Download HUMAN BEHAVIOR IN ORGANIZATIONS Block 3: Nature, Theories

COLLEGE OF EDUCATION
GRADUATE SCHOOL
EM 502: HUMAN BEHAVIOR IN ORGANIZATIONS
Block 3: Nature, Theories And Application Of Motivation, Needs And Values
SUBJECT:
PROFESSOR:
HUMAN BEHAVIOR IN THE ORGANIZATION
JOSE RABBI B. MALAGA, MIM MAED
REPORTER:
TOPIC:
DENNISSA D. DA-ANOY
DEFINITION OF MOTIVATION
Definition of Motivation:
It refers to the WHY and CAUSE of behaviour.
it is the strength of the drives towards an action.
Intrinsic inducement that propels an individual to think, feel and performed in certain
ways.
Basic Motivation Model
HISTORICAL VIEWS OF MOTIVATION
Evolution can be traced from scientific management, through the human relations
movement, to the human resource approach.
 Scientific management:
The assumptions of scientific management were that work is inherently unpleasant for most
people and the money they earn is more important to employees than is the nature of the job
they are performing.
 Human relations movement:
This school of thought emphasized the role of social processes in organizations and assumed
that the need for belongingness and the need to feel useful are more important than money
in motivating employees.
 Human resource approach:
This view assumes that people want to contribute to organizational effectiveness and are
able to make genuine contributions. The organization's responsibility is to create a work
environment that makes full use of available human resources.
The human resource approach guides most thinking about motivation today, but three
integrative approaches conceptualize motivation more completely: need-based, processbased, and reinforcement-based approaches.
Sources of Motivation
Different sources of motivation exist and this can have either positive or negative results on
a person. Two sources of motivation below:
 Intrinsic motivation
According to (James 1998), intrinsic motivation is choosing to do an activity for no compelling
reasons, beyond the satisfaction derived from the activity itself-it’s what motivates us to do
something when we don’t have to do anything.
Furthermore in the work of (Deci and Richard 1985), intrinsic motivation refers to motivation
that source comes from inside an individual rather than from any external or outside rewards
or punishments. The motivation comes from the pleasure one can get from the task itself,
completing the task or just working on a task. However, it doesn’t mean that one will not
seek for a reward. Terry (2013) defines intrinsic motivation as motivation that stems directly
from the act itself, rather than something beyond it. Intrinsic rewards: tend to give personal
satisfaction to individual
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Information / feedback
Recognition
Trust
Relationship
Empowerment
Extrinsic Motivation
Extrinsic motivation is related to tangible rewards such as salary and fringe benefits,
security, promotion, contract of service, the work environment and conditions of work. They
are
called “extrinsic” because they are external to the work itself and other people control their
size and whether or not they are granted. Extrinsic motivation played a dominant role in
earlier eras, when work was generally more routine and bureaucratic, and when complying
with rules and procedures was paramount. This job offered workers few intrinsic
motivations, so that extrinsic motivations were often the only motivational tools available to
organizations. Extrinsic rewards: concrete rewards that employee receive
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Bonuses
Salary raise
Gifts
Promotion
Three Pattern of Motivation
(1) Achievement Motivation - It is the drive to pursue and attain goals. An individual with
achievement motivation wishes to achieve objectives and advance up on the ladder of success.
(2) Affiliation Motivation - It is a drive to relate to people on a social basis. Persons with
affiliation motivation perform work better when they are complimented for their favorable
attitudes and co-operation.
(3)Power Motivation - It is the drive to influence people and change situations. Power motivated
people wish to create an impact on their organization and are willing to take risks to do so.
REPORTER: DINA E. TORENO
THE NATURE OF MOTIVATION AND NEEDS SATISFACTION
THE NATURE OF MOTIVATION
•
from the latin word motivare ------- meaning “ to move”
•
the why and cause of behavior
•
energizes behavior and gives it direction
•
refers to the whole class of drives, needs and similar forces that prompt a person to act in a
certain way or to develop a tendency for specific behaviour
THE BASIC MOTIVATION MODEL
Needs and Drives --------tension------effort---------performance------reward
Needs satisfaction
INFLUENCE OF CULTURE
Four concepts found to be useful in explaining behaviour patterns
1. Amor propio or self-esteem – this is a deep sense of dignity---a desire to be treated as a
human being rather than a thing.
2. Hiya or embarrassment – this refers to a feeling of inferiority, shyness, and alienation which
is a painful experience.
3. Utang na loob or obligation – this is a sense of gratitude for favours or help receive from
others.
4. Pakikisama or getting together – this is a desire for smooth interpersonal relations.
THEORY OF NEEDS: DAVID McCLLELAND
1. The need for Achievement – people with a high need for achievementhave an intense desire
for success.
2. The need for power – these people are concerned with maintaining social relationships.
3. The need for affiliation – these people have great desire to influence people and control
situations.
NEEDS SATISFACTION
Internal needs--------------behavior-----------------outcome
Needs satisfaction
MASLOW’ S HIERARCHY OF NEEDS
ALDERFER’ S ERG MODEL
Growth
Self-esteem and Self Actualization
Relatedness
Being understood and accepted by people
Existence
Physiological and security factors
Frederich Herzberg’s Motivation – Hygiene theory
NEED TO AVOID PAIN
NEED FOR ACHIEVEMENT
HYGIENE FACTOR
MOTIVATIONAL FACTORS
 Job Context
 Job Content
 Extrinsic factors
 Intrinsic factors
 Dissatisfiers
 Satisfiers
===========================================================
REPORTER:
TOPIC:
RONALIE R. CANJA
TECHNOLOGY OF BEHAVIOR
TECHNOLOGY OF BEHAVIOR
The need for a technology of behaviour has been also stressed by Sanzotta, who outlines the steps in
developing:
a.Educate the manager toward understanding behaviour;
b.Develop goals and objectives for human performance.
c.Apply principles in the form of technology and method to achieve the desired results.
It utilizes positive reinforcement upon the occurrence of a desired response.
AN INTEGRATED MODEL OF MOTIVATION
It is possible to become entrapped in the intricacies of human behaviour and it is easy to go astray in a
maze of theories.
FACTORS OF JOB- RELATED MOTIVATION:
A. Environment factors like socio-economic and political conditions of country.
B. Individual personality, mental ability, education work experience and organizational variables
like structure, goals, size technology as impacted upon by environmental factors;
C. Personal motivations, job and reward expectations;
D. Effort;
E. Perceived equitable reward; and satisfaction derived from work.
INTEGRATED MODEL OF MOTIVATION
A. Management, especially in developing countries, should be very perceptive of
These environment factors even just to survive.
B. Individual worker brings into his work setting not only himself but also his family, relatives
and friends, figuratively speaking.
C. Organizational Variables constituting a constellations of philosophy, funds, organization
structure, material and physical resources, job design, reward structure, leader and followership
and technology either facilitate or stifle the worker to higher.
D. The worker’s expectations of himself, of his work and reward as influenced by
the individual and organization variables stir him to exert effort to perform
STUDIES ON WORKER MOTIVATION
WHAT MOTIVATES US AT WORK?
“WHEN WE THINK ABOUT HOW PEOPLE WORK, THE NAÏVE INTUITION WE HAVE
IS THAT PEOPLE ARE LIKE RATS IN A MAZE,” BY DAN ARIELY
7 FASCINATING STUDIES THAT GIVE INSIGHTS
1. Seeing the fruits of ourlabor may make us more productive.
2. The less appreciated we feel our work is, the more money we want to do it.
3. The hardest a project is, the prouder we feel of it.
4. Knowing that our work helps others may increaseunconscious motivation.
5. The promise of helping others makes us more likely to
follow rules.
6. The upshot: Helping others through what’s called
“prosocialbehavior.”
7. Images that trigger positive emotions may actually help
us focus.
==========================================================================================
REPORTER:
TOPIC:
NEIL S. LACHICA
BEHAVIOR MODIFICATION, ROLE OF EXPECTANCY AND FAIRNESS
OF THE REWARD SYSTEM
What is behavior modification?
- Is a treatment approach, based on the principles of operant conditioning, that replaces undesirable
behaviors with more desirable ones through positive or negative reinforcement.
- It is the any process derived from learning theory where the goal is to change a person’s behavior or the
way he or she interacts with the world.
TWO MAIN CONCEPTS
•
1. CLASSICAL CONDITIONING
•
2. OPERANT CONDITIONING
-classical conditioning refers to the pairing of naturally occuring stimulus-response chains with other stimuli
in order to produce a similar response.
EX.You eat a new food and then get sick because of the flu. However, you develop a dislike for the food and
feel nauseated whenever you smell
-operant conditioning started as an experiment in learning and developed into the law of effect and our
knowledge of reinforcement, punishment and extinction (the desired behavior is followed by a rewarding or
reinforcing stimulus)
EX. Your father gives you a credit card at the end of your first year in college because you did so well. As a
result, your grades continue to get better in your second year
•
Behavior Modification is based on B.F. Skinner’s pioneering work on operant conditioning. Since
then, behavior modification has gained much ground as a motivational tool. It involves the
systematic application of rewards to effect desired behaviours.
SHAPING
• - refers to the reinforcement of bahaviors that approximate or come close to the
desired new behavior. The procedure for producing new behavior is called
shaping.
•
METHODS
4 WAYS IN WHICH TO SHAPE BEHAVIOR
1. positive reinforcement
2. negative reinforcement
3. punishment
4. extinction
POSITIVE REINFORCEMENT
- If a behavior meets with favorable consequences, provides a favorable consequence
that encourages the recurrence of a specified behavior. It is strengthened and is likely
to be repeated.
-positive reinforcement results from the application of a positive consequence
following a desirable behavior.
- the operation of presenting a positive reinforcer contingent upon a response is called
positive reinforcement.
Example: A student who studies deligently receives favorable consquences in the form of high
grades. He continues to study hard.
A worker who does a quality work receives praise he is encouraged to do quality work.
NEGATIVE REINFORCEMENT
-A behavior responsible for the removal of something undesirable is repeated when
that desirable state is encountered again. It is characterized by the removal of an
unwanted consequences upon correct behavior
- negative reinforcement results from withholding a threatened negative consequence
when a desirable behavior occur.
- the operation of removing an aversive stimulus contingent upon a response is called
negative reinforcement.
Example: An electrician finds that when he wears safety
gloves while working he will avoid the pain or
death due to electric shock, he will continue to
wear safety gloves.
• Before heading out for a day at the beach, you slather on sunscreen (the
behavior) in order to avoid getting sunburned (removal of the aversive
stimulus).
You decide to clean up your mess in the kitchen (the behavior) in order to avoid
getting in a fight with your roommate (removal of the aversive stimulus).
Punishment
• Refers to the provision of an unwanted consequence upon occurrence of
incorrect behavior so as to discourage it.
• Ex. An employee is suspended from work for habitual tardiness.
• By definition, punishment is used to deter undesirable behavior.
• According to Skinner there are limitations, “a person who has been punished is
not inclined to behave in a given way; he learns how to avoid punishment.
• Punishment does not encourage desirable behavior.
• Supervisors who administers punishment is usually the same who offers positive
reinforcement.
EXTINCTION
- eliminating any reinforcement that maintaining a behavior.
- when a behavior is not reinforced, it tends to be gradually extinguished.
- May occur when behavior is not accompanied by any significant results. It is not
explicitly rewarded nor punished but simply ignored.
Example: In a committee meeting, someone suggests several ideas for consideration
but he does not receive any response. There is neither acceptance nor rejection, but
the members simply move on to another topic each time.
• what will happen?
This person will no longer offer suggestions or he may not even bother to
attend meetings anymore.
Table 1.2
REINFORCEMENT GUIDELINES
1.
2.
3.
4.
Specify behavior to be reinforced.
Reinforce specified behavior at once.
Reward small achievements as well.
Provide material as well as nonmaterial incentives.
5. Offer small rewards too.
6. Reinforce an intermittent intervals.
1. the behavior to be reinforced should be clearly identified.
2. the reinforcement should be immediate.
3. The feedback mechanism should take account even of small achievements.
4. the system should offer both tangible as well as intangible rewards.
5. the value of small rewards should not be underestimated.
6. reinforcement should occur at variable intervals.
Figure 1.9
Social Learning Theory
Observation and
experience
Anticipated
consequences
behavior
compare
variance
Actual
consequences
• People select behavior patterns by direct experience or by others. They are
able to foresee the probable consequences of their actions and thereby alter
their behavior accordingly. People actions are determined in large measure by
anticipated consequences.
Ex. A person does not walk through the rain and wet himself before he decides to use
an umbrella.
• The anticipated consequences represented symbolically in a person’s
thoughts,motivated behavior in much the same way as actual consequences.
• Man does not simply react he thinks before he acts. An employee will make
judgements about the probable outcomes of his actions before he takes them.
• What is relevant to him is whether his effort will result in performance
,performance will lead to rewards, and rewards will lead to satisfaction.
• These are elements of Effort-performance-rewards-satisfaction chain. The
higher the expectations , the stronger will be the motivation to perform.
FIGURE 1.10
OPERATION OF THE EXPECTANCY THEORY
valence
INSTRUMENTALITY
EXPECTANCY
MOTIVATION
EFFORT
PERFORMANCE
REWARDS: INTRINSIC /EXTRINSIC
SATISFACTION
Valence
• is the value that a person places upon the reward associated with doing
anything. It is an expresion of one’s preference for a reward. It reflects the
intensity of one’s desire for a goal.
• Ex. If an employee strongly desires recognition, then recognition has a high
valence for him.
Expectancy
- relates to the connection between effort and performance. This is the confidence
that the employee has that his effort will result in performance, the successful
completion of a task.
-the stronger the connection between effort and performance, the higher the
expectancy.
Ex. A functional specialist knows from experience that he can accomplish tasks if they
fall within his area of specialization.
• The formation of expectancies is influenced by the worker’s own evaluation of
his competence. If he thinks of himself as possessing the requisite skills and
abilities to do a job, fulfill role expectations, or meet challenges, then his
expectancy assessment would be likely high.
• It is one way of saying that If a person with high level of self-confidence tends to
be more optimistic about work accomplishment.
• If they think they are less capable then their expectancy assessment tends to be
on the low side
Strength of motivation /avoidance
Motivation is the product of valence, expectancy, and instrumentality. Multiplicative
combination of three variables results in an infinite number of possibilities. Only few
are significant since valence can be either positive or negative.
Table 1.3
Positive Motivation
Positive valence
Expectancy
Instrumentality
motivation
1. High
High
High
strong
2. High
High
Low
moderate
3. High
Low
High
moderate
4. High
Low
Low
weak
Table 1.4
Negative Motivation-Avoidance
Negative valence
Expectancy
Instrumentality
avoidance
A. High
High
High
strong
B. High
High
Low
moderate
C. High
Low
High
moderate
D. High
Low
Low
weak
III Fairness of the Reward System
• The fairness of the reward system is a significant factor in motivation.
Motivation occurs in social context. People make comparisons with each other,
judgement about one another.
• The notion of social comparison introduces a significant dimension which
enhances understanding of motivation. The reward that is not fair will not
motivate people.
Equity theory
• Figure 1.11 suggests how employees judge the fairness of the reward system.
Fairness of the reward syatem is evaluated on the basis of:
• A. The ratio between an employee’s outcomes and inputs.
• B. On how this ratio compares with those of others
J. Stacy Adams’ formulation of the equity theory, the reward system is fair
when:
Outcomes by a person
outcomes by a another person
Inputs by a person
inputs by another person
• Inputs consists of effort, education, experience, seniority, and task
difficulty.
• Outcomes may include pay and benefits as well as social and
psychological rewards
Figure 1.11
Equity Theory
INPUTS
Effort, education,
seniority, job difficulty
OUTCOMES
Pay, Benefits, Recognition,
promotion
Inputs and outcomes are compared with those of others, too
• In applying the equity model, the task of the manager is to determine how
employees place values on their outcomes and inputs, who their referent
persons are and how they assess those referent persons’ outcomes and inputs
in relation to theirs, instead of merely forcing his own perceptions on them.
Reactions to Inequity
• The inequity theory makes a number of predictions about the behavioral
reactions of people to perceived inequity.
• Inequity influences behavior. Table 1.5
Table 1.5
Possible Behavioral Reactions to Perceived
Inequity
Over-reward
Under-reward
Work more
Increase the quality and quantity of
output
Undervalue the reward
Urge referent person to ask for more
rewards
Choose another referent person
Work less
Decrease the quality and quantity of
output
Overvalue the reward
Ask for additional rewards, or leave the
organization
Choose another referent person
• If the rewards are perceived as more than equitable, employess are likely to feel
an imbalance and seek to restore the balance. They may increase their level of
performance by working harder increasing the quality/quantity of outputs.
• If rewards are less than equitable, they may decrease thir level of performance
by working less reducing the quality/quantity of outputs.
• In applying the equity model, the task of the manager is to determine how
employees place values on their outcomes and inputs, who their referent
persons are and how they assess those referent persons’ outcomes and inputs
in relation to theirs, instead of merely forcing his own perceptions on them.
References:
Baron, Robert A., Greenberg, Jerald., Behavior in Organizations: Understanding and Managing the Human
Side of Work. 3rd edition.
Conell James V., Understanding Human Behavior. 4th edition. Copyright 1983.
Encarta dictionaries
Martires, C., Fule, G. Management of Human Behavior in Organizations..
Nevid, J. (2013). Psychology: Concepts and applications. Belmont, CA: Wadworth.
Newstorm John W., Organizational Behavior…Human Behavior at Work. 12th edition. McGrawhill 2007.
Web materials:
http://www.academia.edu/
https://www.google.com.ph/=human+behavior+in+organization
http://www.//humanbehaviorinorganization-by-parts
www.slideshare.com