Download Motivation - McGraw Hill Higher Education

Foundations of
Motivation
Chapter Eight
McGraw-Hill/Irwin
© 2013
The McGraw-Hill Companies, Inc. All rights reserved.
Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved.
Employee Motivation
Motivation
 psychological processes cause the arousal,
direction, and persistence of voluntary actions
that are goal directed
8-2
Employee Motivation
Content theories of motivation
 focus on identifying internal factors such as
instincts, needs, satisfaction, and job
characteristics that energize employee
motivation.
Process theories of motivation
 focus on explaining the process by which
internal factors and cognitions influence
employee motivation
8-3
Overview of Motivation Theories
8-4
Need Theories of Motivation
Needs
 Physiological or
psychological
deficiencies that
arouse behavior.
8-5
Maslow’s Need Hierarchy Theory
Motivation is a function of five basic needs –
physiological, safety, love, esteem, and selfactualization
Human needs emerge in a predictable stairstep fashion
8-6
Maslow’s Need Hierarchy
8-7
Alderfer’s ERG Theory
Existence needs (E)
 the desire for physiological and materialistic
wellbeing;
Relatedness needs (R)
 the desire to have meaningful relationships with
significant others
Growth needs (G)
 the desire to grow as a human being and to
use one’s abilities to their fullest potential
8-8
Question?
Rachel has the desire to accomplish
something difficult? This relates to
McClelland's need for
A. Affiliation
B. Achievement
C. Power
D. Glory
8-9
McClelland’s Need Theory
Need for achievement
 Desire to accomplish something difficult.
Need for affiliation
 spend more time maintaining social
relationships, joining groups, and wanting to be
loved
Need for power
 Desire to Influence, coach, teach, or encourage
others to achieve.
8-10
McClelland’s Need Theory
Achievement-motivated people share three
common characteristics:
1. Preference for working on tasks of moderate
difficulty
2. Preference for situations in which
performance is due to their efforts
3. Desire more feedback on their successes
and failures
8-11
Herzberg’s Motivator-Hygiene
Model
8-12
Herzberg’s Motivator–Hygiene
Theory
Motivators
 job characteristics
associated with job
satisfaction
Hygiene factors
 job characteristics
associated with job
dissatisfaction
8-13
Adams’s Equity Theory
of Motivation
Equity theory
 model of motivation
that explains how
people strive for
fairness and justice in
social exchanges or
give-and-take
relationships
8-14
Negative and Positive Inequity
Negative inequity
 Comparison in which another person receives
greater outcomes for similar inputs.
Positive inequity
 Comparison in which another person receives
lesser outcomes for similar inputs.
8-15
Negative and Positive Inequity
8-16
Practical Lessons from Equity Theory
No matter how fair management thinks the
organization’s policies, procedures, and
reward system are, each employee’s
perception of the equity of those factors is
what counts.
Managers benefit by allowing employees to
participate in making decisions about
important work outcomes
8-17
Practical Lessons from Equity Theory
Employees should be given the opportunity
to appeal decisions that affect their welfare.
Managers can promote cooperation and
teamwork among group members by
treating them equitably
8-18
Practical Lessons from Equity Theory
Employees’ perceptions of justice are
strongly influenced by the leadership
behavior exhibited by their managers
Managers need to pay attention to the
organization’s climate for justice.
8-19
Question?
At work, if Jamal's outcome to input ratio is
greater than that of Tony's (his relevant coworker), Jamal will experience
A.Equity.
B.No satisfaction.
C.Positive inequity.
D.High dissatisfaction.
8-20
Goals: Definition and Background
Goal
 what an individual is trying to accomplish
 object or aim of an action
8-21
How Does Goal Setting Work
Goals direct attention
Goals regulate effort
Goals increase persistence
Goals foster the development and
application of task strategies and action
plans
8-22
Practical Lessons from Goal-Setting
Research
1. Specific high goals lead to greater
performance
 Goal specificity – quantifiability of a goal
2. Feedback enhances the effect of specific,
difficult goals
3. Participative goals, assigned goals, and
self-set goals are equally effective.
8-23
Practical Lessons from Goal-Setting
Research
4. Action planning facilitates goal
accomplishment.
 Action plan outlines the activities or tasks that
need to be accomplished in order to obtain a
goal.
5. Goal commitment and monetary incentives
affect goal-setting outcomes
 Goal commitment – extent to which an
individual is personally committed to achieving
a goal
8-24
Top-Down Approaches
Scientific management
 that kind of management which conducts a
business or affairs by standards established by
facts or truths gained through systematic
observation, experiment, or reasoning
8-25
Top-Down Approaches
Job enlargement
 Involves putting more variety into a worker’s job
by combining specialized tasks of comparable
difficulty.
Job rotation
 moving employees from one specialized job to
another
8-26
Top-Down Approaches
Job enrichment
 Building achievement, recognition, stimulating
work, responsibility, and advancement into a
job.
8-27
The Job Characteristics Model
8-28