Motivation Theories

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

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.

McGregors’ Theory X and Y http://www.hotelmule.com/forum/viewthread.php?tid=927&extra=&page=2

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

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

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

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.

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

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

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.

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

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

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.”

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

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

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

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.

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

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

Reinforcement Types Positive reinforcement Negative reinforcement Punishment Extinction

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

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

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

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