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Chapter 13 Motivation and Performance © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Learning Objectives 1. Explain what motivation is and why managers need to be concerned about it. 2. Describe from the perspectives of expectancy theory and equity theory what managers should do to have a highly motivated workforce. 3. Explain how goals and needs motivate people and what kinds of goals are especially likely to result in high performance. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-2 Learning Objectives 4. Identify the motivation lessons that managers can learn from operant conditioning theory and social learning theory. 5. Explain why and how managers can use pay as a major motivation tool. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-3 The Nature of Motivation Motivation The psychological forces that determine the direction of a person’s behavior in an organization, a person’s level of effort, and a person’s level of persistence Explains why people behave the way they do in organizations © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-4 The Nature of Motivation Direction possible behaviors the individual could engage in Effort how hard the individual will work Persistence whether the individual will keep trying or give up when faced with obstacles © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-5 The Nature of Motivation Intrinsically Motivated Behavior Behavior that is performed for its own sake. Extrinsically Motivated Behavior Behavior that is performed to acquire material or social rewards or to avoid punishment. Prosocially motivated behavior behavior performed to benefit or help others © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-6 Example – Warren Buffet Investor Warren Buffett is giving away a large portion of his fortune to the Gates foundation He is doing it now because he believes in the work the foundation is doing with world health issues and improving U.S. libraries and high schools © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-7 Outcomes and Inputs Outcome Anything a person gets from a job or an organization Pay, job security, benefits, vacation time Input Anything a person contributes to his or her job or organization Time, effort, skills, knowledge, work behaviors © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-8 The Motivation Equation © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-9 Expectancy Theory Expectancy theory The theory that motivation will be high when workers believe that high levels of effort lead to high performance and high performance leads to the attainment of desired outcomes. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-10 Expectancy Theory Expectancy a person’s perception about the extent to which effort (an input) results in a certain level of performance Instrumentality a person’s perception about the extent to which performance at a certain level results in the attainment of outcomes Valence how desirable each of the available outcomes from the job is to a person © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-11 Expectancy, Instrumentality, and Valence © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-12 Expectancy Theory © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-13 Need Theories Need Theories Theories of motivation that focus on what needs people are trying to satisfy at work and what outcomes will satisfy those needs. Need A requirement or necessity for survival and wellbeing. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-14 Maslow’s Hierarchy of Needs Maslow’s hierarchy of needs An arrangement of five basic needs that motivate behavior Maslow proposed that the lowest level of unmet needs is the prime motivator and that only one level of needs is motivational at a time. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-15 Maslow’s Hierarchy of Needs © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-16 Alderfer’s ERG Theory Alderfer’s ERG theory The theory that three universal needs—for existence, relatedness, and growth— constitute a hierarchy of needs and motivate behavior. Alderfer proposed that needs at more than one level can be motivational at the same time. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-17 Alderfer’s ERG Theory © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-18 Herzberg’s Motivation-Hygiene Theory Herzberg’s motivator-hygiene theory A need theory that distinguishes between motivator needs and hygiene needs and proposes that motivator needs must be met for motivation and job satisfaction to be high. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-19 Herzberg’s Motivation-Hygiene Theory Motivator needs relate to the nature of the work itself—autonomy, responsibility, interesting work. Hygiene needs are related to the physical and psychological context of the work— comfortable work environment, pay, job security. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-20 McClelland’s Needs for Achievement, Affiliation, and Power Need for Achievement The extent to which an individual has a strong desire to perform challenging tasks well and to meet personal standards for excellence. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-21 McClelland’s Needs for Achievement, Affiliation, and Power Need for Affiliation Concerned about establishing and maintaining good interpersonal relations, being liked, and having the people around him get along with each other Need for Power A desire to control or influence others © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-22 Equity Theory Equity Theory A theory of motivation that focuses on people’s perceptions of the fairness of their work outcomes relative to their work inputs. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-23 Equity Theory © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-24 Inequity Underpayment inequity The inequity that exists when a person perceives that his or her own outcome–input ratio is less than the ratio of a referent. Overpayment inequity The inequity that exists when a person perceives that his or her own outcome–input ratio is greater than the ratio of a referent © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-25 Equity and Justice in Organizations Distributive justice A person’s perception of the fairness of the distribution of outcomes in an organization Procedural justice A person’s perception of the fairness of the procedures that are used to determine how to distribute outcomes in an organization. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-26 Equity and Justice in Organizations Interpersonal justice A person’s perception of the fairness of the interpersonal treatment he or she receives from whoever distributes outcomes to him or her. Informational justice A person’s perception of the extent to which his or her manager provides explanations for decisions and the procedures used to arrive at them. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-27 Goal Setting Theory Goal-setting theory A theory that focuses on identifying the types of goals that are most effective in producing high levels of motivation and performance and explaining why goals have these effects. Must be specific and difficult © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-28 Learning Theories Learning theories Theories that focus on increasing employee motivation and performance by linking the outcomes that employees receive to the performance of desired behaviors and the attainment of goals. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-29 Operant Conditioning Theory Operant Conditioning People learn to perform behaviors that lead to desired consequences and learn not to perform behaviors that lead to undesired consequences. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-30 Operant Conditioning Tools Positive Reinforcement Gives people outcomes they desire when they perform organizationally functionally behaviors Negative Reinforcement Eliminating or removing undesired outcomes when people perform organizationally functional behaviors © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-31 Operant Conditioning Tools Extinction Curtailing the performance of a dysfunctional behavior by eliminating whatever is reinforcing it. Punishment Administering an undesired or negative consequence when dysfunctional behavior occurs © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-32 Avoiding Side Effects of Punishment Downplay the emotional element involved Try to punish dysfunctional behaviors as soon as they occur Try to avoid punishing someone in front of others © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-33 Organizational Behavior Modification Organizational Behavior Modification The systematic application of operant conditioning techniques to promote the performance of organizationally functional behaviors and discourage the performance of dysfunctional behaviors. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-34 Steps in Organizational Behavior Modification © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-35 Social Learning Theory Social Learning Theory A theory that takes into account how learning and motivation are influenced by people’s thoughts and beliefs and their observations of other people’s behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-36 Social Learning Theory Vicarious Learning Occurs when a person becomes motivated to perform a behavior by watching another person perform the behavior and be positively reinforced for doing so Also called observational learning © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-37 Social Learning Theory Self-reinforcer Any desired or attractive outcome or award that a person gives himself or herself for good performance. Self-efficacy A person’s belief about his or her ability to perform a behavior successfully. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-38 Pay and Motivation Pay as a Motivator Expectancy: Instrumentality, the association between performance and outcomes, must be high for motivation to be high. Need Theory: pay is used to satisfy many needs. Equity Theory: pay is given in relation to inputs. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-39 Pay and Motivation Pay as a Motivator Goal Setting Theory: pay is linked to attainment of goals. Learning Theory: outcomes (pay), is distributed upon performance of functional behaviors. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-40 Merit Pay and Performance Merit Pay Plan A compensation plan that bases pay on based on individual, group and/or organization performance. Individual plan: when individual performance (sales) can accurately measured. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-41 Salary Increase or Bonus? Employee Stock Option A financial instrument that entitles the bearer to buy shares of an organization’s stock at a certain price during a certain period of time or under certain conditions. © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-42 Video: New Belgium Brewery How does the open-book management style at New Belgium Brewery motivate the employees? © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13-43