Chapter 5 Motivation 动机 (Dòngjī) Concepts Essentials of Organizational Behavior Stephen P. Robbins & Timothy A. Judge Chapter 5 Motivation 动机 (Dòngjī) Concepts

Key Words and Concepts Motivation Intensity, Direction and Persistence Maslow’s 5 level of needs Physiological, Safety, Social, Esteem & Self-actualization Theories – Old and New

After studying this chapter, you should be able to: Describe the three key elements of motivation. Identify three early theories of motivation and evaluate their applicability today. Compare and contrast goal-setting theory and self-efficacy theory. Apply the key tenets of expectancy theory to motivating employees.

What Is Motivation? MOTIVATION IS the processes that accounts for an individual’s intensity, direction, and persistence of effort toward attaining a organizational goal Intensity – the amount of effort put forth to meet the goal Direction – efforts are channeled toward organizational goals Persistence – how long the effort is maintained

Discussion on Motivation Do you really want to learn English? How many of you think studying hard and getting good grades will help you? Do you want to get a good job? Will learning a skill help you get a good job? Do you want to learn a skill? What are you motivated to do or to be? What are some other good questions?

Early Theories of Motivation Maslow’s Hierarchy (level) of Needs Theory McGregor’s Theory X and Theory Y McClellan’s Theory of Needs (Three Needs Theory)

Maslow’s Hierarchy of Needs Theory (based on the premise of an empty belief system) Self-Actualization Esteem Social Safety Physiological Upper Lower

Maslow’s Levels of Needs Self-Actualization 自我实现 (Zìwǒ shíxiàn) – To become the best you can be! Esteem 尊重 (Zūnzhòng) – Self-respect, status, achievement Social – Friendship and belonging Safety – Protection Physiological 生理 (Shēnglǐ) – hunger, thirst, body needs

Douglas McGregor’s X & Y (ASSUMES Maslow is right) Theory X Theory Y Inherent dislike for work and will attempt to avoid it Must be forced, controlled or threatened with punishment View work as being as natural as rest or play Will exercise self-direction and self-control if committed to objectives

McClelland's Theory of Needs Need for Achievement The drive to excel, to be successful Need for Power The need to make others behave in a way they would not have behaved otherwise Need for Affiliation 联系 (Liánxì The desire for friendly and close interpersonal relationships

McClelland's High Achievers High achievers prefer jobs with: Personal responsibility Feedback Intermediate degree of risk (50/50) High achievers are not necessarily good managers High need for power and low need for affiliation related to managerial success

Today’s Theories of Motivation Cognitive Evaluation Theory – You like the job for itself and not dependent on rewards like more pay or bonuses Goal-Setting Theory – Get things done! Self-Efficacy Theory – Confident you can do the job!

Today’s Theories of Motivation Equity Theory – We get out of the job what we put into it! Expectancy Theory – Doing a good job will lead to rewards like more pay or a good performance evaluation.

Cognitive Evaluation Theory Says that the introduction of external rewards for work (pay) that used to be naturally rewarding tends to decrease motivation Verbal rewards increase intrinsic, or natural motivation, while rewards that you can feel or see or sense undermine it

Goal-Setting Theory Goals increase performance when the goals are: Specific Difficult, but accepted by employees Accompanied by feedback (especially self- generated feedback) Variables in goal-setting theory: Goal Commitment – public goals better! Task Characteristics – simple & familiar better! National Culture – Western culture suits best!

Management by Objectives (MBO) Converts organizational objectives into specific objectives for work units and individuals Common ingredients: Goal specificity Exact time period Performance feedback Participation in decision making

Self-Efficacy 效能 (Xiàonéng) or Social Learning Theory Individual’s belief that he or she is capable of performing a task Self-efficacy increased by: Gaining experience Watching someone else do the task Verbal persuasion – someone convinces you that you have the skills You get energized

Three key relationships: Expectancy Theory Three key relationships: Effort-Performance: perceived probability that putting forth effort leads to successful performance Performance-Reward: the belief that successful performance leads to desired outcome Rewards-Personal Goals: the attractiveness of organizational outcome (reward) to the individual

Implications for Managers Look beyond need - Goal setting leads to higher productivity Theories – what do you think of them? Expectancy theory is a powerful tool, but may not very realistic in some cases Goal-setting and expectancy theories provide practical suggestions for motivation

Keep in Mind… Make goals specific and difficult Motivation can be increased by raising employee confidence in their own abilities (self-efficacy) Openly share information on allocation decisions, especially when the outcome is likely to be viewed negatively

Summary Described the three key elements of motivation. Identified three early theories of motivation and evaluated their applicability today. Compared and contrasted goal-setting theory (MBO) and self-efficacy theory. Applied the key tenets of expectancy theory to motivating employees.

Team exercise Drawing Game

Instructions to Teams One person in each team starts by drawing a shape or outline. The drawing is then passed to the next team member who must add to the drawing. And so on. Time spent by each person in turn on the drawing is limited to 5 seconds. No discussion is permitted during the drawing, nor any agreement before the drawing of what the team will draw. The drawing must be completed in one minute.

Drawing game One person in each team starts by drawing a shape or outline.

Drawing game instructions the drawing is then passed to the next team member who must add to the drawing. Time spent by each person in turn on the drawing is limited to 5 seconds.

Drawing game And so on.. Keep passing the drawing around a second or even third time until the minute is used up.

Drawing game The drawing must be completed in one minute.

Drawing game No discussion is permitted during the drawing, nor any agreement before the drawing of what the team will draw.

Instructions to Teams One person in each team starts by drawing a shape or outline. The drawing is then passed to the next team member who must add to the drawing. And so on. Time spent by each person in turn on the drawing is limited to 5 seconds. No discussion is permitted during the drawing, nor any agreement before the drawing of what the team will draw. The drawing must be completed in one minute.

Team analysis Did the team draw anything recognizable? How easy was the understanding between team members? How did team members work differently on this task? What was the effect of time pressure? Was there a natural tendency to draw supportively and harmoniously, or were there more conflicting ideas?

Class analysis What factors enabled teams to produce recognizable drawings? What factors led to drawings being unrecognizable? Are 'drawing' skills especially helpful in this exercise, or are other capabilities more significant? What does this exercise demonstrate about mutual understanding and how to achieve it? What obstacles to understanding and teamwork does this activity illustrate?