1. 1 Facilitator and Course Coordinator: Vinayshil Gautam PhD, FRAS(London) (Founder Director IIM K; Leader Consulting Team IIM S) A Al_Sager Chair Professor and First Head, Management Department, IIT D Chairman, DKIF

2. Socio-Cultural Dimensions Motivation and Leadership Motivation theories and their implications Workplace Outcomes of Motivation theories 2

3. ENVIRONMENT INTERNAL EXTERNAL BEHAVIOUR INDIVIDUAL GROUP 3

4. Values and Beliefs ATTITUDES Strong positive work attitude Positive work experiences Parents never missed work Good potential in current job Mother wins award at work Parents involve child in work projects Socializing with successful people ENVIRONMENT SHAPES ATTIUDES 4

5. Values held as important Attitudes about an object or a referent Beliefs about an object or a referent Intentions to behave Behavior ATTITUDE SHAPES BEHAVIOR 5

6. Organization structures and processes give an incomplete description of how organization can be managed and developed Human beings are the most important constituents of an organization To understand why do people behave as they behave and how their behavior can be modified 6

7. 7 To understand how Society and Environment influence the behavior of a person Human behavior can be altered and improved according to needs of an organization To understand how do external factors such as Leadership and Motivation help improve person’s efficiency

8. Motivation : Psychological processes that cause the arousal direction, and persistence of voluntary actions that are goal directed. Leadership: The task of ensuring that one's people remain committed to the goals set. The well-known saying aptly summarizes what a leader is: “The final test of a leader is that he leaves behind in others the conviction and the will to carry on.” 8

9. Ability, Job knowledge Dispositions & Traits Emotions, Moods, &Affect Beliefs & Values Individual Inputas Physical Environment Task Design Rewards & Reinforcement Supervisory Support & Coaching Social Norms Organizational Culture Job Context Arousal Attention Intensity & & Direction Persistence Motivational Processes Motivated Behaviors Skills Enable, Limit 9

10. Individual Inputs Job Context Motivational Processes Focus: Direction, What we do Intensity: Effort, how hard we try Quality: Task strategies, the way we do it Duration: Persistence, how long we stick to it Skills Enable, Limit Performance Motivated Behaviors 10

11.  What does a leader do?  Leaders create and nurture the culture including the realignment of the changing components and also ensure the alignment of core culture issues with the values  How?  By personal example  By influencing behaviors and attitudes  By creating culture enhancing structures  By experimenting and being flexible 11

12. CONTENT BASED concentrates on underlying “NEEDS” that energize a person PROCESS BASED explores the internal reasons why a person responds in a particular manner REINFORCEMENT BASED Focuses on environmental events which determines a person’s behavior 12

13. Motivational Theories Content Based Need theories Maslow’s ERG McGregor’s Hertzberg’s McClelland’s Process Based Equity Goal Expectancy Reinforcement Based Operant 13

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15. Needs that are required to sustain life Air Water Nourishment Sleep PHYSIOLOGICAL OR SURVIVAL NEEDS 15

16. SAFETY NEEDS PHYSIOLOGICAL OR SURVIVAL NEEDS Once the physiological needs are met, people look for safety and security, in order to be free from physical and mental harm. Living in a safe area Medical insurance Job security Financial reserves 16

17. SAFETY NEEDS PHYSIOLOGICAL OR SURVIVAL NEEDS SOCIAL NEEDS Once a person has met the lower level needs, higher level needs become important, the first of which are social needs. They include: Need for friends Need for belonging Need to give and receive love 17

18. SAFETY NEEDS PHYSIOLOGICAL OR SURVIVAL NEEDS SOCIAL NEEDS ESTEEM NEEDS Once a person feels sense of belonging, the need to feel important arises. Some of Esteem Needs are: Self Respect Achievement Attention Recognition 18

19. SAFETY NEEDS PHYSIOLOGICAL OR SURVIVAL NEEDS SOCIAL NEEDS ESTEEM NEEDS Self Actualization is the summit of Maslow’s hierarchy of needs. It is the quest of reaching one’s full potential. Unlike other lower needs, this need is never fully satisfied. Certain such type of needs are: Growth Achievement Advancement Meaning Need for self actualization 19

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22. ALDERFER’S ERG THEORY Existence Relatedness Growth 22

23. Studies had shown that the middle levels of Maslow's hierarchy have some overlap; Alderfer addressed this issue by reducing the number of levels to three. The ERG needs can be mapped to those of Maslow's theory as follows: Existence: Physiological and Safety Needs Relatedness: Social and External Esteem needs Growth: Self – Actualization and internal esteem needs. Like Maslow's model, the ERG theory is hierarchical - existence needs have priority over relatedness needs, which have priority over growth. 23 SIMILARITIES TO MASLOW'S HIERARCHY

24. In addition to the reduction in the number of levels, the ERG theory differs from Maslow's in the following three ways: Unlike Maslow's hierarchy, the ERG theory allows for different levels of needs to be pursued simultaneously. The ERG theory allows the order of the needs be different for different people. 24 DIFFERENCES FROM MASLOW'S HIERARCHY

25. 25 The ERG theory acknowledges that if a higher level need remains unfulfilled, the person may regress to lower level needs that appear easier to satisfy. This is known as the frustration-regression principle. Thus, while the ERG theory presents a model of progressive needs, the hierarchical aspect is not rigid. This flexibility allows the ERG theory to account for a wider range of observed behaviors. For example, it can explain the "starving artist" who may place growth needs above existence ones.

26. HERTZBERG’S HYGIENE FACTORS AND MOTIVATORS Two independent scales:  Satisfaction and No Satisfaction  These are the motivators  Dissatisfaction and No Dissatisfaction  Hygiene or maintenance factors 26

27. Hygiene Factors Company policies Supervision Work conditions Salary Relationship with peers Status Security These factors contribute to job dissatisfaction. Motivators Recognition Achievement Work itself Responsibility Opportunity for advancement Growth These factors contribute to job satisfaction. 27

28. The need for Achievement : is the drive to accomplish challenging goals. The need for Power : is the desire to control others; to influence others’ behavior according to one’s wishes. The need for Affiliation : is the desire for close relationships with others. McCLELLAND THEORY 28

29. People with different needs are motivated differently. High need for achievement – High achievers should be given challenging projects with reachable goals. They should be provided frequent feedback. While money is not an important motivator, it is an effective form of feedback. High need for affiliation – Employees with a high affiliation need perform best in a cooperative environment. High need for power – Management should provide power seekers the opportunity to manage others. 29 IMPLICATIONS FOR MANAGEMENT

30.  A goal is what a person tries to attain, accomplish, or achieve.  A specific goal that is understood and accepted by the individual, acts as an internal stimulus.  Specific goals produce a higher level of output than does the generalized goal of “do your best.”  In an organization, the organizational goals determine what an employee needs to do. 30

31. Goal: What an individual is trying to accomplish. Encouraging the development of goal- attainment strategies or action plans Increasing one’s persistence Regulating one’s effort Directing one’s attention Goals motivate the individual by... Task performance 31

32. Difficult Goals Lead to Higher Performance. - Easy goals produce low effort because the goal is too easy to achieve. - Impossible goals ultimately lead to lower performance because people begin to experience failure. Specific Difficult Goals Lead to Better Performance - Goal specificity pertains to the quantifiability of a goal. - However, Specific difficult goals may impair performance on novel, complex tasks when employees do not have clear strategies for solving these types of problems. Feedback Enhances The Effect of Specific, Difficult Goals. - Goals and feedback should be used together. 32

33. Participative Goals, Assigned Goals, and Self-Set Goals Are Equally Effective. - Managers should set goals by using a contingency approach. Different methods work in different situations. Goal Commitment and Monetary Incentives Affect Goal-Setting Outcomes. - Difficult goals lead to higher performance when employees are committed to their goals. 33

34. 34 -Difficult goals lead to lower performance when employees are not committed to their goals. -Goal based incentives can lead to negative outcomes for employees in complex, interdependent jobs requiring cooperation. * Employees may not help each other. * Quality may suffer as employees pursue quantity goals. * Commitment to difficult goals may suffer.

35. How people strive for fairness and justice in social exchanges at their workplace – how it affects their behaviour Individuals compare their job inputs and outcomes with those of others and then respond so as to eliminate any inequities. Equity theory recognizes that individuals are concerned not only with the absolute amount of reward for their efforts, but also with the relationship of this amount to what others receive. 35

36. An Equitable Situation - Comparison in which another person’s ratio of outcomes to inputs is equal to your outcome to input ratio - Example: Self = $2 = $2 per hour vs. Other = $4 = $2 per hour 1 hour 2 hours 36

37. 37 Negative Inequity - Comparison in which another person receives greater outcomes for similar inputs - Example: Self = $2 = $2 per hour vs. Other = $3 = $3 per hour 1 hour 1 hour Positive Inequity - Comparison in which another person receives lesser outcomes for similar inputs - Example: Self = $3 = $3 per hour vs. Other = $2 = $2 per hour 1 hour 1 hour

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39. If an imbalance is perceived, what could be done? Change the inputs. Change the outcomes. Look at another measurement. Change one’s self-perception. Choose to leave. 39

40. Employee’s beliefs and attitudes affect job performance. Managers should pay attention to employees’ perceptions of distributive, procedural, and interactional justice because they affect many different employee outcomes. Managers benefit by allowing employees to participate in making decisions about important work outcomes. Perceptions of fairness are increased by giving employees the opportunity to appeal decisions that affect them. 40

41. Employees are more likely to accept change when they believe the organization is treating them fairly and equitably. Managers can promote cooperation and teamwork among work group members by treating them equitably. Treating employees inequitably can lead to litigation and costly court settlements. A climate for justice is associated with positive employee outcomes. 41

42. The strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual. The theory focuses on three relationships: effort-performance relationship. performance-reward relationship. reward-personal goals relationship. 42

43. Effort-performance relationship: the probability perceived by the individual that exerting a given amount of effort will lead to performance. Performance-reward relationship: the degree to which the individual believes that performing at a particular level will lead to the attainment of a desired outcome. Reward-personal goals relationship: the degree to which organizational rewards satisfy an individual’s personal goals or needs and the attractiveness of those potential rewards for the individual. 43

44. High Effort Decision to Exert Effort Low Effort Performance Goal Performance Goal Expectancy “What are my chances of reaching my performance goal if I work hard?” Expectancy “What are my chances of reaching my performance goal if I slack off?” Instrumentality “What are my chances of getting various outcomes if I achieve my performance goal?” Valence “How much do I value these outcomes?” Outcome 3 Outcome 2 Outcome 1 Outcome 3 Outcome 2 Outcome 1 44

45. Determine the outcomes, the employees value. Identify good performance so appropriate behaviors can be rewarded Make sure employees can achieve targeted performance levels. 45

46. 46 Link desired outcomes to targeted levels of performance. Make sure changes in outcomes are large enough to motivate high effort. Monitor the reward system for inequities.

47. Reward people for desired performance, and do not keep pay decisions secret. Design challenging jobs. Tie some rewards to group accomplishments to build teamwork and encourage cooperation. 47

48. 48 Reward managers for creating, monitoring, and maintaining expectancies, instrumentalities, and outcomes that lead to high effort and goal attainment. Monitor employee motivation through interviews or anonymous questionnaires. Accommodate individual differences by building flexibility into the motivation program.

49. In the reinforcement theory, a behaviorist approach argues that reinforcement conditions behavior. Reinforcement theorists see behavior as being behaviorally caused. Reinforcement theory ignores the inner state of the individual and concentrates solely on what happens to a person when he or she takes some action. 49

50. Proposed by B.F. Skinner Changes in behavior are the result of an individual's response to events (stimuli) that occur in the environment When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond A reinforcer is anything that strengthens the desired response Operant conditioning has been widely applied in clinical settings (i.e., behavior modification) as well as teaching (i.e., classroom management) and instructional development (e.g., programmed instruction). 50

51. 1. Behavior that is positively reinforced will reoccur; intermittent reinforcement is particularly effective 2. Information should be presented in small amounts so that responses can be reinforced ("shaping") 3. Reinforcements will generalize across similar stimuli ("stimulus generalization") producing secondary conditioning 51

52. Motivation is what makes people go and it is a reaction of some internal stimuli. Motivation towards better performance depends on the satisfaction of needs. Needs are felt and their intensity varies from one person to another, from time to time, and so does the extent to which they are motivating. 52

53. Behavior is learned, earned reward encourages even better performance; thus, reinforcing desired behavior. It is what one does not have that one wants. One works to achieve that which one needs. Therefore, if we know what people need and want; then we know what they will work for, like working for, and work so well to achieve it. 53

54. Organizational Behaviour by Fred and Luthans Introduction to Organizational behaviour by Richard Pettinger. Organizational Theory and design by R.A.Ullrich, G.F.Wieland Organization Development Systems by Vinayshil Gautam, S.K. Batra http://www.netmba.com/mgmt/ http://www.sbea.mtu.edu/cwalck/ba3700/Ch%20820Mot ivation http://www.businessballs.com/maslow.htm http://academic.emporia.edu/smithwil/00fallmg4/eja/you ng.html 54