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the_three_theories_i_chose_are.docxThe Three Theories I chose are:
10.1.3 Acquired Needs Theory
David McClelland offers another motivation theory based on individual needs.
▲ Need for achievement is the desire to do something better or more efficiently,
to solve problems, or to master complex tasks.
▲ Need for power is the desire to control other people, to influence their
behavior, or to be responsible for them.
▲ Need for affiliation is the desire to establish and maintain friendly and
warm relations with other people.
According to McClelland, people acquire or develop these needs over time as a
result of individual life experiences. In addition, each need carries a distinct set
of work preferences. Managers are encouraged to recognize the strength of each
need in themselves and in other people. Attempts can then be made to create
work environments responsive to them.
People high in the need for achievement, for example, like to put their competencies
to work, they take moderate risks in competitive situations, and they
are willing to work alone. As a result, the work preferences of high-need achievers
include individual responsibility for results, achievable but challenging goals,
and feedback on performance.
10.2.2 Expectancy Theory
Victor Vroom’s expectancy theory of motivation asks a central question: What
determines the willingness of an individual to work hard at tasks important to
the organization?
Expectancy theory suggests that “people will do what they can do when they
want to do it.” More specifically, Vroom suggests that the motivation to work
depends on the relationships among the following three factors:
▲ Expectancy: A person’s belief that working hard will result in a desired
level of task performance being achieved.
▲ Instrumentality: A person’s belief that successful performance will be
followed by rewards and other potential outcomes.
▲ Valence: The value a person assigns to the possible rewards and other
work-related outcomes.
Expectancy theory suggests that motivation (M), expectancy (E), instrumentality
(I), and valence (V) are related to one another in a multiplication-based equation:
In other words, motivation is determined by expectancy times instrumentality
times valence. The multiplier effect has important managerial implications. Mathematically
speaking, a zero at any location on the right side of the equation (for
E, I, or V) results in zero motivation.
For example, a typical assumption is that people will be motivated to work
hard to earn a promotion. But is this necessarily true? If expectancy is low, motivation
will suffer. The person may feel that he or she cannot achieve the performance
level necessary to get promoted. So why try? If instrumentality is low,
motivation will suffer. The person may lack confidence that a high level of task
performance will result in being promoted. So why try? If valence is low, motivation
will suffer. The person may place little value on receiving a promotion. It
simply isn’t much of a reward. So, once again, why try?
As Figure 10-3 shows, the management implications of expectancy theory
include being willing to work with each individual and try to maximize his or
her expectancies, instrumentalities, and valences in ways that support organizational
objectives. Stated a bit differently, a manager can apply expectancy theory
by clearly linking effort and performance, linking performance to work outcomes,
and choosing work outcomes valued by the individual.
10.2.3 Goal-Setting Theory
Task goals, in the form of clear and desirable performance targets, are the basis
of Edwin Locke’s goal-setting theory.7 The theory’s basic premise is that task
goals can be highly motivating—if they are properly set and if they are well managed.
Specifically, goals
▲ give direction to people in their work;
▲ clarify the performance expectations between a supervisor and subordinate,
between co-workers, and across subunits in an organization;
▲ establish a frame of reference for task feedback;
▲ provide a foundation for behavioral self-management.
According to Locke, goal setting can enhance individual work performance and
job satisfaction. To achieve these benefits, however, managers and team leaders
must work together to set the right goals in the right ways. The degree to which people are involved in setting performance goals can influence their satisfaction
and performance. Research indicates that a positive impact is most likely to
occur when the participation (1) allows for increased understanding of specific
and difficult goals and (2) provides for greater acceptance and commitment to
them.
Some additional tips for successful goal-setting include the following:
▲ Set specific goals: Specifically worded goals (“To complete three preoperative
consultations every hour,” for example) lead to higher
performance than more generally stated ones (“Do your best”).
▲ Set challenging goals: As long as goals are viewed as realistic and attainable,
more difficult goals lead to higher performance than do easy goals.
▲ Build goal acceptance and commitment: People work harder for goals
that they accept and believe in; they tend to resist goals forced on them.
▲ Clarify goal priorities: Make sure that expectations are clear as to which
goals should be accomplished first and why.
▲ Reward goal accomplishment: Don’t let positive accomplishments pass
unnoticed; reward people for doing what they set out to do.
10.4 Motivating through Job Design is one motivational method I would choose. You can choose the other two by following with the scenario.
