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7/23/2019 Managemen Chap 005
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Copyright © 2009 by The McGraw-Hill Companies, Inc. llMcGraw-Hill#Irwin
7/23/2019 Managemen Chap 005
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Motivation:Background and Theories
Organizations: Behavior, Structure, Processes
Chapter 5
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5-3
Learning Objectives
Define motivation in practical terms thatwould be meaningful to managers in
organizations
Compare the content and process
explanations and theories of motivation
Describe how equity theory explains
employees’ reactions to pay and
compensation decisions
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5-4
Learning Objectives
Discuss why individual needs andpreferences change over the course
of a career
Explain the motivational force for a
behavior, action, or task
s a function of three distinct
perceptions made by an individual
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5-5
Motivation Puzzle
!anagers must excel at addressingthe needs and goals of employees"o one motivational approach works for all
#ndividuals differ in$%heir desired rewards
&ow they attempt to satisfy those needs
&ow they view the fairness of rewards%heir view of the work environment
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5-6
Ke !"ploee #i$$erences
'eterans (born )*++-./0elieve in hard work, dedication, sacrifice,
and respect for authority
&ave a great deal or organizational
knowledge and remain influential
0oomers (born )*-11-/Characterized by optimism, teamwork,
healthy lifestyles, personal gratification2ill 3go the extra mile4 to get the 5ob done
En5oy their careers
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5-7
Ke !"ploee #i$$erences
6en 7ers (born )*1.81/9nderstands the importance of diversity,
worklife balance, selfreliance, fun, and
informality
!ore cynical than other generations
%heir 3it’s only a 5ob4 attitude puts them
in direct conflict with 0oomers
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5-8
Ke !"ploee #i$$erences
6en :ers (born )*88*8/"exters, #nternet 6en, or Echo 0oomers
2orkplace preferences
fair boss0elief in the company2orkplace safety%raining and learning opportunities;lexible work schedulesConstructive feedback%imely and fair reward systems
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5-9
Motivation
%heorists have different interpretationsand place emphasis on different factors!otivation is related to behavior and
performance
6oaldirectedness is involved
#t results from events and processes,
whether internal or external
<esearch is still evolving!any aspects of human motivation
remain unexplained
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5-10
Motivation
!otivation is the result of forces actingon an employee that initiate and direct
behavior
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5-11
Motivation
!otivated employees=ook for the best way to do their 5ob
>roduce highquality products or services
re more likely to be productive2ant to work and become part of the team
&elp, support, and encourage coworkers
re selfconfident and decisive
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5-12
Motivation %tarting Point
#ndividuals ll have a deficiency or lack something
at a particular point in time
re more susceptible to motivational
efforts when in need
Deficiencies may be>hysiological
>sychological
?ociological
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5-13
The Motivational Process
The!"ploee
#
"eed
deficiencies## ?earch for
ways tosatisfy needs
###
6oaldirectedbehavior
#'
>erformance(evaluate goalsaccomplished/
'
<ewards orpunishments
'#
Employeereassesses need
deficiencies
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5-14
Motivation Theories
Content !otivation %heories;ocuses on factors within a person that
energize, direct, sustain, stop behavior
%hese factors can only be inferred
>rocess !otivation %heoriesDescribe, explain, and analyze how
behavior is energized, directed, sustained,
and stopped
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5-15
Managerial !$$ectiveness
Content theories suggest thatmanagersDetermine what employee needs trigger
desired behaviors
@ffer meaningful rewards that satisfy
those needs
Anow when to offer rewards to optimize
behavior 9nderstand that need deficiencies do
not repeat in a regular pattern
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5-16
Managerial !$$ectiveness
>rocess theories suggest thatmanagers understand%he process of motivation
&ow individuals make choices based
on preferences, rewards, and
accomplishments
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5-17
Theor &ounders
Content theory founders!aslow$need hierarchy lderfer$E<6 theory&erzberg$twofactor theory!cClelland$learned needs
>rocess theory founders'room$expectancy of choices dams$equity?kinner$reinforcement=ocke$goalsetting
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5-18
'pplication o$ Theories
Content theory!anagers must be aware of differences
in needs, desires, and goals because each
individual is unique
>rocess theory!anagers must understand the process
of motivation and how individuals make
choices based on performances, rewards,and accomplishments
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5-19
Content Theories o$ Motivation
&uman needs, as defined by !aslow’sneed hierarchy>hysiological
?afety and security
0elongingness, social, and love
Esteem
?elfactualization
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5-20
Content Theories o$ Motivation
!aslow’s need hierarchy assumes person attempts to satisfy basic needs
before trying to satisfy upperlevel needs
=owerlevel needs must be satisfied
before a higherlevel need begins
to control a person’s behavior
satisfied need ceases
to motivate
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5-21
Content Theories o$ Motivation
lderfer proposes a hierarchy involvingthree sets of needsExistence$ satisfied by such things
as food, air, water, pay, and working
conditions
<elatedness$ satisfied by meaningful
social and interpersonal relationships
6rowth$ satisfied by making creativeor productive contributions
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5-22
!() Theor
(elationships '"ong &rustration* +"portance* %atis$action o$ ,eeds
Frustration
of growth needs
Frustration
of growth needs
Frustration of
relatedness needs
Frustration of
relatedness needs
Frustration
of existence needs
Frustration
of existence needs
Importance
of growth needs
Importance
of growth needs
Importance of
relatedness needs
Importance of
relatedness needs
Importance
of existence needs
Importance
of existence needs
Satisfaction
of growth needs
Satisfaction of
relatedness needs
Satisfaction of
existence needs
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5-23
-erzberg.s T/o0&actor Theor
Extrinsic factors>ay, status, and working conditions
Anown as dissatisfiers or hygiene factors
#ntrinsic factors chievement, increased
responsibility, recognition
Anown as satisfiers ormotivators
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5-24
Traditional 1ie/ vs2 -erzberg
I. TRADITIONAL VIEWHigh job dissatisfaction High job satisfaction
II. HERZBERG’ TWO!"A#TOR VIEWLo$ job
satisfaction
High job
satisfaction
Lo$ job
dissatisfaction
High job
dissatisfaction
%oti&ato's
"(()ing of achi(&(*(nt %(aningf+) $o',O--o't+nit fo' ad&anc(*(nt Inc'(as(d '(s-onsibi)it
R(cognition O--o't+nit fo' g'o$th
Hgi(n(s/a tat+s 0ob s(c+'it
Wo',ing conditions "'ing( b(n(fits /o)ici(s1/'oc(d+'(sInt('-('sona) '()ations
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5-25
Learned ,eeds Theor
person with a strong need will useappropriate behaviors to satisfy the need"eeds are learned from the culture of a
society
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5-26
McClelland.s Learned ,eeds Theor
chievement (n ch/&igh n ch persons prefer moderate goals
they think they can achieve
ffiliation (n ff/&igh n ff persons prefer immediate and
reliable performance feedback
>ower (n >ow/&igh n ch persons like to be responsible
for solving problems
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5-27
Measuring n 'ch ,eeds
"eeds are measured with the %hematic
pperception %est (%%/
person is shown a picture and asked towrite a story about it
>eople tend to write stories that reflect
their dominant needs
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5-28
n 'ch ,eeds
!cClelland encourages managers to>rovide periodic feedback on performance
>oint out models of achievement to
employees
2ork with employees to improve their
selfimage
#ntroduce realism into all workrelated
topics
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5-29
Co"parison o$ Content Theories
!aslow’s need hierarchy#ndividuals satisfy basic needs before
directing behavior toward higherorder
needs
lderfer’s E<6 theory%hose who fail to satisfy growth needs
become frustrated, regress, and refocus
attention on lowerorder needs
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5-30
Co"parison o$ Content Theories
&erzberg’s twofactor theory?ome 5ob features and characteristics
result in motivation
@thers create a comfortable work
environment, but don’t motive
!cClelland’s learned needs"eeds are learned from the culture
%raining and education can enhance and
influence a person’s need strength
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5-31
!3pectanc Theor
person who is faced witha set of firstlevel outcomes
will select one based on%he strength (valence/ of the
desire to achieve a second
level state
%he perception of the
relationship between firstand secondlevel outcomes
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5-32
!3pectanc Theor 41aroo"
process governing choices amongalternative forms of voluntary activity!ost behaviors are under a person’s
voluntary control and are consequently
motivated
2hen faced with a set of firstlevel
outcomesEmployees select outcomes based on
how the choice relates to secondlevel
outcomes
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5-33
!3pectanc Theor Ter"inolog
;irst and secondlevel outcomes%he result of behaviors
ssociated with doing the 5ob itself
;irstlevel outcomes include productivity,
absenteeism, turnover, quality
?econdlevel
#nstrumentality n individual’s perception that firstlevel
outcomes are associated with second
level outcomes
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5-34
!3pectanc Theor Ter"inolog
'alence%he strength of a person’s preference for a
particular outcome
pplies to first and secondlevel
outcomes
Expectancy>erceived likelihood that a particular act
will be followed by a particular outcome?ub5ective probability
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5-35
Principles o$ !3pectanc Theor
') B ?('+ x #/'alence associated with firstlevel outcomes is
the sum of the multiplication of the valences ('+/attached to all secondlevel outcomes with theirrespective instrumentalities (#/
! B f(') x E/!otivation is a multiplicative function of the
valence for each firstlevel outcome (')/ and theperceived expectancy (E/ that a given behavior
will be followed by a particular firstlevel outcome > B f(! x />erformance is considered a multiplicative
function of motivation (f/ and ability
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5-36
!3pectanc Theor !3a"ple
Valences of second-
level outcomes(in parentheses)
Day off (6)
ecognition!complimentfrom "oss (#)
$ention of performance
in personnel record (%)
Day off (6)
ecognition!complimentfrom "oss (#)
$ention of performancein personnel record (%)
Day off (6)
ecognition!complimentfrom "oss (#)
$ention of performancein personnel record (%)
&'6
%'&
&'#
&'
&'
-&'%
&'&
&'
-&'*
Finishing "udgeton time (6'+)
Finishing "udgeton re,uired day"ut after deadline(#')
Finishing "udgeton day afterdeadline ('&)
&'*
&'
%'&
'6
'*
'&
$otivation
Instrumentalities (how
much performanceoutcome second-leveloutcome are associated
.erformance
outcome(valences xinstrumentalities)
/xpectancy
(pro"a"ility ofperformance giveneffort)
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5-37
!3pectanc Theor
!anagers should;ocus on employee expectations for
success
ctively determine which secondlevel
outcomes are important to employees=ink desired secondlevel outcomes to
the organization’s performance goals
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5-38
!6uit Theor
Employees compare their efforts andrewards with those of others in similar
works situations
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5-39
!6uit Theor
#mportant terms>erson the individual for whom equity
or inequity is perceived
Comparison other any individual(s/ orgroup used as a referent regarding the
ratio of inputs and outcomes
#nputs the individual characteristics
brought by >erson to the 5ob
@utcomes what >erson received from
the 5ob
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5-40
!6uit Theor
0ompares
his!her input!
outcome ratio to
reference
person1s (.)inputs (I) and
outcomes (2)
and
perceives
OP ORP
IP
IRP
OP ORPIP IRP
OP ORP
IP IRP
(equity)=
(inequity)
(inequity)>
or
or
I.3 Inputs of the person
2.3 2utcomes of the person
I.3 Inputs of reference person
2.3 2utcomes of reference person
4 person (.)
with certain
inputs (I) and
receiving
certainoutcomes (2)
<
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(estoring !6uit
Change the inputs or outcomes of thereference person
Change your inputs or outcomesChange the reference personChange the situation