Fundamentals of organizational behavior 2e by dubrin ch05

Describe several needs theories of motivation, including the needs hierarchy, the two-factor theory, and the achievement-power-affiliation triad.. DuBrin, Fundamentals of Organizationa

Chapter 5

Learning Objectives

1 Describe several needs theories of motivation,

including the needs hierarchy, the two-factor

theory, and the achievement-power-affiliation triad.

2 Summarize the key propositions of goal theory

and reinforcement theory.

3 Explain the expectancy theory of motivation.

4 Explain how equity and social comparison

contribute to motivation.

5 Use social learning theory to motivate yourself.

6 Recognize the importance of both intrinsic and

extrinsic motivators.

A J DuBrin, Fundamentals of Organizational

Need Theories of Motivation

Maslow’s Hierarchy of Needs

 Lower order needs must be satisfied before higher level needs are activated.

Deficiency (lower order) needs

 Physiological Needs: water, air, food, sleep

 Safety Needs: security, freedom from environmental threat

Growth (higher order) needs

 Social and love needs: group affiliation, physical love

 Esteem needs: self-respect and respect from others

 Self-actualization needs: self-fulfillment and personal

development leading to one’s full potential

Maslow’s Hierarchy of Needs

Higher Order (Growth Needs)

Lower Order

(Deficiency Needs)

Actualization Esteem Social and Love

Self-Safety Physiological

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Herzberg’s Two-Factor Theory

Motivators (satisfiers)

 Motivate and satisfy workers in the job context (intrinsic)

 Are associated with higher order needs

 Achievement, recognition, advancement, responsibility, work itself, and personal growth possibilities

Hygiene factors (dissatisfiers)

 Can only prevent dissatisfaction with job content (extrinsic)

 Are associated with lower order needs

 Pay, job status, job security,working conditions, and

quality of leadership

 Create dissatisfaction if absent in the workplace

Herzberg’s Two-Factor Theory

(cont’d) Evaluation (Positives)

 Contributed to understanding that money is not always the primary motivator.

 Spurred interest in designing intrinsically satisfying jobs.

Evaluation (Negatives)

 De-emphasis of individual differences.

 Overlooks the importance of hygiene factors (e.g., benefits)

in attracting and retaining workers.

 Does not account for workers who are uninterested in

motivators as an opportunity for growth and advancement.

A J DuBrin, Fundamentals of Organizational

Examples of Motivator and Hygiene

Chal enge of the work tself Physical working conditions

Responsibi ity Company pol cies

Recognition Qual ty of supervision

Achievement Coworker relationships

Job advancement and professional growth Salary

Status Job security

McClelland’s

Achievement-Power-Affiliation Triad

A theory of motivation based on the

premise that people acquire or

learn certain needs from

their culture.

 Cultural influences

Family

Peer groups

Popular media (e.g., television shows)

When the need becomes strong enough, a person

A J DuBrin, Fundamentals of Organizational

McClelland’s Achievement-Power-Affiliation

Triad

Achievement -

from scratch).

Thinks about how to do the ob bet er r

Uses monetary rewards as feedback for how well they are doing

Seeks responsibility

Sets realistic yet moderately difficult goals Takes calculated risks

Power-

influence other people.

Likes to control resources (e.g people, money and real estate)

Thinks about gaining authority and status

Af i

relationships with others.

Cares about maintaining friendly and warm relationships and soothing hurt feel ngs

Prefers work that permits close companionships

Goal-Setting Theory

A theory of motivation that focuses on improving and sustaining job performance through the

establishment of goals that regulate behavior.

Core findings on goal-setting

 Task performance is better on specific hard goals than when goals are easy and non-specific, “do your best,” or where there are no goals.

 Goal attainment requires capable individuals who accept

the goals and receive task-related feedback.

A J DuBrin, Fundamentals of Organizational

rewards Set by individuals or groups Learning oriented

Goal Setting and Task Performance

Locke and Latham’s findings:

setting.

A J DuBrin, Fundamentals of Organizational

Reinforcement Theory

Behavior is determined by its consequences

(rewards and punishments for specific behaviors) Operant conditioning

 Is learning that takes place as a consequence of behavior.

 Behavior that has positive consequences is repeated;

behavior that has negative consequences is avoided.

encourage desirable behaviors and use punishments to

discourage undesirable behaviors.

Operant Conditioning Strategies

Positive reinforcement

 Providing a pleasurable or valued consequence (reward) for the desired response.

Negative reinforcement (avoidance motivation)

 Encouraging a behavior by removing an uncomfortable

consequence when the behavior is no longer exhibited.

Extinction

 Weakening or reducing the frequency of a behavior by

removing the reward for a behavior.

Punishment

A J DuBrin, Fundamentals of Organizational

Examples of Operant Conditioning Strategies

Positive reinforcement

 Providing a bonus for meeting a sales quota to a salesman.

Negative reinforcement (avoidance motivation)

 Returning a poorly performing employee to the merit and promotion list after a period of improved performance.

A Basic Version of Expectancy Theory

Motivational

Force

Expectancy (how well the person believes

he or she can perform the task)

Instrumentality (how well the person believes that performance will lead to

certain outcomes)

Valence (the value that the person attaches to the outcome)

A J DuBrin, Fundamentals of Organizational

Expectancy Theory

Motivation results from deliberate choices to

engage in activities in order to achieve worthwhile outcomes.

People will be motivated if they

believe effort will lead to good

performance and that good

performance leads, in turn,

to preferred outcomes.

Key Components of Expectancy

 Is an individual’s estimate of the probability that an

increased performance will lead to desired outcomes.

Valence

 Is the value a person places on a particular outcome.

 Desirable outcomes have positive valences; less desirable

A J DuBrin, Fundamentals of Organizational

Key Component Examples

Effort-to-Performance ( EP ) Expectancy

 “Am I capable of the effort required to reach

that level of performance?”

Instrumentality ( PO )

 “Is a particular level of performance

truly tied to a specific reward?”

Valence

rewards that the organization is offering?”

The Calculation of Motivation

Motivational force is high when its components (expectancies, instrumentalities, and valences) are high.

Example (from textbook):

Valence = 100 (scale: -100 to +100)

EP = x 85 (scale: 0 to 1.00)

PO = x 90 (scale: 0 to 1.00)

Motivation = 76.50 (scale: -100 to +100)

A J DuBrin, Fundamentals of Organizational

Enhancing Motivation

Managers can:

 Provide training to raise skill levels that increase the

performance capabilities of employees (EP).

lead to a reward system (PO)

 Provide rewards that are meaningful and valued by the

employees; that rewards have positive valences for the

employees.

 Being aware that rewards not run counter to cross-cultural factors where singling out individual performers for rewards

is culturally insensitive.

Equity Theory and Social Comparison

Equity Theory

 Employee satisfaction and motivation depend on how fairly employees believe they are treated in comparison to peers.

organization and the level of their efforts (inputs) to those of others (reference sources) in the organization.

 Employees feel equity when they believe that their

outcome/input ratio is equal to that of others.

Outcomes of Individual

Inputs of Individual

Outcomes of Others Inputs of Others compared to

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Employee Responses to Inequity

2 Alter the inputs (decrease efforts).

3 Distort the perception (engage in

self-justification and seek to discredit others).

another person with a similar

outcome/input ratio).

5 Leave the situation (quit to pursue a

more equitable position).

Social Learning Theory

The process of observing the behavior of others, recognizing its consequences, and altering

behavior as a result Effective social learning

 The behavior to be learned is tangible and observable.

 Possession of the physical and mental ability to imitate the

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Intrinsic Versus Extrinsic Motivation

Intrinsic Motivation

 Is the belief that an activity (work) can satisfy

needs for competence and self-determination.

 Is affected (increased or reduced) by

personal values and perceptions.

the characteristics of the task.

the reason for doing the task.

rewards that become externalized.

Intrinsic Versus Extrinsic Motivation

Disadvantages of Extrinsic Rewards

 Limited value of the reward can lower employee

performance.

and only on a task that is rewarded.

 Rush through a job to get a reward.

as drudgery that must be suffered

through to receive a reward.

 Cause employees to feel less free

and less self-determining.