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MOTIVATION

MOTIVATION. THAT WHICH CAUSES. BEHAVIOR TO BEGIN SUSTAINED BEHAVIOR. MOTIVATION. THE REASON(S) FOR. WANTING TO EXPEND EFFORT WANTING TO DO SOMETHING. WHY DO PEOPLE WORK?. MOTIVATED TO DO WHAT?. POINT: NOT EVERYTHING INFLUENCES HIGHER PERFORMANCE. P = ( f ) M X A X S X E.

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MOTIVATION

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  1. MOTIVATION THAT WHICH CAUSES • BEHAVIOR TO BEGIN • SUSTAINED BEHAVIOR

  2. MOTIVATION THE REASON(S) FOR • WANTING TO EXPEND EFFORT • WANTING TO DO SOMETHING

  3. WHY DO PEOPLE WORK? MOTIVATED TO DO WHAT? POINT: NOT EVERYTHING INFLUENCES HIGHER PERFORMANCE.

  4. P = (f) MX A X S X E M = MOTIVATION A = ABILITY S = SUPPORT (TOOLS, ASSISTANCE, RESOURCES) E = EXTERNAL CONDITIONS

  5. ALWAYS WANT TO INCREASE PERFORMANCE?

  6. MAY NOT WORK • MACHINE PACED • IN ASSEMBLY LINE • PERISHABLE/FASHION PROD. • TOO MUCH INVENTORY

  7. Hierarchy of Needs Self Actualization Esteem Affiliation Security Physiological A.H. Maslow

  8. 2 Factor Theory Satisfaction - Motivator Factors + Dissatisfaction - Hygiene Factors + F. Herzberg

  9. 2 Factor Theory % Negative % Positive - 8 ACHIEVEMENT +43 -15 RECOGNITION +35 -12 WORK ITSELF +28 - 8 RESPONSIBILITY+25 -11ADVANCEMENT +21 -37 COMPANY POLICY + 5 & ADMIN -21 SUPERVISION + 5 -19 SALARY +17 -17 INTERPERSONAL REL. + 4 -13 WORKING COND. + 3 F. Herzberg

  10. Acquired Needs Theory Learn Needs • Childhood literature • Role models • Experiences McClelland

  11. Need for Achievement (nach) • Drive to excel • Prefer challenging but • achievable goals • Too challenging = won’t succeed • Not challenging = no sense of achievement

  12. (nach) Achievers prefer jobs that offer • Personal responsibility • Feedback • Moderate risk

  13. Need for power (npow) • Control environment • Influence people • Prefer • - being in charge • - competition • - status oriented situations

  14. Need for affiliation (naff) • Friendly, close relationships • Prefer situations • - cooperative • - mutual understanding

  15. Goal Setting as Motivator • Specific, not general • Difficult, high • - coaching • - encourage • - support • Set by manager • - accepted? ------- And nach? 10-20% people in U.S. are high nach

  16. Expectancy Theory Perceived Equity Abilities Intrinsic Rewards Value of Rewards Satisfaction Performance Effort Extrinsic Rewards Role Perceptions Perceived Effort - Reward Probability Adapted from L. Porter & E. Lawler (1968). Managerial attitudes and performance, Irwin, p. 165.

  17. Equity Theory A’s perceptions of: Outcomes A = Outcomes B Inputs A Inputs B

  18. If Inequity Perceived: 1. Change real inputs, outcomes (I, O). 2. Change perception of I, O. 3. Change others’ I, O. 4. Change perception of others’ I, O. 5. Change referent(s). 6. Leave situation.

  19. Studies - inequitable pay: (Compared to equitably paid employees) • PERCEPTION = OVER-REWARDED • Time based pay: produce more • (quantity and quality) • Quantity based pay: reduce quantity*, • increase quality *Assumption: trade-off between quantity and quality

  20. Studies - inequitable pay: (Compared to equitably paid employees) • PERCEPTION - UNDER-REWARDED • Time based pay: produce less • or poorer quality • Quantity based pay: increase quantity, • reduce quality *Assumption: trade-off between quantity and quality

  21. Reinforcement Theory Stimulus Response Consequence (need) Learn from consequence to repeat or not repeat the behavior

  22. Reinforcement Theory Law of Effect: The greater the satisfaction, or dissatisfaction, with consequence, the stronger the stimulus to behavior link (stronger learning).

  23. Reinforcement Theory Law of Contiguity: Tie consequence directly to behavior. Law of Immediacy: Administer consequence immediately.

  24. Reinforcement Theory Positive Reinforcement: Positive consequences following behavior (reward) Negative Reinforcement (Avoidance Learning): Remove negative consequence following behavior (don’t get stopped if don’t speed) Punishment: Negative consequence following behavior Extinction: Withhold positive consequence after behavior (fail to meet goal, no reward)

  25. Schedules of Reinforcement ScheduleForm of InfluenceIf WithdrawnExample

  26. Reinforcement Theory • Shaping Behavior: • Teaching new behavior • Reward “successive approximations” • - reward “attempts” early stages • - reward often, early stages • ------------ • Same as: Coaching, modeling, teaching….

  27. Guides for Positive Reinforcement 1. Clearly describe goal, target behavior. 2. If overall is complex chain of behaviors, divide into observable, measurable sequence of steps. 3. Make sure person has skill, ability to accomplish behavior. 4. Select rewards based on person’s needs. 5. Arrange setting to encourage desired behavior. 6. Reward close approximations, in shaping stage. 7. Reward desired behavior immediately.

  28. Guides for Punishment 1. Tell person what is wrong. 2. Tell person what correct behavior is. 3. Follow laws of contingent, immediate reinforcement. Punish only improper behavior immediately. 4. Make punishment match behavior. Magnitude of punishment = to degree of undesirable behavior. 5. Punish in private.

  29. “HOT STOVE” RULE • IMMEDIACY • ADVANCE WARNING • CONSISTENCY • IMPERSONAL

  30. Possible Negative Side-effects of Punishment 1. If administered poorly, may cause frustration, humiliation, alienation… 2. Threat of punishment may highlight what not to do. 3. Does stop unwanted behavior. By itself, does not provide corrections. 4. Vulnerable to error of over-generalization. 5. Does not encourage internalized behavior; i.e. Threat must always be present. 6. May encourage people to respond in kind.

  31. SHOULD PUNISHMENT BE USED AT ALL? • DOES (CAN) STOP UNWANTED BEHAVIOR. • IF UNWANTED BEHAVIOR IS INTENTIONAL • KNEW IT WAS WRONG • DID IT ANYWAY • PUNISH UNINTENTIONAL BEHAVIOR? • FRUSTRATION • NEGATIVE STRESS

  32. COMPETITION as Motivator • High interdependent tasks, compete for rewards: • productivity decreases • Low interdependent tasks, compete for rewards: • slight increase in productivity (Miller & Hamblin (1971). “Interdependence, differential rewarding, and productivity” in B. Hinton & J. Reitz Groups and Organizations.)

  33. JOB ENRICHMENT as Motivator • EVERYONE WANT MORE AUTHORITY, • RESPONSIBILITY? • SAME AS EMPOWERMENT?

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