LECTURER: DR. INUSAH ABDUL-NASIRU DEPARTMENT: … · Equity Theory •(This is an example of both content and process theory) •Developed by Adams (1963, 1965). •It is about –A

College of Education

School of Continuing and Distance Education 2017/2018 – 2018/2019 ACADEMIC YEAR

LECTURER: DR. INUSAH ABDUL-NASIRU DEPARTMENT: PSYCHOLOGY

(Contact Information: [email protected])

Course Information

Provide the following information:

Course Code: PSYC 456

Course Title: Organisational Psychology

Course Credit

3

Session Number & Session Title:

Session 3: Employee Motivation Theories

Semester/Year: 2nd Semester / 2018 Slide 2

Course Information (contd.)

Slide 3


Lecture Period(s)

Insert Lecture Period(s): (Online how many online interactions per week)

Prerequisites

Course Prerequisites: Introduction to Psychology; Experimental Psychology

Course Instructor’s Contact


Course Instructor Name

Dr. Inusah Abdul-Nasiru

Office Location Department of Psychology, Office Number 1

Office Hours

Thursdays 9.00am to 1.00pm

Phone Phone Number: 0244220529

E-mail Your Email: [email protected] Slide 4

Introduction/Subject or Session Overview

• Industrial Psychologists are interested in employees’ work performance and organizational productivity.

• Motivation is an area of study in organizational psychology concerned with what gets employees to initiate behaviour and direct these behaviours toward achieving acceptable goas.

• This session introduces students to theories of motivation and the relevant concepts in this area.

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Session Outline

The key topics to be covered in the session are as follows:

1. Theories of Motivation: Content Theories

2. Theories of Motivation: Process Theories

Slide 6

Session Learning Goals

This session will highlight the need for students to understand the basis of certain behaviours, drawing on the relevant theories and concepts that explain why employees will initiate and direct behaviour towards achieving organisational goal.

Slide 7

Session Learning Objectives

• By the end of this session, it is expected that students will be able to:

– Explain how motivation theories differ from each other

Slide 8

Session Learning Outcomes

• It is expected that students will be able to explain the various motivation theories

• And provide similarities and differences in these theories

Slide 9

Session Activities and Assignments

This week, complete the following tasks: • Log onto the UG Sakai LMS course site:

– http://sakai.ug.edu.gh/XXXXXXXXX

• Read Chapter 9 of Recommended Text – E.g. Aamodt M. G. (2016)

• Watch the Videos for Session – e.g. Employee Motivation Theories and Concepts

• Review Lecture Slides: Session – e.g. Employee Motivation Theories and Concepts

• Visit the Chat Room and discuss the Forum question for Session

• Complete the Individual Assignment for Session

Slide 10

Reading List

• Required Text

– Aamodt, M. G. (2016). Industrial and Organisational Psychology: An Applied Approach. 8th Edition. Boston: Cengage Learning

– Levy, P. E. (2013). Industrial/Organizational Psychology: Understanding the workplace (4th Edition). New York: Worth Publishers.

• Supplemental Texts – McKenna, E. (2012). Business psychology and organisational

behaviour. (5th Ed) New York: Psychology Press.

Slide 11

THEORIES OF MOTIVATION: CONTENT THEORIES

Topic One

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Theories of Motivation

Why should managers have an understanding of the various theories?

1. Motivation is a complex concept, and no one theory is wholly acceptable, in explaining the nature of motivation.

2. All the theories available only help to explain the behaviour of certain people at certain times.

Slide 13

Theories of Motivation

• There are several motivation theories, and each is conventionally grouped under either:

1. Content (Need) Theories

– focus on factors within the individual, that energise,

direct and sustain or stop behaviour.

2. Process (Cognitive) Theories

– They provide description and analysis of how behaviour is initiated, energised, directed, sustained and/or stopped.

Slide 14

Content (Need ) Theories

• Content theories of motivation focus on factors

within the individual, that energise, direct and

sustain or stop behaviour.

– They analyse particular needs, motives or rewards. i.e.,

what factors within the individual, energise, direct sustain

or stop behaviour?

Slide 15

Content (Need ) Theories

• E.g.

• Maslow’s hierarchy of needs

• Alderfer’s modified need hierarchy (ERG:

Existence, Relatedness and Growth)

• Herzberg’s two-factor theory

• McClelland’s Achievement Motivation theory

Slide 16

Maslow’s Hierarchy of Needs

Theory • Maslow's hierarchy of needs theory states

that people have a pyramid hierarchy of needs that they will satisfy from bottom to top.

• Important to the hierarchy of needs theory is that

– Maslow felt that unfulfilled needs lower on the ladder would inhibit the person from climbing to the next step.

Slide 17


Theory

• Maslow’s basic proposition is that

– people always want more, and what

they want depends on what they already

have.

• Maslow argues that human motives or needs follow a hierarchy, involving five levels:

Slide 18


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Theory

• 1. The physiological needs. – These include the needs we have for oxygen, water,

protein, salt, sugar, calcium, and other minerals and

vitamins.

• They also include the need to be active, to

rest, to sleep, to get rid of wastes (sweat,

urine, and faecal matter), to avoid pain, etc.

Slide 20


Theory • 2. The safety and security needs.

– After the physiological needs are taken care of, one

becomes increasingly interested in finding safe

circumstances, stability, and protection.

– a home in a safe neighbourhood,

– a little job security and

– a good retirement plan and

– a bit of insurance,

– etc

Slide 21


Theory • 3. The love and belonging needs.

• With this, one begins to feel the need for friends, a

sweetheart, children, affectionate relationships in

general, even a sense of community.

• People may exhibit these needs in their desires to

– marry, have a family, be a part of a community, a member

of a church, a brother in the fraternity, a part of a gang or a

bowling club.

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Theory • 4. The esteem needs.

• The need for the respect of others, the need for

status, fame, glory, recognition, attention, reputation,

appreciation, dignity, even dominance.

– feelings as confidence, competence, independence,

and freedom.

Slide 23


Theory • 5. Self-actualization

• Maslow has used a variety of terms to refer to this level: – He has called it growth motivation (in contrast to deficit

motivation), being needs (or B-needs), and self-actualization.

• They involve the continuous desire to fulfill potentials, to “be all that you can be.” – becoming the most complete, the fullest, “you” -- hence

the term, self-actualization.

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The point……

• Now, in keeping with his theory up to this point, if you want to be truly self-actualizing, you need to have your lower needs taken care of, at least to a considerable extent. – If you are hungry, you are scrambling to get food;

– If you are unsafe, you have to be continuously on guard;

– If you are isolated and unloved, you have to satisfy that need;

– If you have a low sense of self-esteem, you have to be defensive or compensate.

– When lower needs are unmet, you can’t fully devote yourself to fulfilling your potentials.

Slide 25

Equivalent items in Maslow’s

Need Hierarchy for organisations

Physiological

• General :Food, water, sex. sleep

• Organisational:

– Pay

– Pleasant working conditions

– Cafeteria

Slide 26


Need Hierarchy

Safety/Security

• General: Safety, security, stability, protection

• Organisational:

– Safe working conditions

– Company benefits

– Job security

PSYC 456: Organisational Psychology


Need Hierarchy

Belongingness

• General: Love, affection, belongingness

• Organisational

– Cohesive work group

– Friendly supervision

– Professional association



Need Hierarchy

Esteem

• General: Self-esteem, self-respect, prestige, status

• Organisational: – Social recognition

– Job title

– High status job

– Feedback from the job itself



Need Hierarchy

Self-Actualisation

• General: Growth, advancement, creativity

• Organisational: – Challenging job

– Opportunities for creativity

– Achievement in work

– Advancement in the organisation


Evaluation of Maslow’s Theory

• Motivation/Job satisfaction does not necessarily lead to improved

performance

• People may be in the same hierarchy, but may have different

motivating factors

• Several studies failed to validate the conception of 5-step

hierarchy.

• People place different emphasis on different things at different

times.

• Eg: Maslow himself realized that:

– More than one need determine behavior

– Some needs may disappear; and some behaviors are not

determined by needs


Job Characteristics Model

• The assumption is that if applied psychologists could understand what was intrinsically motivating about jobs, then they will be in position to redesign

• Jobs so that employees can be motivated and satisfied as they perform.

• For example – When people get the opportunity to do a meaningful job,

they become motivated and satisfied.

• So, the challenge is how to make a job meaningful!

Slide 32



– The job characteristics model, designed by Hackman and Oldham, is based on the idea that

• the task itself is key to employee motivation.

–Specifically, a boring and monotonous job stifles motivation to perform well, whereas a challenging job enhances motivation.

Slide 33

Job Design

Slide 34

• Hackman and Oldham’s job characteristics theory proposes that – high motivation is related to experiencing three psychological

states whilst working:

1. Meaningfulness of work That labour has meaning to employees, something that they can relate to.

• This is fundamental to intrinsic motivation, i.e. that work is motivating in an of itself (as opposed to motivating only as a means to an end).

Slide 35

2. Responsibility

• That each employee has been given the opportunity to be a success or failure at their job

– because sufficient freedom of action has given them.

• This would include the ability to make changes and incorporate the learning they gain whilst doing the job.

Slide 36

3. Knowledge of outcomes

• Two reasons explain this:

– This is important for two reasons:

• Firstly: to provide the person with knowledge on how successful their work has been, which in turn enables them to learn from mistakes.

• Secondly: to connect them emotionally to the customer of their outputs, thus giving further purpose to the work

– (e.g. I may only work on a production line, but I know that the food rations I produce are used to help people in disaster areas, saving many lives).

Slide 37

THEORIES OF MOTIVATION: PROCESS THEORIES

Topic Two

Slide 38

Process (Cognitive ) Theories

• They provide description and analysis of how

behaviour is initiated, energised, directed, sustained

and/or stopped.

– They concentrate on psychological and behavioral

processes in motivation.

• E.g

– Equity theory (Adams )

– Expectancy Theories (Vroom, and Porter & Lawler)

– Operant Conditioning

– Goal-setting Theory (Locke)

Slide 39

Equity Theory

• (This is an example of both content and process theory)

• Developed by Adams (1963, 1965).

• It is about

– A motive for equity in organizations.

– A motive for competiveness in the industry

• It is based on the observation that people want to feel equitably compensated in their work (people have need for sense of equity), so:

– If person ‘A’ senses that s/he receives inequitable treatment compared with ‘B’, s/he (A) takes steps to reduce the inequity.


Equity Theory

• Two main assumptions:

– The need for cognitive balance consistency—i.e., our need to feel that our beliefs and attitudes are consistent with each other and not conflicting

– Social comparison process—i.e., the tendency to assess ourselves and our status by comparing ourselves to significant others (whom we accept as referents).


Key elements for comparison

• Inputs: efforts, experience, credentials, longevity, successful accomplishment

• Outcomes: returns or compensation such as pay, benefits, enjoyment, etc.


How it works!!

• Upon comparison, where one observes inequity, in the form of:

• Under compensation: This occurs where the other person is getting more rewards for the same contribution

• Overcompensation: where the other person receives the same or less rewards but makes better contribution.



Expectancy Theory

• The theory has it that: – an individual will be more strongly motivated to

engage in a behavior as he or she perceives stronger probabilities ("expectancies") that the behavior will lead to valued outcomes and avoid bad outcomes”.

• It’s based on the observation that – humans seek to do what has the greater

likelihood of yielding desirable outcome, and to minimize bad results


Eg

• E.g., “if a behavior is very likely to lead to some very

desirable results (more pay, more interesting work),

but also very likely to lead to some undesirable

results (more overtime work, more stress), one's

motivation to engage in the behaviour will depend

on just how desirable or undesirable one considers

the results and on one's sense of the likelihood of

each result”.

– A matter of choice between the two outcomes



Evaluation

• Criticism: Difficulty in application and validation.

– The theory assumes that people work out mathematics in

their head, and think rationally before behavior. TOO

MATHEMATICAL

• Contribution: Helped in leadership theories, eg path-

goal theory

– It can be helpful in analyzing practical motivational issues

in organizations

• NOTE: This still receives attention as one of the best

motivation theories (Pinder, 1984).


Goal Setting Theory

• Locke (1996). The theory holds the view that: – difficult, specific goals lead to higher performance

than easy and/or vague goals or no goals.

• How? – where one has a difficult goal, it enhances

performance by directing attention and action and also gets the individual to mobilize effort, increasing persistence;

– this eventually motivates them to search for effective performance strategies.


Goal Setting Theory and Motivation


Documents

LECTURER: DR. INUSAH ABDUL-NASIRU DEPARTMENT: … · Equity Theory •(This is an example of both content and process theory) •Developed by Adams (1963, 1965). •It is about –A