Motivating Behaviour Chapters 5 PDF

CHAPTER 5 M O T I VAT I N G B E H AV I O U R WHAT IS MOTIVATION? Process that accounts for individual’s intensity, direction, and persistence of effort toward reaching a goal – Intensity – Direction – Persistence Theory X – negative view/extrinsic Theory Y – positive view/intri...

CHAPTER 5 M O T I VAT I N G B E H AV I O U R WHAT IS MOTIVATION? Process that accounts for individual’s intensity, direction, and persistence of effort toward reaching a goal – Intensity – Direction – Persistence Theory X – negative view/extrinsic Theory Y – positive view/intrinsic  Motivation is not a personal trait Motivation is impacted by situational factors – Differs among and within individuals across time Intrinsic motivators: internal desire – Motivated by the work itself Extrinsic motivators: outside the individual THEORIES OF MOTIVATION Needs Theories: types of needs/conditions required to be met Process Theories: ways in which people are motivated Learning Theories: change in behaviour based on experiences  MASLOW ’ S HIERARCHY OF NEEDS Abraham Maslow Lower Order Needs (external) – Physiological – Safety Higher Order Needs (internal) – Social – Esteem – Self-Actualization http://www.researchhistory.org/2012/06/16/maslows-hierarchy-of-needs/ – Intrinsic Values ERG TWO FACTOR THEORY (1) Frederick Herzberg Motivation-Hygiene Theory – Intrinsic factors are related to job satisfaction Achievement, recognition, work itself, responsibly, advancement, growth – External factors are related to job dissatisfaction influenced by extrinsic factors Work policies, supervision, interpersonal relations, and work conditions TWO FACTOR THEORY (2) Work is either: 1) satisfying or not satisfying 2) dissatisfying or not dissatisfying Changing factors linked to job dissatisfaction can make the workplace better, but may not influence motivation THEMATIC APPERCEPTION TEST (TAT) ACQUIRED NEEDS THEORY (1) David McClelland and Colleagues Need for Excellence, striving to succeed, and Achievement achieve in relation to standards (nAch) Need for Power Influence others to behave in ways (nPow) that they otherwise wouldn’t have Need for Desire for close and friendly Affiliation (nAff) interpersonal relationships ACQUIRED NEEDS THEORY (2) Need for Achievement – High achievers perform best when probably of success = 50/50 Influenced by challenge of skills and not motivated by chance – High degree of personal responsibility, feedback, and immediate degree of risk – Not related to performance as a manager – more focus on personal success than leading a group Need for Affiliation (low) and Need for Power (high) related to managerial success PROCESS THEORIES OF MOTIVATION Focus on broader picture of motivation and how people are motivated Expectancy Theory Equity Theory Justice Perceptions Reinforcement Theory EXPECTANCY THEORY (1) Individuals will be motivated to exert effort when they believe: a) Effort will lead to good performance b) Good performance will lead to rewards c) Rewards will satisfy personal goals EXPECTANCY THEORY (2) EXPECTANCY Effort-Performance Relationship If I give maximum effort, will it be recognized? People are motivated if they perceive a link between their effort and their performance Probability ranging from 0 to 1 INSTRUMENTALITY Performance-Rewards Relationship If I get a good performance appraisal, will it lead to organizational rewards? – Depends on how performance is rewarded Ranges from -1 to 1 Negative instrumentality = high performance reduces chance of outcome Instrumentality rating of 0 = no perceived VALENCE Rewards-Personal Goals Relationship If I am rewarded, are the rewards appealing to me? – Promotion vs. pay raise Organizations and managers may be limited in what they can offer in terms of rewards Assumption that all employees are motivated by the same rewards Ranges from -1 (undesirable) to 1 (desirable) EQUITY THEORY (1) Comparing inputs (effort, experience, education) and outcomes (pay, promotions, recognition, rewards) with those of others and responding to eliminate inequities Self-Inside: comparing different position within organization Self-Outside: comparing position outside of organization Other-Inside: comparing someone else’s experience within organization Other-Outside: comparing someone else’s experience outside of organization EQUITY THEORY (2) LEARNING PERSPECTIVES Traditional view Classical conditioning – a simple form of learning that links a conditioned response with an unconditioned stimulus Contemporary view Learning as a cognitive process, which assumes people are conscious, active participants in how they learn REINFORCEMENT THEORY (1) BF Skinner Behaviour is a function of its consequences – Behavioural v. cognitive processes/internal states – Behaviour follows stimuli in an unthinking manner Operant Conditioning – People act to get something they want or to avoid something they don’t – Positive reinforcement increases behaviours – Rewards are most effective when used immediately after a behaviour – Behaviour that is not reward or is punished will occur less SOCIAL LEARNING THEORY Social learning – when people observe the behaviors of others, recognize the consequences, and alter their own behavior as a result – Behavior being observed and imitated must be relatively simple – Observed and imitated behavior must be concrete, not intellectual – Learner must have the physical ability to imitate the observed behavior