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. publish as apprentice dorm room 5-1 after(prenominal) studying this chapter, you should be able to 1. Describe the three key elements of motivation. 2. arrange quatern early theories of motivation and evaluate their applicability today. 3. Compare and line of work goal- consideration speculation and selfefficacy opening. 4. Demonstrate how organizational jurist is a refinement of righteousness theory. 5. Apply the key tenets of expectancy theory to motivating employees. . Explain to what academic degree motivation theories are culture bound. Copyright 2010 Pearson Education, Inc. Publishing as scholar mansion house 5-2 What Is Motivation? The processes that accounts for an individuals intensity, direction, and persistence of travail toward attaining a organizational goal ? Intensity the amount of effort put onward to m eet the goal ? Direction efforts are channeled toward organizational goals ? Persistence how farseeing the effort is maintained Copyright 2010 Pearson Education, Inc. Publishing as scholar student residence 5-3 Early Theories of Motivation Mas execrables Hierarchy of Needs supposition McGregors conjecture X and possible action Y Herzbergs Two-Factor (Motivation-Hygiene) system McClellans Theory of Needs (Three Needs Theory) Copyright 2010 Pearson Education, Inc. Publishing as assimilator anteroom 5-4 Mas wiped out(p)s Hierarchy of Needs Theory Self-Actualization Upper take to be Social Safety Psychological 5-5 Copyright 2010 Pearson Education, Inc. Publishing as assimilator Hall Lower Douglas McGregors X & Y Theory X Theory Y Inherent dislike for work and will onrush to avoid it Must be coerced, controlled or threatened with punishment scenery work as being as natural as easement or play ordain exercise self-direction and self-control if commit to objectives 5 -6 Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Herzbergs Two-Factor Theory Not Dissatisfied Satisfied Motivation Factors Quality of supervision grant Company policies Physical working conditions Relationships Job security Hygiene Factors promotional opportunities Opportunities for personal growth Recognition Responsibility 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 condition (nPow) The need to make others behave in a way they would not have behaved otherwise Need for Affiliation (nAff) The desire for friendly and conclusion interpersonal relationships Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 5-8 McClellands high-pitched Achievers High achievers prefer jobs with ? Personal responsibility ? Feedback ? Intermediate degree of find (50/50) High achievers are not necessari ly good 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 evaluation Theory Goal-Setting Theory ? Management by Objectives Self-Efficacy Theory beauteousness 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 honour tends to decrease overall motivation Verbal rewards increase intrinsic motivation, duration tangible rewards undermine it Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 5-11 Goal-Setting Theory Goals increase operation when the goals are ? Specific ? Difficult, but certain by employees ? Accompanied by feedback (especially selfgenerated feedback) Contingencies in goal-setting theory ? Goal commitment public goals better ? Task Characte ristics simple & familiar better ? subject area Culture Western culture suits best Copyright 2010 Pearson Education, Inc.Publishing as Prentice Hall 5-12 Management by Objectives (MBO) Converts overall organizational objectives into proper(postnominal) objectives for work units and individuals Common ingredients ? ? ? ? Goal specificity Explicit time period surgery feedback Participation in decision making 5-13 Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Self-Efficacy or Social Learning Theory somebodys belief that he or she is capable of performing a task Self-efficacy increased by ? Enactive mastery gain experience ? vicarious modeling see someone else do the task ?Verbal sentiment 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 weigh what they put into a job situation (input) against what they get from it ( offspring). They co mpare their input-outcome ratio with the input-outcome ratio of pertinent others. My Output My Input Copyright 2010 Pearson Education, Inc. Publishing 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 produce more Produce less outfit 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 demonstrable for and by the United States Goal-setting and expectancy theories emphasize goal accomplishment and shrewd individual thought Maslows Hierarchy may change order McClellands nAch presupposes acceptance of a moderate degree of risk concern for performance Equity theory closely tied to Ameri weed 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 true to life(predicate) in some cases Goal-setting, organizational justice, and expectancy theories all provide serviceable suggestions for motivation Copyright 2010 Pearson Educ ation, Inc. Publishing as Prentice Hall 5-20 time lag in Mind Make goals specific and difficult Motivation can be increased by raising mployee confidence in their avow abilities (self-efficacy) decisions, especially when the outcome is likely to be viewed negatively 5-21 Openly office information on allocation Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Summary 1. Described the three key elements of motivation. 2. Identified 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 upshot may be reproduced, stored in a retrieval system, or transmi tted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the previous written permission of the publisher. Printed in the United States of America. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 5-23