2. Defining Motivation
• Daniel Pink TED talk
• MOTIVATION = the internal process leading to
behavior to satisfy needs (the REASON you do anything).
▫ Q = Why do people do what they do?
▫ A = To meet their needs & wants.
▫ It is a process – and a continuous one.
Need > Motive > Behavior > Satisfy/or
Not
• IMPORTANCE = being able to motivate
yourself and others is critical to your career
success (and life over-all).
3. Performance Formula
Emotions > Behavior > Performance
The Formula:
Performance = Ability X Motivation X
Resources
All 3 factors need to be HIGH.
If any one is weak = performance will suffer.
When people’s needs are not met – generally they
become dissatisfied and low performers.
Theories for Motivation help us understand and
Techniques for Application help us implement them.
5. Content Theories of Motivation
Content Theories = focus on identifying
people’s needs in order to understand what
motivates them.
◦ Maslow’s Hierarchy of Needs
◦ ERG Theory (Existence –
Relatedness – Growth)
◦ Two-Factor Theory
◦ Manifest Needs Theory
6.
7. Maslow’s Hierarchy
Shown in a Pyramid (Exhibit 8.1)
Needs are in order – from basic to more complex.
You cannot meet higher needs until basic ones are
attained.
Five Basic Needs
1. PHYSICAL – food, water, shelter, sex.
2. SAFETY – safe working conditions, security.
3. SOCIAL – love, friendship, affection, acceptance.
4. ESTEEM – ego, status, self-respect, recognition
(titles, raises, promotions, etc).
5. SELF-ACTUALIZATION – your full potential.
8.
9. ERG Theory
Classification of needs is
highly debatable.
Some say only 2 – others
say 7.
ERG is a well-known
simplification.
Alderfer reorganized
Maslow’s into 3 categories
that correlate.
◦ Existence =
physical & safety
needs
◦ Relatedness =
social needs
◦ Growth = esteem &
self-actualization
needs
10. How to Motivate Using
Hierarchy & ERG Theories
• General rule of thumb: meet lower-level needs
so people can work on upper-levels.
• With ERG ask:
▫ What are this persons needs?
▫ What needs have been met?
▫ What are the lowest ones that haven’t been met?
▫ Have any higher needs been frustrated & how?
▫ Is the person refocusing on lower levels?
▫ How can the unmet needs be attained?
12. Motivators & Hygienes
Self-assessment exercise 8.1.
◦ HYGIENES (lower level needs).
Physical, Safety, Social
a.k.a. EXtrinsic - external to job itself.
Pay, job security, job titles, etc.
Keep people from being dissatisfied – but do not
motivate them.
◦ MOTIVATORS (higher level needs).
Esteem, Growth, Self-Actualization.
a.k.a. INtrinsic – internal to individual.
Achievement, recognition, challenge, etc.
To be truly motivated and satisfied you must seek and
attain INTERNAL REWARDS – your job must have
meaning to you beyond $$ and titles.
13. Manifest Needs Theory
• McClelland’s Classification
Of Needs.
▫ PERSONALITY based
approach to motivation.
• Self-assessment exercise 8.2.
• Three needs.
▫ ACHIEVEMENT.
▫ POWER.
▫ AFFILIATION.
14. Need for Achievement
• High = problem solvers –
goal-oriented – like
challenges – strive for
excellence – realistic risk
takers – hard workers –
high performers.
• To Motivate = give non-
routine challenging tasks
– lots of feedback and
often – increasing
responsibilities.
15. Need for Power
• High = want to control –
are competitive – don’t
like loosing – willing to
confront others – low
need for affiliation.
• To Motivate = give lots
of autonomy – include in
decision making – work
alone rather than in teams
– give them the whole
task, not just a part of it.
16. Need for Affiliation
• High = like close relationships – need to be
liked – enjoy socializing – like to belong to
groups and organizations – tend to be low Power
people – prefer to follow instead of lead.
• To Motive = work as part of a team – give lots
of praise and recognition – let them train new
people on the job – great mentors.
19. Process Motivation Theories
• Attempt to understand How And
Why people are motivated.
• Focus more on
behavior than
need.
▫ Expectancy
Theory
▫ Equity
Theory
20. Expectancy Theory
• Vroom’s Formula
▫ Motivation = Expectancy X Valence
Depends on how much someone wants
something.
• Expectancy
▫ A person’s perception of their own ability &
what they foresee as outcomes.
▫ Higher expectations = higher motivation.
• Valence
▫ The value placed on the outcome or reward.
▫ Higher value = higher motivation.
21. Expectancy Theory
How To Motivate Using This Theory
◦ Give clear precise goals.
◦ Tie performance to rewards.
◦ Make sure the reward is of value to the
person (remember what one person values
another may not).
◦ Make sure people believe
you will give them the
reward.
22. Equity Theory
Based on the perception of inputs and outputs.
“Does what I put into this job equal what I get out of it?”
“Am I getting what I deserve for the work I do?”
“Am I getting paid equally in comparison to others doing
the same work I am doing?
People must perceive they are being treated equal to
others.
If they perceive they are not - then trouble comes knocking.
When people think they are being treated with equity they
are more motivated to perform.
Most people tend to inflate their own efforts and
performance over others – and also overestimate what
others earn.
23.
24. Motivating with Equity Theory
Be aware equity is based on perception.
◦ Perceptions can be right or wrong.
◦ Some managers have favorites – inequity.
Rewards need to be fair.
◦ If people think they are not being treated fairly then
resentment and retaliation can occur.
High performance needs rewarding.
◦ Must have clear understanding of what they need to do
(input) to get reward (output).
How people feel is what counts most.
◦ What people “know” isn’t as important as how they “feel.”
◦ Inequity makes for high emotionality.
25. Reinforcement Theory
• B.F. Skinner = behavior can be controlled through
the use of positive or negative consequences.
• A.K.A. Behavior Modification or Operant
Conditioning.
• Three Components:
▫ STIMULUS – the event/
something that happens.
▫ RESPONSE – behavior/
performance.
▫ CONSEQUENCES –
reinforcement – positive/
negative.
26. Types of Reinforcement
POSITIVE
◦ Rewarding desired behavior.
◦ Increases possibility of repeated behavior.
NEGATIVE (Avoidance)
◦ Removal of something unpleasant.
◦ Increases possibility of repeated behavior.
EXTINCTION
◦ When reinforcers are not given.
◦ The desired behaviors disappear.
PUNISHMENT
◦ Least effective method of controlling behaviors.
◦ Lowers morale, productivity.
◦ Encourages acts of sabotage, theft, etc.
27. Schedules of
Reinforcement
CONTINUOUS = Every Time.
INTERMITTENT:
◦ FIXED INTERVAL
Reinforcement after set time.
Weekly pay check.
◦ VARIABLE INTERVAL
Reinforcement after a unpredictable time lapse.
Fishing.
◦ FIXED RATIO
Reinforcement after a set number of events occur.
Piecework.
◦ VARIABLE RATIO (HIGHEST PREDICTOR )
Reinforcement after an average or variable or unpredictable
number of events occur.
Slot machines.
28. Motivating with Reinforcement
• Make expectations and objectives
clear.
• Use appropriate rewards.
• Use the right reinforcement
schedule.
• Never reward undesired behaviors.
• Focus on positives – reward them.
• Never go a day without praising.
• Do things FOR people not TO them.
31. Praise
• Research since 1940’s show appreciation and
recognition motivate more than anything else
• Even $$$!
32. Objectives
◦ State what is to be accomplished within
a Certain Time Frame (goals with
deadlines) – should be written.
◦ It Is a Plan for Success.
Criteria For Objectives (Goals)
Difficult But Doable.
Challenging but not impossible.
Observable And Measurable
Ability to see and evaluate (keeping score).
Specific – Target Dates
Know exactly what and when .
Participative (When Possible)
Employee input = better performance.
Accepted
Employees must accept and be willing – buy in.
33.
34. Motivation Techniques
• Management By Objectives
(MBO)
▫ The process where managers and
employees Jointly Set Objectives for the
employee.
▫ Three Steps:
Set Individual Objectives and Plans.
Give Feedback and Evaluate
Performance (frequently).
Reward According to Performance.
35. Motivation Techniques
JOB ENRICHMENT
◦ Process of building motivators into the job itself by making
it more interesting and challenging.
Ways To Do That:
Delegate More Variety And Responsibility.
Learn new skills – relieves boredom.
Form Natural Work Groups.
Allowing teams to work together instead of in separate
offices – tear down the cubicles?
Make Employees Responsible For Their Own
Identifiable Work.
Put the worker’s name on the label!
Give Employees More Autonomy.
Flexibility to plan and organize your own job.
36. Motivation Techniques
Job Design
◦ The employee’s system for transforming inputs into outputs.
◦ The more effective the method – the productive the employee.
◦ Job Simplification:
ELIMINATE
If something isn’t productive – quit doing it just because
that’s the way it’s always been done.
COMBINE
Some tasks can be done at the same time as others – good
time management.
CHANGE SEQUENCE
Just changing the order in which things get done sometimes
makes a huge difference in saving time.
Do the dreaded task first and get it over with!
37. Self Motivation
• Feeling bored…or trapped?
• Try these techniques
(Model 8.3).
▫ Set Objectives
Decide what you want – get a destination.
▫ Develop Plans – Willpower Alone Fails
Make a step-by-step plan – prioritize it.
▫ Measure Results
Get feedback – compare performance to goal.
▫ Reinforce Results
Reward yourself for successes – and if you slip
start again!
38. Motivation Around the Globe
Cross-Cultural Differences in Motivation
◦ Hierarchy Needs
Countries at risk may place Security high.
Countries that value relationships over possessions may
place Social Needs higher.
Obviously higher-level needs are more relevant to wealthy
societies than to poor ones.
◦ Achievement Needs
High quantity of life countries value high performance.
High quality of life countries are not as interested in
performance.
Individualist societies focus on self-accomplishments.
Collective societies focus on group-accomplishments.
39. Motivation Around the Globe
Cross-Cultural Differences in Motivation
◦ Individualistic –v- Collective
Equity is more of a motivator in Individualistic cultures –
with higher producers earning more.
But even in U.S. (Individualistic) – Worker Unions
(including teachers) tend to prefer equal pay as opposed
to merit pay.
◦ Expectations
This motivation is flexible and works well within a variety
of countries because it is all relative.
◦ Goal Setting
Not as important in countries where quality of life is
valued over quantity of life issues.