© 2008The McGraw-Hill Companies, Inc. All rights reserved. Foundations of Motivation Copyright © 2010 by the McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin

Ch. 8 Learning Objectives 1.Contrast Maslow’s, Alderfer’s, and McClelland’s need theories. 2.Explain the practical significance of Herzberg’s distinction between motivators and hygiene factors. 3.Discuss the role of perceived inequity in employee motivation. 4.Explain the differences among distributive, procedural, and interactional justice. 5.Describe the practical lessons derived from equity theory. 8-2

Ch. 8 Learning Objectives 6.Explain Vroom’s expectancy theory and review its practical implications., racial and ethnic, and disability stereotypes. 7.Explain how goal setting motivates an individual and review the four practical lessons from goal- setting research. 8.Review the mechanistic, motivational, biological, and perceptual-motor approaches to job design. 8-3

Motivation Motivation psychological processes that arouse and direct goal-directed behavior Does high motivation mean better job performance? A=Yes, B=No Is money the only motivator? 8-4

Theories of Motivation Content Theories Identify internal factors influencing motivation Maslow’s Need Hierarchy Alderfer’s ERG McClelland’s Need Herzberg’s Motivator- Hygiene Process Theories Identify the process by which internal factors and cognitions influence motivation Adam’s Equity Vroom’s Expectancy Goal Setting Theory 8-5

Motivation Theories 8-6

Maslow’s Need Hierarchy Theory How does the theory work? What research support does this theory have? What are the managerial implications of this theory? 8-7

Employee’s Varying Needs 8-8

Alderfer’s ERG Theory Existence: Desire for physiological and materialistic well-being Relatedness: Desire to have meaningful relationships with significant others Growth: Desire to grow and use one’s abilities to their fullest potential How does this theory work? What is the research support? What are the managerial implications? 8-9

McClelland’s Need Theory The Need for Achievement Desire to accomplish something difficult The Need for Affiliation Desire to spend time in social relationships and activities The Need for Power Desire to influence, coach, teach, or encourage others to achieve 8-10

McClelland’s Needs Theory in Practice 1.Is high need for power good or bad? A= Good, B=Bad, C= It depends 2.What is the most important need for leaders? a.Achievement b.Affiliation c.Power 3.What is the least important? a.Achievement b.Affiliation c.Power 8-11

Test Your Knowledge A manager made the following work assignments based on her perception of her employee’s needs. Sam – responsible for orienting new employees to the team; Rex – responsible for operations of an entire division; Jose – researcher in R & D. Which of the following set of pairs below is probably true? a.Sam- power; Rex- achievement; Jose- affiliation; b.Sam – affiliation; Rex- power; Jose – achievement c. Sam – achievement, Rex – affiliation, Jose – power d.Sam – achievement; Rex – power; Jose - affiliation 8-12

Herzberg’s Motivator-Hygiene Model Hygiene Factors job characteristics associated with job dissatisfaction Salary Supervisory relations Working conditions Motivators job characteristics associated with job satisfaction Achievement Recognition Responsibility 8-13

Herzberg’s Motivator-Hygiene Model Basic premise: Job satisfaction is not a continuum from satisfied to dissatisfied Rather, there are two continuums No Satisfaction …… Satisfaction Dissatisfaction ……No dissatisfaction 8-14

Herzberg’s Motivator-Hygiene Model 8-15

Comparison of Content Theories of Motivation Self- Actualization Esteem Belongingness Safety Physiological Growth Relatedness Existence Motivator--Hygiene Theory Motivators Hygienes Need for Achievement Need for Power Affiliation McClelland’s Learned Needs ERG Theory Needs Hierarchy Theory 8-16

Equity Theory Equity theory – people strive for fairness and justice in social exchanges People will be motivated to the extent their perceived inputs to outcomes is in balance A. Compare personal outcomes to inputs. B. Compare your outcomes to relevant others: 1.Comparisons to teammates or coworkers 2.Comparisons to another group (e.g. department/unit) 3.Comparisons to others in your field or occupational. 8-17

A. An Equitable Situation Self Other $2 1 hour = $2 per hour $4 2 hours = $2 per hour Equity Theory 8-18

$2 1 hour = $2 per hour $3 1 hour = $3 per hour B. Negative Inequity Self Other Equity Theory 8-19

$2 1 hours = $1 per hour C. Positive Inequity $3 1 hour = $3 per hour Self Other Equity Theory 8-20

Test Your Knowledge Deena works 60 hours per week and does not feel that she is being adequately recognized or rewarded. According to equity theory, Deena is least likely to: a.Ask for a raise or bonus b.Reduce her efforts by decreasing her hours c.Increase her efforts by working longer hours d.Frame the situation as a learning experience and beneficial for her future career. 8-21

For Discussion: Assess Yourself – Equity Sensitivity Which of the following best describes you? In most situations, I… a.put in more than I get out, which is fine with me b.typically strive for equity and fairness in terms of my inputs and outcomes (even if I feel positive inequity) c.try to put in as little effort as possible to attain desired rewards 8-22

Equity Sensitivity Equity Sensitivity an individual’s tolerance for negative and positive equity Benevolents have a higher tolerance for negative inequity Sensitives adhere to strict norm of reciprocity Entitleds have no tolerance for negative inequity 8-23

Organizational Justice Distributive Justice the perceived fairness of how resources and rewards are distributed Procedural Justice the perceived fairness of the process and procedure used to make allocation decisions Interactional Justice extent to which people feel fairly treated when procedures are implemented 8-24

Lessons From Equity Theory & Justice What important work-related variables are perceptions of equity related to? What are the managerial implications of equity theory and organizational justice research? 8-25

E-to-P Expectancy P-to-O Instrumentality Outcomes & Valences Outcome 1 + or - EffortPerformance Outcome 3 + or - Outcome 2 + or - Expectancy Theory of Motivation 8-26

Test Your Knowledge For each of the following actions, indicate which part of the expectancy model, specifically, would be improved for an unmotivated employee? A. Effort to Performance (Expectancy) B. Performance to Outcome (Instrumentality) C. Value of rewards (Valence) 1.Show direct link between performance and raises. 2.Set clear goals, establish positive expectations 3.Base rewards on what the employee values. 4.Establish a pay for performance plan. 5.Provide adequate resources and training. 8-27

Implications of Expectancy Theory 8-28

Goal-Setting Theory Goal what an individual is trying to accomplish 8-29

Locke’s Model of Goal Setting Encouraging the development of goal- attainment strategies or action plans Increasing one’s persistence Regulating one’s effort Directing one’s attention Goals motivate the individual by... Task performance 8-30

Guidelines for SMART Goals S S pecific M M easurable A A ttainable R R esults oriented T T ime bound Give feedback regularly! 8-31

Test Your Knowledge True (A) or False (B)? 1)“Do your best” goals maximize performance 2)Feedback enhances the effect of specific, difficult goals 3)Participative goals, assigned goals, and self-set goals are equally effective 4)Goal commitment affects goal-setting outcomes 5)Monetary incentives for goals always improve goal- setting outcomes 8-32

Job Design Approaches to Motivation Job Design: Changing the content or process of a specific job to increase job satisfaction and performance Motivational strategies: Job Rotation moving employees from one specialized job to another Job Enlargement putting more variety into a job Job Enrichment building achievement, recognition, responsibility, and advancement into the work 8-33

The Job Characteristics Model  High work effectiveness  High growth satisfaction  High general job satisfaction  High intrinsic work motivation Outcomes  Knowledge of the actual results of the work activities  Experienced responsibility for outcomes of the work  Experienced meaningfulness of work Critical psychological state  Feedback from job  Autonomy  Skill variety  Task identity  Task significance Core job characteristics Moderators 1.Knowledge and skill 2.Growth need strength 3.Context satisfaction 8-34

Applying Job Characteristics Model Steps for applying the job characteristics model 8-35