2. What is motivation? What can we learn from the needs theories of motivation? Why is the equity theory of motivation important ? What are the insights of the expectancy theory of motivation? How does goal setting influence motivation? 5-2 Copyright © 2012 John Wiley & Sons, Inc.

3. Motivation  Forces within the individual forces that account for the direction, level, and persistence of a person’s effort expended at work.  Direction - an individual’s choice when presented with a number of possible alternatives.  Leve l - the amount of effort a person puts forth.  Persistence - the length of time a person sticks with a given action. 5-3 Copyright © 2012 John Wiley & Sons, Inc.

4. Types of motivation theories  Content theories  Focus on individual needs – that is, physiological or psychological deficiencies that individuals feel a compulsion to reduce or eliminate.  Process theories  Focus on how cognitive processes as thoughts and decisions within the minds of people influence their behavior. 5-4 Copyright © 2012 John Wiley & Sons, Inc.

5. Maslow’s Hierarchy of Needs Theory  Identifies five levels of individual needs.  Assumes that some needs are more important than others and must be satisfied before the other needs can serve as motivators. 5-5 Copyright © 2012 John Wiley & Sons, Inc.

6. 5-6 Copyright © 2012 John Wiley & Sons, Inc.

7. Existence: Desires for physiological and material well-being Relatedness: Desires for satisfying interpersonal relationships Growth: Desires for continued personal growth and development. 5-7 Copyright © 2012 John Wiley & Sons, Inc. Alderfer’s ERG Theory of Motivation

8. 5-8 Copyright © 2012 John Wiley & Sons, Inc.

9. Acquired needs theory  Need for achievement (nAch).  The desire to do something better or more efficiently, to solve problems, or to master complex tasks.  Need for affiliation (nAff).  The desire to establish and maintain friendly and warm relations with others.  Need for power (nPower).  The desire to control others, to influence their behavior, or to be responsible for others. 5-9 Copyright © 2012 John Wiley & Sons, Inc.

10. Two-Factor Theory  Identifies two different factors as primary causes of job satisfaction and job dissatisfaction.  Also known as the motivator-hygiene theory. 5-10 Copyright © 2012 John Wiley & Sons, Inc.

11. Hygiene factors  Sources of job dissatisfaction found in the job context or work setting.  Job dissatisfaction occurs when hygiene factors are poor.  Improving the hygiene factors only decreases job dissatisfaction. 5-11 Copyright © 2012 John Wiley & Sons, Inc.

12. Motivator factors  Sources of job satisfaction related to job content.  Presence or absence of satisfiers or motivators in people’s jobs is the key to satisfaction, motivation, and performance.  Job enrichment is a way of building more motivator factors into job content. 5-12 Copyright © 2012 John Wiley & Sons, Inc.

13. 5-13

14. Equity Theory Any perceived inequity becomes a motivating state of mind.  People are motivated to behave in ways that restore or maintain equity in situations.  Foundation of equity is social comparison. 5-14 Copyright © 2012 John Wiley & Sons, Inc.

15. 5-15 Individual Outcomes Individual Efforts Others’ Outcomes Others’ Efforts =

16. Equity theory prediction:  Felt Negative inequity.  Individual feels he/she has received relatively less than others in proportion to work inputs.  Felt Positive inequity.  Individual feels he/she has received relatively more than others have. 5-16 Copyright © 2012 John Wiley & Sons, Inc.

17. Equity restoration behaviors.  Reduce work inputs.  Change the outcomes received.  Leave the situation.  Change the comparison points.  Psychologically distort things.  Try to change the efforts of the comparison person. 5-17 Copyright © 2012 John Wiley & Sons, Inc.

18. You regularly work longer hours than anyone else in your department. Yet, you do not feel that you are being adequately recognized or rewarded. According to equity theory, you will most likely …. 1. Increase your efforts by working longer hours. 2. Ask for a raise or bonus. 3. Reduce your efforts by decreasing hours. 4. Frame the situation as a learning experience and beneficial for your future career. 5-18 Copyright © 2012 John Wiley & Sons, Inc.

19. Organizational justice  How fair and equitable people view the practices of their workplace. 5-19 Copyright © 2012 John Wiley & Sons, Inc.

20. Procedural justice - degree to which the rules and procedures specified by policies are properly followed. Distributive justice - degree to which all people are treated the same under a policy, regardless of race, ethnicity, gender, age or any other demographic characteristic. Interactional justice - degree to which the people affected by a decision are treated with dignity and respect. Commutative Justice – degree to which exchanges and transactions among parties is considered free and fair. 5-20 Copyright © 2012 John Wiley & Sons, Inc.

21. A person’s motivation is a multiplicative function of expectancy, instrumentality, and valence (M = E x I x V). 5-21 Copyright © 2012 John Wiley & Sons, Inc.

22. Expectancy  effort will yield acceptable performance Instrumentality  performance will be rewarded Valence  value of the rewards is highly positive 5-22 Copyright © 2012 John Wiley & Sons, Inc.

23. 5-23

24. Motivational implications of expectancy theory.  Motivation is sharply reduced when, expectancy, instrumentality, or valence approach zero or are negative.  Motivation is high when expectancy and instrumentality are high and valence is strongly positive. 5-24 Copyright © 2012 John Wiley & Sons, Inc.

25. Goal setting  The process of developing, negotiating, and formalizing the targets or objectives that a person is responsible for accomplishing. 5-25 Copyright © 2012 John Wiley & Sons, Inc.

26. Difficult goals are more likely to lead to higher performance than are less difficult ones. Specific goals are more likely to lead to higher performance than vague or very general ones. 5-26 Copyright © 2012 John Wiley & Sons, Inc.

27. Task feedback is likely to motivate people toward higher performance by encouraging the setting of higher performance goals. 5-27 Copyright © 2012 John Wiley & Sons, Inc.

28. Goals are most likely to lead to higher performance when people have the abilities and the feelings of self-efficacy required to accomplish them. Goals are most likely to motivate people toward higher performance when they are accepted by the individual, and there is commitment to them. 5-28 Copyright © 2012 John Wiley & Sons, Inc.

29. Management by Objectives (MBO)  Process of joint goal setting between a supervisor and a subordinate. 5-29 Copyright © 2012 John Wiley & Sons, Inc.

30. 5-30 Copyright © 2012 John Wiley & Sons, Inc.