Week 4 - Motivation I.pdf

MOTIVATION I OAM 330: ORGANIZATION & MANAGEMENT JAKE JO FALL 2024 LAST CLASS Attitudes & Behaviors Work Attitudes ▪ Job satisfaction ▪ Organizational commitment Attitude→ Behavior Link...

MOTIVATION I OAM 330: ORGANIZATION & MANAGEMENT JAKE JO FALL 2024 LAST CLASS Attitudes & Behaviors Work Attitudes ▪ Job satisfaction ▪ Organizational commitment Attitude→ Behavior Link ▪ How a person feels is often a good predictor Work Behaviors of how someone will behave ▪ Job performance ▪ Citizenship behaviors ▪ Counterproductive behaviors ▪ Absenteeism ▪ Turnover LEVELS OF ANALYSIS ORGANIZATION GROUP INDIVIDUAL  Decision Making INDIVIDUAL Individual Differences & Personality Attitudes & Behaviors Motivation Creativity Diversity Ethics MOTIVATION Desire to achieve a goal or certain performance level, leading to goal-directed behavior Arguably the most important thing a successful leader does is motivate employees How much a person’s knowledge, skills, and abilities (KSA’s) or environmental factors (resources, information, and support) matter depends on how motivated the person is FACTORS OF JOB PERFORMANCE THEORIES OF MOTIVATION Need-Based Theories Process-Based Theories NEED-BASED THEORIES Earliest studies of motivation involved an examination of people’s needs Examples ▪ Maslow’s Hierarchy of Needs ▪ ERG Theory ▪ Two-Factor Theory ▪ Acquired-Needs Theory MASLOW’S HIERARCHY OF NEEDS MASLOW’S HIERARCHY OF NEEDS Premise: Human beings have needs that are hierarchically ranked ▪ We have basic needs and in their absence, other needs are not considered ▪ Once basic needs are satisfied, it no longer serves as a motivator Limitations ▪ People can have multiple needs at a time ▪ Different order of needs is also possible ERG THEORY Growth Relatedness Existence ERG THEORY Premise: Modifies and relaxes assumptions of Maslow’s Hierarchy and argues human needs can be grouped under three categories ▪ Existence: Physiological/safety needs ▪ Relatedness: Interpersonal relationships ▪ Growth: Personal development Limitations ▪ Overly general definitions of needs makes it difficult to measure or clarify what needs are OREGON DUCKS TWO-FACTOR THEORY Premise: Aspects of the work environment that motivate employees are different from aspects that create demotivation ▪ Motivators: Factors that are intrinsic to the job that increase motivation ▪ Hygiene factors: Factors that are extrinsic to the job that decrease motivation TWO-FACTOR THEORY HYGIENE FACTORS (-) MOTIVATORS (+) Company policy Achievement Supervision and relationships Recognition Working conditions Interesting work Salary Increased responsibility Security Advancement and growth TWO-FACTOR THEORY Premise: Aspects of the work environment that motivate employees are different from aspects that create demotivation ▪ Motivators: Factors that are intrinsic to the job that increase motivation ▪ Hygiene factors: Factors that are extrinsic to the job that decrease motivation Limitations ▪ Classification of factors is not that simple ▪ Not true that people can’t be motivated by extrinsic factors ACQUIRED-NEEDS THEORY Premise: People acquire three types of needs as a result of their life experiences and are motivated by dominant need ▪ Achievement: Needs to be successful ▪ Affiliation: Wanting to be liked and accepted by others ▪ Power: Wanting to influence others and control environment Among need-based approaches, acquired- needs theory has received greatest amount of empirical support NEED-BASED THEORIES Attempt to explain characteristics of a work environment that motivates employees However, most need-based theories lack strong research support Need-based theories paved the way for process-based theories THEORIES OF MOTIVATION Need-Based Theories Process-Based Theories PROCESS-BASED THEORIES View motivation as a calculated thought process Examples ▪ Equity Theory ▪ Organizational Justice ▪ Expectancy Theory ▪ Reinforcement Theory TRASHKETBALL TEACHING ASSISTANT You are paid $15 an hour working as a teaching assistant. You have held this job for four months. You are very good at what you do, you come up with creative ways to make things easier for the professor, and you are a good TA who is willing to help other TA’s. Your professor is hiring another TA who is going to work with you, hold the same job title, and perform the same tasks. This student has more advanced computer skills, but it is unclear whether these will be used on the job. The starting pay for the new hire will be $18 an hour. How would you respond? Would you be as motivated as before? FRANS DE WAAL EQUITY THEORY Premise: People are motivated by a sense of fairness in their interactions and specifically by our social comparisons ▪ Inputs: Contributions we feel we are making to environment ▪ Outcomes: Perceived rewards we can receive from situation ▪ Referent: Person we compare ourselves to Perceptions of inequity create tension and often lead to demotivation EQUITY THEORY Likely Reactions to Unfairness Emotional reaction ▪ Anger, disappointment Cognitive reaction ▪ Reduce inputs ▪ Attempt to increase outputs ▪ Possibly change referent What if we’re over-rewarded? ▪ Some feeling of guilt ▪ More often than not we rationalize it EQUITY THEORY POTENTIAL REACTIONS TO INEQUITY EXAMPLES Changing one’s thinking to believe that the Distort perceptions referent actually is more skilled than previously thought Deliberately putting forth less effort at work or Reduce own input reducing the quality of one’s work Negotiating a raise for oneself or using unethical Increase own outcomes ways of increasing rewards such as stealing from the company Change referent Comparing oneself to someone who is worse off Leave the situation Quitting one’s job if inequity can’t be fixed ORGANIZATIONAL JUSTICE Degree to which an organization treats its employees fairly Equity theory only looks at fairness of rewards Two other types of fairness have been identified HORRIBLE BOSSES DISTRIBUTIVE JUSTICE Degree to which outcomes received from organization are fair ▪ Equity theory is a distributive justice theory Best practices to increase perceptions of distributive justice ▪ Establish clear criteria for inputs ▪ Provide clear explanations for how outcomes are distributed ▪ Influence choice of referent PROCEDURAL JUSTICE Degree to which fair decision-making procedures are used to make a decision ▪ People are more likely to accept a poor outcome if they feel the process was at least fair Best practices to increase perceptions of procedural justice ▪ Be consistent in treatment of employees ▪ Allow employees voice in process ▪ Provide advance notice before implementing changes INTERACTIONAL JUSTICE Degree to which people are treated with respect, kindness, and dignity ▪ Even when faced with negative outcomes, we expect to be treated a certain way Best practices to increase perceptions of interactional justice ▪ Signal openness: “Not now but in the future” ▪ Express empathy: You can empathize without necessarily agreeing ▪ Allow questions and follow up MOVIE THEATER You have been selling an average of 100 combos of popcorn and soft drinks a day. Your manager asks you to increase this number to 300 combos a day in exchange for a $50 gift card of your choice if you can hit the target. How would you respond? Would you be motivated to increase your numbers? TIME WARNER CABLE Faced heavy competition from new entrants into market (Comcast, AT&T) Set up commission structure with greater financial rewards for increased sales But…sales did not increase. What went wrong? Leaders failed to address expectancy EXPECTANCY THEORY Motivation is determined through a calculation as people ask themselves three questions: ▪ Expectancy: Will my effort lead to performance? ▪ Instrumentality: Will my performance lead to outcomes? ▪ Valence: Do I find the outcomes desirable? Strong expectancy, instrumentality, and valence beliefs → Increased motivation levels ▪ A weak link along the way → Decreased motivation levels EXPECTANCY THEORY EXPECTANCY INSTRUMENTALITY VALENCE Make sure employees have Find rewards that are desirable proper skills, abilities, and Reward employee performance to employees knowledge Ensure that the environment Inform people in advance about Make sure that the rewards are facilitates performance the rewards reviewed as fair Provide encouragement to make Try to eliminate non-performance Give employees choice over people believe that their effort influence over rewards rewards makes a difference KEY TAKEAWAYS Need-Based Theories Provide some intuitive appeal but lack scientific research support Tends to lack guidance on practical application in organizational settings Process-Based Theories Equity Theory and Expectancy Theory are largely based on perception It is the job of a leader to increase perceptions of fairness, equity, and expectancy  NEXT CLASS Motivation II