1. Motivation Theories

2. What Is Motivation?
The intensity, direction, and persistence of effort a person shows in reaching a goal.

3. Motivators Intrinsic Motivators Extrinsic Motivators
A person’s internal desire to do something, due to such things as interest, challenge, and personal satisfaction.
Extrinsic Motivators
Motivation that comes from outside the person and includes such things as pay, bonuses, and other tangible rewards.

4. McGregors’ Theory X and Y

5. Needs Theories of Motivation
Individuals have needs that, when unsatisfied, will result in motivation
Maslow’s Hierarchy of Needs Theory.
Motivation-Hygiene Theory
ERG Theory
McClelland’s Theory of Needs

6. Maslow’s Hierarchy of Needs
Physiological
Safety
Social
Esteem
Self-
actualization
Langton, Robbins and Judge, Organizational Behaviour, Fifth Cdn. Ed.
Copyright © 2010 Pearson Education Canada

7. Hygiene Factors and Motivators
Langton, Robbins and Judge, Organizational Behaviour, Fifth Cdn. Ed.
Copyright © 2010 Pearson Education Canada

8. Alderfer’s ERG Theory Existence Relatedness Growth
Concerned with providing basic material existence requirements.
Relatedness
Desire for maintaining important interpersonal relationships.
Growth
Intrinsic desire for personal development.

9. McClelland’s Theory of Needs
Need for achievement
The drive to excel, to achieve in relation to a set of standards, to strive to succeed
Need for power
The need to make others behave in a way that they would not have behaved otherwise
Need for affiliation
The desire for friendly and close interpersonal relationships

10. Process Theories of Motivation
Look at the actual process of motivation
Expectancy Theory
Goal-setting Theory
Equity Theory
Stimulus-Response Theory
Job Characteristics Model

11. Expectancy Relationships
The theory focuses on three relationships:
Effort-Performance Relationship
The perceived probability that exerting a given amount of effort will lead to performance
Performance-Reward Relationship
The degree to which the individual believes that performing at a particular level will lead to a desired outcome
Rewards-Personal Goals Relationship
The degree to which organizational rewards satisfy an individual’s personal goals or needs and are attractive to the individual.

12. How Does Expectancy Theory Work?
Effort Performance Link
E=0
No matter how much effort
I put in, probably not possible
to memorize the text in 24 hours
Instrumentality
Performance Rewards Link
I=0
My professor does not look
like someone who has $1 million
Valence
Rewards Personal Goals Link
V=1
There are a lot of wonderful things
I could do with $1 million
My professor offers me $1 million if I memorize the textbook by tomorrow morning.
Conclusion: Though I value the reward, I will not be motivated to do this task.
Langton, Robbins and Judge, Organizational Behaviour, Fifth Cdn. Ed.
Copyright © 2010 Pearson Education Canada

13. Increasing Motivation With Expectancy Theory
Improving Expectancy
Improve the ability of the
individual to perform •
Make sure employees have skills
for the task
Provide training
Assign reasonable tasks and goals
Improving Instrumentality
Improving Valence
Increase the individual ’
s belief that
performance will lead to reward
Observe and recognize performance
Deliver rewards as promised
Indicate to employees how previous
good performance led to greater
rewards
Make sure that the reward is
meaningful to the individual
Ask employees what rewards they
value
Give rewards that are valued
Langton, Robbins and Judge, Organizational Behaviour, Fifth Cdn. Ed.
Copyright © 2010 Pearson Education Canada

14. Goal-Setting Theory
The theory that specific and difficult goals lead to higher performance.
Goals tell an employee what needs to be done and how much effort will need to be expended.
Specific hard goals produce a higher level of output than does the generalized goal of “do your best.”

15. Locke’s Model of Goal Setting
Regulating effort
Inc r
easing persistence
Encouraging the development
of strategies and action plans T
ask
performance
Directing attention
Goals
motivate by
Goals:
Direct attention: They indicate where individuals should direct their efforts when they are choosing among things to do. (so, if the goal is to be academically good, you spend more time and effort on this part of your studies and if the goal is to have a good time you may spend your time more with socializing etc.)
Regulate effort: They suggest how much effort an individual should put into a given task (e.g. percentage for final grade). Or if earning a high mark in accounting is more important than in OB you will likely put more effort into studying accounting.
Increase persistence: With goals in mind people tend to work more focused and hard even in the face of obstacles. (e.g. cleaning up a room).
Encourage the development of strategies and action plans: (e.g. A goal to receive a high mark in a class results in a strategy to attend classes, to review material afterwards and before, to do the self-assessment tests etc.
Langton, Robbins and Judge, Organizational Behaviour, Fifth Cdn. Ed.
Copyright © 2010 Pearson Education Canada

16. Goals Should Be SMART For goals to be effective, they should be SMART:
Specific
Measurable
Attainable
Results Oriented
Time bound

17. Self-Efficiacy and Goal Setting
Langton, Robbins and Judge, Organizational Behaviour, Fifth Cdn. Ed.
Copyright © 2010 Pearson Education Canada

18. Increasing Self-Efficacy
Enactive Mastery
Gaining relevant experience.
Vicarious Modelling
Confidence gained by seeing someone else perform the task.
Verbal Persuasion
Confidence gained because someone convinces you that you have the necessary skills to succeed.
Arousal
An energized state can drive a person to complete the task.

19. Management by Objectives
Specific goals
Participative decision-making
Explicit time period
Performance feedback

20. Feedback - Reinforcement
Colquitt et al (2010): Organizational Behaviour, p. 194

21. Reinforcement Types Positive reinforcement Negative reinforcement
Punishment
Extinction

22. Feedback Schedules
Langton, Robbins and Judge, Organizational Behaviour, Fifth Cdn. Ed.
Copyright © 2010 Pearson Education Canada

23. Organizational Justice
Langton, Robbins and Judge, Organizational Behaviour, Fifth Cdn. Ed.
Copyright © 2010 Pearson Education Canada

24. Adams’ Equity Theory
Person 1
Inequity, underrewarded
Equity
Inequity, overrewarded
Ratio of Output to Input
Person 2
Person 1s Perception
Langton, Robbins and Judge, Organizational Behaviour, Fifth Cdn. Ed.
Copyright © 2010 Pearson Education Canada

25. Job Characteristics Model
Langton, Robbins and Judge, Organizational Behaviour, Fifth Cdn. Ed.
Copyright © 2010 Pearson Education Canada