1. Chapter 5 Motivation at Work
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2. Learning Outcomes
Define motivation and articulate different views of how individuals are motivated at work
Explain Maslow’s hierarchy of needs and its two main modifications
Discuss how the needs for achievement, power, and affiliation influence an individual’s behavior in the workplace
Describe the two-factor theory of motivation
Explain two new ideas in human motivation
Describe role of inequity in motivation
Describe expectancy theory of motivation
Describe cultural differences in motivation

3. LO 5.1 - Define motivation and articulate different views of how individuals are motivated at work

4. Arousing and sustaining goal-directed behavior
Motivation
Arousing and sustaining goal-directed behavior
Classification of theories
Internal - Focus on variables within the individual that lead to motivation and behavior
Process - Emphasize the nature of interaction between the individual and the environment
External - Focus on elements in the environment to explain people’s work behavior

5. Explain Maslow’s Hierarchy of Needs and its Two Main Modifications
LO Explain Maslow’s hierarchy of needs and its two main modifications
LO - 5.2
Explain Maslow’s Hierarchy of Needs and its Two Main Modifications

6. 5.1 Human Needs, Theory X, and Theory Y

7. 5.1 McGregor’s Assumptions about People

8. ERG Theory Existence need Physiological and physical safety needs
Interpersonal safety, love, and interpersonal esteem needs
Relatedness need
Self-actualization and self-esteem needs
Growth need

9. LO Discuss how the needs for achievement, power, and affiliation influence an individual’s behavior in the workplace
LO - 5.3
Discuss How the Needs for Achievement, Power, and Affiliation Influence an Individual’s Behavior in the Workplace

10. McClelland’s Need Theory
Encompasses excellence, competition, challenging goals, persistence, and overcoming difficulties
People with a high need for achievement perform better
Need for achievement
Desire to influence others, change people or events, and make a difference in life
Categories - Socialized power and personalized power
Need for power
Urge to establish and maintain warm relationships with others
Need for affiliation

11. LO 5.4 - Describe the two-factor theory of motivation

12. 5.2 The Motivation-Hygiene Theory of Motivation

13. LO 5.5 - Explain two new ideas in human motivation

14. Eustress, strength, and hope Positive energy and full engagement
New Ideas
Eustress, strength, and hope
Positive energy and full engagement
One can balance the power of full engagement by:
Managing energy
Disengaging from certain activities
One is activated by their internal energies
Physical, emotional, mental, and spiritual energy
Energy recovery is important in overall performance
Healthy, normal stress that leads one to:
Invest in strengths
Find meaning in work
Display courage and principled action
Draw on positive emotions at work
Be optimistic

15. Beyond the Book: Does Motivation “Work”?
A new study in England argues that motivational awards given to children, such as points, stickers, and treats, have little effect on performance.
They may reduce “intrinsic motivation.” Rather than doing a task for their own sake, they do it just for the reward.
According to Emma Dunmore, head of psychology at Harrogate Grammar School in North Yorkshire, England, children may actually be less motivated by rewards given for performance. In her study, she argues that incentives such as points, treats or stickers have little long-term results because it reduces intrinsic motivation, that is, the desire to perform a task because an individual wants to. Instead, she argues that rewards lead students to do things only for the sake of the reward, leading to feelings that they are being controlled by external factors. As she writes in her study, “Rewards may strengthen behavior in the short term but... they can undermine motivation in the long run because they reduce the individual's perception that they are doing that task of their own free will.”
SOURCE:

16. LO 5.6 - Describe the role of inequity in motivations
Describe Role of Inequity in Motivation

17. 5.3 The Individual - Organizational Exchange Relationship

18. Adams’s Theory of Inequity
Situation where one perceives that he or she is receiving less than he or she is giving and vice versa
Inequity
Alter the person’s outcomes and inputs
Alter the comparison other’s outcomes and inputs
Change who is used as a comparison other
Rationalize the inequity
Leave the organizational situation
Strategies to resolve inequity

19. 5.4 Equity and Inequity at Work

20. New Perspectives on Equity Theory
An individual who prefers an equity ratio equal to that of his or her comparison other
Equity sensitives
An individual who is comfortable with an equity ratio less than that of their comparison other
Benevolents
An individual who is comfortable with an equity ratio greater than that of their comparison other
Entitleds

21. LO 5.7 - Describe the expectancy theory of motivation
Describe Expectancy Theory of Motivation

22. Expectancy Theory Assumes
People expect certain outcomes of behavior and performance
People believe there is a correlation between the effort they put forth, the performance they achieve, and the outcomes they receive

23. Key Constructs of Expectancy Theory
Value or importance one places on a particular reward
Valence
Belief that effort leads to performance
Expectancy
Belief that performance is related to rewards
Instrumentality

24. 5.5 An Expectancy Model for Motivation

25. LO 5.8 - Describe the cultural differences in motivation
Describe Cultural Differences in Motivation

26. Cultural Differences in Motivation
Motivation theories in use today have been developed by and about Americans
Examining the universality of motivational theories brings forth the existence of cultural differences

27. Beyond the Book: Motivation in Beijing
Participants in the opening ceremony of the 2008 Olympic Games in Beijing faced harsh conditions – 16 hour sessions, heatstroke, exposure to rain, and one session that lasted 51 hours. During the ceremony, some performers wore adult diapers so that they could perform for six hours.
There were, however, almost no complaints from the performers, most of whom agreed that such sacrifices were worth it for the good of the nation.
This case illustrates well not only the power of motivation, but the cross-cultural differences in motivating individuals. Performers and artists in China were asked to rehearse and perform under difficult circumstances, leading to at least one catastrophic injury to renowned dancer Liu Yang, to present the glories of Chinese culture to the rest of the world. With that collective goal in mind, the thousands of individuals endured what many in the West would consider torturous and inhumane conditions.
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28. Friday Night Lights
Does Mike Winchell show the characteristics of this chapter’s definition of motivation early in the scene? Do you expect him to show any of the characteristics after the scene ends and he returns to the team?
Which needs discussed in this chapter does Mike appear to focus on early in the scene? Which needs become his focus later in the scene?
Apply “McClelland’s Need Theory” to this scene. Which parts of that theory appear in this scene? Give specific examples.
The Odessa, Texas passion for Friday night high school football (Permian High Panthers) comes through clearly in this cinematic treatment of H. G. (Buzz) Bissinger’s well-regarded book of the same title. Coach Gary Gaines (Billy Bob Thornton) leads the Panthers to the 1988 semifinals where they must compete against a team of much larger players. A fast-moving pace in the football sequences and a slower pace in the serious, introspective sequences give this film many fine moments.
Ask your students:
1. Does Mike Winchell show the characteristics of the definition of motivation early in the scene? Do you expect him to show any of the characteristics after the scene ends and he returns to the team?
2. Which needs discussed earlier in this chapter does Mike appear to be focused on early in the scene? Which needs become his focus later in the scene?
3. Apply “McClelland’s Need Theory” to this scene. Which parts of that theory appear in this scene? Give specific examples.

29. Urban Escapes
Which needs in Maslow’s hierarchy are most important to the employees who work for Urban Escapes, and how can managers use this information to develop a highly motivated workforce?
According to equity theory, how might an Urban Escapes guide react if he or she feels underpaid or unappreciated?
What outcomes or rewards possess high valence for the managers and guides who work at Urban Escapes?
Founded in 2008 by Maia Josebachvili and Bram Levy, Urban Escapes has earned high praise for its vast array of exciting outdoor adventures. For the Urban Escapes
employees working behind the scenes to deliver “Zen Escape Yoga Hikes” and “Boulder and Brew Tours,” motivation comes naturally. The company’s managers and guides
are driven by the freedom and opportunity that only a start-up company can offer. “We gave everyone a lot of ownership in their cities,” Josebachvili says of her guides.
“Initially, we said every time you want to run a trip, you run it by us. Within a few months, I was like, ‘Okay, if you know it’s going to work, don’t come to us—you got this’.
After a year, I felt really good about what they were doing.”
Ask your students:
Which needs in Maslow’s hierarchy are most important to the employees who work for Urban Escapes, and how can managers use this information to develop a highly motivated workforce?
According to equity theory, how might an Urban Escapes guide react if he or she feels underpaid or unappreciated?
What outcomes or rewards possess high valence for the managers and guides who work at Urban Escapes?

30. Key Terms Motivation Motivation factor Need for achievement
Benevolent
Entitled
Equity sensitive
ERG Theory
Eustress
Expectancy
Hygiene factor
Inequity
Instrumentality
Manifest needs
Moral maturity
Motivation
Motivation factor
Need for achievement
Need for affiliation
Need for power
Psychoanalysis
Self-interest
Theory X
Theory Y
Valence

31. Motivation involves arousing and sustaining goal-directed behavior
Summary
Motivation involves arousing and sustaining goal-directed behavior
The theories are internal, process, and external
Maslow’s theory is a hierarchy of five categories of needs
People with high need for achievement are highly competitive while those with need for power want to influence others
The two factor theory includes motivation and hygiene factors

32. Summary continued 1 New ideas in motivation include:
Eustress, strength, and hope
Positive energy and full engagements
Inequity occurs when an individual feels that their inputs and outcomes are not equal when compared to others
Expectancy theory looks at motivation as an individual’s perception of the performance process
Popular motivational theories are by and about Americans and hence, differ from other cultures