Motivation and Prentice Hall

Essentials of organizational Behavior, 10/e Stephen P. Robbins & Timothy A. Judge Chapter 5 Motivation Concepts Copyright 2010 Pearson Education, Inc. produce as scholar house 5-1 After studying this chapter, you should be able to 1. Describe the three key elements of need. 2. Identify 4 early theories of indigence and evaluate their applicability today. 3. Compare and contrast goal-setting theory and selfefficacy theory. 4. Demonstrate how organizational justness is a gloss of equity theory. 5. Apply the key tenets of expectancy theory to motivating employees. . Explain to what distributor point motivation theories are last bound. Copyright 2010 Pearson Education, Inc. Publishing as scholar manse 5-2 What Is Motivation? The processes that accounts for an individual(a)s intensity, direction, and persistence of effort toward attaining a organizational goal ? Intensity the amount of effort cast off forth to meet the goal ? Direction efforts are channeled toward organizati onal goals ? Persistence how long the effort is retained Copyright 2010 Pearson Education, Inc. Publishing as scholar sign of the zodiac 5-3 Early Theories of Motivation Maslows Hierarchy of take hypothesis McGregors surmise X and surmisal Y Herzbergs Two-Factor (Motivation-Hygiene) surmise McClellans Theory of demand (Three Needs Theory) Copyright 2010 Pearson Education, Inc. Publishing as scholar Hall 5-4 Maslows Hierarchy of Needs Theory Self-Actualization Upper Esteem Social Safety Psychological 5-5 Copyright 2010 Pearson Education, Inc. Publishing as scholar Hall Lower Douglas McGregors X & Y Theory X Theory Y organic dislike for work and will attempt to avoid it Must be coerced, controlled or threatened with penalty View work as being as natural as rest or manoeuvre will exercise self-direction and self-control if committed to objectives 5-6 Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Herzbergs Two-Factor Theory Not Dissatisfied Satisfie d Motivation Factors Quality of supervision Pay troupe policies Physical working conditions Relationships Job security Hygiene Factors Promotional opportunities Opportunities for personal growth Recognition state Achievement Dissatisfied Copyright 2010 Pearson Education, Inc.Publishing as Prentice Hall Not Satisfied 5-7 McClellands Theory of Needs Need for Achievement (nAch) The drive to excel Need for Power (nPow) The need to make others pretend in a way they would non assume behaved otherwise Need for Affiliation (nAff) The desire for neighbourly and close interpersonal relationships Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 5-8 McClellands High Achievers High achievers select jobs with ? Personal responsibility ? Feedback ? Intermediate degree of risk (50/50) High achievers are not necessarily vertical managers High nPow and low nAff is related to managerial success Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 5-9 Contemporary Theories of Motivation Cognitive valuation Theory Goal-Setting Theory ? Management by Objectives Self-Efficacy Theory law Theory Expectancy Theory Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 5-10 Cognitive Evaluation Theory Proposes that the introduction of extrinsic rewards for work (pay) that was previously intrinsically rewarding tends to decrease overall motivation Verbal rewards increase intrinsic motivation, while tangible rewards undermine it Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 5-11 Goal-Setting Theory Goals increase mathematical process when the goals are ? Specific ? Difficult, but accepted by employees ? go with by feedback (especially selfgenerated feedback) Contingencies in goal-setting theory ? Goal Commitment public goals better ? Task Characteristics simple & old(prenominal) better ? National Culture Western culture suits best Copyright 2010 Pearson Education, Inc.Publishing as Pren tice Hall 5-12 Management by Objectives (MBO) Converts overall organizational objectives into specialised objectives for work units and individuals Common ingredients ? ? ? ? Goal specificity perspicuous time period Performance feedback Participation in decision making 5-13 Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Self-Efficacy or Social Learning Theory Individuals belief that he or she is capable of performing a task Self-efficacy increased by ? Enactive mastery gain bring forth ? Vicarious modeling see someone else do the task ?Verbal persuasion someone convinces you that you have the skills ? Arousal get energized Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 5-14 Equity Theory Employees crusade what they put into a job situation (input) against what they get from it (outcome). They compare their input-outcome ratio with the input-outcome ratio of relevant others. My take My Input Copyright 2010 Pearson Education, Inc. P ublishing as Prentice Hall Your Output Your Input 5-15 Equity Theory and Reactions to Inequitable Pay Employee reactions in comparison to equitably-paid employees Employees arePaid by Piece Time Will provoke more Produce less output or output of poorer quality 5-16 Will produce Over-Rewarded fewer, but higherquality units Produce large Undernumber of low Rewarded quality units Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Equity Theory Forms of Justice Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 5-17 Expectancy Theory Three key relationships 1. Effort-Performance perceived probability that exerting effort leads to successful performance 2. Performance-Reward the belief that successful performance leads to desired outcome 3.Rewards-Personal Goals the attractiveness of organizational outcome (reward) to the individual Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 5-18 Global Implications Are motivation theories culture- bound? ? ? ? ? Most were developed for and by the United States Goal-setting and expectancy theories emphasise goal accomplishment and rational individual thought Maslows Hierarchy whitethorn change orderliness McClellands nAch presupposes acceptance of a moderate degree of risk concern for performance Equity theory closely tied to American pay practices Hertzbergs two-factor theory does seem to work across cultures 5-19 ? Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Implications for Managers Look beyond need theories Goal setting leads to higher productivity Organizational justice has support Expectancy theory is a powerful tool, but may not very realistic in some cases Goal-setting, organizational justice, and expectancy theories all provide practical suggestions for motivation Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 5-20 Keep in Mind Make goals specific and difficult Motivation can be increased by raising mployee confiden ce in their possess abilities (self-efficacy) decisions, especially when the outcome is likely to be viewed negatively 5-21 Openly share information on storage allocation Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Summary 1. Described the three key elements of motivation. 2. place four early theories of motivation and evaluated their applicability today. 3. Compared and contrasted goal-setting theory and self-efficacy theory. 4. Demonstrated how organizational justice is a refinement of equity theory. 5.Applied the key tenets of expectancy theory to motivating employees. 6. Explained to what degree motivation theories are culture bound. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 5-22 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the pu blisher. Printed in the United States of America. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 5-23