ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S W W W. P R E N H A L L. C O M / R O B B I N S T E N T H E D I T I O N © 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook

© 2003 Prentice Hall Inc. All rights reserved.6–26–2 AFTER STUDYING THIS CHAPTER, YOU SHOULD BE ABLE TO: 1.Outline the motivation process. 2.Describe Maslow’s need hierarchy. 3.Contrast Theory X and Theory Y. 4.Differentiate motivators from hygiene factors. 5.List the characteristics that high achievers prefer in a job. 6.Summarize the types of goals that increase performance. L E A R N I N G O B J E C T I V E S

© 2003 Prentice Hall Inc. All rights reserved.6–36–3 AFTER STUDYING THIS CHAPTER, YOU SHOULD BE ABLE TO: 7.State the impact of underrewarding employees. 8.Clarify key relationships in expectancy theory. 9.Explain how the contemporary theories of motivation complement each other. L E A R N I N G O B J E C T I V E S (cont’d)

© 2003 Prentice Hall Inc. All rights reserved.6–46–4 Defining Motivation Key Elements 1.Intensity: how hard a person tries 2.Direction: toward beneficial goal 3.Persistence: how long a person tries Key Elements 1.Intensity: how hard a person tries 2.Direction: toward beneficial goal 3.Persistence: how long a person tries

© 2003 Prentice Hall Inc. All rights reserved.6–56–5 Hierarchy of Needs Theory

© 2003 Prentice Hall Inc. All rights reserved.6–66–6 Maslow’s Hierarchy of Needs E X H I B I T 6-1

© 2003 Prentice Hall Inc. All rights reserved.6–76–7 Theory X and Theory Y (Douglas McGregor)

© 2003 Prentice Hall Inc. All rights reserved.6–86–8 Two-Factor Theory (Frederick Herzberg)

© 2003 Prentice Hall Inc. All rights reserved.6–96–9 Comparison of Satisfiers and Dissatisfiers E X H I B I T 6-3 Factors characterizing events on the job that led to extreme job dissatisfaction Factors characterizing events on the job that led to extreme job satisfaction

© 2003 Prentice Hall Inc. All rights reserved.6–10 Contrasting Views of Satisfaction and Dissatisfaction E X H I B I T 6-4 PresenceAbsence

© 2003 Prentice Hall Inc. All rights reserved.6–11 ERG Theory (Clayton Alderfer) Core Needs Existence: provision of basic material requirements. Relatedness: desire for relationships. Growth: desire for personal development. Core Needs Existence: provision of basic material requirements. Relatedness: desire for relationships. Growth: desire for personal development. Concepts: More than one need can be operative at the same time. If a higher-level need cannot be fulfilled, the desire to satisfy a lower- level need increases. Concepts: More than one need can be operative at the same time. If a higher-level need cannot be fulfilled, the desire to satisfy a lower- level need increases.

© 2003 Prentice Hall Inc. All rights reserved.6–12 David McClelland’s Theory of Needs nAch nPow nAff

© 2003 Prentice Hall Inc. All rights reserved.6–13 Matching Achievers and Jobs E X H I B I T 6-5

© 2003 Prentice Hall Inc. All rights reserved.6–14 Cognitive Evaluation Theory

© 2003 Prentice Hall Inc. All rights reserved.6–15 Goal-Setting Theory (Edwin Locke)

© 2003 Prentice Hall Inc. All rights reserved.6–16 Reinforcement Theory Concepts: Behavior is environmentally caused. Behavior can be modified (reinforced) by providing (controlling) consequences. Reinforced behavior tends to be repeated. Concepts: Behavior is environmentally caused. Behavior can be modified (reinforced) by providing (controlling) consequences. Reinforced behavior tends to be repeated.

© 2003 Prentice Hall Inc. All rights reserved.6–17 Ken Thomas’s Model of Intrinsic Motivation  Employees are intrinsically motivated when rewards an employee gets from work result from: –Choice– the ability to freely self-select and perform task activities. –Competence– the sense of accomplishment from skillfully performing chosen tasks or activities. –Meaningfulness– pursuing a task that matters in the larger scheme of things. –Progress– the feeling of significant advancement in achieving the task’s purpose.

© 2003 Prentice Hall Inc. All rights reserved.6–18 Equity Theory Referent Comparisons: Self-inside Self-outside Other-inside Other-outside Referent Comparisons: Self-inside Self-outside Other-inside Other-outside

© 2003 Prentice Hall Inc. All rights reserved.6–19 Equity Theory (cont’d) E X H I B I T 6-7

© 2003 Prentice Hall Inc. All rights reserved.6–20 Equity Theory (cont’d) Choices for dealing with inequity: 1.Change inputs (slack off) 2.Change outcomes (increase output) 3.Distort/change perceptions of self 4.Distort/change perceptions of others 5.Choose a different referent person 6.Leave the field (quit the job) Choices for dealing with inequity: 1.Change inputs (slack off) 2.Change outcomes (increase output) 3.Distort/change perceptions of self 4.Distort/change perceptions of others 5.Choose a different referent person 6.Leave the field (quit the job)

© 2003 Prentice Hall Inc. All rights reserved.6–21 Equity Theory (cont’d) Propositions relating to inequitable pay: 1.Overrewarded employees produce more than equitably rewarded employees. 2.Overrewarded employees produce less, but do higher quality piece work. 3.Underrewarded hourly employees produce lower quality work. 4.Underrewarded employees produce larger quantities of lower-quality piece work than equitably rewarded employees Propositions relating to inequitable pay: 1.Overrewarded employees produce more than equitably rewarded employees. 2.Overrewarded employees produce less, but do higher quality piece work. 3.Underrewarded hourly employees produce lower quality work. 4.Underrewarded employees produce larger quantities of lower-quality piece work than equitably rewarded employees

© 2003 Prentice Hall Inc. All rights reserved.6–22 Equity Theory (cont’d)

© 2003 Prentice Hall Inc. All rights reserved.6–23 Expectancy Theory E X H I B I T 6-8

© 2003 Prentice Hall Inc. All rights reserved.6–24 Performance Dimensions E X H I B I T 6-9