1. Adeyl Khan, Faculty, BBA, NSU Motivation Concept

2. Adeyl Khan, Faculty, BBA, NSU 2 Mr. Gardener 1982- homeless w/a baby Found Stockbroker! Investment Banking 1992- Own firm

3. Adeyl Khan, Faculty, BBA, NSU Motivation  The processes that account for an individual’s intensity (How Hard), direction (What Goal), and persistence (How Long) of effort toward attaining a goal Direction Persistence Intensity Result of Interaction Individual Situation Mr. Gardener Focus: Org. Goals Effort Direction Quality Terrorists

4. Adeyl Khan, Faculty, BBA, NSU Employee Motivation Theories and Explanation 4 Early Theories Hierarchy of Needs Theory X and theory Y Two-factor theory Theory of Needs Contemporary theories Cognitive Evaluation Goal Setting Self Efficacy Reinforcement Efficacy Expectancy Who do you love? Intuition Vs. Science

5. Adeyl Khan, Faculty, BBA, NSU Hierarchy of Needs- Maslow  There is a hierarchy of five needs—  as each need is substantially satisfied, the next need becomes dominant.  Individuals must move up the hierarchy in order PhysiologicalSafetySocialEsteem Self- actualization Lower-Order Needs Satisfied externally- (Pay) Higher-Order Needs Needs that are satisfied internally (perception); Lower-Order Needs Satisfied externally- (Pay) Higher-Order Needs Needs that are satisfied internally (perception);

6. Adeyl Khan, Faculty, BBA, NSU Hierarchy of Needs Theory (Maslow) Logical Theory Limited Evidence Terminology Substantial Satisfaction Satisfaction Vs. Motivation Current Level Application: A rickshaw puller may not be motivated to meditate!

7. Adeyl Khan, Faculty, BBA, NSU Theory X & Theory Y (Managers’ Perspective) Workers are (X) Having Little AmbitionHaving Little Ambition Disliking WorkDisliking Work Avoiding ResponsibilityAvoiding Responsibility Workers are (Y) Self-DirectedSelf-Directed Enjoying WorkEnjoying Work Accepting ResponsibilityAccepting Responsibility 7

8. Adeyl Khan, Faculty, BBA, NSU Two-Factor Theory Motivation-Hygiene theory  Hygiene Factors  Extrinsic & Related to Dissatisfaction  Motivation Factors  Intrinsic and Related to Satisfaction Satisfaction and Dissatisfaction are not Opposite Ends Hygiene Factors Salary Work Conditions Company Policies Job security Motivators Promotions Achievement Responsibility Growth

9. Adeyl Khan, Faculty, BBA, NSU Contrasting Views of Satisfaction and Dissatisfaction

10. Adeyl Khan, Faculty, BBA, NSU Factors – Extreme job dissatisfaction Factors – Extreme job satisfaction Data from research

11. Adeyl Khan, Faculty, BBA, NSU Theory of Needs- McClelland Need for Achievement The drive to excel, to achieve in relation to a set of standards, to strive to succeed. Need for Affiliation The desire for friendly and close personal relationships. Need for Power The need to make others behave in a way that they would not have behaved otherwise. Subconscious Individuals have different levels of needs in each of these areas Need levels will drive their behavior

12. Adeyl Khan, Faculty, BBA, NSU Matching High Achievers and Jobs Performance on 50-50 Challenge Good Managers? Power and Affiliation

13. Adeyl Khan, Faculty, BBA, NSU Hierarchy of needs Two-factor theory Money isn’t everything

14. Adeyl Khan, Faculty, BBA, NSU Cognitive Evaluation Theory  Providing an extrinsic reward for behavior that had been previously only intrinsically rewarding tends to decrease the overall level of motivation.  Perception of causation changes  Loss of control reduces i. motivation  Focus more on reward/task  Example: Performance bonus Work Rewards Salary ? Performance Work Rewards Salary ? Performance Reading Novel

15. Adeyl Khan, Faculty, BBA, NSU Intrinsic Reward Interesting Recognition Cognitive Evaluation Theory Extrinsic Reward Verbal Tangible Motivation Pursue Goal for Intrinsic reasons vs. Extrinsic More Success & Happiness ….

16. Adeyl Khan, Faculty, BBA, NSU 16

17. Adeyl Khan, Faculty, BBA, NSU Goal-Setting Theory (Edwin Locke)  Theory: Specific and difficult goals, with self- generated feedback, lead to higher performance.  Specificity >> Internal Stimulus Difficult goals Vs. Easy Goals Acceptance Performance Distraction, Work hard, Persistence, Discover Do Your Best ! Do 50% Better

18. Adeyl Khan, Faculty, BBA, NSU Goal-Setting Theory …  Goals and performance relationship  Goal commitment  “I want to do it & I can do it”  Publicity, internal locus, self-set  Task characteristics  Simple, well-learned  Interdependent task- Group goals  National culture  Power distance  Propensity to seek challenge  Performance 18 Feedbacks  Guide behavior  Self Generated Feedback = Feedbacks  Guide behavior  Self Generated Feedback = Participation on Goal Setting

19. Adeyl Khan, Faculty, BBA, NSU Goal Setting in Action: MBO Programs  A program that encompasses specific goals, participative set, for an explicit time period, with feedback on goal progress.  Management By Objectives Programs  Company wide goals & objectives  Goals aligned at all levels  Based on Goal Setting Theory Key Elements Goal specificity Participative decision making An explicit time period Performance feedback

20. Adeyl Khan, Faculty, BBA, NSU Cascading of Objectives

21. Adeyl Khan, Faculty, BBA, NSU Linking MBO and Goal-Setting Theory MBO Goal-Setting Theory Goal SpecificityYesYes Goal DifficultyYesYes FeedbackYesYes ParticipationYesNo (qualified)

22. Adeyl Khan, Faculty, BBA, NSU Why MBOs Fail  Unrealistic expectations about MBO results  Lack of commitment by top management  Failure to allocate reward properly  Cultural incompatibilities MBO @ Fujitsu

23. Adeyl Khan, Faculty, BBA, NSU Self-Efficacy  An individual’s feeling that s/he can complete a task (e.g. “I know I can!”)  Enhances probability that goals will be achieved Not Self Esteem Difficulty >> Effort Negative feedback >> Effort, Motivation

24. Adeyl Khan, Faculty, BBA, NSU Complementary Self-confidence

25. Adeyl Khan, Faculty, BBA, NSU Increasing Self Efficacy (Bandura)  Enactive Mastery- Gaining Relevant Experience  Training program  Vicarious Modeling- Confidence from others  You friend got a 100 in MGT321  Verbal Persuasion- Motivational speakers  Pygmalion- Believe it is true  You are a very high IQ Student  Galatea Effects- Placebo  Arousal- Energized state  Vs. Steady tasks Training Intelligence Personality

26. Adeyl Khan, Faculty, BBA, NSU Reinforcement Theory  Argues that behavior is a function of its consequences.  Stimulus creates response Contrast with Goal Setting Reprimanded Assumptions: Behavior is environmentally caused. Behavior can be modified (reinforced) by providing (controlling) consequences. Reinforced behavior tends to be repeated. Cognitive variables of behavior Feeling Attitude Expectation

27. Adeyl Khan, Faculty, BBA, NSU Equity Theory Referent Comparisons Self-inside Self-outside Other-inside Other-outside  Individuals compare their job inputs and outcomes with those of others and then respond to eliminate any inequities. Comparing salary ~ M. Fair & Justice Moderating Variables Gender- same sex comap. Tenure-Available info Level- More info. Education/Professionalism

28. Adeyl Khan, Faculty, BBA, NSU Equity Theory … Equity Tension Anger Vs. Guilt Equity Tension Anger Vs. Guilt Motivation

29. Adeyl Khan, Faculty, BBA, NSU Equity Theory (cont’d) Choices for dealing with inequity  Change inputs (slack off)  Change outcomes (increase output)  Distort/change perceptions of self  Distort/change perceptions of others  Choose a different referent person  Leave the field (quit the job)

30. Adeyl Khan, Faculty, BBA, NSU Equity Theory… Propositions relating to inequitable pay  Over rewarded hourly employees  produce more than equitably rewarded employees.  Over rewarded piece-work employees  produce less, but do higher quality piece work.  Under rewarded hourly employees  produce less/lower quality work.  Under rewarded piece-work employees  produce larger quantities of lower-quality piece work than equitably rewarded employees. Tolerance Pay & Benefits

31. Adeyl Khan, Faculty, BBA, NSU Perception Self-serving bias Explanation Traditional Current

32. Adeyl Khan, Faculty, BBA, NSU Expectancy Theory  Bottom line  All three links between the boxes must be intact or motivation will not occur. Thus,  Individuals must feel that if they try, they can perform And  If they perform, they will be rewarded And  When they are rewarded, the reward will be something they care about Ethical Values and Behaviors of Leaders

33. Adeyl Khan, Faculty, BBA, NSU Chapter Check-Up: Motivation  Rumana’s boss starts out the day each morning saying, “Bet you wish you didn’t have to be here, huh?” Knowing this, which theory gives us insight as to why Rumana may not be motivated at work? Early Theories Hierarchy of Needs Theory X and theory Y Two-factor theory Theory of Needs Contemporary theories Cognitive Evaluation Goal Setting Self Efficacy Reinforcement Efficacy Expectancy

34. Adeyl Khan, Faculty, BBA, NSU Chapter Check-Up: Motivation  Would a gym membership be considered a motivator or hygiene factor, according to Herzberg?

35. Adeyl Khan, Faculty, BBA, NSU Chapter Check-Up: Motivation  If you study really hard and only get a B on an exam, but your classmate barely studies at all and gets an A, what theory will help explain why you feel less motivated to go to class? Early Theories Hierarchy of Needs Theory X and theory Y Two-factor theory Theory of Needs Contemporary theories Cognitive Evaluation Goal Setting Self Efficacy Reinforcement Efficacy Expectancy

36. Adeyl Khan, Faculty, BBA, NSU Chapter Check-Up: Motivation  What theory would say that this man, who knows he works hard and is performing well, will be motivated by a gym membership for being a high performer? Early Theories Hierarchy of Needs Theory X and theory Y Two-factor theory Theory of Needs Contemporary theories Cognitive Evaluation Goal Setting Self Efficacy Reinforcement Efficacy Expectancy