Motivation of Individuals 10th Edition Managing Organizational Behavior Moorhead & Griffin Chapter 4 Motivation of Individuals

Chapter Learning Objectives After studying this chapter you should be able to: Characterize the nature of motivation, including its importance and basic historical perspectives. Identify and describe the need-based perspectives on motivation. Identify and describe the major process-based perspectives on motivation. Describe learning-based perspectives on motivation. © 2012 South-Western, a part of Cengage Learning

The Nature of Motivation The set of forces that leads people to behave in particular ways The Importance of Motivation Job performance (P) depends upon motivation (M), ability, and environment (E) P = M + A + E © 2012 South-Western, a part of Cengage Learning

4.1 Motivational Framework © 2012 South-Western, a part of Cengage Learning

The Motivational Framework How Motivational Processes Occur: A need is anything an individual requires or wants A need deficiency leads to need to satisfy the need Goal-directed behaviors result from individuals trying to satisfy their need deficiencies Rewards and punishments are consequences of the goal-directed behavior © 2012 South-Western, a part of Cengage Learning

Historical Perspectives on Motivation The Traditional Approach “Scientific Management” (Frederick Taylor) assumes that employees are motivated solely by money The Human Relations Approach Assumes employees’ needs outweigh money and that fostering favorable employee attitudes (the illusion of involvement) results in motivation The Human Resource Approach Assumes people want to make genuine contributions; managers should encourage their participation by providing the proper working environment conditions © 2012 South-Western, a part of Cengage Learning

Need-Based Perspectives on Motivation Need-Based Theories of Motivation Assume that need deficiencies cause behavior The Hierarchy of Needs (Abraham Maslow) Assumes that human needs are arranged in a hierarchy of importance. Basic (or deficiency) needs Physiological Security Belongingness Growth needs Esteem Self-actualization © 2012 South-Western, a part of Cengage Learning

4.2 The Hierarchy of Needs Reference: Adapted from Abraham H. Maslow, “A Theory of Human Motivation,” Psychological Review, 1943, vol. 50, pp. 374–396. © 2012 South-Western, a part of Cengage Learning

Need-Based Perspectives… (cont’d) ERG Theory (Clayton Alderfer) Describes existence (E), relatedness (R), and growth (G) needs Assumptions: More than one need may motivate a person at the same time Satisfaction-progression and frustration-regression components imply that a person may not stay at the same level of need in Maslow’s Hierarchy of Needs © 2012 South-Western, a part of Cengage Learning

Need-Based Perspectives… (cont’d) The Dual-Structure Theory (Herzberg) Assumes that motivation, as a construct, has two separate dimensions: Motivation factors which affect satisfaction Hygiene factors which determine dissatisfaction Assumes motivation occurs through job enrichment once hygiene factors are addressed Criticisms: May be both method and culture bound Fails to account for individual differences Factors (e.g., pay) may affect both dimensions © 2012 South-Western, a part of Cengage Learning

4.3 The Dual-Structure Theory of Motivation © 2012 South-Western, a part of Cengage Learning

Process-Based Perspectives on Motivation Other Important Needs The Need for Achievement (David McClelland) The desire to accomplish a task or goal more effectively than was done in the past The Need for Affiliation The need for human companionship The Need for Power The desire to control the resources in one’s environment © 2012 South-Western, a part of Cengage Learning

Process-Based Perspectives… (cont’d) Focus of Process-Based Perspectives Why people choose certain behavioral options to satisfy their needs How people evaluate their satisfaction after they have attained these goals © 2012 South-Western, a part of Cengage Learning

Process-Based Perspectives… (cont’d) The Equity Theory of Motivation Focuses on the desire to be treated with equity and to avoid perceived inequity Equity is a perceptual belief that one is being treated fairly in relation to others Inequity is a perceptual belief that one is being treated unfairly in relation to others The Equity Comparison Outcomes (self) compared with Outcomes (other) Inputs (self) Inputs (other) © 2012 South-Western, a part of Cengage Learning

4.4 Responses to Perceptions of Equity and Inequity © 2012 South-Western, a part of Cengage Learning

Process-Based Perspectives… (cont’d) The Expectancy Theory of Motivation (Vroom) Motivation depends on how much we want something and how likely we think we are to get it Key Components Effort-to-performance expectancy The perceived probability that effort will lead to performance Performance-to-outcome expectancy The perceived probability that performance will lead to certain outcomes Outcome Anything that results from performing a behavior Valence The degree of attractiveness or unattractiveness (value) that a particular outcome has for a person © 2012 South-Western, a part of Cengage Learning

4.5 The Expectancy Theory of Motivation © 2012 South-Western, a part of Cengage Learning

Process-Based Perspectives…(cont’d) The Porter-Lawler Model Focuses on the relationship between satisfaction and performance Assumes that: If rewards are adequate, high levels of performance may lead to satisfaction. Satisfaction is determined by the perceived equity of intrinsic (intangible) and extrinsic (tangible) rewards for performance. © 2012 South-Western, a part of Cengage Learning

4.6 The Porter-Lawler Model © 2012 South-Western, a part of Cengage Learning

Guidelines for Using Expectancy Theory Determine the primary outcomes each employee wants Decide what levels/kinds of performance are needed to meet organizational goals Make sure the desired levels of performance are possible Link desired outcomes and desired performance Analyze the situation for conflicting expectancies Make sure the rewards are large enough Make sure the overall system is equitable for everyone © 2012 South-Western, a part of Cengage Learning

Learning-Based Perspectives on Motivation A relatively permanent change in behavior or behavioral potential resulting from direct or indirect experience How Learning Occurs Traditional View: Classical Conditioning A simple form of learning that links a conditioned response with an unconditioned stimulus Contemporary View: Learning as a Cognitive Process Assumes people are conscious, active participants in how they learn © 2012 South-Western, a part of Cengage Learning

Learning-Based Perspectives… (cont’d) Reinforcement Theory and Learning Operant Conditioning (Skinner) Behavior is a function of its consequences Reinforcement is the consequence of behavior Types of Reinforcement Positive reinforcement A reward or other desirable consequence that a person receives after exhibiting behavior Negative reinforcement (avoidance) The opportunity to avoid or escape from an unpleasant circumstance after exhibiting behavior Extinction Decreases the frequency of behavior by eliminating a reward or desirable consequence that follows that behavior Punishment An unpleasant or aversive consequence that results from behavior © 2012 South-Western, a part of Cengage Learning

4.1 Schedules of Reinforcement Schedule of Reinforcement Nature of Reinforcement Command Groups Task Groups © 2012 South-Western, a part of Cengage Learning

Learning-Based Perspectives… (cont’d) Social Learning in Organizations Occurs when people observe the behaviors of others, recognize their consequences, and alter their own behavior as a result Conditions for social learning: Behavior being observed and imitated must be relatively simple Observed and imitated behavior must be concrete, not intellectual Learner must have the physical ability to imitate the observed behavior © 2012 South-Western, a part of Cengage Learning

Learning-Based Perspectives… (cont’d) Organizational Behavior Modification (OB Mod) The application of reinforcement theory to people in organizational settings Effectiveness of OB Mod Varying results in organizational applications Lack of “real world” use Ethics of OB Mod Individual freedom of choice Employee manipulation © 2012 South-Western, a part of Cengage Learning

4.7 Steps in Organizational Behavior Modification © 2012 South-Western, a part of Cengage Learning

Organizational Behavior in Action After reading the chapter opening case: Which needs does working at Netapp fulfill for its employees? Is it really possible to have an organization where almost all employees are (or appear be) satisfied? What advantages does Netapp have when seeking people for employment? Disadvantages? © 2012 South-Western, a part of Cengage Learning