Motivation

1. Motivation Work Effort = A Willingness to Perform OP = I x WE x OS That is, WHY SOME PEOPLE WORK HARDER THAN OTHERS (MOTIVATION TO WORK)

2. Why Is Motivation Important? • TO UNDERSTAND PERSONAL DIFFERENCES IN PERFORMANCE IN BOTH A DIFFERENT AS WELL AS IN THE SAME SITUATION • MOTIVATION = HOW TO MOTIVATE PEOPLE AT THE WORKPLACE

3. What Is Motivation? • PSYCHOLOGICAL PROCESS THAT CAUSE: • AROUSAL (evocation) • DIRECTION • INTENSITY • PERSISTENCE (continuity) OF VOLUNTARY ACTIONS THAT ARE GOAL DIRECTED (certain productive behavior) • MOTIVATION IS: • A PROCESS • CROSS-FUNCTIONAL

4. HRM Approach to Motivation Participation Productivity Satisfaction☺

5. 1. Content Theories A) Maslow’s Hierarchy of Needs Theory Physiological Safety Social Esteem Self-actualization B) Alderfer’s ERG Theory Existence Relatedness Growth C) Hertzberg’s Two-Factor Theory Motivators (cause satisfaction) Hygiene factors (cause dissatisfaction) D) McClelland’s Acquired Needs Theory: Not all people are motivated by the same needs Some people have a high need for: Achievement Affiliation Power Managerial implication of McClelland: MANAGERS SHOULD KNOW WHAT ARE THE NEEDS OF THEIR SUBORDINATES AND WHAT IS THE LEVEL OF THEIR SATISFACTION

6. Process Theories A) Adam’s Equity Theory Individual reward/Individual inputs COMPARED TO Others’ reward / Others’ inputs B) Vroom’s Expectancy Th. Motivation (M) Expectancy (E) Instrumentality (I) Valence (V) relate to each other by the equation: M = E x I x V E (Expectancy) = The probability assigned by an individual that work effort will be followed by a given level of achieved task performance I (Instrumentality) = the probability assigned by the individual that a given level of achieved task performance will lead to various work outcomes V (Valence) = the values attached by the individual to various work outcomes

7. Vroom’s Motivating Potential Score (MPS) MPS = Effort -> Performance -> Outcomes MPS = E x I x V(0-100%) (0-100%) <-1;1> Managerial Implication of the equation MPS = ExIxV If any of E,I,V is equal 0, motivation comes to 0

8. Organizational Support = The Opportunity to Perform OP = I x WE x OS, i.e. adequate conditions to perform Typical Constrains: • Lack of time • Inadequate budgets or tools • Equipment • Unclear instructions & job-related information • Lack of required service, etc.

9. Motivation & Job Design Options • ORGANIZATIONAL STRUCTURALIZATION CANNOT BE FINISHED JUST BY CREATION OF THE ORGANIZATION STRUCTURE • THIS STRUCTURE HAS TO INVOLVE ALSO JOB DESIGN • JOB DESIGN IS AN INTEGRAL PART OF AN ORGANIZATIONAL STRUCTURALIZATION • JOB DESIGN IS THE PROCESS OF DEFINING JOB TASKS AND THE WORK ARRANGEMENTS TO ACCOMPISH THEM

10. Options to Job Design Job specialization (simplification) STANDARDIZES TASKS AND EMPLOYS PEOPLE IN VERY ROUTINE JOBS Job rotationINCREASES TASK VARIETY BY SHIFTING WORKERS AMONG JOBS INVOLVING TASKS OF SIMILAR DIFFICULTY • JOB SPECIALIZATION • JOB ROTATION • JOB ENLARGEMENT • JOB ENRICHMENT • WORK TEAMS Job enlargement INCREASES TASK VARIETY BY ADDING NEW TASKS OF SIMILAR DIFFICULTY TO A JOB Job enrichment INCREASES JOB CONTENT BY GIVING WORKERS MORE RESPONSIBILITY FOR PLANNING AND EVALUATING DUTIES Work teams -GROUP MEMBERS WORK TOGETHER IN WAYS THAT UTILIZE THEIR SKILLS WELL TO ACCOMPLISH A PURPOSE

11. Alternative Work Arrangements • COMPRESSED WORKWEEKS • FLEXIBLE WORKING HOURS • JOB SHARING • WORK AT HOME & THE VIRTUAL OFFICE (TELECOMMUTING) • PART-TIME WORK

12. Summary OP = I x WE x OS MANAGERIAL RESPONSIBILITY SPECIFICATION: • Individual Attributes(I) • Selection, HR Development • Work Effort(WE) • How to motivate people • Organizational Support(OS) • Creating appropriate conditions • After that, managers have both • AUTHORITY to demand • RESPONSIBILITY for the subordinates’ high performance at the workplace

13. Learning IS A RELATIVELY PERMANENT CHANGE IN BEHAVIOR THAT OCCURS AS A RESULT OF EXPERIENCE THERE ARE TWO TYPES OF LEARNING Cognitive Learning IS A FORM OF LEARNING ACHIEVED BY THINKING ABOUT THE PERCEIVED RELATIONSHIP BETWEEN EVENTS AND INDIVIDUAL GOALS AND EXPECTATIONS Social Learning IS LEARNING THAT IS ACHIEVED THROUGH THE RECIPROCAL INTERACTION BETWEEN PEOPLE AND THE ENVIRONMENT

14. Reinforcement PLAYS THE KEY ROLE IN THE LEARNING PROCESS • REINFORCEMENT IS THE ADMINISTRATION OF A CONSEQUENCE AS A RESULT OF BEHAVIOR • REINFORCEMENT COMES FROM THE LAW OF EFFECT: • BEHAVIOR THAT RESULTS IN A PLEASANT OUTCOME IS LIKELY TO BE REPEATED • BEHAVIOR THAT RESULTS IN AN UNPLEASANT OUTCOME IS NOT LIKELY TO BE REPEATED

15. Important Reinforcer • EXTRINSIC REWARDS ARE POSITIVELY VALUED WORK OUTCOMES THAT ARE GIVEN TO THE INDIVIDUAL BY SOME OTHER PERSON IN THE WORK SETTING (NICE OFFICE, PROMOTION, COMPLIMENTS, etc.) CONTRAST: • INTRINSIC REWARDS ARE RECEIVED BY THE INDIVIDUAL DIRECTLY THROUGH TASK PERFORMANCE

16. Reinforcement Strategies • POSITIVE REINFORCEMENT • NEGATIVE REINFORCEMENT (or avoidance) • PUNISHMENT • EXTINCTION

17. Positive Reinforcement IS THE ADMINISTRATION OF POSITIVE CONSEQUENCES THAT TEND TO INCREASE THE LIKELIHOOD OF REPEATING THE BEHAVIOR IN SIMILAR SETTINGS Ex: GREAT WORK, I WILL RECOMMEND YOU FOR A RAISE

18. Negative Reinforcement IS THE WITHDRAWAL OF NEGATIVE CONSEQUENCES THAT TEND TO INCREASE THE LIKELIHOOD OF REPEATING THE BEHAVIOR IN SIMILAR SETTINGS (IT MEANS THE WITHDRAWAL OF NEGATIVE CONSEQUENCES WHEN DESIRABLE BEHAVIOR OCCURS) (WE USED TO CALL IT AVOIDANCE) Ex: AVOIDS BOSS’S CRITICISM

19. Punishment IS THE ADMINISTRATION OF NEGATIVE CONSEQUENCES THAT TEND TO REDUCE THE LIKELIHOOD OF REPEATING THE BEHAVIOR IN SIMILAR SETTINGS Ex: BOSS’S CRITICISM

20. Extinction IS THE WITHDRAWAL OF THE REINFORCING CONSEQUENCES FOR A GIVEN BEHAVIOR – THE BEHAVIOR IS NO LONGER REINFORCED (EXTINCTION IS INTENDED TO WEAKEN AND ELIMINATE UNDESIRABLE BEHAVIOR) Ex: NO CRITICISM, NO PRAISE (BUT ALSO NO MONEY RAISE) Self-management = THE ABILITY TO MANAGE YOUR OWN EMOTIONS AND IMPULSES