The Motivation Process

Motivation is the process of:

• energizing behavior by activating people’s needs and drives.
• Once energized, it is important to direct the behavior toward goals that are
important to the organization. (direction),
• Including the sustainability behavior ( how long a person works (persistence).”
 Benefits to the Organization
• Increased performance
• Increased focus on organizational objectives

• Increased job satisfaction

• Reduced cost of industrial conflict and

absenteeism
 Intrinsic vs. Extrinsic Motivation
• Intrinsic • Extrinsic
Motivation Motivation
being driven by caused by the desire
positive feelings to attain specific
associated with outcomes
doing well on a task Extrinsic motivation occurs
or job (meaningfulness, when we are motivated to
progress, accomplishment, perform a behavior or engage
responsibility) in an activity to earn a reward
Essentially, the behavior itself is or avoid punishment.
its own reward. ✓ Increased salary
Task nature ✓ More vacation days
- Opportunity to learn, grow, ✓ Promotions
explore, and actualize our ✓ Better office space or parking
potential. spot
 Motivation Theories
Needs or Content Process Theories
• Theories(What motivates • Process Theories (why
individuals) individuals behave in a
• Hierarchy of Needs certain way and how
motivation is aroused and
• Achievement, Power, & maintained)
Affiliation • Expectancy

• Goal Setting
 Motivation Theories
Needs or Content Process Theories
• Theories(What motivates • Process Theories (why
individuals) individuals behave in a
certain way and how
• Hierarchy of Needs motivation is aroused and
• Achievement, Power, & maintained)
Affiliation • Goal Setting
• Expectancy
 The Hierarchy of Needs
• Developed by psychologist Abraham Maslow in the
1940s.
• Maslow believed that people have an innate desire to
satisfy a given set of needs.
• Maslow believed that these needs are arranged in a
hierarchy of importance, with the most basic needs at
the foundation of the hierarchy.
• Maslow believed that each need level must be satisfied
before the level above it becomes important.
• The escalation up the hierarchy continues until the self-
actualization needs become the primary motivators.
• Maslow’s hierarchy of needs: people have five levels of needs that they seek
to satisfy.
• Maslow believed that each need level must be satisfied before the level above
it becomes important.
• The escalation up the hierarchy continues until the self-actualization needs
become the primary motivators.
• People’s needs are arranged in a hierarchy of importance; once they satisfy
one need, at least partially, another emerges and demands satisfaction.
– Physiological needs
– Safety needs
– Social (belongingness) needs
– Esteem needs
– Self-actualization needs
Group Exercise (1)
APPLY MASLOW’S HIERARCHY THEORY
IN PRE AND POST COVID – 19 STATE
 Motivation Theories
Needs or Content Process Theories
• Theories(What motivates • Process Theories (why
individuals) individuals behave in a
certain way and how
• Hierarchy of Needs motivation is aroused and
• Achievement, Power, maintained)
& Affiliation • Goal Setting
• Expectancy
Characteristics of High Need Achievers

Tend to Set Moderately Want Immediate, Specific

Difficult Goals and Make Feedback on Their
Moderately Risky Performance
Decisions

Assume Personal
Have a Preoccupation
Responsibility for Getting
With Work
Things Done
 Learned Needs Theory
• Most frequently associated with the work of
David McClelland.
– Need for achievement (nAch)—the drive to
succeed at high levels
– Need for power (nPow)—the need to influence
others to do what you want
– Need for affiliation (nAff)—the need for close
personal relationships
 The Need for Affiliation
• The need for human companionship.
• Individuals with a high need for affiliation
tend to want reassurance and approval
from others and usually are genuinely
concerned about others’ feelings.
• People with a high need for affiliation often
work in jobs with a lot of interpersonal
contact.
 The Need for Power
• The desire to control the resources in one’s
environment.
• People with a high need for power can be
successful managers if three conditions are met:
– They must seek power for the betterment of the
organization rather than for their own interests.
– They need plenty of self-control to curb their desire
for power when it threatens to interfere with effective
organizational or interpersonal relationships
– They must have a fairly low need for affiliation
(fulfilling a personal need for power may well alienate
others in the workplace).
 Group Exercise (2)
PEOPLE WITH HIGH NEED OF ACHIEVEMENT
ARE EXPECTED TO BE A PROMISING
LEADERS.
(ARE YOU WITH OR AGAINST THE STATEMENT ? AND WHY? )
 Motivation Theories
Needs or Content Process Theories
• Theories(What motivates • Process Theories (why
individuals) individuals behave in a
certain way and how
• Hierarchy of Needs motivation is aroused and
• Achievement, Power, maintained)
& Affiliation • Goal Setting
• Expectancy
 Path Goal Theory
• Leader transformational behavior is related to the
degree to which followers set goals that are
related to authentic values.
• This goal setting translates into job
performance, initiative, self-direction, and
innovation on the job. Leaders influence
follower motivation and performance.
• The path–goal theory (PGT) of leadership
incorporates expectancy theory principles to
provide leaders with guidelines to follow to
motivate their followers.
 For goals to motivate employees, they
must have certain properties

“SMART” Goals
1. Specific: A specific goal has been shown to be more motivating than a “do your best” goal.

2. Measurable: Set concrete criteria for measuring progress toward the attainment of each goal. Measuring progress
provides feedback and keeps people on track.

3. Attainable: Goals need to be challenging, but they also need to be seen as attainable by the person setting them.
When people identify goals that matter to them, it energizes them and motivates a search for ways to perform. This
may require new skills or resources.

4. Relevant: The goal you set needs to matter—to the individual setting it and/or the organization. Goals that are
relevant are more likely to gain the support and the resources needed. Relevant goals (when met) drive the team,
department, and organization forward. A goal that supports or is in alignment with other goals would be considered a
relevant goal.

5. Time Based: To be motivating, goals should have a specific time frame. This creates a sense of urgency and
encourages benchmarking toward the attainment of the goal.
 For example, a not-so-smart goal
would be the following
• “Improve your punctuality.”
• In comparison, an example of a SMART goal would be as follows: “Be at work by 8:30
a.m. every day this month because everyone being at work on time contributes to our
team’s productivity.”
• In practice, SMART goal setting has been applied using management by objectives
(MBO). MBO is a performance appraisal program where leaders meet with their direct
reports and set specific performance objectives jointly. Progress toward objectives is
periodically reviewed and rewards are allocated on the basis of that progress.
• The degree to which a person is committed to a goal influences their willingness to
persist and attain it.
• Also, motivation is higher when an employee is more committed to challenging goals
compared with easy goals.
• It is not clear whether allowing a person to participate in setting their own goals makes a
difference; research findings are mixed.
• However, if the goal is set by the leader, it is important for the leader to focus on the
relevance of the goal to the person and the organization.
A Model of How Goals
Can Improve Performance

Figure 7.3

Source: Robert Kreitner, Management (Boston: Houghton Mifflin, 2000). Reprinted by permission
of Houghton Mifflin Company. All rights reserved.
Copyright © Houghton Mifflin
7 - 22
Company. All rights reserved.
Group Exercise (3)
ELABORATE WITH EXAMPLES THE
ROLE OF LEADERS IN GOAL SETTING
 Motivation Theories
Needs or Content Process Theories
• Theories(What motivates • Process Theories (why
individuals) individuals behave in a
certain way and how
• Hierarchy of Needs motivation is aroused and
• Achievement, Power, maintained)
& Affiliation • Goal Setting
• Expectancy
The Expectancy theory of Motivation
 Expectancy theory include three basic
elements
• 1.Expectancy: refers to an individual‟s
perception that this effort (E) will result in
performance (P)
• 2.Instrumentality: refers to a person‟s perception
that performance will result in certain positive
or negative outcomes (O)
• 3.Valence (V): Refers to the value the person
attaches to various outcomes that result.
• Motivation = Expectancy x instrumentality x valence
Group Exercise (4)
ELABORATE WITH EXAMPLES THE
ROLE OF LEADERS IN MOTIVATING
EMPLOYEES USING EXPECTANCY
THEORY
Group (5)
APPLY MOTIVATION CONCEPTS IN THE
WORKPLACE WITH REAL EXAMPLES
 1) JOB CHARACTERISTICS THEORY
In this theory of motivation, jobs can be designed so that people are more motivated,
satisfied, as well as perform better.
• The Motivating Potential of Work
First, the JCT specifies five core job dimensions. These dimensions combine to produce
the critical psychological states that enhance motivation:
• 1. Skill variety—the extent to which people use different skills and abilities at
work. The employee is not doing the same repetitive tasks over and over.
• 2. Task identity—the task is one that people experience from beginning to end. In
other words, they identify with an entire work product.
• 3. Task significance—the degree to which the job is seen as having an impact on
others. The work does something good for society.
• 4. Autonomy—the employee has the freedom to plan and perform his or her own
work. The employees have discretion about their work and are not intensely
supervised.
• 5. Feedback—the job provides information on how effective the employee’s work
is. Just doing the work itself provides performance feedback.
2) Motivating by Job Design
The way the elements in a job are
organized can act to increase or
decrease effort.
 How can a job be redesigned?
•  Job Rotation (Cross-Training) = the periodic
shifting of an employee from one task to another
(usu. at the same level)
• Job Enlargement = expanding jobs horizontally
by increasing the number and variety of tasks that
an individual performed
• Job Enrichment = expanding jobs vertically by
increasing the degree to which the worker controls
the planning, execution, and evaluation of the
work
 Designing Work to Be Motivational
• Based on the research on the job characteristics model, organizations have
implemented work redesign to enhance the motivating potential of work.
• The basic idea is to load jobs with more of the core job characteristics that
have been shown to motivate.
• Job rotation involves cross-training or allowing workers to do different jobs.
This increases the skill variety, task identity, and possibly the task significance.
For example, a person who works on an assembly line is rotated to a clerical
position in which he or she learns the purchasing process for supplies needed
on the line 1 day a week. This provides variety and also allows the worker to
see more of the “big picture” of what is needed to perform the work. In
addition to job rotation, work may be designed to create natural work units
• by combining tasks. For example, a worker who drills holes for a door handle
of a car would also learn to install the handle. Job rotation and combining
tasks must be supported by adequate training and coaching for employees as
they learn new skills on the job. Job rotation and combining tasks are
examples of horizontal job loading.
 Designing Work to Be Motivational
• Jobs may also be loaded vertically by allowing employees to establish client
relationships in which workers can interact directly with clients to increase the
meaningfulness of work.
• For example, the human resources manager for the Applied Systems Group at Spar
Applied Systems redesigned the work into teams so that most workers interacted
with customers to increase the focus on customer needs.
• Another example is a study of callers requesting donations which found the callers
were more persistent and motivated when they were in contact with
undergraduate students funded by their efforts.
• Thus, organizations might increase employee motivation by designing interactions
with those who benefit from the employee’s efforts. The authors of this study
conclude:

• Consider the back room accountant who never meets the clients who benefit
from her work. Merely introducing her to these clients may allow her to perceive
her impact on them and feel affectively committed to them and thereby enable
her to maintain her motivation.
 3) prosocial motivation
• This form of motivation is based on how people may be motivated by helping
others— prosocial motivation,
• The prosocial aspects of work contribute to the explanation of performance,
turnover, and job satisfaction beyond that of job characteristic.
• Thus, it appears that both the work itself and social aspects are important to
motivation.
• Work may be redesigned so that employees have more autonomy and
discretion in how they perform their work to increase the level of autonomy
experienced.
• Finally, opening feedback channels so that employees can learn more quickly
about the results of their work may increase motivation (as we have seen,
feedback is an important aspect of motivation in other theories such as goal
setting).
• Research has supported the job characteristics model by demonstrating that job
enrichment does reduce turnover and increases employee motivation and
satisfaction.
 4) LEADERSHIP IMPLICATIONS:
• LEADERS AS MOTIVATORS
• Leaders play a major role in how motivated their followers are to perform at high
levels.
• First, leaders must assure that followers understand their goals and are committed
to them—just as they do at Microsoft.
• Second, leaders can design more motivating work or allow followers some
discretion to craft their own work (aligned with work unit and organizational
objectives).
• Leaders can negotiate a fair identity with their followers so that followers don’t
become unmotivated by perceptions of inequity.
• Finally, as PGT illustrates, leaders strengthen followers’ expectations that they can
perform at a high level (expectancy) and that they will receive rewards they value
for performing (instrumentality).
• Leaders need to talk to their followers’ to understand what rewards they value. The
next step is to provide those rewards. The next chapter will discuss the motivating
properties of rewards and reward systems in organizations.
 5) Alternative Work Arrangements
•  Flextime = flexible work time
• Job sharing = it allows two or more

individuals to split a traditional 40 hour-a-week

job
• Telecommuting = employees who do their

work at home at least 2 days a week on a

computer that is linked to their office
 6) Forms of employee involvement
• Participative management = subordinates share a significant
degree of decision-making power with their immediate superiors
• Representative participation = workers are represented by a
small group of employees who actually participate
• Councils = must be consulted when making decisions about
personnel
• Board representatives = represent employee interest on the
board
• Quality circles = a group of 8 to 10 employees and
supervisors who have a shared area of responsibility and who
meet regularly on company time and on company premises
• Allows each employee to put together a benefits package
individually tailored to his or her own needs and situation
A Job Performance Model of Motivation

Individual Inputs
Skills
Ability, Job knowledge
Dispositions & Traits
Emotions, Moods, & Affect
Beliefs & Values
Motivational Processes
Arousal Attention Intensity
Motivated
& &
Behaviors
Direction Persistence
Job Context

Physical Environment
Task Design
Better performance
Rewards & Reinforcement Enable, Limit
Supervisory Support & Positive attitudes and
Coaching
behaviors (job and
Social Norms
Organizational Culture organizational related)
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