Motivation: Content (“What motivates?”) and Process Theories (“How does motivation take place?”)

Performance Equation Performance = F(ability, motivation, opportunity)

Henry Murray Physical needs - food, air, water, shelter Psychological needs - acquisition, order,achievement recognition, exhibition,dominance deference, autonomy, affiliation nurturance

Assumptions of Maslow’s Theory s Maslow contends that all people are motivated by five needs s Needs are arranged in a hierarchical order s Lower order needs must be satisfied before higher order needs become sufficiently active to drive behavior

General Organizational Examples Needs Examples AchievementSelf-Actualization Challenging Job Status EsteemJob Title FriendshipBelongingness Friends in work group Stability Security Pension Plan SustenancePhysiological Base Salary

ALDERFER’S ERG THEORY s Everyone has three needs: Existence, Relatedness, and Growth s Needs are not fulfilled in a hierarchical fashion s Frustration of a need can cause regression to a previous need state

EXISTENCE NEEDS hunger, thirst, shelter / pay, benefits, working conditions RELATEDNESS NEEDS close interpersonal relationships / being part of a work group getting fair treatment from management GROWTH NEEDS self-development, realizing one’s full potential / use and develop skills and capabilities on the job, autonomy, recognition, opportunities to be creative

David McClelland Three Basic Needs - Achievement Power Affiliation

Need for Achievement s An individual high in this need: –Wants to take personal responsibility for their success or failure –Likes to take calculated risks (not high- stakes risks but moderate risks) –Likes situations where they can get immediate, concrete feedback u The need for feedback keeps high need achievers from getting involved in project with no concrete goals or benchmarks

Need for Achievement (cont.) –Sometimes has a difficult time with delegation –Sets moderate goals –Spends a fair amount of time thinking about things like how to get a promotion, how to do a better job or how to accomplish something important –Is concerned with wanting to do well according to their standard of excellence

Need for POWER s An individual high in this need: –Is concerned about getting or maintaining control of the means to influence others. For example, someone who constantly: wants to win a point; show dominance; convince others; gain positions of control; and avoid weaknesses and humiliation. This person needs POWER! –Tends to be in a managerial or supervisory position

Need for POWER(cont.) –Seeks leadership positions –Can be perceived as outspoken, forceful or demanding –Tends to be successful in managerial positions if the need for power is used in a creative, satisfying manner

Need for Affiliation s A person with a high need for affiliation: –Is concerned with warm, friendly relationships –Tends to be successful in a supervisory position where maintaining relationships is critical to job performance –Understands the needs and feelings of others and communicates this understanding

Need for Affiliation (cont) –Has a difficult time confronting, disciplining or conveying negative information to others –Is very disturbed by interpersonal conflict and tries to restore disrupted relationships when they occur –Wants to maintain positive emotional relationship above all else

Herzberg’s View Satisfaction No Satisfaction Motivation Factors Dissatisfaction No Dissatisfaction Hygiene Factors -Supervision -Working Conditions -Interpersonal Relationships -Pay and Job Security -Company Policies

Examples of Motivators s Achievement s Recognition s The Work Itself s Responsibility s Advancement s Personal Growth and Development

Examples of Hygiene Factors s Job Security s Salary s Working Conditions s Status s Company Policy s Quality of Technical Supervision s Quality of Interpersonal Relationships among peers, supervisors, and subordinates s Fringe Benefits

PROCES THEORIES OF MOTIVATION Looks at how motivation takes place.

Expectancy Theory Examines Three Relationships s Will effort result in performance? s Will performance result in reward? s Will rewards result in achievement of personal goals?

Expectancy Theory s Expectancy - probability (from 0-1) that effort directly affects the performance outcome of a task s Instrumentality - the perceived correlation (0-1) between performance and outcomes s Valance - the attraction of an outcome or consequence of the performance (- 1 to 1)

Example of Expectancy Theory s Chris, who works as an accountant, believes that if she works really hard she will conduct high-quality audits (high expectancy)

She truly believes that if she performs high- quality work, it will result in substantial pay increases and her promotion to team leader ( high instrumentality)

Chris’ number one goal is to obtain the position of team leader in the next year. In addition, she considers a high salary very attractive (high valence) Result...

HIGH MOTIVATION!!!

Maintains that we compare our inputs and outcomes with those of others. We are motivated to maintain a balance or a sense of fairness (equity). EQUITY THEORY

Equity Comparisons Outcomes (self)Outcomes (other) compared to Inputs (self)Inputs (other)

Comparison Other Three External Comparisons 1. A specific other persons or persons 2. A particular reference group 3. A general occupational classification

Comparison of Self with Other InequityEquity Motivation to reduce inequity:Motivation to 1. Change inputsmaintain current 2. Change outputssituation 3. Alter perceptions of self 4. Alter perceptions of other 5. Change comparisons 6. Leave situation

Equity Propositions

How Good are You at Diagnosing and Enhancing Performance? s Think about an incident where you had difficulty motivating someone (preferably a subordinate or team mate). Just describe the situation not a solution. s Get into teams s Briefly share your stories

Directions for Diagnosis s Select one story – this person is now the client. s The rest of the group should act as consultants. It is your job to ask questions. s Use Figure 7 on page 338, and the Behavioral Guidelines (p. 330) in Whetten as the basis for your questions. s After diagnosing the problem (from one perspective) make recommendations. If information is needed, formulate questions.