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Motivation of Individuals
Nature of Motivation
Importance of Motivation
Historical Perspective on Motivation
Need Based Perspective on Motivation
Processed Based Perspective on Motivation
Expectancy Theory of Motivation
Learning Based Perspective on Motivation
Reinforcement Theory and Learning
OB Mod
The Nature of Motivation Motivation
Is the set of forces that causes people to engage in one behavior rather than some alternative behavior.
Are the following people motivated? Students who stay up all night to study. A worker who hangs-out all day. Doctors making follow-up phone calls to
patients. Students who don’t go to school, to play
computer games Teacher giving free tutorial classes
during his vacant time.
The importance of Motivation
Managers strive to motivate people In the organization to perform at high levels. This means getting them to work hard, to come to work regularly, and to make positive contributions to the organization’s mission.
To reach high levels of performance, an employee must be motivated, is able to do the job effectively, and must have all the necessary resources to do the job. This relationship can be easily remembered as:
P= M+A+EWhere: P = Performance M= Motivation
A= Ability E= Environment
Thus, a manager should strive to ensure that all three conditions are met.
The Motivational Framework
Experienced Need
DeficienciesSearch for ways
to satisfied needs
Choice of goal- directed
behaviors
Enactment of behavioral
Choice( Performance)
Experienced rewards or punishment Reassessment of
need deficiencies
Need-something an individual requires or wants.
Motivated behaviors- usually starts when a person has one or more needs.
Need deficiency- usually triggers a search for way to satisfy the need.
Historical Perspective on Motivation Historical views on motivation although
not always accurate, are of interest for several reasons. For one thing they provide a foundation for contemporary thinking about motivation. For another the are generally based on intuition, an appreciation of their strengths and weaknesses.
The Traditional Approach/ Scientific Management One basic premise of this approach is that it is
assumed that employees are economically motivated and works to earn as much money as they can. Other assumptions are, that the work is unpleasant for most people and that the money they earn is more important to employees than the nature of the job they are performing.
Frederick Taylor Developed a method for structuring jobs that he
called scientific management. one of the first writers to address work motivation.
The Human Relations Approach This approach assumes that employees
want to feel useful and important, that they have strong social needs, and that these needs are more important than money in motivating employees.
This supplanted scientific management during the 1930s.
The Human Resource approach The human resource approach assumes
that people want to contribute and are able to make genuine contributions.
Need-based perspective on motivation Need-based perspective represents the
starting point for most contemporary thought on motivation. The basic premise of need-based models is that humans are motivated primarily by deficiencies in one or more important needs or need categories.
Maslow’s hierarchy of needs Developed by psychologist Abraham
Maslow in the 1940’s and is the best-known needs theory.
Maslow’s Hierarchy of needsSelf-
actualization Needs
Esteem Needs
Belongingness Needs
Security Needs
Physiological Needs
Deficiency needs
Growth needs
ERG Theory Developed by Yale psychologist Clayton Alderfer. It
extends and refines Maslow’s needs hierarchy concept, although there are several important differences between the two.
ERG stands for three basic need categories: E existence (necessary for human survival) R relatedness ( need to relate to others) G growth ( self-esteem and self- actualization)
In contrast to Maslow’s approach, ERG theory suggests that more than one kind of need may motivate a person at the same time. Another difference is that ERG theory includes a satisfaction-progression component and a frustration regression component.
Satisfaction- progression concept suggests that after satisfying one category of needs, a person progresses to the nest level.
Frustration-regression concept suggests that a person who is frustrated by trying to satisfy a higher level of need eventually will regress to the preceding level.
Dual- Structure Theory Originally called the ‘two-factor theory’. Developed by Frederick Herzberg and
his associates during the late 1950’s and early 1960s.
To use this theory in a workplace, Herzberg recommended a two-stage process. First, is to eliminate situations that cause dissatisfaction, second is to motivate the people in the workplace.
The Traditional View
Satisfaction
Dissatisfactio
n
Herzberg’s view
Satisfaction
No Satisfaction
Motivation FactorsAchievementRecognition
The work itselfResponsibility
Advancement and growth
Dissatisfactio
n
No Dissatisfactio
n
Hygiene factorsSupervision.
Working Conditions.Interpersonal Relationships.
Pay and Job Security.Company Policies.
Other important needs Need for achievement
Most frequently associated with the work of David McClelland.
Arises from an individuals desire to accomplish a goal more effectively than in the past.
Need for affiliation Need for human companionship
Need for power Desire to control one’s environment, including
financial, material, informational, and human resources.
Processed-based perspective on Motivation Processed-based perspective are
concerned with how motivation occurs. Rather than attempting to identify motivational stimuli, it instead focuses on why people choose certain behavioral options to satisfy their needs and how they evaluate their satisfaction after they have attained these goals.
Equity Theory of Motivation Equity theory is based on the relatively
simple premise that people on organizations want to be treated fairly.
Equity- belief that we are being treated fairly in relation to others.
Inequity- belief that we are being treated unfairly compared with others.
Forming equity perceptions
Four-step process 1 they evaluate how they are being treated by the
firm. 2 they form a perception of how a another person is
being treated. 3 they compare their own circumstances with other
people and use this comparison as the basis for forming an impression of either equity or inequity.
4 depending on the strength of this feelings , the person may choose to pursue one or more of the alternatives.
Equity ComparisonOutcome(SELF) Outcome(OTHERS) Input(SELF) Input(OTHERS)
Compared with
Expectancy Theory of Motivation The basic expectancy model was first
applied in the workplace by Victor Vroom.
The basic premise of this theory is that motivation depends on how much we want something and how likely we think we are to get it.
The models general components are effort, performance and outcomes.
Effort to performance expectancy A persons perception of the probability
that effort will lead to successful performance.
Performance-to-outcome Expectancy A persons perception of the probability
that performance will lead to certain other outcomes.
Outcome Anything that might potentially result
from performance. Valence
Is the relative value of the outcome to the person.
The Porter-Lawler Model Porter and Lawler used the expectancy theory to
develop a novel view of the relationship between employee satisfaction and performance.
If rewards are adequate, high levels of performance may lead to satisfaction.
Performance results in two kinds of rewards: Intrinsic rewards
intangible, a feeling of accomplishment, a sense of achievement.
Extrinsic rewards Tangible outcomes such as pay and promotion
Learning-based perspective on Motivation Learning
Is a relatively permanent change in behavior or behavior potential that results in maintaining motivated behavior
How Learning occurs Traditional View : Classical Conditioning
Developed by Ivan Pavlov in his experiments with dogs.
A simple form of learning in which a conditioned response is linked with an unconditioned stimulus.
The contemporary View: Learning as a Cognitive Process It assumes that people are conscious, active
participants in how they learn It suggests that people draw on their experiences
and use past learning as a basis for their present behavior.
Reinforcement Theory and Learning Also called operant conditioning, is
generally associated with the work of B.F. Skinner.
It suggests that behavior is a function of its consequences. Behavior that results in pleasant consequences are more likely to be repeated, and those that result in unpleasant consequences are least likely to be repeated.
Reinforcement Consequences of behavior
Types of Reinforcement: positive reinforcement
Reward or other desirable consequence Avoidance
Negative reinforcement; the person is given an opportunity to avoid an unpleasant consequence.
Extinction Decreases the frequency of behavior, especially behavior that
was previously awarded. Punishment
An unpleasant, or adverse consequences of a behavior.
Schedules of reinforcement Continuous reinforcement
Rewards behavior every time it occurs. Fixed-interval reinforcement
Reinforcement provided on a predetermined, constant schedule.
Variable-interval reinforcement Varies the interval between reinforcements
Variable-ratio reinforcement Number of behavior required for reinforcement
varies over time.
Social Learning Occurs when people observe the
behavior to others, recognize their consequences, and alter their own behavior as a result
Organizational Behavior Modification OB Mod is the application of
reinforcement theory to people in organizational settings.