Chapter 7- motivation concepts
hierarchy of needs
Abraham Maslow's hierarchy of five needs- physiological, safety, social, esteem and self-actualization- in which, as each need is substantially satisfied, the next need becomes dominant • all people have a hierarchy of needs, as each need becomes substantially satisfied (never can be fully), the next need becomes dominant • Separated the needs into two categories: o Higher order needs- satisfied internally ♣ Social, esteem, and self-actualization o Lower order needs- satisfied externally ♣ Physiological and safety needs • Popular among managers, however, most research does not accept as valid, especially in diverse cultures (can sample from both don't have to go up the later)
Research has found that employees are engaged with
Employee believes it is meaningful to engage in work Match in individual and organizational values Leadership that inspires the mission of the organization Critics of engagement- could be an attitude and more seen as job satisfaction not motivation
equity theory part 2
Equity theory is a part of organizational justice- concerned with overall fairness in the workplace, specifically how employees feel authorities (bosses) treat them.
expectancy theory
a theory that says that 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
McClelland's theory of needs
a theory that states achievement, power, and affiliation are three important needs that help explain motivation
hygiene factors
factors- such as company policy and administration, supervision, and salary- that when adequate in a job, placate workers. when these factors are adequate, people will not be dissatisfied
"The Human Side of Enterprise"
how do we think about people, what do people need, and how do we motivate people? Two different views of people: (approach to managing employees) • Theory X- negative- Traditional control, industrial management era. Employee's leader views the employees as they dislike work and must be coerced controlled or threatened with punishment to achieve goals, have to be told what to do, aren't responsible. Security over ambition. • Theory Y- positive- During the early years of the human relations movement. Employee views work as rest or play, employees exhibit self-control and direction, Manager views employees accept and seek responsibility, don't need to be supervised. Employees creative and innovative. • Criticism of the model- neither set of assumptions have been proven and operating in one set or the other will increase
Personal factors that influence goal performance
o Goal commitment- people are committed to the goal if, ♣ The person believes she can accomplish it ♣ Public, (told your roommates or parents about it) ♣ Internal locus of control o Task characteristics- goals affect performance more strongly when: ♣ Tasks are simple ♣ Well learned ♣ Independent ♣ Highly achievable • Cultural differences are important factors for goals
Goal setting has drawbacks
o Goals on quantity are good four routine task, not as beneficial for complex thinking o When learning new tasks, or adaptation and creativity are important
motivating employees
• One of the most challenging aspects of management • One of the most researched topics in OB • One survey indicated that 69% of worker's waste 30-60 minutes each day; surfing the internet or chatting with coworkers
distributive justice
perceived fairness of the amount and allocation of rewards among individuals perceived fairness in the amount and the distribution of outcome (what is distributed equitably)
informational justice
the degree to which employees are provided truthful explanations for decisions explanations for key decisions, good and bad news
Interactional justice
the degree to which employees are provided truthful explanations for decisions. It is a perception of the level of respect and dignity that one is treated.
interpersonal justice
the degree to which employees are treated with dignity and respect treated with dignity and respect- this justice is different than the others because it can occur in everyday situations, not only on big ticket outcomes.
self-concordance
the degree to which people's reasons for pursuing goals are consistent with their interests and core values
need for affiliation (nAff)
the desire for friendly and close interpersonal relationships
need for achievement (nAch)
the drive to excel to achieve in relationship to a set of standards and to strive to succeed o Need for achievement (nAch)* his primary work* in order to be motivated by achievement they need a 50/50 chance of succeeding ♣ Research shown three factors in job performance and high need for achievement: • Those high in nAch are more motivated by jobs- responsibility, feedback, and medium level of risk. • Motivation is focused on self- how well the person will do personally • nPow and nAff- closely related to managerial success, best managers have high nPow and low nAff • McClelland's theory of needs is supported in research, especially related to cultural differences (risk & performance)
job engagement
the investment of an employee's physical, cognitive, and emotional energies into job performance. the investment of physical, cognitive, and emotional energies into job performance. Deeper level of commitment, beyond interest and liking the job.
need for power (nPow)
the need to make others behave in a way in which they would not have behaved otherwise
procedural justice
the perceived fairness of the process used to determine the distribution of rewards - fairness of process used (how) to determine distribution of the outcome/rewards. Procedures are judged fair if expectations are followed such as: consistent decision making, not favoring one over the other, using accurate information, consideration of the group that the decision affects, acting ethically, openness to appeals of the decision
motivation
the processes that account for an individuals intensity, direction, and persistence of effort toward attaining a goal • Intensity • Direction- outcome (having to deal with work) • Persistence- how long can we stay with it
social learning theory
the view that we can learn through both observation and direct experience • Self-Efficacy (also called social cognitive or social learning theory)- a person's belief that they are capable of performing a task. (high = more confidence o Most important source for increasing self-efficacy is enactive mastery, that is gaining experience with the job task.
The tendency to act (motivated) depends on
1 Effort-performance- the amount of effort (Expectancy) or the probability that the effort exerted will lead to outcomes 2 Performance- reward does the outcome lead to (instrumentality) or the probability that the performance will lead to rewards such as raise and promotion? 3 Reward- personal goals- if I am rewarded, are the rewards attractive to me or termed (Valence)- attractiveness or liking of the reward (Reward- goal relationship) Some managers are limited in rewards they can give or assume all employees want the same thing.
management by objectives
a program that encompasses specific goals, participatively set, for an explicit time period, with feedback on goal progress • Management by Objectives (MBO)- objectives are set at the top and are linked down through levels in the organization. The bottom level also sets goals and they are linked upward. o Emphasizes participatively set goals that are: tangible, verifiable, and measurable o MBO Four components- o Goal specific o Participation in decisions making (including setting goals and objectives) o Explicit time period o Performance feedback
prevention focus
a self regulation strategy that involves striving for goals by fulfilling duties and obligations • Prevention focused individuals- striving for goals through duties and obligations o Avoid conditions that pull them away from goals
promotion focus
a self-regulation strategy that involves striving for goals through advancement and accomplishment • Promotion focus individuals- striving for goals through advancement and accomplishment o Seek the conditions that bring them closer to the goals
self-determination theory
a theory of motivation that is concerned with the beneficial effects of intrinsic motivation and harmful effects of extrinsic motivation. people prefer to feel as though they have control over their actions. A previously enjoyed task that becomes an obligation is no longer motivating. (if they get to decide it gives them motivation, more than someone telling them what to do)
behaviorism
a theory that argues that behavior follows stimuli in a relatively unthinking manner
two-factor theory
a theory that relates intrinsic factors to job satisfaction and associates extrinsic factors with dissatisfaction. Also called motivation-hygiene theory (motivation, extrinsic) Satisfaction and (Hygiene, intrinsic) Dissatisfaction- either satisfied or not satisfied or dissatisfied or not dissatisfied.
reinforcement theory
a theory that says that behavior is a function of its consequences o A behaviorist theory, reinforcement conditions behavior, that is environmentally caused. o Whatever action occurs and is followed with a response increases the probability that the action will be repeated o Behavior is environmentally caused, the opposite of the cognitive approach o Ignored the person's internal state, and focuses on what happens after an action is taken, what is reinforced changes behavior o Operant conditioning behavior people learn to behave to get something they want or to avoid something they don't want.
equity theory
a theory that says that individuals compare their job inputs and outcomes with those of others and then respond to eliminate any inequities • employees compare what they get from their job to what they put into it o Outcomes- pay, promotions, recognition, benefits (office space, tools) o Inputs- effort, experience, and education o O/I in comparison to others O/I, are they equal? o If we believe the ratio is equal compared to others then equity exists and we judge the situation as fair. o Some criticism of the theory- Overpaid employee's behavior- tend to justify why they are paid more VS. restoring equity. Not everyone cares about inequality.
goal setting theory
a theory that says that specific and difficult goals, with feedback, lead to higher performance o Goals criteria: ♣ Specific ♣ Challenge ♣ Feedback- helps a person evaluate if they are on target as expected and focus on the next steps o Self-feedback vs. external feedback- (self-feedback more motivating)
cognitive evaluation theory
a version of self-determination theory that holds that allocating extrinsic rewards for behavior that had been previously intrinsically rewarding tends to decrease the overall level of motivation if the rewards are seen as controlling • extrinsic rewards reduce intrinsic interest in the task. When we are paid for work, it feels like something we have to do vs. something we want to do. • Individuals choose your job because of intrinsic rewards, they are more motivating • Managers provide both intrinsic and extrinsic rewards for employees. Extrinsic rewards should support the intrinsic motivation not replace it
organizational justice
an overall perception of what is fair in the workplace, composed of distributive, procedural, informational, and interpersonal justice
Early theories in motivation
• Motivation theories began to appear in the early 1950's • Early theories have been challenged as more contemporary theories have emerged o The foundation of motivation theory o Practicing managers o Current research
aspects of motivation
• Motivation- can be seen in our outward behavior • A willingness to do something to satisfy some need for the individual • A need is seen as a psychological or physiological deficit • Unsatisfied needs create tension • Motivated employees are working to reduce tension
Research on goal setting theory
• employees that can set their own goals, or participate in goal setting is mixed: o If participation is not used for goal setting the employee needs to understand the goal...
Social learning part two
• we learn from observation and direct experience o Has similarities to operant conditioning behavior in that behavior occurs because of the results o This theory also considers the perceptions of the results as the motivation to behave; people behave by how they perceive and define the consequences, thus there is a cognitive part to this model o Models are central to social learning- people we observe and have the following features: ♣ Attentional processes ♣ Retention processes ♣ Motor reproduction processes ♣ Reinforcement processes
When we judge the situation as unfair, we alter our behavior or thoughts about the inequity and make on the six choices:
♣ Change inputs ♣ Change outcomes ♣ Distort perceptions of self ♣ Distort perceptions of others ♣ Choose a different referent ♣ Leave the field
