LECTURES 5 & 6 – MOTIVATION (Chapter 5)

Study:
Motivation, definition, three facets

Motivation: describes the psychological process” that underlie the direction, intensity, and
persistence of behavior or thought”

3 facets of motivation:
1. Direction: pertains to what an individual is attending to at a given time
2. Intensity: the amount of effort being invested in the activity,
3. Persistence: represents fro how long that activity is the focus of one’s attention.

2 types of motivation:
1. Extrinsic: results from the potential or actual receipt of external rewards
Ex: promotion, money we receive from others for performing a particular task. Military offering
pilots a bonus if they stay for additional shift.

2. Intrinsic motivation: occurs when an individual is inspired by “the positive internal feelings
that are generated by doing well.
- ex: positive emotion, satisfaction and praise.

Needs
-Maslow’s model, five levels, corrections to Maslow’s theory
-McClelland’s three types of need tendencies, definitions, work relevance
-Fundamental needs and Self-Determination Theory

Needs: are defined as physiological or psychological deficiencies that arouse behavior. They can
be strong or weak and are influenced by environmental factors. This tells you that the human
needs vary over time.

Maslow’s Need hierarchy theory: Five levels of needs

- states that motivation is a function of 5 basic needs: physiological, safety, love, esteem, ands
self-actualization
From Top to bottom: Five levels
1. Self actualization: desire fro self fulfillment to become h best one is capable of becoming
Ex: morality creativity, problem solving, lack of prejudice, acceptance of facts

2. Esteem: need for reputation, prestige, recognition from others. Also includes the needs for
self confidence and strength
Ex: self esteem , confidence, achievement, respect of others, respect by others

 3. Love: the desire to be loved and love. Includes the needs for affection and belonging
Ex: friendship, family, sexual intimacy

4. Safety: consists of the need to safe from physical and psychological harm
Ex: security of body, employment, resources, morality, the family, health and property

5. Physiological: most basic need. Entails having enough food, air, and water to survive
Ex: breathing , foods, water, sex, sleep, homeostasis, excretion

Corrections to Maslow’s Need:

1. Need fulfillment is also regressive ( go to lower order needs when unable ti meet higher
order ones)
2. Hierarchy has cultural bias
3. Higher level needs can still be motivators even if lower ones are not met

McClelland’s three types of need tendencies, definitions, work relevance

Acquired needs theory: states that there are three key drivers of employee behavior.
Mcclelland used the term acquired needs because he believes we are not born with our needs;
rather we learn or acquire them as we go about living our lives

3 types of need tendencies

1. Need for achievement: seek performance excellence, enjoy difficult and challenging goals
- business people and managers typically have NAch linked to career success

2. Need for power: seeks to exert emotion and behavioral control or influence. The desire to
influence, coach, teach, or encourage other to achieve
- managers and executives and leaders tend to perform better if hey have high NPow

3. Need for affiliation: seeks to establish and maintain warm, close, and intimate relationships
with others. Be liked and going groups
- found in jobs requiring social interaction; great, “team players” and provide emotional support

- This theory tells us that one style approach does not motivate everyone.
- Satisfied needs lose their motivational potential, therefore manager are advised to motivate
employees by devising programs pr practices aimed at satisfying emerging or unmet needs

MeClelland’s needs positive vs negative

Positive: this side is called institutional power. People here desire to organize people in the
pursuit of organizational goals and help obtain the feeling of competence.

 Negative: this side is called need for personal power. People here want to control others, and
they often manipulate people for their pawn gratification.

Fundamental needs and Self-Determination Theory

Self determination theory: assumes that three innate needs influence our behavior and well
being - the needs for competence, autonomy and relatedness
- people are more intrinsically motivated to do things that help meet these needs
- Although extrinsic motivator usully reduce intrinsic motivation, fulfillment of those three
needs while performing a task can encourage workers to internalize external standards

Fundamental needs:
1. Autonomy: “INEED TO FEEL INDEPENDENT TO INFLUENCE MY ENVIRONMENT”
Increased control over one’s decisions, adequate resources, acknowledgement of one’s
personal feelings/thoughts, cooperatively set goals and deadlines, no threats

2. Competence: “ I NEED TO FEEL EFFICACIOUS”

This is the desire to feel qualified, knowledgeable, and capable to complete an act, task or goal.
Ex: feedback of ones performance, recognition of skills and performances

3. Relatedness: “I WANT TO BE CONNECTED WITH OTHERS”

This is the desire to feel part of a group, to belong and to be connected with others

Engagement, definition, effects on work behavior

Equity theory
Expectancy theory
Conditioning (this content is at the end of Chapter 6 in our textbook)
-Classical conditioning (don’t go crazy studying it)
-Operant conditioning:
-Basic process (stimuli!behavior!consequences)
-Reinforcement (negative, positive)
-Punishment
-Extinction
Social learning theory
Scientific management, what is it? Pros/cons?
Job re-design:
-Rotation, enlargement, enrichment
-Job characteristics model, five fundamental characteristics of a job
-Recent work discussing social support and opportunities to learn/develop

Don’t worry about:

Herzberg’s Two-Factor Theory
Theory X and Theory Y

LECTURE 7 – LEARNING AND PERFORMANCE MANAGEMENT (Chapter 6)

Study:
Four stages of performance management
Common uses of performance management
Stage 1 - Defining performance:
-Two types of performance (task, contextual/OCB)
-Routes through which goals affect performance
-Characteristics of effective goals, SMART goals
-Three major functions served by goals
-Building commitment to goals (goal importance, goal-specific self-efficacy)
Stage 2 - Monitoring and providing feedback
-Basics of monitoring
-Three types of information (consistency, consensus, distinctiveness; this is called Kelley’s
Attribution Theory in Chapter 4) and how they work
Stage 3 – Monitoring and providing feedback
-Giving good feedback to employees, including channel (richness vs. information capacity)
-Active listening, four types of responses to use
-Assertive communication
-What is a performance appraisal?
Stage 4 – Rewards and consequences
-“Reinforcement and Consequences” section of this chapter

Don’t worry about:

What goes wrong? Importance of management and leadership
Performance vs. learning orientation
Perceptual errors in evaluating performance
Exit interviews, who seeks feedback?, coaching
Making good performance appraisals
Crucial conversations (STATE) (from Chapter 9, but we reviewed it in class)

LECTURE 8 – WORK TEAMS AND GROUPS (Chapter 8)

Study:
Groups vs. teams (including advantages of teams)
Norms and roles (know examples of task vs. maintenance roles)
Team formation:


 -Issues addressed as teams form (task, interpersonal, authority)
-Five stages of team formation
-Punctuated equilibrium model
Team characteristics:
-How to enhance cohesiveness
-How to reduce social loafing
“Virtual Teams” section in this chapter

Don’t worry about:

Types of teams
Trust building
Characteristics of high performance teams