1. Chapter 5 Motivation at Work
Define motivation and articulate different views of how individuals are motivated at work.
Explain Maslow’s hierarchy of needs and its two main modifications.
Discuss how the needs for achievement, power, and affiliation influence an individual’s behavior in the workplace.
Describe the two-factor theory of motivation.
Explain two new ideas in human motivation.
Describe the role of inequity in motivation.
Describe the expectancy theory of motivation.
Describe the cultural differences in motivation.
Learning Outcomes
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2. 1
Learning Outcome
Define motivation and articulate different views of how individuals are motivated at work.
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3. Motivation
the process of arousing and sustaining goal-directed behavior
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4. THREE THEORIES OF MOTIVATION
Internal
Focus on variables within individual that lead to motivation and behavior.
Process
Emphasize nature of interaction between individual and environment.
External
Focus on elements in the environment to explain motivation and behavior.
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5. Early Motivational Theorists
Sigmund Freud
person’s organizational life founded on compulsion to work and power of love
Max Weber
Protestant work ethic
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6. Early Motivational Theorists
Adam Smith
people motivated by self-interest for economic gain to provide necessities of life.
Frederick Taylor
scientific management; emphasized cooperation between management and labor to increase profit.
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7. 2
Learning Outcome
Explain Maslow’s hierarchy of needs and its two main modifications.
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8. Maslow’s Hierarchy of Needs
Lowest to highest order
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9. Needs and Theories X and Y
SOURCE: D. M. McGregor, “The Human Side of Enterprise,” Management Review (November 1957), Copyright 1957 American Management Association International. Reprinted by
permission of American Management Association International, New York, NY. All rights reserved.
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10. Theory X and Theory Y
A set of assumptions of how to manage individuals who are motivated by lower order needs
A set of assumptions of how to manage individuals who are motivated by higher order needs
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11. McGregor’s Assumptions About People Based on Theory X
Naturally indolent
Lack ambition, dislike responsibility, and prefer to be led
Inherently self-centered and indifferent to organizational needs
Naturally resistant to change
Gullible, not bright, ready dupes
Adapted from Table 5.1 which is from “The Human Side of Enterprise” by Douglas M. McGregor, reprinted from Management Review, November Copyright 1957 American Management Association International. Reprinted by permission of American Management Association International, New York, NY. All rights reserved.
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12. McGregor’s Assumptions About People Based on Theory Y
Passive and resistant behaviors not inherent; result of organizational experience
People possess
Motivation
Development potential
Capacity for assuming responsibility
Readiness to direct behavior toward organizational goals
Adapted from Table 5.1 which is from “The Human Side of Enterprise” by Douglas M. McGregor, reprinted from Management Review, November Copyright 1957 American Management Association International. Reprinted by permission of American Management Association International, New York, NY. All rights reserved.
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13. Alderfer’s ERG Theory Growth Relatedness Existence
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14. 3
Learning Outcome
Discuss how the needs for achievement, power, and affiliation influence an individual’s behavior in the workplace.
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15. 3categories of needs McClelland’s Theory Achievement Power Affiliation
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16. McClelland’s Need Theory: Need for Achievement
a manifest (easily perceived) need that concerns individuals’ issues of excellence, competition, challenging goals, persistence, and overcoming difficulties
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17. McClelland’s Need Theory: Need for Power
a manifest (easily perceived) need that concerns an individual’s need to make an impact on others, influence others, change people or events, and make a difference in life
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18. McClelland’s Need Theory: Need for Affiliation
a manifest (easily perceived) need that concerns an individual’s need to establish and maintain warm, close, intimate relationships with other people
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19. Need Theories of Motivation
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20. 4 Learning Outcome Describe the two-factor theory of motivation.
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21. Herzberg’s Two-Factor Theory
Hygiene factor
Motivation factor
Both are work conditions, but each addresses a different part of an employee’s experience
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22. Motivation–Hygiene Theory of Motivation
Achievement
Achievement recognition
Work itself
Responsibility
Advancement
Growth
Salary?
Motivation factors increase job satisfaction
Hygiene factors avoid job dissatisfaction
Company policy and administration
Supervision
Interpersonal relations
Working conditions
Salary
Status
Security
SOURCE: Adapted from Frederick Herzberg, The Managerial Choice: To be Efficient or to Be Human. (Salt Lake City: Olympus, 1982). Reprinted by permission.
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23. Critique of Herzberg
A factor may not be exclusively motivation or hygiene (e.g., salary).
Does not account for individual differences (age, sex, social status, education).
Does not account for intrinsic job factors.
Supporting data comes from peculiar critical-incident technique.
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24. 5 Learning Outcome Explain two new ideas in human motivation.
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25. New Ideas : Eustress, Strength, Hope
healthy, normal stress
Encourages optimism, hope and health.
While things happen that are out of our control, we can control our response to them.
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26. New Ideas : Positive Energy and Full Engagement
Individuals are activated by their own physical, emotional, mental, and spiritual energy, not by unmet needs.
Stresses the role of energy recovery.
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27. Beyond the Book: Does Motivation “Work”?
A new study in England argues that motivational awards given to children, such as points, stickers, and treats, have little effect on performance.
They may reduce “intrinsic motivation.” Rather than doing a task for its own sake, they do it just for the reward.
According to Emma Dunmore, head of psychology at Harrogate Grammar School in North Yorkshire, England, children may actually be less motivated by rewards given for performance. In her study, she argues that incentives such as points, treats or stickers have little long-term results because it reduces intrinsic motivation, that is, the desire to perform a task because an individual wants to. Instead, she argues that rewards lead students to do things only for the sake of the reward, leading to feelings that they are being controlled by external factors. As she writes in her study, “Rewards may strengthen behaviour in the short term but... they can undermine motivation in the long run because they reduce the individual's perception that they are doing that task of their own free will.”
SOURCE:
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28. 6 Learning Outcome Describe the role of inequity in motivation.
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29. Social Exchange & Equity Theory
Equity theory – concerned with social processes that influence motivation and behavior.
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30. Individual–Organizational Exchange
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31. Adam’s Theory of Inequity
People are motivated when they find themselves in situations of inequity or unfairness.
To look for inequity, people consider their inputs and their outcomes.
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32. Equity and Inequity at Work
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33. Strategies for Resolution of Inequity
Alter the person’s outcomes
Alter the person’s inputs
Alter the comparison other’s outputs
Alter the comparison other’s inputs
Change who is used as a comparison other
Rationalize the inequity
Leave the organizational situation
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34. New Perspectives on Equity Theory
Equity Sensitive
I prefer an equity ratio equal to that of my comparison other.
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35. New Perspectives in Equity Theory
Benevolent
I am comfortable with an equity ratio less than that of my comparison other.
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36. New Perspectives on Equity Theory
Entitled
I am comfortable with an equity ratio greater than that of my comparison other.
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37. 7 Learning Outcome Describe the expectancy theory of motivation.
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38. Expectancy Theory
explains motivation in terms of an individual’s perception of the performance process.
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39. Two Basic Notions of Expectancy Theory
People expect certain outcomes of behavior and performance.
People believe that the effort they put forth is related to the performance they achieve and the outcomes they receive.
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40. Key Constructs of Expectancy Theory
Valence – value or importance one places on a particular reward
Expectancy – belief that effort leads to performance
Instrumentality – belief that performance is related to rewards
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41. Expectancy Model of Motivation
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42. 3 Causes of Motivational Problems
Belief that effort will not result in performance
Belief that performance will not result in rewards
The value a person places on, or the preference a person has for, certain rewards
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43. Moral Maturity the measure of a person’s cognitive moral development
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44. Moral Maturity and Motivation
Morally mature people behave and act based on universal ethical principles.
Morally immature people behave and act based on egocentric motivations.
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45. 8 Learning Outcome Describe the cultural differences in motivation.
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46. Cultural Differences Most motivation theories in use today have
been developed by and about Americans.
These theories may not deal adequately
with cultural differences.
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47. Beyond the Book: Motivation in Beijing
Participants in the opening ceremony of the 2008 Olympic Games in Beijing faced harsh conditions – 16 hour sessions, heatstroke, exposure to rain, and one session that lasted 51 hours. During the ceremony, some performers wore adult diapers so that they could perform for six hours.
There were, however, almost no complaints from the performers, most of whom agreed that such sacrifices were worth it for the good of the nation.
This case illustrates well not only the power of motivation, but the cross-cultural differences in motivating individuals. Performers and artists in China were asked to rehearse and perform under difficult circumstances, leading to at least one catastrophic injury to renowned dancer Liu Yang, to present the glories of Chinese culture to the rest of the world. With that collective goal in mind, the thousands of individuals endured what many in the West would consider torturous and inhumane conditions.
SOURCE:
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48. 1. Does Mike Winchell show the characteristics of this chapter’s definition of motivation early in the scene? Do you expect him to show any of the characteristics after the scene ends and he returns to the team?
2. Which needs discussed in this chapter does Mike appear to focus on early in the scene? Which needs become his focus later in the scene?
3. Apply “McClelland’s Need Theory” to this scene. Which parts of
that theory appear in this scene? Give specific examples.
Friday Night Lights
The Odessa, Texas passion for Friday night high school football
(Permian High Panthers) comes through clearly in this cinematic treatment
of H. G. (Buzz) Bissinger’s well-regarded book of the same title.
Coach Gary Gaines (Billy Bob Thornton) leads the Panthers to the 1988
semifinals where they must compete against a team of much larger players.
A fast-moving pace in the football sequences and a slower pace in
the serious, introspective sequences give this film many fine moments.
Ask your students:
1. Does Mike Winchell show the characteristics of the definition of
motivation early in the scene? Do you expect him to show any of the
characteristics after the scene ends and he returns to the team?
2. Which needs discussed earlier in this chapter does Mike appear to
be focused on early in the scene? Which needs become his focus
later in the scene?
3. Apply “McClelland’s Need Theory” to this scene. Which parts of
that theory appear in this scene? Give specific examples.
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49. Which needs in Maslow’s hierarchy are most important to the employees who work for Urban Escapes, and how can managers use this information to develop a highly motivated workforce?
According to equity theory, how might an Urban Escapes guide react if he or she feels underpaid or unappreciated?
What outcomes or rewards possess high valence for the managers and guides who work at Urban Escapes?
Urban Escapes
Founded in 2008 by Maia Josebachvili and Bram Levy, Urban Escapes has earned high praise for its vast array of exciting outdoor adventures. For the Urban Escapes employees working behind the scenes to deliver “Zen Escape Yoga Hikes” and “Boulder and Brew Tours,” motivation comes naturally. The company’s managers and guides are driven by the freedom and opportunity that only a start-up company can offer. “We gave everyone a lot of ownership in their cities,” Josebachvili says of her guides. “Initially, we said every time you want to run a trip, you run it by us. Within a few months, I was like, ‘Okay, if you know it’s going to work, don’t come to us—you got this’. After a year, I felt really good about what they were doing.”
Ask your students:
Which needs in Maslow’s hierarchy are most important to the employees who work for Urban Escapes, and how can managers use this information to develop a highly motivated workforce?
According to equity theory, how might an Urban Escapes guide react if he or she feels underpaid or unappreciated?
What outcomes or rewards possess high valence for the managers and guides who work at Urban Escapes?
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