1. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

2. 13–2 Learning Objectives After studying this chapter, you should be able to: 1.Describe the basic model of performance 2.Discuss motivation and human needs 3.Identify the basic process models of motivation and describe an integrative model of motivation 4.Describe other related theories and perspectives on motivation

3. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–3 What Is Motivation? MotivationMotivation  Determines how a person will exert effort.  Represents the forces operating on the person to exert effort, as well as the direction in which the effort will be exerted.

4. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–4 Motivation and Needs Need–based (Content) TheoriesNeed–based (Content) Theories  Focus on what motivates a person, rather than on how that motivation occurs. Hierarchy of Needs (Maslow)Hierarchy of Needs (Maslow)  Specifies five levels of needs capable of motivating behavior:  Physiological, security, social, esteem, and self-actualization.

5. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–5 Maslow’s Hierarchy of Needs

6. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–6 Types of Needs Prepotent NeedsPrepotent Needs  Are specific needs capable of motivating behavior at any given point in time. Security NeedsSecurity Needs  Are satisfied by a home (which we must pay for) and other things (e.g., insurance and a pension) which also require money.

7. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–7 Motivation and Needs Theories ERG Theory (Alderfer)ERG Theory (Alderfer)  Identifies three rather than two levels of needs  Allows for regression from a higher-level need to a lower-level need. Dual-Factor Theory (Herzberg)Dual-Factor Theory (Herzberg)  Posits motivators and hygiene factors as separate sets of work conditions that can satisfy needs.

8. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–8 Process Theories of Motivation Process TheoriesProcess Theories  Focus on how a person becomes motivated and what they are motivated to do, rather than on what motivates them. Reinforcement Theory (Skinner)Reinforcement Theory (Skinner)  Proposed that all behavior is a function of its consequences.

9. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–9 Stimulus-Response-Outcome Model of Behavior

10. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–10 Reinforcement and Behavior

11. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–11 Reinforcement and Behavior (cont’d)

12. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–12 Principles of Reinforcement Positive Reinforcement A behavior followed by positive consequences is likely to be repeated. ExtinctionExtinction A behavior followed by no consequences is not likely to be repeated. PunishmentPunishment A behavior followed by negative consequences is not likely to be repeated.

13. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–13 What is Behavior Modification? The combination of positive reinforcement with either punishment or extinction so that an undesired behavior disappears and is replaced with a desired behavior.

14. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–14 Effects of Different Partial Reinforcement Schedules a Productivity refers to the number of desired responses or behavior exhibited.

15. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–15 Schedules of Reinforcement PartialPartial When a behavior is rewarded only part of the time IntervalInterval When behavior is reinforced as a function of the passage of time RatioRatio When behavior is reinforced as a function of how many times the behavior occurs

16. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–16 Interval Schedules of Reinforcement Fixed Interval ScheduleFixed Interval Schedule  The amount of time that must pass before a reward is given is constant over time. Variable Interval ScheduleVariable Interval Schedule  The amount of time that must pass before a reward is given can change from one reward period to another.

17. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–17 Ratio Schedules of Reinforcement Fixed Ratio ScheduleFixed Ratio Schedule  The number of times a behavior must occur before it is rewarded remains constant over time. Variable Ratio ScheduleVariable Ratio Schedule  The number of times a behavior must occur before it is rewarded changes over time.

18. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–18 Expectancy Theory (VIE Theory) The decision to exert effort depends on the anticipated outcome received for the effort is based on expectations, instrumentalities, valences, and linkages among these components.

19. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–19 Linking Effort and Performance Effort-to-Performance Expectancy The perception of the probability that an increase in effort will result in an increase in performance. Performance-to- Outcomes Expectancy The perception of the probability that improved performance will lead to certain outcomes. ValenceValence The attractiveness or unattractiveness an outcome has for a person.

20. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–20 The Expectancy Theory of Motivation

21. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–21 Equity Theory Is concerned with a person’s perceived inputs to a (work) setting and the outcomes they receive from that setting.Is concerned with a person’s perceived inputs to a (work) setting and the outcomes they receive from that setting. Suggests that individuals calculate their ratio of inputs to outcomes as one would consider a return on an investment.Suggests that individuals calculate their ratio of inputs to outcomes as one would consider a return on an investment.

22. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–22 The Equity Comparison Process

23. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–23 An Integrative Model of Motivation

24. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–24 Goal Theory Suggests that:Suggests that:  People with goals work harder than people without goals.  Not all goals are created equal.  Goals that are difficult, specific, and concrete motivate employees best.

25. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–25 Agency Theory Is concerned with:Is concerned with:  The diverse interests and goals held by an organization’s stakeholders, including its employees and managers.  The methods through which an organization’s reward system can be used to align these diverse interests and goals.

26. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–26 Intrinsic Motivation The motivation to do work because it is interesting, engaging, or challenging, rather than because one is rewarded to do the work.

27. © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13–27 Creative Behavior Involves doing things at work that are innovative and that provide a measure of value for the organization.