1. WHY SOME PEOPLE WORK HARDER THAN OTHERS (MOTIVATION TO WORK)
Work Effort = A Willingness to Perform
OP = I x WE x OS
That is,
WHY SOME PEOPLE WORK HARDER THAN OTHERS (MOTIVATION TO WORK)

2. Why Is Motivation Important?
TO UNDERSTAND PERSONAL DIFFERENCES IN PERFORMANCE IN BOTH A DIFFERENT AS WELL AS IN THE SAME SITUATION
MOTIVATION = HOW TO MOTIVATE PEOPLE AT THE WORKPLACE

3. What Is Motivation? PSYCHOLOGICAL PROCESS THAT CAUSE: MOTIVATION IS:
AROUSAL (evocation)
DIRECTION
INTENSITY
PERSISTENCE (continuity)
OF VOLUNTARY ACTIONS THAT ARE GOAL DIRECTED (certain productive behavior)
MOTIVATION IS:
A PROCESS
CROSS-FUNCTIONAL

4. HRM Approach to Motivation
Participation
Productivity
Satisfaction ☺

5. 1. Content Theories D) McClelland’s Acquired Needs Theory:
Not all people are motivated by the same needs
Some people have a high need for:
Achievement
Affiliation
Power
Managerial implication of McClelland:
MANAGERS SHOULD KNOW WHAT ARE THE NEEDS OF THEIR SUBORDINATES AND WHAT IS THE LEVEL OF THEIR SATISFACTION
A) Maslow’s Hierarchy of Needs Theory
Physiological
Safety
Social
Esteem
Self-actualization
B) Alderfer’s ERG Theory
Existence
Relatedness
Growth
C) Hertzberg’s Two-Factor Theory
Motivators (cause satisfaction)
Hygiene factors (cause dissatisfaction)

6. Process Theories A) Adam’s Equity Theory E (Expectancy) =
Individual reward/Individual inputs
COMPARED TO
Others’ reward / Others’ inputs
B) Vroom’s Expectancy Th.
Motivation (M)
Expectancy (E)
Instrumentality (I)
Valence (V)
relate to each other by the equation:
M = E x I x V
E (Expectancy) =
The probability assigned by an individual that work effort will be followed by a given level of achieved task performance
I (Instrumentality) =
the probability assigned by the individual that a given level of achieved task performance will lead to various work outcomes
V (Valence) =
the values attached by the individual to various work outcomes

7. Vroom’s Motivating Potential Score (MPS)
MPS = Effort -> Performance -> Outcomes
MPS = E x I x V (0-100%) (0-100%) <-1;1>
Managerial Implication of the equation MPS = ExIxV
If any of E,I,V is equal 0, motivation comes to 0

8. Organizational Support = The Opportunity to Perform
OP = I x WE x OS , i.e. adequate conditions to perform
Typical Constrains:
Lack of time
Inadequate budgets or tools
Equipment
Unclear instructions & job-related information
Lack of required service, etc.

9. Motivation & Job Design Options
ORGANIZATIONAL STRUCTURALIZATION CANNOT BE FINISHED JUST BY CREATION OF THE ORGANIZATION STRUCTURE
THIS STRUCTURE HAS TO INVOLVE ALSO JOB DESIGN
JOB DESIGN IS AN INTEGRAL PART OF AN ORGANIZATIONAL STRUCTURALIZATION
JOB DESIGN IS THE PROCESS OF DEFINING JOB TASKS AND THE WORK ARRANGEMENTS TO ACCOMPISH THEM

10. Options to Job Design JOB SPECIALIZATION JOB ROTATION JOB ENLARGEMENT
Job specialization (simplification) STANDARDIZES TASKS AND EMPLOYS PEOPLE IN VERY ROUTINE JOBS
Job rotation INCREASES TASK VARIETY BY SHIFTING WORKERS AMONG JOBS INVOLVING TASKS OF SIMILAR DIFFICULTY
JOB SPECIALIZATION
JOB ROTATION
JOB ENLARGEMENT
JOB ENRICHMENT
WORK TEAMS
Job enlargement INCREASES TASK VARIETY BY ADDING NEW TASKS OF SIMILAR DIFFICULTY TO A JOB
Job enrichment INCREASES JOB CONTENT BY GIVING WORKERS MORE RESPONSIBILITY FOR PLANNING AND EVALUATING DUTIES
Work teams - GROUP MEMBERS WORK TOGETHER IN WAYS THAT UTILIZE THEIR SKILLS WELL TO ACCOMPLISH A PURPOSE

11. Alternative Work Arrangements
COMPRESSED WORKWEEKS
FLEXIBLE WORKING HOURS
JOB SHARING
WORK AT HOME & THE VIRTUAL OFFICE (TELECOMMUTING)
PART-TIME WORK

12. Summary OP = I x WE x OS AUTHORITY to demand
MANAGERIAL RESPONSIBILITY SPECIFICATION:
Individual Attributes (I)
Selection, HR Development
Work Effort (WE)
How to motivate people
Organizational Support (OS)
Creating appropriate conditions
After that, managers have both
AUTHORITY to demand
RESPONSIBILITY for the subordinates’ high performance at the workplace

13. Learning
IS A RELATIVELY PERMANENT CHANGE IN BEHAVIOR THAT OCCURS AS A RESULT OF EXPERIENCE
THERE ARE TWO TYPES OF LEARNING
Cognitive Learning IS A FORM OF LEARNING ACHIEVED BY THINKING ABOUT THE PERCEIVED RELATIONSHIP BETWEEN EVENTS AND INDIVIDUAL GOALS AND EXPECTATIONS
Social Learning IS LEARNING THAT IS ACHIEVED THROUGH THE RECIPROCAL INTERACTION BETWEEN PEOPLE AND THE ENVIRONMENT

14. Reinforcement PLAYS THE KEY ROLE IN THE LEARNING PROCESS
REINFORCEMENT IS THE ADMINISTRATION OF A CONSEQUENCE AS A RESULT OF BEHAVIOR
REINFORCEMENT COMES FROM THE LAW OF EFFECT:
BEHAVIOR THAT RESULTS IN A PLEASANT
OUTCOME IS LIKELY TO BE REPEATED
BEHAVIOR THAT RESULTS IN AN UNPLEASANT
OUTCOME IS NOT LIKELY TO BE REPEATED

15. Important Reinforcer
EXTRINSIC REWARDS ARE POSITIVELY VALUED WORK OUTCOMES THAT ARE GIVEN TO THE INDIVIDUAL BY SOME OTHER PERSON IN THE WORK SETTING
(NICE OFFICE, PROMOTION, COMPLIMENTS, etc.)
CONTRAST:
INTRINSIC REWARDS ARE RECEIVED BY THE INDIVIDUAL DIRECTLY THROUGH TASK PERFORMANCE

16. Reinforcement Strategies
POSITIVE REINFORCEMENT
NEGATIVE REINFORCEMENT (or avoidance)
PUNISHMENT
EXTINCTION

17. Positive Reinforcement
IS THE ADMINISTRATION OF POSITIVE CONSEQUENCES THAT TEND TO INCREASE THE LIKELIHOOD OF REPEATING THE BEHAVIOR IN SIMILAR SETTINGS
Ex: GREAT WORK, I WILL RECOMMEND YOU FOR A RAISE

18. Negative Reinforcement
IS THE WITHDRAWAL OF NEGATIVE CONSEQUENCES THAT TEND TO INCREASE THE LIKELIHOOD OF REPEATING THE BEHAVIOR IN SIMILAR SETTINGS
(IT MEANS THE WITHDRAWAL OF NEGATIVE CONSEQUENCES WHEN DESIRABLE BEHAVIOR OCCURS)
(WE USED TO CALL IT AVOIDANCE)
Ex: AVOIDS BOSS’S CRITICISM

19. Punishment
IS THE ADMINISTRATION OF NEGATIVE CONSEQUENCES THAT TEND TO REDUCE THE LIKELIHOOD OF REPEATING THE BEHAVIOR IN SIMILAR SETTINGS
Ex: BOSS’S CRITICISM

20. Extinction
IS THE WITHDRAWAL OF THE REINFORCING CONSEQUENCES FOR A GIVEN BEHAVIOR – THE BEHAVIOR IS NO LONGER REINFORCED
(EXTINCTION IS INTENDED TO WEAKEN AND ELIMINATE UNDESIRABLE BEHAVIOR)
Ex: NO CRITICISM, NO PRAISE (BUT ALSO NO MONEY RAISE)
Self-management = THE ABILITY TO MANAGE YOUR OWN EMOTIONS AND IMPULSES