MT 302 Organizational Behavior Week 4: Motivation Prof. Cindy Wessel

Agenda Announcements Define Motivation Early Motivation Theories Contemporary Theory of Motivation

Defining Motivation The result of the interaction between the individual and the situation. The processes that account for an individual’s intensity, direction, and persistence of effort toward attaining a goal – specifically, an organizational goal. Three key elements: -Intensity – how hard a person tries -Direction – effort that is channeled toward, and consistent with, organizational goals -Persistence – how long a person can maintain effort Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 7-3

Early Theories of Motivation Maslow’s Hierarchy of Needs Theory McGregor’s Theory X and Theory Y Herzberg’s Two-Factor Theory McClelland’s Theory of Needs Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Maslow’s Hierarchy of Needs There is a hierarchy of five needs. As each need is substantially satisfied, the next need becomes dominant. Assumptions Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Self-ActualizationEsteemSocialSafetyPhysiological Lower Order External Higher Order Internal

McGregor’s Theory X and Theory Y Two distinct views of human beings: Theory X (basically negative) and Theory Y (positive). Theory X Workers have little ambition Dislike work Avoid responsibility Theory Y Workers are self- directed Enjoy work Accept responsibility Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Herzberg’s Two-Factor Theory Hygiene Factors Motivators AchievementResponsibilityGrowth Work Conditions Salary Company Policies Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Key Point: Satisfaction and dissatisfaction are not opposites but separate constructs Extrinsic and Related to Dissatisfaction Intrinsic and Related to Satisfaction

McClelland’s Three Needs Theory Need for Achievement (nAch) -The drive to excel, to achieve in relation to a set of standards, to strive to succeed Need for Power (nPow) -The need to make others behave in a way that they would not have behaved otherwise Need for Affiliation (nAff) -The desire for friendly and close interpersonal relationships People have varying levels of each of the three needs. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Self-Determination Theory Goal-Setting Theory -Management by Objectives (MBO) Self-Efficacy Theory -Also known as Social Cognitive Theory or Social Learning Theory Reinforcement Theory Equity Theory Expectancy Theory Contemporary Theories of Motivation Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Self-Determination Theory People prefer to feel they have control over their actions, so anything that makes a previously enjoyed task feel more like an obligation than a freely chosen activity will undermine motivation. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Locke’s Goal-Setting Theory Basic Premise: -That specific and difficult goals, with self-generated feedback, lead to higher performance Difficult Goals: -Focus and direct attention -Energize the person to work harder -Difficulty increases persistence -Force people to be more effective and efficient Relationship between goals and performance depends on: -Goal commitment (the more public the better!) -Task characteristics (simple, well-learned) -Culture (best match is in North America) Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

MBO is a systematic way to utilize goal-setting. Goals must be: -Tangible -Verifiable -Measurable Corporate goals are broken down into smaller, more specific goals at each level of organization. Implementation: Management by Objectives Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Bandura’s Self-Efficacy Theory An individual’s belief that he or she is capable of performing a task. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Given Hard Goal Higher Self-Set Goal Increased Confidence Higher Performance

Similar to Goal-Setting Theory, but focused on a behavioral approach rather than a cognitive one -Behavior is environmentally caused -Behavior is controlled by its consequences – reinforcers Reinforcement Theory Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Adams’ Equity Theory Employees compare their ratios of outcomes- to-inputs of relevant others. -When ratios are equal: state of equity exists – there is no tension as the situation is considered fair -When ratios are unequal: tension exists due to unfairness -Underrewarded states cause anger -Overrewarded states cause guilt -Tension motivates people to act to bring their situation into equity Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Can be four different situations : -Self-Inside -The person’s experience in a different job in the same organization -Self-Outside -The person’s experience in a different job in a different organization -Other-Inside -Another individual or group within the organization -Other-Outside -Another individual or group outside of the organization Equity Theory’s “Relevant Others” Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Justice and Equity Theory Organizational Justice Distributive Justice Fairness of outcome Procedural Justice Fairness of outcome process Interactional Justice Being treated with dignity and respect Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Overall perception of what is fair in the workplace.

Vroom’s Expectancy Theory The strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a given outcome and on the attractiveness of the outcome to the individual. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Expectancy of performance success Instrumentality of success in getting reward Valuation of the reward in employee’s eyes

Global Implications Motivation theories are often culture-bound. -Maslow’s Hierarchy of Needs Theory -Order of needs is not universal -McClelland’s Three Needs Theory -nAch presupposes a willingness to accept risk and performance concerns – not universal traits -Adams’ Equity Theory -A desire for equity is not universal -“Each according to his need” – socialist/former communists Desire for interesting work seems to be universal. -There is some evidence that the intrinsic factors of Herzberg’s Two- Factor Theory may be universal Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall.

Any Questions???

Recap Define motivation Review early and contemporary theories Graded Assignments: Discussion Assignment Learning Activity

Unit 4 To Do List  Read Chapter Seven and Chapter Eight  Post to the Discussion Board  Submit the Unit 4 Assignment  Complete the Learning Activity  This is a one-time Quiz to be completed in 1 hour

Instructions for Unit 4 Assignment For this assignment, you will use these websites to respond to the questions asked: n_Page Then answer the following questions: 1. Select three countries. 2. Compare facts about each of the three countries (People and Economic categories are most significant). 3. Determine which of the three countries is most likely to have higher job satisfaction and motivation among employees. Justify your answer with material from Robbins and Judge. To successfully complete this assignment, I must be able to clearly identify where the answer for each of the three questions begins and ends – so use proper citations. All three questions within this case incident must be completed. The minimum page count requirement for this project is two to three pages of body text, this does not include the cover page or the references page. Please remember: Grammar, spelling, punctuation, sentence structure and word usage always count! Remember to use the correct file name: Last and first name_homework_Unit 2

Unit 4 Discussion To start this Discussion, you will be w atch a YouTube video called “What Drives Motivation in the Modern Workplace?” Then you will answer the following questions: After watching the video, highlight what the announcer says drives motivation? Do you agree or disagree? What motivates you? Your answer must be a minimum 100 word response. Then respond to two other students on two additional separate days according to the Syllabus guidelines. Use information from the assigned reading to support for your responses.

Thank You for Joining Me This Evening ! Good Night Everyone!!!