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MANAGEMENT
1st E D I T I O N
Gulati | Mayo | Nohria
Chapter 18
MOTIVATION
INDIVIDUAL
PERSPECTIVE
©South-Western, a part of Cengage Learning
PowerPoint Presentation by Charlie Cook
Learning Objectives
• Differentiate between intrinsic and extrinsic rewards and describe
how they influence motivation
• Outline the five primary content theories of motivation and describe
how they are similar or different
• Describe the primary process theories of motivation and what each
one attempts to measure
• Explain the different ways in which desired behavior is reinforced
within an organization and the role that job design plays in
channeling motivation
© South-Western, a part of Cengage Learning
18–2
Motivation
The desire, stimulus, or incentive to pursue a
particular course of action
Extrinsic
rewards
Facilitate or motivate task performance that include
pay, promotions, fringe benefits, and job security
Intrinsic
rewards
Associated with “doing the job,” include interesting
and challenging work, self-direction and responsibility,
variety, opportunities to use one’s skills and abilities,
and sufficient feedback regarding one’s efforts
© South-Western, a part of Cengage Learning
18–3
Content Theories
Study of incentives and needs that motivate
people to perform in a certain way
Hierarchy of needs theory
ERG theory
Two-factor theory
Acquired needs theory
Four-drive theory
© South-Western, a part of Cengage Learning
18–4
Maslow’s Hierarchy of Needs Theory
Individuals have multiple needs that must be fulfilled in a specific
hierarchical order to ensure the greatest level of satisfaction
Physiological
needs
Safety
needs
Required for survival—food, water, shelter,
and oxygen
Secure and protected physical and
emotional environment
Belongingness
needs
Affiliation such as family, friendships, and
intimacy
Esteem
Needs
Self-image, self-confidence, achievement,
and respect
SelfActualization
Desire to grow and develop into the best
person he or she can be
© South-Western, a part of Cengage Learning
18–5
Aldefer’s ERG Theory
Individuals are motivated by three primary needs:
existence (basic physical needs), relatedness
(connection with others), and growth (personal
development)
© South-Western, a part of Cengage Learning
18–6
Herzberg’s Two-Factor Theory
• Conditions that simultaneously act as drivers of
satisfaction and dissatisfaction are:
– Hygiene factors: Comprise the makeup of the work
environment and are a potential source of
dissatisfaction
• Physiological needs
• Safety needs
• Belongingness needs
– Motivators: Direct consequences of doing the job and
the primary cause of satisfaction on the job
© South-Western, a part of Cengage Learning
18–7
Acquired Needs Theory
Individuals are driven or motivated by following three
types of needs
Need for
achievement
Need for
affiliation
Need for
power
© South-Western, a part of Cengage Learning
Need to set, meet, and exceed goals
Need to interact, socialize, and develop
friendships
Need to seek opportunities for personal
aggrandizement (personalized power) or to
make an impact on and influence others
(socialized power)
18–8
Four-Drive Theory
Fulfilling four drives—the drive to acquire, the
drive to bond, the drive to comprehend, and the
drive to defend—underlies motivation, and that
the degree to which these are satisfied directly
affects employees’ emotions and behaviors
© South-Western, a part of Cengage Learning
18–9
Process Theories of Motivation
Why do people behave in certain ways to satisfy
their needs and how do they evaluate their overall
level of satisfaction after they have attempted to
fulfill their needs
Goal-setting theory
Expectancy theory
Equity theory
© South-Western, a part of Cengage Learning
18–10
Goal-Setting Theory
Setting goals that are difficult, but achievable, is a
significant motivator of performance
1
Goals direct attention and effort toward goal-relevant
activities and away from goal-irrelevant activities
2
Difficult goals make employees want to work harder whether
the goals are set by management or the employee
3
Tight deadlines for goal completion lead to a more rapid
work pace
4
People use the knowledge and skills they have attained from
other activities and apply them to meet new goals
© South-Western, a part of Cengage Learning
18–11
Expectancy Theory
Employees expect that high effort should lead to good
performance and that good performance, in turn, should
lead to reward
Effort to
performance
expectancy
Evaluation of whether putting in effort will
lead to high performance
Performance to
outcome
expectancy
Evaluation of whether successful
performance will lead to a desired reward
Valance
© South-Western, a part of Cengage Learning
Evaluation of whether the available
outcomes are attractive
18–12
Equity Theory
People will compare their circumstances with
those of similar others and that this behavior
motivates them to seek fairness in the way they
are rewarded for performance
Key to all comparisons is
perception
© South-Western, a part of Cengage Learning
18–13
Reinforcing Motivation
Reinforcement
theory
Positive
reinforcement
Punishment
+
Negative
reinforcement
Theory of
operant
conditioning
Individual
Behavior and
Performance
–
Extinction
Both positive and negative reinforcement increase behavior
while punishment and extinction decrease behavior
© South-Western, a part of Cengage Learning
18–14
Reinforcement and Conditioning
Reinforcement
theory
Explains that both positive and negative
reinforcements can induce certain behaviors
Extinction
Idea that a behavior stops because it has
ceased to be rewarded or punished
Punishment
Act of presenting an aversive stimulus in
response to an undesired behavior
Positive
reinforcement
Negative
reinforcement
© South-Western, a part of Cengage Learning
Act of rewarding a desired behavior
Act of removing an aversive condition in
response to a desired behavior
18–15
Employee Engagement and Empowerment
Theory X
Employees inherently dislike work and need to be
constantly monitored and evaluated to ensure that
they do what is expected
Theory Y
Employees are motivated to do their best and to
work to their potential
© South-Western, a part of Cengage Learning
18–16
Self-Efficacy
• The belief that one has the capabilities to
accomplish organizational goals
• Enhanced when employees are:
– Encouraged to expand their repertoire of skills
– Given opportunities to grow and develop in the
organization
• Grows when individuals complete more complex
tasks
© South-Western, a part of Cengage Learning
18–17
KEY TERMS
Acquired needs theory
Content theories
ERG theory
Equity theory
Expectancy theory
Extinction
Extrinsic rewards
Four-drive theory
Goal-setting theory
Hierarchy of needs theory
Hygiene factors
Intrinsic rewards
Motivation
Motivators
© South-Western, a part of Cengage Learning
Need for achievement
Need for affiliation
Need for power
Negative reinforcement
Positive reinforcement
Process theories
Punishment
Reinforcement theory
Self-efficacy
Theory of operant conditioning
Theory X
Theory Y
Two-factor theory
18–18