Topic 6 Motivation: Concepts and Application Learning Objectives 6.1 Describe the three key elements of motivation. 6.2 Compare the early theories of motivation. 6.3 Contrast the elements of self-determination theary and goal-setting theory. 6.4 Differentiate among self-efficacy theory, reinforcement theory, and expectancy theory. 6.5 Identify the implications of employee job engagement for managers. 6.6 Describe how the contemporary theories of motivation complement one another, 6.7 Describe how the job characteristics model motivates by changing the work environment. 6.8 Compare the main ways jobs can be redesigned. 6.9 Explain how specific alternative work arrangements can motivate employees.Describe the Three Key Elements of Motivation Motivation is the processes that account for an individual's intensity, direction, and persistence of effort toward attaining a goal. * The level of motivation varies both between individuals and within individuals at different times. The three key elements of motivation are: 1. Intensity: concerned with how hard a person tries. 2. Direction: the orientation that benefits the organization. 3. Persistence: a measure of how long a person can maintain his/her effort.Compare the Early Theories of Motivation 1. Maslow’s Hierarchy of Needs 2. Herzberg Two-Factor theory 3. McQelland’s Theory of Needs1. Maslow’s Hierardily of Needs Maslow’s need theory has received wide recognition, particularly among practicing managers. * It is intuitively logical and easy to understand and some research has validated it, + However, most research does not, and it hasn't been frequently researched since the 1960s,2. Herzberg Two Factor Theory Contrasting View of Satisfaction and Dissatisfaction + Qiticisms of Herzberg’s theory: * Limited because it relies on self- reports, ey High * Reliability of methodology is Job satisfaction questioned. + No overall measure of satisfaction was utilized. Job dissatisfaction —> Low High3. McCelland’s Theory of Needs The theory focuses on three needs: + Need for achievement {nAch): drive to excel, to achieve in relation to a set of standards, to strive to succeed. + Need for power (nPow): need to make others behave in a way that they would not have behaved otherwise. + Need for affiliation (nAfl): desire for friendly and close interpersonal relationships. nACK (Need for Achievement) nAFF (Need for Affiliation) ae nPOW {Need for Power) Peete eoSelf-Determination Theory + Self-Determination Theory + People prefer to feel they have control over their actions. + Focus on the beneficial effects of intrinsic motivation and harmful effects of extrinsic motivation. * Qognitive evaluation theory - When people are paid for work, it feels less like something they want to do and more like something they have to do. * Proposes that in addition to being driven by a need for autonomy, people seek ways to achieve competence and positive connections to others.Self-Determination Theory * When extrinsic rewards are used as payoffs for performance, employees feel they are doing a good job. * Eliminating extrinsic rewards can also shift an individual's perception of why he or she works on a task from an external to an internal explanation. + Self-determination theory acknowledges that extrinsic rewards can improve even intrinsic motivation under specific circumstances. + What does self-determination theory suggest for providing rewards? + Self-concordance: considers how strongly people's reasons for pursuing goals are consistent with their interests and core values.Goal-Setting Theory + Goal-Setting Theory + Three other factors influencing the + Goals tell an employee what needs to goals-performance relationship: be done and how much effort is * Goal commitment needed. + Task characteristics + Evidence suggests: * National culture * Specific goals increase performance. * Difficult goals, when accepted, result in higher performance than do easy goals. + Feedback leads to higher performance than does non-feedback.Goal-Setting Theory * People differ in the way they regulate their thoughts and behaviors. * Those with a promotion focus strive for advancement and accomplishment and approach conditions that move them closer toward desired goals. * Those with a prevention focus strive to fulfill duties and obligations and avoid conditions that pull them away from desired goals.Self-Determination Theory vs. Goal-Setting Theory Cascading of Objectives Industol produc division orketing | Research | Development 00 00 0° 000 00Self-Efficacy Theory + Self-efficacy theory is an individual's belief that he or she is capable of performing a task. + Enactive mastery + Vicarious modeling + Verbal persuasion + Arousal + Also known as social cognitive theory and social learning theory. + Implications of self-efficacy theory: + The best way for a manager to use verbal persuasion is through the Pygmalion effect. + A form of self-fulfilling prophecy — believing in something can make it true. Joint Effects of Goals and Self-Efficacy on Performance ied has corkdarcs hat given 7 lend patemance, | alice said ss ge efaticecy Te ass esata, aia one Wig be solar ok ee Indl ote we Nahr pesorol - ™ bated enor Spe one Aleta ra Pann args ay nt al a eg ‘dank Metin: ASS ir Ose" Amon Pons Saramber 208) 708 17,Reinforcement Theory + Peinforcement theory: behavior is a function of its consequences. * Reinforcement conditions behavior. * Behavior is environmentally caused. + Goal setting is a cognitive approach: an individual's purposes direct his or her action. * Operant conditioning theory: people learn to behave to get something they want or to avoid something they don’t want. * BF Skinner's behaviorism.Reinforcement Theory Social-learning theory: we can learn through both observation and direct experience. Models are central, and four processes determine their influence on an individual: * Attentional processes * Retention processes * Motor reproduction processes * Reinforcement processesExpectancy Theory Expectancy theory: a tendency to act in a certain way depends on an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual. Three relationships: + Effort-performance relationship + Performance-reward relationship * Rewards-personal goals relationship Cc 3 individ | Indivdicl “| 2), Grgoriztionsl | 2, | Personal for performance rewards goals 1) Effork-performance relationship rformance-reward relationship wards-personal goals relationshipExpectancy Theory + Expectancy theory helps explain why alot of workers aren't motivated and do only the minimum. + Three questions employees need to answer in the affirmative if their motivation is to be maximized: + If give maximum effort, will it be recognized in my performance appraisal? * If | get a good performance appraisal, will it lead to organizational rewards? + If 'm rewarded, are the rewards attractive to me?Implications of Job Engagement for Management + What makes people more engaged in their job? * The degree to which an employee believes it is meaningful to engage in work, + Amatch between the individual's values and the organization's. * Leadership behaviors that inspire workers to a greater sense of mission. + Are highly engaged employees getting “too much of agood thing?’ * Construct is partially redundant with job attitudes. * It may have a“dark side.” * Positive relationships between engagement and work-family conflict.Compare Contemporary Theories of Motivation Integrating Contemporary Theor of MotivationThe Job Characteristics Model Core job dimensions Skil vatialy Task identity Tosk significance Autonomy Feedback Critical psychological sates Experienced meaningfulness of the work Experienced responsiblity or ‘outcomes of the work 5 Knowledge ofthe actual results of the work aclvitios need strength {peasy | ‘949 Bae on Pes uae as A un ‘Bbdusatenateticgs bara o Ogesaiona Personal and wrk outcomes High internal work motivation High-quality work performance High satisfaction with the work Low absenteeism cond turnover Loge, Cupar ain N.NP DION Ce: GE ohoThe Job Characteristics Model The core dimensions of the job characteristics mode! (JOM) can be combined into a single predictive index called the motivating potential score (MP9. * Evidence supports the JCM concept that the presence of a set of job characteristics does generate higher and more satisfying job performance. * Studies show that supportive leadership behaviors improved the job characteristics of R&D professionals.Compare the Main Ways Jobs Can Be Redesigned ele) Relational Job HIS Enrichment Design + Repetitive jobs provide little * Increasing ajob’shigh-level + To make jobs more pro vatety, autonomy, of responsibilities to increase socially motivating. motivation intrinsic motivation. + Connect employees with pe Sie ening ams one iat * Involves adding another the beneficiaries of their + reduces boredom, increases fetes of fes por spity and were , Cacia meaning. + Meet beneficiaries firsthand employees better understand + Can be effective at reducing their work contributions. turnover + creates disruptions, requires extra time for supervisors addressing questions and training time, and reduced efficienciesHow Specific Alternative Work Arrangements Motivate Employees Possible Rextime Saft Schedules Shedule 1 ‘Shedules Feroent Time: 100% = 40 hours per week 80% = 32 hours per week Gare Hours 9:00 AM.5:00 PM, Monday through Friday | 8:00AM.-6:00PM., Monday through Wednesday (hour lunch) (272 hour hunch) 8:00 AIM,-11:30 AM. Thursday (ne lunch) Friday of Work Sari Time: | Between 8:00 A.M nd9:00 A.M. Between 8:00 AM. and 8.00. Work End Time: _ | Between 5:00PM, and 6:00 RM. Between 5:00 BM. and 6:00 FM. ‘Sthedule2 ‘Shedule4 Percent Time: 100% = 40 hours per week 90% = 36 hours per week Work Hours ‘OOAM6:30 RM, Monday through Thursday | 8.30AM5.00 PM, Monday through Thursday (72 hour lunch) (272 hour lunch) Friday off, 8:00 AIM.-Noon Friday (no lunch) Work Sar Time | 800M, 8:30 AIM, (Monday-Thursday); 8:00 AM. (Friday) Work Sid Time: | 6302. 5:00 PAM. (Monday Thursday}; Noon (Friday)How Specific Alternative Work Arrangements Motivate Employees + Two or more people split a 40-hour-a-week job. + Declining in use. * Can be difficult to find compatible pairs of employees who ‘can successfully coordinate the intricacies of one job. + Increases flexibility and can increase motivation and satisfaction when a 40-hour-2-week job is ust not practical. + Employees who do their work at home at least two d ‘week through virtual devices linked to the employer's office. ‘+ Some well-known organizations actively discourage ‘telecommuting, but for mast organizations it remai popular,Telecommuting: Advantages & Disadvantages * Positively related to objective * Employer performance and job cee tisfaction * Difficult to coordinate teamwork. ca b * Difficult to evaluate non- * Reduced work-family conflict. § een performance. war + Employee * Reduced carbon emissions. + Increased feelings of isolation and re veed coworker relationship quality. * May not be noticed for his or her efforts.Employee Involvement and Employee Motiv: Employee Involvement * a participative process that uses employees’ input to increase their commitment to the organization's success. Examples of Employee Involvement Programs + Participative management + Representative participation Beater caterer oes ‘Acts asa panacea for poor morale and low productivity Sees De ca ee ee ‘Workers are represented by a small group of employees who actually Pearce is ‘Almost every country in Western Europe requires representative Ens Se Sey Coe}