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MGT301PresentationPearson17eChapter7.pdf

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Motivation

Concepts

Learning Objectives

Describe the three key elements of motivation.

Compare the early theories of motivation.

Contrast the elements of self-determination

theory and goal-setting theory.

Demonstrate the differences among self-efficacy

theory, reinforcement theory, equity theory, and

expectancy theory.

Identify the implications of employee job

engagement for managers.

Describe how the contemporary theories of

motivation complement one another. 7-3

Describe the Three

Key Elements of Motivation

Motivation is the processes that account for an

individual’s intensity, direction, and persistence

of effort toward attaining a goal.

The level of motivation varies both between

individuals and within individuals at different

times.

7-4

LO 1

Describe the Three

Key Elements of Motivation

The three key elements of motivation are:

1. Intensity: concerned with how hard a

person tries.

2. Direction: the orientation that benefits the

organization.

3. Persistence: a measure of how long a

person can maintain his/her effort.

7-5

LO 1

Compare the Early

Theories of Motivation

7-6

LO 2

Compare the Early

Theories of Motivation Maslow’s need theory has received wide

recognition, particularly among practicing

managers.

 It is intuitively logical and easy to understand

and some research has validated it.

 However, most research does, especially

when the theory is applied to diverse

cultures.

7-7

LO 2

Compare the Early

Theories of Motivation

7-8

LO 1

Compare the Early

Theories of Motivation

7-9

LO 2

Compare the Early

Theories of Motivation

Criticisms of Herzberg’s theory:

 Limited because it relies on self-reports.

 Reliability of methodology is questioned.

 No overall measure of satisfaction was

utilized.

7-10

LO 2

Compare the Early

Theories of Motivation  McClelland’s Theory of Needs

 The theory focuses on three needs:

 Need for achievement (nAch): drive to excel, to achieve in relation to a set of standards, to strive to succeed.

 Need for power (nPow): need to make others behave in a way that they would not have behaved otherwise.

 Need for affiliation (nAfl): desire for friendly and close interpersonal relationships.

7-11

LO 2

Compare the Early

Theories of Motivation

McClelland’s theory has had the best support.

 It has less practical effect than the others.

 Because McClelland argued that the three

needs are subconscious—we may rank high

on them but not know it—measuring them is

not easy.

 It is more common to find situations in which

managers aware of these motivational

drivers label employees based on

observations made over time.

7-12

LO 2

Self-Determination Theory

vs. Goal-Setting Theory

Self-Determination Theory

 People prefer to feel they have control over

their actions.

People paid for work feel less like they

want to do it and more like they have to it.

 Proposes that in addition to being driven by

a need for autonomy, people seek ways to

achieve competence and positive

connections to others.

7-13

LO 3

Self-Determination Theory

vs. Goal-Setting Theory

When extrinsic rewards are used as payoffs for

performance, employees feel they are doing a

good job.

 Eliminating extrinsic rewards can also shift an

individual’s perception of why he or she works

on a task from an external to an internal

explanation.

Self-determination theory acknowledges that

extrinsic rewards can improve even intrinsic

motivation under specific circumstances.

7-14

LO 3

Self-Determination Theory

vs. Goal-Setting Theory

What does self-determination theory suggest

for providing rewards?

Self-concordance: considers how strongly

people’s reasons for pursuing goals are

consistent with their interests and core values.

7-15

LO 3

Self-Determination Theory

vs. Goal-Setting Theory

What does all of this mean?

For individuals:

Choose your job for reasons other than extrinsic rewards.

For organizations:

Provide intrinsic as well as extrinsic incentives.

7-16

LO 3

Self-Determination Theory

vs. Goal-Setting Theory Goal-Setting Theory

 Goals tell an employee what needs to be

done and how much effort is needed.

Evidence suggests:

 Specific goals increase performance.

 Difficult goals, when accepted, result in

higher performance than do easy goals.

 Feedback leads to higher performance than

does non-feedback.

7-17

LO 3

Self-Determination Theory

vs. Goal-Setting Theory

 Three other factors influencing the goals-

performance relationship:

 Goal commitment

 Task characteristics

 National culture

7-18

LO 3

Self-Determination Theory

vs. Goal-Setting Theory People differ in the way they regulate their

thoughts and behaviors.

 Those with a promotion focus strive for

advancement and accomplishment and

approach conditions that move them closer

toward desired goals.

 Those with a prevention focus strive to fulfill

duties and obligations and avoid conditions

that pull them away from desired goals.

7-19

LO 3

Self-Determination Theory

vs. Goal-Setting Theory

7-20

LO 3

Self-Determination Theory

vs. Goal-Setting Theory

Goal Setting and Ethics

 The relationship between goal setting and

ethics is quite complex: if we emphasize

the attainment of goals, what is the cost?

 We may forgo mastering tasks and adopt

avoidance techniques so we don’t look

bad, both of which can incline us toward

unethical choices.

7-21

LO 3

Self-Efficacy, Reinforcement,

Equity, and Expectancy Theory

Self-efficacy theory is an individual’s belief that he or she is capable of performing a task.

 Enactive mastery

 Vicarious modeling

 Verbal persuasion

 Arousal

 Also known as social cognitive theory and social learning theory.

7-22

LO 4

Self-Efficacy, Reinforcement,

Equity, and Expectancy Theory

7-23

LO 4

Self-Efficacy, Reinforcement,

Equity, and Expectancy Theory

Implications of self-efficacy theory:

 The best way for a manager to use verbal

persuasion is through the Pygmalion effect.

A form of self-fulfilling prophecy – believing

in something can make it true.

 Training programs often make use of

enactive mastery by having people practice

and build their skills.

7-24

LO 4

Self-Efficacy, Reinforcement,

Equity, and Expectancy Theory

 Reinforcement theory: behavior is a function

of its consequences.

 Reinforcement conditions behavior.

 Behavior is environmentally caused.

Goal setting is a cognitive approach: an

individual’s purposes direct his or her action.

Operant conditioning theory: people learn to

behave to get something they want or to avoid

something they don’t want.

 B.F. Skinner’s behaviorism. 7-25

LO 4

Self-Efficacy, Reinforcement,

Equity, and Expectancy Theory

Social-learning theory: we can learn through

both observation and direct experience.

 Models are central, and four processes

determine their influence on an individual:

Attentional processes

Retention processes

Motor reproduction processes

Reinforcement processes

7-26

LO 4

Self-Efficacy, Reinforcement,

Equity, and Expectancy Theory

7-27

LO 4

Self-Efficacy, Reinforcement,

Equity, and Expectancy Theory

When employees perceive an inequity, they

can be predicted to make one of six choices:

 Change their inputs.

 Change their outcomes.

 Distort perceptions of self.

 Distort perceptions of others.

 Choose a different referent.

 Leave the field.

7-28

LO 4

Self-Efficacy, Reinforcement,

Equity, and Expectancy Theory

7-29

LO 4

Self-Efficacy, Reinforcement,

Equity, and Expectancy Theory

Expectancy theory: a tendency to act in a

certain way depends on an expectation that the

act will be followed by a given outcome and on

the attractiveness of that outcome to the

individual.

Three relationships:

 Effort-performance relationship

 Performance-reward relationship

 Rewards-personal goals relationship

7-30

LO 4

Self-Efficacy, Reinforcement,

Equity, and Expectancy Theory

7-31

LO 4

Self-Efficacy, Reinforcement,

Equity, and Expectancy Theory

Expectancy theory helps explain why a lot of

workers aren’t motivated and do only the

minimum.

Three questions employees need to answer in the

affirmative if their motivation is to be maximized:

 If I give maximum effort, will it be recognized in

my performance appraisal?

 If I get a good performance appraisal, will it

lead to organizational rewards?

 If I’m rewarded, are the rewards attractive to

me? 7-32

LO 4

Implications of Job

Engagement for Management Job engagement: the investment of an

employee’s physical, cognitive, and emotional energies into job performance.

 Gallup organization: more engaged employees in successful organizations than in average organizations.

 Academic studies: job engagement is positively associated with performance and citizenship behaviors.

7-33

LO 5

Implications of Job

Engagement for Management

What makes people more engaged in their job?

 The degree to which an employee believes it

is meaningful to engage in work.

 A match between the individual’s values and

the organization’s.

 Leadership behaviors that inspire workers to

a greater sense of mission.

7-34

LO 5

Implications of Job

Engagement for Management

Are highly engaged employees getting “too

much of a good thing?”

 Construct is partially redundant with job

attitudes.

 It may have a “dark side.”

Positive relationships between engagement

and work-family conflict.

7-35

LO 5

Compare Contemporary

Theories of Motivation

7-36

LO 6

Implications for Managers

Make sure extrinsic rewards for employees are

not viewed as coercive, but instead provide

information about competence and relatedness.

Consider goal-setting theory, as clear and

difficult goals often lead to higher levels of

employee productivity.

7-37

Implications for Managers

Consider reinforcement theory regarding quality

and quantity of work, persistence of effort,

absenteeism, tardiness, and accident rates.

Consult equity theory to help understand

productivity, satisfaction, absence, and turnover

variables.

Expectancy theory also offers a powerful

explanation of performance variables such as

employee productivity, absenteeism, and

turnover.

7-38