COMMERCE 2BA3 ORGANIZATIONAL BEHAVIOUR Class 4 Motivation Dr. Christa Wilkin

COMMERCE 2BA3 ORGANIZATIONAL

BEHAVIOUR

Class 4

Motivation

Dr. Christa Wilkin

Brain Teasers

B BA AR R

kneelight light

Math The ONCE4:56pm

Last Class

A good “fit” between the values of employees and their supervisors and organization enhances job attitudes and behaviours.

Job Satisfaction affects behaviors not directly related to performance (e.g., absenteeism, OCBs)

Fostering commitment is important

THIS CLASS Theories of motivation and motivation in

practice

Agenda

Content theories of motivation Process theories of motivation Money as a motivator Job design as a motivator

CH 5: THEORIES OF MOTIVATION

What is Motivation?

The extent to which persistent effort is directed toward a goal.

The basic characteristics of motivation: Effort Persistence Direction Goals

Individual Exercise

Write a paragraph on what motivates you to work hard at your job? At school?

Extrinsic vs. Intrinsic Motivation

Extrinsic motivation stems from the work environment external to the task. Pay, fringe benefits, company policies

Intrinsic motivation that stems from the direct relationship between the worker and the task Feelings of achievement, accomplishment,

challenge, Most jobs have a bit of both rewards BUT Extrinsic rewards can extinguish intrinsic rewards

Question: Why?

Question: Intrinsic or Extrinsic?

Need Theories of Work Motivation

Maslow’s Hierarchy of Needs

Alderfer’s ERG Model

McClelland’s Needs

Maslow’s Hierarchy of Needs

Self-actualization: learning, growth, achieving one’s potential, etc.

Esteem: self-respect, recognition, etc.

Belongingness: acceptance, friendship

Safety needs: no physical or emotional harm

Physiological needs: air, water, food,

Alderfer’s ERG Model

A three-level hierarchical need theory of motivation (existence, relatedness, growth) that allows for movement up and down the hierarchy.

Does not assume that a lower-level need must be gratified before a less concrete need becomes operative.

McClelland’s Theory of Learned Needs

Need for achievement: want to accomplish goals through their own efforts, win

Need for affiliation: seek approval, conform, avoid conflict and confrontation

Need for power: desire to control people and resources

Process Theories of Work Motivation

Motivation theories that specify the details of how motivation occurs.

Three important process theories: Expectancy theory Equity theory Goal setting theory

Expectancy Theory

Based on the idea that work effort is directed toward behaviors that people believe will lead to desired outcomes

1. Effort-to-performance 2. Performance-to-expectancy3. Valence

Effort Performance

Outcome 1

Outcome 2

Outcome 3

Effort-to-performance (E to P)

Will the effort lead to a good performance? Probability (i.e., from 0 to 1) e.g., believing that you have the capacity

to meet a sales quota Question: How would you increase this?

Effort Performance

Performance-to-outcome (P to O)

Will a good performance lead to organizational rewards? (e.g., bonus, promotion, recognition, etc.) Probability (between 0 and 1) e.g., believing that meeting your sales

quota will lead to a promotion Question: How would you increase this?

Outcome 1Performance

Outcome Valence (O)

Will the rewards be valued? Negative or positive, unlimited range. Related to how well the outcome meets

needs and drives e.g., whether a promotion is something that

you value Question: How would you increase this?

Outcome 1

Quiz Question

According to the expectancy theory of motivation, if we find that workers feel that they are unable to perform at a high level, we are dealing with a problem of:

A) second-level outcomesB) Performance-to-outcomeC) Outcome valenceD) RelatednessE) Effort-to-performance

Equity Theory

Discussed this last class

Inputs: quality of work performed, job knowledge, cooperation with others, experience, education

Outputs: Pay, amount of work, status, possibility of growth

My outcomes = Other’s outcomes

My inputs Other’s inputs

Goal-Setting Theory

The theory that specific and difficult goals lead to higher performance

Stretches the intensity and persistence of effort Employees know what is expected so they

can focus their efforts more efficiently NOT just saying to people “do your best!”

“I will do my best” is not a specific goal An extrinsic reward is NOT given for

completion.

Group Exercise

Form groups of 5 to 6 Discuss the individual paragraphs that you wrote

before on what motivates you to work hard Apply some of the theories that you learned to

what motivates you E.g., Are you intrinsically or extrinsically motivated? E.g., Which needs category do you fall in Maslow’s

pyramid? E.g., Are you more motivated by achievement,

affiliation, or power? Be prepared to report your results back to the

class

QUESTIONS?

CH 6: MOTIVATION IN PRACTICE

Armed Forces Video Clip

Motivation in a tough job

Question

How effective is pay as a motivator?

Money as a Motivator

Pay can satisfy lower-level needs as well as social, self-esteem, and self-actualization needs so it should be a good potential motivator (ties in with needs theories).

If pay can satisfy a variety of needs, it should be highly valent and it should be a good motivator to the extent that it is clearly tied to performance (ties in with process theories).

Pay may well be the most important and effective motivator of performance.

Job Design as a Motivator

The goal of job design is to identify the characteristics that make some tasks more motivating than others and to capture these characteristics in the design of jobs.

An attempt to capitalize on intrinsic motivation.

The Job Characteristics Model

Skill Variety

The opportunity to do a variety of job activities using various skills and talents. E.g., A professor teaches, conducts

research, and performs service to the university

Autonomy

The freedom to schedule one’s own work activities and decide work procedures. E.g., telemarketer

Task Significance

The impact that a job has on other people. E.g., The time that I worked at emerg as

SARS Screener

Task Identity

The extent to which a job involves doing a complete piece of work, from beginning to end. E.g., the wing vs. a bolt of an airplane

Feedback

Information about the effectiveness of one’s work performance. E.g., Make pizza: toppings are in place,

cooked, pieces are cut straight

Quiz Question

Veronica doesn't feel responsible for the outcomes of her work. According to Hackman and Oldham's Job Characteristics Model, which core job characteristic is low?

A) Task identityB) Skill varietyC) FeedbackD) Task significanceE) Autonomy

The Job Characteristics Model

Critical Psychological States

Jobs that are higher on the core job characteristics are instrinsically motivating and have more motivating potential because of their effect on three psychological states: Experienced meaningfulness of the work Experienced responsibility for the outcomes

of the work Knowledge of the actual results of the work

activities

Critical Psychological States

Jobs that are high on skill variety, task significance, and task identity are perceived as more meaningful.

Jobs that are high on autonomy provide for greater responsibility for work outcomes.

Jobs that are high on feedback provide workers with knowledge of the results of their work activities.

The Job Characteristics Model

Outcomes

The presence of the critical psychological states leads to a number of outcomes that are relevant to both the individual and the organization: High intrinsic motivation High-quality productivity Satisfaction with higher-order needs General satisfaction with the job Reduce absenteeism and turnover

The Job Characteristics Model

Moderators

Three moderator or contingency variables intervene between job characteristics and outcomes: Job-relevant knowledge and skill of the worker

Weak knowledge, job may be demanding Growth need strength: the extent to which

people desire to achieve higher-order need satisfaction

“Context” satisfactions People less satisfied with pay, supervision, policies,

less responsive to challenging work

Research Support

Research is generally supportive of the basic prediction of the model.

Workers respond more favourably to jobs that are higher in motivating potential.

One study found that job characteristics predicted absenteeism up to 6 years after the job characteristics were assessed.

Job Enrichment

The design of jobs to enhance intrinsic motivation, quality of working life, and job involvement.

Job enrichment involves increasing the motivating potential of jobs via the arrangement of their core job characteristics.

Job Involvement

A cognitive state of psychological identification with one’s job and the importance of work to one’s total self-image.

All of the core job characteristics are positively related to job involvement.

Employees who are more involved in their job have higher job satisfaction and organizational commitment, and are less likely to consider leaving their organization.

Job Enrichment Procedures

Many job enrichment schemes include the following: Combining tasks

Assigning tasks that might be performed by different workers to a single individual.

Establishing internal and external client relationships Putting employees in touch with people who depend on

their products and services within or outside the organization

Reducing supervision or reliance on others Increasing autonomy or control one has over their own work

Forming work teams Making feedback more direct with customers

Question

What are potential problems with job enrichment?

Job Enrichment

Poor diagnosis Without a careful diagnosis of the needs of the

organization and particular jobs in question Lack of desire or skill

Some workers do not desire enriched jobs Demand for rewards

Often expect greater extrinsic rewards, such as pay, to accompany their redesigned jobs

Union and supervisory resistance Job enrichment might “disenrich” the supervisor’s

job

Management by Objectives

The MBO process involves: The manager meets with individual workers to

develop and agree on employee objectives There are periodic meetings to monitor

employee progress in achieving objectives An appraisal meeting is held to evaluate the

extent to which the agreed objectives have been achieved

The MBO cycle is repeated Research evidence shows clear productivity

gains associated with MBO

Alternative Working Schedules as Motivators

The purpose is to meet diverse workforce needs and promote job satisfaction.

Alternative working schedules can facilitate recruitment and reduce absenteeism and turnover

Alternative Working Schedules

Flex-time: arrival and quitting times are flexible

Compressed work week: work fewer than normal 5 days a week but still put in normal # of hours per week

Job-sharing: two part-time employees divide the work of a full-time job

Tele-commuting: work at home but stay in tough with their offices through communications technology

Make Things Fun as Motivator

The Fun theory Video clip of piano stairs

Group Exercise Case Incident

Form groups of 5 to 6 people Read the case incident “The Junior

Accountant” Answer the three questions Be prepared to report back to the class

Summary

There are a number of needs (the what) and process (the how) theories to help us manage

Money may be the most important motivator but it is not the only motivator Enrich and modify job through design

For Next Class

Read chapter 7 on groups and teamwork Bring laptop if you have one