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

2. 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

3. 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.

4. 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

5. 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?

6. 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)

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

8. 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

9. 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

10. 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

11. 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

12. 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!

13. 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.

14. 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

15. 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!

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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.

22. Team exercise
Drawing Game

23. 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.

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

25. 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.

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

27. Drawing game
The drawing must be completed in one minute.

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

29. 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.

30. 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?

31. 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?