Activity 1
2 years ago
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Activity1.2.docx
Module3.pdf
Activity1.2.docx
300 word response 1 reference Due 9/9/2024
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Module3.pdf
CONTENTS
Section 1: The overview of organizational behavior
Definition and scope
The Hawthorne study
Section 2: The human relation movement
Mary Parker Follet
McGregor’s Theory X and Theory Y
Section 3: Motivation
Definition
Maslow’s needs hierarchy
Intrinsic & extrinsic motivation
2
THE OVERVIEW OF ORGANIZATIONAL BEHAVIOR
FROM “ORGANIZATION THEORY” TO “ORGANIZATIONAL BEHAVIOR”
Organizational factors
(e.g., structure, rules)
Organizational Outcomes
(e.g., profit, effectiveness)
Individual/Team outcomes
(e.g., individuals’
performance)
Individual/Team-level
factors
(e.g., ???)
4
Organizational behavior is an applied behavioral science that draws from psychology, sociology,
anthropology, political science, and economics. It focuses on understanding individual and group
dynamics within organizational settings. As people work together, a variety of complex factors come
into play. OB seeks to analyze these interactions to help managers anticipate behavioral responses
and effectively manage outcomes.
There are three goals of OB:
1. To explain the reasons behind individual and group behaviors within an organization.
2. To predict how these behaviors will unfold based on various internal and external influences.
3. To equip managers with strategies to effectively guide and motivate individuals and groups, ensuring they contribute their best
effort towards achieving organizational goals.
THE DEFINITION AND SCOPE OF OB
5
BehaviorMotivation
Cognitions
Affect/ Emotions
Self Efficacy
Ego Resources
Needs
Personal Traits
Environment
(Culture/Team/
Leadership, etc.)
A Framework for Organizational Behavior Study
Goals
Values
Outcomes
6
Scholars from Harvard Business School conducted a number of experiments from 1924 to 1933 at the Hawthorne Plant of the Western Electric Company in Illinois.
Research Question: Are employees more productive in a well-lit environment than they are in a poorly-lit environment?
THE BEGINNING OF OB STUDY – THE HAWTHORNE STUDIES
Improved lighting, workstation,
having regular breaks, etc.
Surveys/
Interviews
7
THE BEGINNING OF OB STUDY – THE HAWTHORNE STUDIES
8
THE HAWTHORNE STUDIES
Main findings
Researchers were surprised to find that productivity increased by the
control group / period (without improvements) and the experimental
group (with improvements)
Why?
1. Attention received by the group (Hawthorne effect)
2. In some studies, the workers were consulted, and allowed to
discussed with others before any changes were made → respects and
group dynamics
9
THE HAWTHORNE STUDIES - IMPLICATIONS
A change in the views of workers: They are not isolated, unrelated individuals; they are social beings and their behaviors are affected by:
Personal and social conditioning – values, hopes, fears, expectations
Human satisfaction derived from his or her social participation with coworkers and supervisors.
Researchers started to explore informal employee groups/teams and the social functions that occur within group and influence the behavior of the individual group members.
Demonstrate the important influence of human factors on worker productivity
(Borkowski 2005, pp.7-8; Shafritz et al. 2016, p. 295-296) 10
THE HUMAN RELATION MOVEMENT
MARY PARKER FOLLET & PARTICIPATORY
MANAGEMENT
Mary Parker Follet (1868-1933)
Life: American social worker focusing on the related issues of community
Ideas: Mother of Modern management—emphasizing on human elements in
organizations
“The giving of orders”—micromanagement and human relations
Issue: issuing of orders is surrounded by many difficulties
Three to-do things: (1) build up certain attitudes, (2) provide for the release of
these attitudes, (3) augment the releases response as it is being carried out
Main arguments: (1) one person should not give orders to another person, but
both should agree to take their orders from the situation, (2) scientific
management: it tends to depersonalized orders, (3) the order should be the law of
the situation, (4) the situation is always evolving, and (5) orders should involve
circular not linear behavior
12
MARY PARKER FOLLET & PARTICIPATORY MANAGEMENT
Mary Parker Follet’s contribution
Background: the emphasis of orthodoxy was mainly macro
Micro issue: how individuals within organizations operated and how decisions were made
Hawthorne experiments in 1920s as the genesis of the human relations school
Follet’s contribution
As a major voice of “participatory management”
The advantages of exercising “power” as opposed to “power over”
Law of the situation
Draws attention to the problems caused when superior-subordinate roles inhibit the productivity of the organization
Was one of the first to focus on the theory of individual within organizations
Workers should be more responsive to peer pressure than to management controls
13
HUMAN RELATIONS AND 1950S
Why 1950s?
14
MCGREGOR: “THE HUMAN SIDE OF ENTERPRISE (1957)”
Background: How to utilize the social science to make our human organization truly effective?
The conventional view—Theory X Propositions: (1) management is responsible for organizing the elements of
productive enterprise in the interest of economic end, (2) management is a process of directing people’s efforts, motivating them, controlling their actions, modifying their behavior, (3) people would be passive to organizational needs—needed to be controlled, persuaded, and rewarded
Assumptions: (1) people are naturally indolent, (2) people lack ambition, (3) people are self-centered, (4) people resist to change
Challenges to conventional views Mistaken notion of causation: Behavior is not a consequence of man’s
inherent nature, it is a consequence rather of the nature of industrial organizations, of management practice
New focus: Management has provided for physiological and safety needs → management need to focus on social and egoistic needs
Carrot-and-stick theory: does not work at all once man has reached an adequate subsistence level and is motivated by higher needs
15
MCGREGOR: “THE HUMAN SIDE OF ENTERPRISE (1957)”
Theory Y
Proposition:
(1) people are not nature passive or resistant to organizational needs,
(2) people have become so as a result of experience in orgs,
(3) management needs to recognize and develop these human characteristics,
(4) management need to assure that people can achieve their own goals best by directing their own efforts toward organizational objectives,
(5) management by objectives V.S. management by control,
(6) rely on self-direction and self-control
Suggestions:
(1) decentralization and delegation,
(2) job enlargement: encouraging the acceptance of responsibility at the bottom of organization, focusing on social and egoistic needs,
(3) participation and consultative management,
(4) performance appraisal
16
An articulation of the basic assumptions of the organizational behavioral perspective
Hawthorne studies → human factors in the group/team level
McGregor’s Theories → how individual differences in terms of their personality, needs, motivation and
attitudes may interact with different managing styles and practices in affecting individual level outcomes.
Like Simon, McGregor pointed out the absurdity of maintaining universal principles of organizational
arrangements
These differing philosophic orientations are extremes for purposes of example, most work situations
would require a mix rather than a simplistic acceptance of either construct.
THE IMPLICATIONS OF MCGREGOR’S THEORIES
17
MOTIVATION
MOTIVATION AND LEADERSHIP
19
What is motivation? What are the different types of
motivations/ motivational theories?
What is the importance of
motivational research in public
organizations?
CLASS ACTIVITY I: MANAGER’S NIGHTMARE
Imagine you are the manager of a college sports or debate team and face the following situation:
You are dissatisfied with team performance, as some members are not putting in enough effort.
You lack resources for additional training or monetary incentives.
You cannot terminate team members or alter the organizational structure, task progress, or rules.
Given these constraints, how would you improve your team’s performance?
Discuss your ideas with your classmates and either present your own suggestions or provide feedback on others' proposals.
20
THE DEFINITION OF MOTIVATION
To be motivated means to be
moved to do something (Ryan &
Deci, 2000)
“Motivation” (noun) refers to the
forces acting within individual that
move us, arouse us, and direct us
to do an activity (Rainey, 2009)
21
THE DEFINITION OF MOTIVATION (CONT’D)
“Motivation” = “to want”, “wanting” (verb)
To have or feel a need of (a desired end state);
To wish or demand the presence of (a desired end state);
To desire to come, go, or be;
To have a strong desire for or inclination toward (like);
To hunt or seek in order to seize (Higgins and Kruglanski, 2000)
Motivational research
As compared to “knowing” (cognition), “feeling” (affect/emotions), and “doing” (behavior)
Motivational research is concerned with the nature and functions of wanting and their relation to knowing, feeling, and doing.
22
WHAT IS MOTIVATION ABOUT?
Motivation accounts for (Graham & Weiner, 1996):
The choice of behavior (i.e., what we do or what we choose to do).
The latency of behavior (i.e., how long it takes before we initiate the activity)
VS
VS
23
WHAT IS MOTIVATION ABOUT? (CONT’D)
The intensity of behavior (i.e., how hard we actually work at the activity)
The persistence of behavior (i.e., how long we are willing to remain at the activity)
The cognitions and emotional reactions accompanying the behavior (i.e., what we are thinking and feeling while
engaged in the activity )
VS
VS
Study continuously for 10 hours vs 1 hour
24
THE NATURE OF MOTIVATION
Motivation varies in level (i.e., people have different amounts of motivation)
The level of motivations can be changed or manipulated by environments and/or external interventions.
Environment External Intervention
25
THE NATURE OF MOTIVATION
Motivation varies in orientation (i.e., people have different types of motivation)
People may have multiple types of motivation for an activity at the same time
The salience of motivational orientations can be changed or primed by environments and/or external interventions (Levesque & Pelletier 2003)
Example: What motivated you to attend this class/program?
26
MASLOW: “A THEORY OF HUMAN
MOTIVATION”
General introduction
Hunger drive: the hunger drive was rejected as a centering point or model for a
definitive theory of motivation
Basic needs: any motivated behavior must be understood to be a channel through
which many basic needs may be simultaneously expresses or satisfied—more than
one motivation
Hierarchy: (1) human needs arrange themselves in hierarchies of prepotency, (2)
the appearance of one need usually rests on the prior satisfaction of another,
more pre-potent need,
Human center: motivation theory should be human centered
Goal: classifications of motivation must be based upon goals rather than upon
instigating drives or motivated behavior
Motivation theory is not synonymous with behavior theory
27
MASLOW: “A THEORY OF HUMAN MOTIVATION”
Maslow’s needs hierarchy
The physiological needs: (1) water, food, rest, (2) at once other (and higher) needs
emerge and these, rather than physiological hungers, dominate the organism
The Safety needs: predictable
The love needs: affection and belongingness needs
The esteem needs: which is soundly based upon real capacity, achievement and
respect from others
The need for self-actualization: What a man can be, he must be.
Mechanisms
“Once lower needs are satisfied, they cease to be motivators of behaviors”
“Conversely, higher needs cannot motivate until lower needs are satisfied”
Source: (Hysa & Mansi, 2020)
28
TYPES OF
MOTIVATION
Types of motivations in the
framework of Self-
Determination Theory (SDT): (Ryan &
Deci 2000)
Intrinsic motivation: Refers to
doing something because it is
inherently interesting or enjoyable
Extrinsic motivation: Refers to
doing something because it leads
to a separable outcome
Source: (Cercos, 2017)
29
INTRINSIC MOTIVATION
Intrinsic motivation is defined as the doing of an activity for its inherent
satisfactions rather than for some separable consequence (Ryan &
Deci 2000)
The reward is in the activity itself (e.g., the task is interesting or
meaningful)
The phenomenon of intrinsic motivation was first acknowledged within
experimental studies of animal behavior (White, 1959)
Robert W. White (1920-1975)
One of the early intrinsic motivation theorists 30
INTRINSIC
MOTIVATION
Animals like monkeys, cats, &
rats engage in exploratory,
playful, and curiosity-driven
behaviors even in the absence
of reinforcement or reward
31
INTRINSIC MOTIVATION
How to measure human’s intrinsic motivation?
Self-reports of interest and enjoyment of the activity
‘‘Free choice’’ measure in laboratory experiments
Participants are exposed to a task under varying conditions (e.g., getting a reward or not).
After a while, the experimenter tells participants they will not be asked to work with the target task any further.
The participants are then left alone in the experimental room with the target task as well as various distractor activities.
It is assumed that, if there is no extrinsic reason to do the task (e.g., no reward and no approval), then the more time they spend with the
target task in the “free choice” period, the more intrinsically motivated they are for that task.
(Deci 1971; Ryan & Deci 2000b)
32
EXTRINSIC MOTIVATION
Extrinsic motivation is defined as the doing of an activity to attain (or avoid) some separable outcome.
The reward is separated from the activity itself (e.g., the task may not be interesting or meaningful, but people still do it for some instrumental purposes)
Extrinsic motivation is NOT equal to External incentive
The separable outcome can be either positive or negative, tangible or intangible. For example:
Positive – Tangible: Monetary reward
Positive – Intangible: Good personal image
Negative – Tangible: Punishment
Negative – Intangible: Disapproval from others
33
EXTRINSIC MOTIVATION Extrinsic motivation can vary greatly in its relative autonomy. For example:
Students choose to study because they think it is valuable for their future career
Students are forced to study to avoid punishments from their parents
Source: (Ryan & Deci, 2000)
34
THE RELATIONSHIP BETWEEN EXTERNAL REWARDS, INTRINSIC AND
EXTRINSIC MOTIVATIONS
Motivation Crowding Theory / Crowding-Out Effect
Under particular conditions, providing external (monetary)
rewards undermine intrinsic motivation and lead to a
sequent decrease in supply
Example: Paying for blood undermines cherished social
values and would therefore reduce the motivation to donate
blood (i.e., a change in the perceived nature of the activity)
(Frey & Jegen 2001 )
35
OTHER TYPES OF MOTIVATIONS: PROCESS THEORIES
Source: (Kakkos & Trivellas, 2011)
36
EXPECTANCY THEORY
Source: (Joy, 2018) 37
THE IMPORTANCE OF MOTIVATIONAL
RESEARCH IN PUBLIC ORGANIZATIONS
Arguments:
Work motivation is an independent variable that affect
performance
Work motivation is variable that mediates the influences of
other factors on performance
Motivations lead to different work-related behaviors that will
affect performance AND other organizational outcomes.
38
MOTIVATION & PERFORMANCE
Motivation accounts for the choice, latency, intensity, persistence, and emotional reactions of work behavior.
These attributes of work behavior will affect the actual output/outcome of work.
The primary objective of work motivation research is to learn how to motivate employees to perform the duties and
responsibility assigned by the organization (Wrigth, 2001)
39
MOTIVATION AS A MEDIATOR
Many contextual or personal factors may exert influences on work performance via the mechanism of work
motivation.
Example: Leadership
Mechanism: Leadership→ Higher Intrinsic motivation (i.e., the work is meaningful) → Higher Performance
40
MOTIVATIONS & WORK-RELATED BEHAVIORS
Motivations account for different types of work-related behavior, either constructive or destructive, which may positively or negatively affect organizational performance or other desirable outcomes
Examples:
Prosocial (altruistic) motivation → extra-role helping behaviors
Power motivation → Office politics
41
PUBLIC SERVICE
MOTIVATION
Dimensions of Public Service
Motivation
Attraction to public service
Compassion
Commitment to public value
Self-sacrifice
Source: (Prebble, 2014)
42
PUBLIC SERVICE MOTIVATION—POTENTIAL IMPACTS
Source: Palma & Sepe, 2017 Source: Gan et al., 2017
43
44Source: (Das, 2023)
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