1. Chapter 8 – Motivation and Empowerment
Damon Burton
University of Idaho

2. What is motivation?

3. MOTIVATION
Motivation – is the internal and external forces that arouse enthusiasm and persistence to pursue a certain course of action.
Motivational Consequences –
focus,
effort/intensity,
persistence in face of failure or adversity.

4. MOTIVATION Early motivation theories focused on need fulfillment
Today’s motivation models focus on goal attainment, so helping people reach their goals results in high motivation.
A Gallup Survey found that when employee motivation was high and performing well, customers are 70% more loyal, turnover drops by 70% and profits jump 40%.

5. NEED-BASED MODEL OF MOTIVATION
Need Creates desire to fulfill needs (money, friendship, recognition, & achievement
Behavior Results in actions to fulfill needs
Rewards Satisfy needs: intrinsic or extrinsic rewards
Feedback Reward informs person whether behavior was appropriate and should be used again

6. What is intrinsic and extrinsic motivation?

7. INTRINSIC VS EXTRINSIC MOTIVATION
Intrinsic motivation – is the internal enjoyment and satisfaction a person receives from performing for its own sake.
Oprah’s intrinsic motivation (IM) comes from serving others by uplifting, enlightening, encouraging and transforming how people see themselves.
Extrinsic motivation – is externally driven and results from a desire to get rewards such as recognition, fame, money, power or prestige.

8. INTRINSIC MOTIVATION DEFINED
Intrinsic motivation – engaging in an activity for its own sake, particularly the pleasure and satisfaction derived from playing.
For example, a girl who skis because of the fun she has doing what she wants, challenging herself by trying new things and being with her friends skiing new powder on the mountain.

9. COMPONENTS OF INTRINSIC MOTIVATION
Competence – feeling talented and skilled,
Autonomy – in control, self-determining, & doing what you want, and
Relatedness – feeling connected and enjoying relationships with others.

10. EXTRINSIC MOTIVATION DEFINED
Extrinsic motivation – engaging in behaviors in order to attain contingent outcomes beyond of the activity itself (i.e., rewards, fame, prestige, etc)
For example,,a boy plays basketball to be recognized, get their names in the paper and win a college scholarship.

11. EXTRINSIC REWARDS
Systemwide Rewards – apply the same to all people within an organization or within a specific category or department.
Individual Rewards – differ among people within the same organization or department.
Extrinsic motivation is effective over the short-term, but intrinsic motivation promotes better long-term motivation.

12. EXAMPLES OF INTRINSIC AND EXTRINSIC REWARDS
Individual
Large merit
increase
Feeling of self-fulfillment
Pride in being part of a “winning” organization
Systemwide
Insurance benefits

13. SELF-DETERMINATION THEORY (SDT)
SDT describes the social factors that will promote intrinsic motivation and internalized forms of extrinsic motivation.
Autonomy is necessary to attain true competence and relatedness.
SDT determines how extrinsic rewards will influence intrinsic motivation.

14. SELF DETERMINATION CONTINUUM
Low
High
Extrinsic
Motivation
Intrinsic
Motivation
Amotivation
Amotivation
External Regulation
3. Introjected Regulation
4. Identified Regulation
5. Intrinsic Motivation to Experience Stimulation
6. Intrinsic Motivation to Accomplish
7. Intrinsic Motivation to Know

15. What social factors influence intrinsic motivation?

16. SOCIAL FACTORS REDUCING INTRINSIC MOTIVATION
Social factors reducing intrinsic motivation include: competition, evaluation/feedback and rewards.
Competition reduces IM
Winning and playing well enhances IM whereas losing and playing poorly lowers IM.
Positive feedback increases IM while negative feedback reduces IM.
Rewards can both raise and lower IM in different situations.

17. How do rewards influence intrinsic motivation?

18. LEPPER & GREENE (1968) REWARD STUDY
Baseline 1 – monitored amount of time preschoolers played with markers during free-play time
Expected Reward Group – promised reward & received one
Unexpected Reward Group – not promised reward but received one
Control Group – not promised reward and didn’t receive one.
Baseline 2 – monitored time played with markers during free-play time.

19. PERCEPTIONS KEY TO HOW MESSAGE INTERPRETED
How athletes perceive the reason rewards are given is the key to IM.
Autonomy is necessary to develop strong competence and relatedness.
If rewards are view as controlling, it lowers feelings of competence and relatedness too, reducing IM.
If rewards are viewed as informational about competence, autonomy and IM must be high as well.

20. HOW DO REWARDS IMPACT INTRINSIC MOTIVATION
Reward impact not determined by number or size of rewards.
Impact determined by “message” behind the reward.
How well does the reward enhance perceptions of competence, autonomy and relatedness?

21. RELATIONSHIP BETWEEN INTRINSIC & EXTRINSIC MOTIVATION
EM + IM = TOTAL MOTIVATION (TM)
IM = TM EM
If EM lowers perceived competence, autonomy and/or relatedness, IM and TM decline.
If EM increases perceived competence, autonomy and/or relatedness, IM and TM improve. 1 2

22. REWARDS PROMOTING INTRINSIC MOTIVATION
Contingent Rewards – received for attaining a standard of excellence (e.g., trophy for winning a tourney)
Noncontingent Rewards – no standard of excellence (e.g., winning lottery)
Contingent rewards normally increase IM because they increase feelings of competence and autonomy.
Noncontingent rewards reduce IM.

23. What factors promote intrinsic motivation?

24. FACTORS PROMOTING INTRINSIC MOTIVATION
“Autonomy support” from coaches, parents and peers,
The competitive structure of the league (i.e., varsity versus intramural sports)
Motivational climate – mastery versus outcome

25. GOAL MODEL OF MOTIVATION
(Antecedents) (Consequences)
Beliefs about Goal Motivational
Talent Orientations Patterns
Capacity Ego-Involved Success- &
or Outcome Failure-Oriented
Learning Task-Involved Performance-
or Performance Oriented

26. BELIEFS ABOUT TALENT & INTELLIGENCE
Capacity beliefs – intelligence and sport ability are fixed and unchangeable.
The worst thing is to look dumb or incompetent
Talent is measured now and far into the future.
Learning beliefs – intelligence and talent are changeable and controllable.
The worst thing is to not learn.
Talent is measured for the present but not for the future.

27. ROLE OF EFFORT IN TALENT BELIEFS
Capacity beliefs – high ability means you shouldn’t have to work hard.
They feel smart when others struggle.
They perceive a negative relationship between effort and performance.
Learning beliefs – hard work always is necessary to reach your potential.
They feel smart when they help others or bring out the best in others.
They perceive a positive relationship between effort and performance.
Effort will get your somewhere better as long as you work hard.

28. BELIEFS PREDICT JUNIOR HIGH TRANSITION
7th grade important transition that is stressful to adolescents because
work gets suddenly harder,
workload becomes greater,
grading is more stringent,
grades become more important and
instruction is less personalized.

29. HOW ARE BELIEFS DEVELOPED?
Feedback patterns have a major impact on beliefs.
If feedback focuses on traits (e.g., you’re very talented) to explain success or lack of talent to explain failure, capacity beliefs develop.
If feedback focuses on effort and strategy as the keys to success and failure, learning beliefs develop

30. WHAT ARE MOTIVATIONAL STYLES?
Motivational Styles – are specific motivational patterns adopted by performers based on their beliefs about talent, how they define success/failure (i.e., place highest priority on outcome versus process/performance goals) and perceived competence.
These motivational patterns have a profound impact of Flow, long- term development and performance. 30

31. MOTIVATIONAL STYLES mastery-oriented success-seekers or
success-oriented
failure-avoiders or
failure-oriented 31

32. MASTERY-ORIENTED (MO)
Process and performance goals are given highest priority in defining success.
They feel successful when they learn, improve and master tasks.
Perceived competence doesn’t influence MO performers as long as they believe they can learn and get better. 32

33. FAILURE AVOIDERS (FA)
Outcome goals are given highest priority in defining success.
They feel successful when they win and socially compare well.
FAs normally have low perceived competence because they lose often.
Motivation eventually switches from striving for success to trying to avoid failure. 33

34. SUCCESS-SEEKERS (SS)
Outcome goals are given highest priority in defining success.
They feel successful when they win and socially compare well.
FAs normally have high perceived competence because they win or place high often. 34

35. MASTERY-ORIENTED Outlook about Competition – positive and optimistic
Attributions for Success – effort
Attributions for Failure – effort
Effort Expenditure – consistently maximal effort,
Task Choice – very difficult tasks or opponents, and
Response to Failure – great persistence that prompts increases effort and improves problem solving 35

36. FAILURE-AVOIDERS Outlook about Competition – negative and pessimistic,
Attributions for Success – luck or an easy task,
Attributions for Failure – lack of ability,
Effort Expenditure – low on moderate difficulty task and high on easy tasks,
Task Choice – very easy or very difficult tasks or opponents, and
Response to Failure – give up quickly and quit trying; will drop out if they can. 36

37. SUCCESS-SEEKERS Outlook about Competition – positive and optimistic,
Attributions for Success – high ability,
Attributions for Failure – effort,
Effort Expenditure – just high enough effort to win,
Task Choice – moderately difficult tasks, and
Response to Failure – moderate persistence as long as they think they can win, prompting increased effort and improved problem solving 37

38. What are higher- versus lower-order needs?

39. HIGHER VERSUS LOWER NEEDS
Intrinsic motivation promotes “higher needs” such as need for accomplishment, competence, fulfillment and self-determination.
Extrinsic motivation promotes “lower needs” such as material comfort and basic safety.
Leaders versus managers have different needs and motivational methods.

40. NEEDS OF PEOPLE AND MOTIVATION METHODS
Conventional Management
Leadership
Lower Needs
Higher Needs
Carrot and Stick (Extrinsic)
Empowerment (Intrinsic)
Growth and Fulfillment
Control People
Best Effort
Adequate Effort

41. MASLOW’S HIERARCHY OF NEEDS THEORY
Need Hierarchy
Fulfillment on the Job
Opportunities for advancement, autonomy, growth, creativity
Self-Actualization Needs
Esteem Needs
Recognition, approval, high status, increased responsibilities
Belongingness Needs
Work groups, clients, coworkers, supervisors
Safety Needs
Safe work, fringe benefits, job security
Physiological Needs
Heat, air, base salary

42. MASLOW’S HIERARCHY
Physiological, safety and belonging needs are deficiency needs which take priority over higher-order needs.
Needs must be satisfied in a hierarchical fashion, with physiological first and self-actualization last.
Higher-order needs become important only when low-order needs have been satisfied.

43. What is Herzberg’s 2-factor theory?

44. HERZBERG’S TWO-FACTOR THEORY
Based on worker interviews of times when they were highly motivated versus unmotivated, Herzberg developed his two-factor theory.
Leaders must both remove dissatisfiers and use motivators to meet higher-order needs.

45. Herzberg’s Two-Factor Theory
Highly Satisfied
Motivators
Achievement
Recognition
Responsibility
Work itself
Personal growth
Motivators influence level of satisfaction
Area of Satisfaction
Neither Satisfied nor Dissatisfied
Hygiene Factors
Work conditions
Pay/security
Company policies
Supervisors
Area of Dissatisfaction
Hygiene factors influence level of dissatisfaction
Interpersonal
relationships
Highly Dissatisfied

46. McCLELLAND’S NEED ACHIEVEMENT THEORY
Need for achievement – the desire to accomplish something difficult, attain a high standard of success, master complex tasks and surpass others.
Need for affiliation – the desire to form close personal relationships, avoid conflict and establish warm friendships.
Need for power – the desire to influence or control others, be responsible for others and have authority over others.

47. What is Expectancy Theory?

48. KEY ELEMENTS OF EXPECTANCY THEORY
Will putting effort into the task lead to the desired performance?
E > P expectancy
Effort Performance
Ability, experience, information & opportunity to perform
Will high performance lead to the desired outcomes?
P > O expectancy
Performance Outcomes
Valence – value of outcomes
(pay, recognition, other rewards)
Are the available outcomes highly valued?
Motivation

49. The End
The End