Motivation of Individuals

1. 10th Edition Managing Organizational Behavior Moorhead & Griffin Motivation of Individuals Chapter 4

2. Chapter Learning Objectives After studying this chapter you should be able to: • Characterize the nature of motivation, including its importance and basic historical perspectives. • Identify and describe the need-based perspectives on motivation. • Identify and describe the major process-based perspectives on motivation. • Describe learning-based perspectives on motivation. © 2012 South-Western, a part of Cengage Learning

3. The Nature of Motivation • Motivation • The set of forces that leads people to behave in particular ways • The Importance of Motivation • Job performance (P) depends upon motivation (M), ability, and environment (E) • P = M + A + E © 2012 South-Western, a part of Cengage Learning

4. 4.1Motivational Framework © 2012 South-Western, a part of Cengage Learning

5. The Motivational Framework • How Motivational Processes Occur: • A need is anything an individual requires or wants • A need deficiency leads to need to satisfy the need • Goal-directed behaviors result from individuals trying to satisfy their need deficiencies • Rewards and punishments are consequences of the goal-directed behavior © 2012 South-Western, a part of Cengage Learning

6. Historical Perspectives on Motivation • The Traditional Approach • “Scientific Management” (Frederick Taylor) assumes that employees are motivated solely by money • The Human Relations Approach • Assumes employees’ needs outweigh money and that fostering favorable employee attitudes (the illusion of involvement) results in motivation • The Human Resource Approach • Assumes people want to make genuine contributions; managers should encourage their participation by providing the proper working environment conditions © 2012 South-Western, a part of Cengage Learning

7. Need-Based Perspectives on Motivation • Need-Based Theories of Motivation • Assume that need deficiencies cause behavior • The Hierarchy of Needs (Abraham Maslow) • Assumes that human needs are arranged in a hierarchy of importance. • Basic (or deficiency) needs • Physiological • Security • Belongingness • Growth needs • Esteem • Self-actualization © 2012 South-Western, a part of Cengage Learning

8. 4.2The Hierarchy of Needs Reference: Adapted from Abraham H. Maslow, “A Theory of Human Motivation,” Psychological Review, 1943, vol. 50, pp. 374–396. © 2012 South-Western, a part of Cengage Learning

9. Need-Based Perspectives… (cont’d) • ERG Theory (Clayton Alderfer) • Describes existence (E), relatedness (R), and growth (G) needs • Assumptions: • More than one need may motivate a person at the same time • Satisfaction-progression and frustration-regression components imply that a person may not stay at the same level of need in Maslow’s Hierarchy of Needs © 2012 South-Western, a part of Cengage Learning

10. Need-Based Perspectives… (cont’d) • The Dual-Structure Theory (Herzberg) • Assumes that motivation, as a construct, has two separate dimensions: • Motivation factors which affect satisfaction • Hygiene factors which determine dissatisfaction • Assumes motivation occurs through job enrichment once hygiene factors are addressed • Criticisms: • May be both method and culture bound • Fails to account for individual differences • Factors (e.g., pay) may affect both dimensions © 2012 South-Western, a part of Cengage Learning

11. 4.3The Dual-Structure Theory of Motivation © 2012 South-Western, a part of Cengage Learning

12. Process-Based Perspectives on Motivation • Other Important Needs • The Need for Achievement (David McClelland) • The desire to accomplish a task or goal more effectively than was done in the past • The Need for Affiliation • The need for human companionship • The Need for Power • The desire to control the resources in one’s environment © 2012 South-Western, a part of Cengage Learning

13. Process-Based Perspectives… (cont’d) • Focus of Process-Based Perspectives • Why people choose certain behavioral options to satisfy their needs • How people evaluate their satisfaction after they have attained these goals © 2012 South-Western, a part of Cengage Learning

14. Process-Based Perspectives… (cont’d) • The Equity Theory of Motivation • Focuses on the desire to be treated with equity and to avoid perceived inequity • Equity is a perceptual belief that one is being treated fairly in relation to others • Inequity is a perceptual belief that one is being treated unfairly in relation to others • The Equity Comparison • Outcomes (self)compared withOutcomes (other) Inputs (self) Inputs (other) © 2012 South-Western, a part of Cengage Learning

15. 4.4Responses to Perceptions of Equity and Inequity © 2012 South-Western, a part of Cengage Learning

16. Process-Based Perspectives… (cont’d) • The Expectancy Theory of Motivation (Vroom) • Motivation depends on how much we want something and how likely we think we are to get it • Key Components © 2012 South-Western, a part of Cengage Learning

17. 4.5The Expectancy Theory of Motivation © 2012 South-Western, a part of Cengage Learning

18. Process-Based Perspectives…(cont’d) • The Porter-Lawler Model • Focuses on the relationship between satisfaction and performance • Assumes that: • If rewards are adequate, high levels of performance may lead to satisfaction. • Satisfaction is determined by the perceived equity of intrinsic (intangible) and extrinsic (tangible) rewards for performance. © 2012 South-Western, a part of Cengage Learning

19. 4.6The Porter-Lawler Model © 2012 South-Western, a part of Cengage Learning

20. Guidelines for Using Expectancy Theory • Determine the primary outcomes each employee wants • Decide what levels/kinds of performance are needed to meet organizational goals • Make sure the desired levels of performance are possible • Link desired outcomes and desired performance • Analyze the situation for conflicting expectancies • Make sure the rewards are large enough • Make sure the overall system is equitable for everyone © 2012 South-Western, a part of Cengage Learning

21. Learning-Based Perspectives on Motivation • Learning • A relatively permanent change in behavior or behavioral potential resulting from direct or indirect experience • How Learning Occurs • Traditional View: Classical Conditioning • A simple form of learning that links a conditioned response with an unconditioned stimulus • Contemporary View: Learning as a Cognitive Process • Assumes people are conscious, active participants in how they learn © 2012 South-Western, a part of Cengage Learning

22. Learning-Based Perspectives… (cont’d) • Reinforcement Theory and Learning • Operant Conditioning (Skinner) • Behavior is a function of its consequences • Reinforcement is the consequence of behavior • Types of Reinforcement © 2012 South-Western, a part of Cengage Learning

23. 4.1Schedules of Reinforcement Schedule of Reinforcement Nature of Reinforcement Command Groups Task Groups © 2012 South-Western, a part of Cengage Learning

24. Learning-Based Perspectives… (cont’d) • Social Learning in Organizations • Occurs when people observe the behaviors of others, recognize their consequences, and alter their own behavior as a result • Conditions for social learning: • Behavior being observed and imitated must be relatively simple • Observed and imitated behavior must be concrete, not intellectual • Learner must have the physical ability to imitate the observed behavior © 2012 South-Western, a part of Cengage Learning

25. Learning-Based Perspectives… (cont’d) • Organizational Behavior Modification (OB Mod) • The application of reinforcement theory to people in organizational settings • Effectiveness of OB Mod • Varying results in organizational applications • Lack of “real world” use • Ethics of OB Mod • Individual freedom of choice • Employee manipulation © 2012 South-Western, a part of Cengage Learning

26. 4.7 Steps in Organizational Behavior Modification © 2012 South-Western, a part of Cengage Learning

27. Organizational Behavior in Action • After reading the chapter opening case: • Which needs does working at Netapp fulfill for its employees? • Is it really possible to have an organization where almost all employees are (or appear be) satisfied? • What advantages does Netapp have when seeking people for employment? Disadvantages? © 2012 South-Western, a part of Cengage Learning