Chapter 7 Motivation

Part 4 Leadership Challenges in the 21st Century
Chapter
7
Motivating
Organizational
Members
PowerPoint Presentation by Wessex Press, Inc.
© 2016 Wessex Press, Inc. All rights reserved.

Rewarding “A” While Hoping For “B”
• Steven Kerr’s classic article argued that many
organizations and managers want one thing but
reward other things instead.
• Why do they (managers) do this?
 Managers have not clearly identified what is
necessary for good performance.
 Managers have not determined how to measure
successful performance.
14–2
Rewarding “A” While Hoping For “B”
(cont’d)
• How it affects employees:
 Employees do not see clear links between their
performance and achievement of the goals.
 Employees may not have the right abilities to carry
out the job.
 Employees want rewards different from what their
supervisors think they want.
 Employees have different levels of motivation to do
the job.
14–3
Figure 14.1 The Relationship between Motivation and
Performance
14–4
Approaches to Motivation
• Needs-Based Approaches
 Describe the specific human needs or factors within a
person that energize, direct, and stop behavior.
• Process Approaches
 Explain how thought or cognitive processes of
individuals influence behavior.
• Reinforcement Approaches
 Focus on how learning and consequences mold
behavior.
14–5
Needs-Based Approaches to
Motivation
Maslow’s Herzberg’s
Hierarchy of Needs Two-Factor Model
Motivation
Acquired-Needs Model
14–6
Needs-Based Approaches to
Motivation
• Hierarchy of Needs
 Individuals have various needs and try to satisfy
these needs using a priority system or hierarchy.
 Maslow specified five fundamental needs.
 Lower-order needs must be satisfied before higher-
order needs can be addressed.
 No consistent evidence exists that the satisfaction of
a need at one level will decrease its importance and
increase the importance of the next-higher needs.
14–7
Figure 14.2 Hierarchy of Needs
14–8
Hierarchy of Needs
• Physiological Needs • Esteem Needs
 Food, water, air and shelter.  Feelings of achievement
and self worth through
• Security Needs recognition, respect and
 Safe physical and prestige from others.
emotional environment.
• Self-Actualization Needs
• Affiliation Needs  Self-fulfillment and
 Friendship, love and a achievement.
feeling of belonging.
14–9
Needs-Based Approaches… (cont’d)
• Two-Factor Model (Herzberg)
 The factors leading to job satisfaction are separate
and distinct from those that lead to job dissatisfaction.
 Motivator factors
 Related to job content or what people actually do in
their work.
 Hygiene factors
 Associated with the job context in which the job is
performed.
14–10
Figure 14.3 Two-Factor Theory
14–11
Needs-Based Approaches… (cont’d)
• The Acquired-Needs Model
 Needs are acquired or learned from the life
experiences in the culture or country in which we live.
 Focuses on three particularly important or relevant
needs in the work environment:
 Need for achievement
 Need for affiliation
 Need for power
 The model proposes that when a need is strong, it will
motivate the person to engage in behavior to satisfy
that need.
14–12
The Acquired-Needs Model
• Need for Achievement
 The drive to excel, to accomplish challenging tasks,
and to achieve a standard of excellence.
• Need for Power
 The desire to influence and control one’s
environment.
• Need for Affiliation
 The desire for friendly and close interpersonal
relationships.
14–13
Process Approaches to Motivation
Expectancy Model
Equity Model
Goal Setting
Reinforcement
Theory
14–14
Process Approaches (cont’d)
• The Expectancy Model
 The motivation to expend effort to do something is
determined by three basic individual perceptions:
 Effort will lead to performance.
 Rewards are attached to performance.
 Outcomes, or rewards, are valuable to the
individual.
14–15
Components of the Expectancy Model
• Expectancy
 The belief that a particular level of effort will be
followed by a particular level of performance.
• Instrumentality
 The probability assigned by the individual that a
specific level of achieved task performance will lead
to various work outcomes.
• Valence
 The value or importance that the individual attaches
to various work outcomes (rewards).
14–16
Figure 14.4 Expectancy Theory
14–17
• The Equity Model
 Focuses on an individual’s feelings about how fairly
he or she is treated in comparison with others.
 Individuals have a perception of the ratio of their
inputs compared to their own outcomes in a
situation.
 Individuals also have a perception of the ratio of
everyone else’s inputs to outcomes.
 Then, each person compares his or her own ration
to that of everyone else.
14–18
Figure 14.5 Equity Theory
14–19
Maintaining Equity
• To reduce a perceived inequity, a person may
take one of the following actions:
 Change work inputs either upward or downward to an
equitable level.
 Change outcomes to restore equity.
 Psychologically distort comparisons.
 Change the comparison person he or she is using to
another person.
 Leave the situation (e.g., quit the job or transfer to
another department).
14–20
• Goal Setting
 A process intended to increase efficiency and
effectiveness by specifying the desired outcomes
toward which individuals, groups, departments, and
organizations work.
• Goals setting serves three purposes:
 To guide and direct behavior toward overall
organizational goals and strategies.
 To provide challenges and standards against which
the individual can be assessed.
 To define what is important and provide a framework
for planning.
14–21
• Reinforcement Theory
 Based on the idea that people learn to repeat
behaviors that are positively rewarded (reinforced)
and avoid behaviors that are punished (not
reinforced).
 Application of reinforcement theory (also called
behavior modification) involves changing one’s own
behavior or the behavior of another.
 Managers should reward desirable employee
behavior (e.g., high performance) and punish
behavior (e.g., poor performance) that is not.
14–22
Increasing Desired Behavior
• Positive Reinforcement
 The administration of positive and rewarding
consequences following a desired behavior.
• Negative Reinforcement
 Also called avoidance learning, strengthens desired
behavior by allowing escape from an undesirable
consequence.
14–23
Decreasing Desired Behavior
• Extinction
 The withdrawal of the positive reward or reinforcing
consequences for an undesirable behavior.
• Punishment
 The administration of negative consequences
following undesirable behavior.
14–24
Figure 14.6 Four Types of Reinforcers
14–25
Schedules of Reinforcement
• Interval Reinforcement
 Reinforcement that is based on time.
• Ratio Reinforcement
 Reinforcement that is based on exhibiting the desired
behavior.
• Fixed Reinforcement
 Reinforcement that is administered at each interval or
for each desired behavior.
• Variable Reinforcement
 The reinforcer is given at essentially a random time or
random occurrence of the desired behavior.
14–26
Schedules of Reinforcement (cont’d)
• Fixed-Interval Schedule
 Rewards employees at specific time intervals,
assuming that the desired behaviors have continued
at an appropriate level.
• Fixed-Ratio Schedule
 Provides a reinforcement after a fixed number of
occurrences of the desired behavior.
14–27
Schedules of Reinforcement (cont’d)
• Variable-Interval Schedule
 When reinforcement is administered at random or
varying times that cannot be predicted by the
employee.
• Variable-Ratio Schedule
 Reinforcement administered after a varying or
random number of occurrences.
14–28
Table 14.1 Comparing Schedules of Reinforcement
14–29
Implications for Leaders
1. Understand the organization’s mission,
strategy, and goals and your area of
responsibility.
2. Get the right people in place.
3. Communicate with employees so they know
what is expected.
4. Make the work valuable.
5. Make the work doable.
6. Give feedback.
7. Find out what motivates each person.
8. Reward successful performance.
14–30

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Part 4 Leadership Challenges in the 21st Century

PowerPoint Presentation by Wessex Press, Inc.

© 2016 Wessex Press, Inc. All rights reserved.

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