This will help to learn about Motivation..

1. MOTIVATION

2. Overview Critical Concepts Of Motivation What is Motivation? Elements Of Work Motivation Four General Approaches to Motivation Early Theories Of Motivation Theories Of Motivation Case Study

3. Behavior- INFER motivation Performance- evaluation of behavior – Typing speed Ability- Determines behavior Situational Constraints -impact behavior Motivation- What you will do (rather than what you can do) Critical concepts in motivation

4. Motivating Motivation is very much a function of the context of a person’s work and personal life. That context is greatly influenced by cultural variables, which affect the attitudes and behaviors of individuals (and groups) on the job

5. Elements of Work Motivation Which behaviors does a person choose to perform In an organization? Direction of Behavior How hard does a person work to perform a chosen behavior? Level of Effort When faced with obstacles how hard does a person keep trying to perform a chosen behavior successfully? Level of Persistence

6. The Motivation Equation Inputs: Effort Time Education Experience Skills Knowledge Job behaviors Performance: Quantity Quality Level of customer service Outcomes: Pay Job security Benefits Vacation Satisfaction Pleasure

7. Motivation Intrinsic actually performing the behavior Behavior performed for its own sake Extrinsic Based on acquisition of material or social rewards or

8. The Intrinsic-Extrinsic Dichotomy Two sets of needs that motivate workers Motivational Factors (Intrinsic) Maintenance Factors (Extrinsic) Research on managers in Greece found that: People are motivated more by the nature of the work Dissatisfactions resulted from conditions surrounding the work

9. Motivating people An important role of a manager is to motivate the people working on a project. Motivation is a complex issue but it appears that their are different types of motivation based on: Basic needs (e.g. food, sleep, etc.); Personal needs (e.g. respect, self-esteem); Social needs (e.g. to be accepted as part of a group).

10. Four General Approaches to Motivation Behavioral Humanistic Cognitive Sociocultural

11. Behavioral Approach Rewards are consequences of behaviors Incentives encourage or discourage behaviors

12. Humanistic Approaches Third force psychology Emphasis on personal choice Needs Self-actualization/Self-determination Maslow’s hierarchy

13. Cognitive Perspective Focus on thinking Emphasizes intrinsic motivation People are active and curious Plans, goals, schemas, and expectations

14. Cognitive Perspective Attribution theory Perceived cause of successes or failures Locus Stability Responsibility Attributions in the classroom Teacher actions influence student attributions Expectancy X Value Theory

15. Copyright © 2004 by Allyn and Bacon Sociocultural Conceptions of Motivation Emphasizes participation in communities of practice Legitimate peripheral participation Relate to authentic tasks See table 10.2, Woolfolk, p. 358 for a comparison of all four approaches

16. Early Theories of Motivation Maslow’s hierarchy of needs theory McGregor’s theory X and theory Y Herzberg’ motivation-hygiene theory

17. Maslow‘s Hierarchy of Needs Self- actualization self-development and realization 5 Esteem needs self-esteem, recognition 4 Social needs sense of belonging, love 3 Safety need security, protection 2 Physiological needs food, water, shelter 1

18. Need satisfaction Social Provide communal facilities; Allow informal communications. Esteem Recognition of achievements; Appropriate rewards. Self-realization Training - people want to learn more; Responsibility.

19. The Needs Hierarchy in the International Context How applicable are motivation theories proposed by Maslow and Herzberg in the international context? Haire, Ghiselli and Porter’s survey concluded that Maslow’s needs, in particular the upper-level ones, are important at the managerial level, although the managers reported that the degree to which their needs were fulfilled did not live up to their expectations. Ronen concluded that need clusters are constant across nationalities and that Maslow’s need hierarchy is confirmed by these clusters. Also, Herzberg’s categories are confirmed by the cross-national need clusters..

20. The Needs Hierarchy in the International Context Ronen’s need clusters Job goals, such as working area, work time, physical working conditions, fringe benefits, and job security; Relationships with co-workers and supervisors; and Work challenges and opportunities for using skills.

21. Alderfer’sERG Theory

22. Herzberg’ Motivation-hygiene Theory Motivation-hygiene Theory assumes that intrinsic factors are related to job satisfaction and extrinsic factors are related to job dissatisfaction.

23. Motivators Hygiene factors Achievement Recognition Work itself Responsibility Advancement Growth Supervision Company policy Relationship with supervisor Working conditions Salary Relationship with peers Personal life Relationship with subordinates Status Security Extremely Satisfied Neutral Extremely Dissatisfied Herzberg’ Motivation-hygiene Theory

24. Traditional view Satisfaction Dissatisfaction Hygiene factors Motivators Satisfaction No satisfaction No dissatisfaction Dissatisfaction Herzberg’s View contrasting views of satisfaction-dissatisfaction

25. Theory X Theory X offered by McGregor assumes that employees dislike work, are lazy, seek to avoid responsibility, and must be coerced to perform. It is a negative view about people.

26. A manager who view employees from a Theory X perspective believes: Employees inherently dislike work and, whenever possible, will attempt to avoid it. Because employees dislike work, they must be coerced, controlled, or threatened with punishment to achieve desired goals. Employees will shirk responsibilities and seek formal direction whenever possible. Most works place security above all other factors associated with work and will display little ambition.

27. Theory Y Theory Y assumes that employees are creative, seek responsibility, and can exercise self-direction. It is a positive view about people.

28. A manager who view employees from a Theory Y perspective believes: Employees can view work as being as natural as rest or play Men and women will exercise self-direction and self-control if they are committed to the objectives The average person can learn to accept, even seek, responsibility The ability to make good decisions widely dispersed throughout the population and is not necessarily the sole province of managers.

29. Theories of Motivation Need Theory Expectancy Theory Equity Theory Procedural Justice Theory

30. Three-needs theory recognizes that the need for achievement, power, and affiliation are major motives in work.

31. Need for achievement: The drive to excel, to achieve in relation to a set of standards, to strive to succeed. Need for power: The need to make others behave in a way that they would not have behaved otherwise. Need for affiliation: The desire for friendly and close interpersonal relationships.

32. Equity Theory Outcomes Pay Fringe benefits Job satisfaction Status Opportunities for advancement Job security Inputs Special skills Training Education Work experience Effort on the job Time

33. Equity Theory Inputs lead to outcomes Objective level of outcomes does not determine work motivation Outcome/input ratio compared to ratio of referent others leads to work motivation

34. Table 6.4 Conditions of Equity and Inequity

35. Equity Theory Propositions If paid according to time, overrewarded employees will produce more than equitably paid employees. If paid according to quantity of production, overrewarded employees will produce fewer but higher-quality units than equitably paid employees.

36. If paid according to time, underrewarded employees will produce less or poorer-quality output. If paid according to quantity of production, underrewarded employees will produce a large number of low-quality units in comparison with equitably paid employees.

37. Expectancy theory states that an individual tends to act in a certain way on the basis of the expectation that the act will be followed by a given outcome and the attractiveness of that outcome to the individual.

38. Figure 6.3 Expectancy Theory

39. Individual performance Individual effort A B Individual goals Organizational reward C A =Effort-performance linkage =Performance-reward linkage B =Attractive C Simplified Expectancy Theory

40. JCM—five Core Job Dimensions Skill variety:the degree to which the job requires a variety of activities so the worker can use a number of different skills and talents Task identity:the degree to which the job requires completion of a whole and identifiable piece of work. Task significance:the degree to which the job affects the lives or work of other people.

41. Autonomy: the degree to which the job provides freedom, independence, and discretion to the individual in scheduling the work and in determining the procedures to be used in carrying it out. Feedback: the degree to which carrying out the work activities required by the job results in the individual’s obtaining direct and clear information about the effectiveness of his or her performance. Motivating Potential Score(MPS) ╳autonomy ╳feedback

42. Critical Psychological states Personal and work outcomes Core job dimensions High internal work motivation Skill variety Task identity Task significant Experienced Meaningfulness of the work High-quality work performance Experienced responsibility for outcomes of the work Autonomy High-satisfaction with the work Low absenteeism and turnover Knowledge of the actual results of the work activities Feedback Employee growth-need strength the Job Characteristics Model

43. High nAch Equity Comparison Performance Evaluation criteria Ability Individual effort Task complexity Individual performance Organizational rewards Individual goals Objective performance evaluation system Dominant needs Reinforcement Goals direct behavior Integrating Theories of Motivation

44. Procedural Justice Theory Higher motivation occurs when procedures used to make decisions are perceived as fair Factors for determination of fairness Interpersonal treatment of employees Extent to which managers explain decisions to employees

46. Goals are the focus of our motivation, and the

47. direct our behavior

48. 2 conditions must be met:

49. • Must be aware of the goal and know how to accomplish it

50. • Must accept the goal and be willing to work for it

51. Difficult = higher performance

52. Specific = better for motivation

53. Feedback = guides level of effortGoal Setting Theory

54. Social Learning Theory – Albert Bandura • Learn by observation of others seeing the consequences and rewards of actions Self-Efficacy Theory –Performance is influenced by 2 things: •Self-efficacy Expectancy – Can I do this •Outcome Expectancy – Performance desired results Social Learning Theory &Self-Efficacy Theory

58. Other issues with reinforcementReinforcement Theory (2)

59. Opening Case: Motivating Employees at SAS Institute How can organizations continue to grow and have satisfied employees in the hard times as well as the good times? SAS – the largest privately owned software company in the world 9,000 employees 1 of the 100 Best Companies to Work for in America and 100 Best Companies for Working Mothers