being Relatedness: Desire to have meaningful relationships with significant others Growth: Desire to grow and use one’s abilities to their fullest potential Source: Penn State Psych 484Prof. SVK
- 11. McClelland's NeedTheoryMcClelland's NeedTheory The Need for Achievement ◦ Desire to accomplish something difficult The Need for Affiliation ◦ Desire to spend time in social relationships and activities The Need for Power ◦ Desire to influence, coach, teach, or encourage others to achieve Source: Penn State Psych 484Prof. SVK
- 12. Herzberg’s Motivator-Hygiene ModelHerzberg’s Motivator-Hygiene Model Hygiene Factors -- job characteristics associated with job dissatisfaction ◦ Salary ◦ Supervisory relations ◦ Working conditions Motivators -- job characteristics associated with job satisfaction ◦ Achievement ◦ Recognition ◦ Responsibility Prof. SVK
- 13. Herzberg’s Motivator-Hygiene ModelHerzberg’s Motivator-Hygiene Model Source: Krietner/Kinicki, 2009Prof. SVK
- 14. Herzberg’s Motivator-Hygiene ModelHerzberg’s Motivator-Hygiene Model Source: MAAW from HBR 1968, 2003Prof. SVK
- 15. Theory ComparisonTheory Comparison Self- Actualization EsteemEsteem BelongingnessBelongingness SafetySafety PhysiologicalPhysiological Growth RelatednessRelatedness ExistenceExistence Motivator- -Hygiene Motivators HygienesHygienes Need for Achievement Need forNeed for PowerPower Need forNeed for AffiliationAffiliation McClelland’s Learned Needs ERGNeeds Hierarchy Prof. SVK
- 16. EquityTheoryEquityTheory People strive for fairness and justice in social exchanges People will be motivated to the extent their perceived inputs to outputs is in balance A. Compare personal outcomes to inputs. B. Compare your outcomes to relevant others: 1. Comparisons to teammates or coworkers 2. Comparisons to another group (e.g. department/unit) 3. Comparisons to others in your field or occupational. Prof. SVK
- 18. What DoYouThink?What DoYouThink? Deena works 60 hours per week and does not feel that she is being adequately recognized or rewarded. According to equity theory, Deena is least likely to: a. Ask for a raise or bonus b.Reduce her efforts by decreasing her hours c. Increase her efforts by working longer hours d.Frame the situation as a learning experience and beneficial for her future career. Prof. SVK
- 20. Vroom’s ExpectancyTheoryVroom’s ExpectancyTheory Self Efficacy Goal Difficulty Perceived Control Trust Control Policies Needs Values Goals Preferences Expectancy (E P) Perceived likelihood that EFFORT will lead to performance Instrumentality (P R) Perceived likelihood that Performance leads to desired rewards Valence V(R) The value of expected rewards to the individual Motivational Force (MF) Force directing specific behavior alternatives X X = Prof. SVK
- 21. Porter and Lawler ModelPorter and Lawler Model Porter and Lawler usedVictorVroom’s expectancy theory as a foundation to develop their expectancy model to the expectancy theory. Prof. SVK
- 22. Porter and Lawler ModelPorter and Lawler Model Similar toVroom’s theory, Porter and Lawler concluded that an individual’s motivation to complete a task is affected by the reward they expect to receive for completing the task. However Porter and Lawler introduced additional aspects. The Porter-Lawler Model The model predicts that satisfaction is determined by the perceived equity of intrinsic and extrinsic rewards for high-level performance. Prof. SVK
- 23. Prof. SVK
- 24. Relevance of Porter and LawlerRelevance of Porter and Lawler ModelModel The Porter-Lawler theory is a more complete theory because it stresses: (1)Intrinsic and Extrinsic rewards, (2)Task requirements and ability, and (3)The perceived fairness of rewards. Prof. SVK
- 25. Types of RewardsTypes of Rewards Individual reward Team reward Organizational reward Piece rate Gain sharing Stock ownership (ESOP) Commissions /Incentives Bonuses Stock options Royalties Profit sharing Bonuses Prof. SVK
- 26. Conclusion?Conclusion? Experts in many fields are still trying to figure it out and making a good living doing so. YOU have to figure out what MOTIVATES you, and then feed it! Prof. SVK
Editor's Notes
- Motivation as it is defined here involves arousal or awareness of some goal that is desirable to achieve. Let’s consider two common questions about motivation: Do you think high motivation means better job performance? [Pause.] The answer is no. Motivation and job performance are not synonymous because motivation is only one of several possible determinants of job performance. Just because individuals perform a task well does not mean that they are highly motivated. They actually may be very skilled but not be putting forth much effort at all. What is your opinion about money . . . is it the only motivator? [Pause.] The answer is no. Surveys show that most Americans would continue to work even if they did not need the money. Today’s workers are motivated by the prospects of performing interesting and challenging—not just well-paying—jobs. They also seek jobs that actively involve them in the success of the business and that reward them for this success.
- On this slide you see content and process theories explained along with the key motivational theories associated with each. Content theories focus on identifying internal factors such as instincts, needs, satisfaction, and job characteristics that energize employee motivation. Content theories do not address how motivation is influenced by the dynamic interaction between an individual and the environment. Process theories, on the other hand, try to explain how internal factors and cognitions influence employee motivation. There is no “one-best" motivation theory. Managers need to use a contingency framework to select the motivational technique ideally suited to the characteristics of the people and the situation involved. Let’s look at each of these theories in greater detail.
- The theory suggests that there are five human needs and that these are arranged in such a way that lower, more basic needs must be satisfied before higher-level needs become activated. The lowest need that is not well gratified will tend to dominate behavior. Physiological needs refer to satisfying fundamental biological drives (e.g., the need for food, air, water, and shelter). Organizations must provide employees with a salary that affords them adequate living conditions. Similarly, sufficient opportunities to rest (e.g., coffee breaks) and to engage in physical activity (e.g., fitness and exercise facilities) also are important for people to meet these needs. Safety needs refer to the need for a secure environment that is free from threats of physical or psychological harm. Organizations can provide employees with safety equipment, life and health insurance, and security forces. Similarly, jobs that provide tenure and no-layoff agreements provide a psychological security blanket that helps to satisfy safety needs. Social needs are the needs to have friends and to be loved and accepted by other people. Organizations, for example, may encourage participation in social events. Esteem needs are a person’s need to develop self-respect and to gain the approval of others—examples include the desire to achieve success, have prestige, and be recognized by others. Companies may have award banquets to recognize distinguished achievements. Giving monetary bonuses--even small ones--in recognition of employees’ suggestions for improvement also helps to promote their esteem. Nonmonetary awards (e.g., trophies and plaques) provide reminders of an employee’s important contributions as well and continuously fulfill esteem needs. Self-actualization is the need to become all that one can be, to develop one’s fullest potential. Individuals who have self-actualized are working at their peak, and they represent the most effective use of an organization’s human resources. Although research does not clearly support this theory of motivation, there is one key managerial implication worth noting. A satisfied need may lose its motivational potential. Therefore, managers are encouraged to motivate employees by devising programs or practices aimed at satisfying emerging or unmet needs.
- So a team of psychologists, including two from Arizona State University, recast the pyramid. In doing so, they have taken on one of psychology's iconic symbols and have generated some controversy along the way. The revamp of Maslow's pyramid reflects new findings and theory from fields like neuroscience, developmental psychology and evolutionary psychology, said Douglas Kenrick, an ASU professor of psychology and lead author of the paper, "Renovating the pyramid of needs: Contemporary extensions built upon ancient foundations." The paper was published in the March issue of Perspectives on Psychological Sciences. http://esciencenews.com/articles/2010/08/19/maslows.pyramid.gets.a.much.needed.renovation
- Alderfer proposed that motivation is a function of three basic needs listed here from lowest to highest. ERG theory does not assume needs are related to each other in a stair step hierarchy. Instead, more than one need may be activated at a time. It also adds a frustration-regression component, meaning that frustration of higher-order needs can influence the desire for lower-order needs. So, for example, if you work really hard to get a promotion at work which would satisfy your growth needs and you don’t get it, you may regress to social needs and seek support and consolation from your coworkers. You may also demand more in the way of existence needs to compensate, such as higher salary or a flexible working arrangement. Research generates mixed support for the ERG theory. There are, however, two key managerial implications associated with ERG. First, managers should be mindful that employees may be motivated to pursue lower-level needs because they are frustrated with a higher-order need. Additionally, people are motivated by different needs at different times in their lives. Therefore, managers should customize their reward and recognition programs to meet employees’ varying needs.
- McClelland identified three needs that individuals have at differing levels. He argued that each of us have these needs but at varying degrees. Those who have a high need for achievement share three common characteristics: a preference for tasks of moderate difficulty, situations in which their performance is due to their own efforts, and a desire for more performance feedback on their successes and failures. Those with a high need for affiliation have a strong desire for approval and reassurance from others, a tendency to conform to the wishes of others when pressured by people whose friendships they value, and a sincere interest in the feelings of others. Finally, those with a high need for power seek to influence and direct others, exercise control over others, and maintain leader-follower relations.
- Herzberg’s motivator-hygiene model that there are two separate and distinct clusters of factors associated with job satisfaction and dissatisfaction. Hygiene factors are associated with job dissatisfaction and are affiliated with the work context. Motivators are associated with job satisfaction and are affiliated with the content of the task being performed. You can see the parallels between the hygiene factors and the lower levels of Maslow’s model (physiological, safety, and social/love) and Alderfer’s existence and relatedness needs. Likewise, Maslow’s growth and self-actualization needs and Alderfer’s growth needs are most closely aligned with Herzberg’s motivators.
- A key premise of the model, then, is that managers must first focus on the hygiene factors in order to achieve “no dissatisfaction” before they can move employees toward satisfaction on the second continuum. The implications of Herzberg's theory have received research support. However, the two-factor aspect of the theory has not been adequately tested. However, from this model, managers are encouraged to pay attention to both hygiene and motivator factors because they relate to job satisfaction. Herzberg’s theory was a significant contributor to the development of the idea that jobs should be enriched, a topic discussed later in this chapter, in order to cause job satisfaction. From this we also learn that it is important to recognize good performance that is linked to the organization’s goals but this recognition should be earned, not a given.
- Herzberg, F. 2003. One more time: How do you motivate employees? Harvard Business Review (January): 87-96. (This paper was originally published in the HBR in 1968). As taken from Management and Accounting Web (www.maaw.info). The key to Herzberg's motivator-hygiene theory is that dissatisfaction and satisfaction are not opposite ends of a single continuum. Rather, there is a zero midpoint between dissatisfaction and satisfaction. The zero midpoint is labeled “No Satisfaction” on the first continuum and “No dissatisfaction” on the second.
- Examples of inputs employees bring to their jobs are effort, skills, experience, and education. Examples of outputs, or what the organization provides, are praise, recognition, pay, benefits, promotions, and increased status. Relevant others are co-workers or others inside or outside the organization in comparable circumstances. The equity theory purports that people are most motivated when their perceived inputs equal outputs and is equitable to that of relevant others. Let’s look at three equity relationships on the next several slides.
- Examples of inputs employees bring to their jobs are effort, skills, experience, and education. Examples of outputs, or what the organization provides, are praise, recognition, pay, benefits, promotions, and increased status. Relevant others are co-workers or others inside or outside the organization in comparable circumstances. The equity theory purports that people are most motivated when their perceived inputs equal outputs and is equitable to that of relevant others. Let’s look at three equity relationships on the next several slides.
- Answer – C, followed closely by D. In the current global economy, A is also unlikely but B is almost certain.
- The second process theory we will learn about is Vroom’s Expectancy Theory. A foundation of terms definitions will be helpful. Expectancy is the belief that one’s efforts will positively influence one’s performance. Instrumentality is an individual’s beliefs regarding the likelihood of being rewarded in accord with his or her own level of performance. Valence is the value a person places on the rewards he or she expects to receive from an organization. Other Determinants are the skills and abilities, role perceptions, and opportunities to perform You can see that the effort to performance link is dependent on expectancy which is the extent someone thinks their effort will relate to performance. Then, assuming they do reach the performance level they want, they have to believe that that performance will result in outcomes. But then they also have to care about those outcomes. So if someone works really hard and earns a lot of money that may be great. But if what they really want is more flexible hours, they may be willing to forgo the big raises to achieve work/life balance. All of these factors predict whether individuals will be motivated. It is important to note, though, that their actual job performance is also dependent on their skills and abilities, as well as external factors such as the opportunities and circumstances that exist within their company.
- Examples for Expectancy include: If I spend most of tonight studying will it improve my grade on tomorrow's math exam? If I work harder than everyone else in the plant will I produce more? If I practice my foul shot more will my foul shooting improve in the game? If I make more sales calls will I make any more sales? Examples for Instrumentality include: If I get a better grade on tomorrow's math test will I get an "A" in math? If I produce more than anyone else in the plant, will I get a bigger raise? A faster promotion? If my foul shooting improves will I have a shot a team MVP? If I make more sales will I get a bonus? A greater commission? If I make more sales will I believe that I am the best sales person or be recognized by others as the best sales person? Examples for Valence include: How much I really want an "A" in math? Do I want a bigger raise? Is it worth the extra effort? Do I want a promotion? How important to me is it to be team MVP? Do I need a sales bonus? Is the extra time I spend making extra sales calls worth the extra commission? Is it important to me that I am the best salesperson?