3. 8-3
Employee Motivation
Content theories of motivation
focus on identifying internal factors such as
instincts, needs, satisfaction, and job
characteristics that energize employee
motivation.
Process theories of motivation
focus on explaining the process by which
internal factors and cognitions influence
employee motivation
5. 8-5
Need Theories of Motivation
Needs
Physiological or
psychological
deficiencies that
arouse behavior.
6. 8-6
Maslow’s Need Hierarchy Theory
Motivation is a function of five basic needs –
physiological, safety, love, esteem, and self-
actualization
Human needs emerge in a predictable stair-
step fashion
8. 8-8
Alderfer’s ERG Theory
Existence needs (E)
the desire for physiological and materialistic
wellbeing;
Relatedness needs (R)
the desire to have meaningful relationships with
significant others
Growth needs (G)
the desire to grow as a human being and to
use one’s abilities to their fullest potential
9. 8-9
Question?
Rachel has the desire to accomplish
something difficult? This relates to
McClelland's need for
A. Affiliation
B. Achievement
C. Power
D. Glory
10. 8-10
McClelland’s Need Theory
Need for achievement
Desire to accomplish something difficult.
Need for affiliation
spend more time maintaining social
relationships, joining groups, and wanting to be
loved
Need for power
Desire to Influence, coach, teach, or encourage
others to achieve.
11. 8-11
McClelland’s Need Theory
Achievement-motivated people share three
common characteristics:
1. Preference for working on tasks of moderate
difficulty
2. Preference for situations in which
performance is due to their efforts
3. Desire more feedback on their successes
and failures
14. 8-14
Adams’s Equity Theory
of Motivation
Equity theory
model of motivation
that explains how
people strive for
fairness and justice in
social exchanges or
give-and-take
relationships
15. 8-15
Negative and Positive Inequity
Negative inequity
Comparison in which another person receives
greater outcomes for similar inputs.
Positive inequity
Comparison in which another person receives
lesser outcomes for similar inputs.
17. 8-17
Practical Lessons from Equity Theory
No matter how fair management thinks the
organization’s policies, procedures, and
reward system are, each employee’s
perception of the equity of those factors is
what counts.
Managers benefit by allowing employees to
participate in making decisions about
important work outcomes
18. 8-18
Practical Lessons from Equity Theory
Employees should be given the opportunity
to appeal decisions that affect their welfare.
Managers can promote cooperation and
teamwork among group members by
treating them equitably
19. 8-19
Practical Lessons from Equity Theory
Employees’ perceptions of justice are
strongly influenced by the leadership
behavior exhibited by their managers
Managers need to pay attention to the
organization’s climate for justice.
20. 8-20
Question?
At work, if Jamal's outcome to input ratio is
greater than that of Tony's (his relevant co-
worker), Jamal will experience
A.Equity.
B.No satisfaction.
C.Positive inequity.
D.High dissatisfaction.
21. 8-21
Goals: Definition and Background
Goal
what an individual is trying to accomplish
object or aim of an action
22. 8-22
How Does Goal Setting Work
Goals direct attention
Goals regulate effort
Goals increase persistence
Goals foster the development and
application of task strategies and action
plans
23. 8-23
Practical Lessons from Goal-Setting
Research
1. Specific high goals lead to greater
performance
Goal specificity – quantifiability of a goal
1. Feedback enhances the effect of specific,
difficult goals
2. Participative goals, assigned goals, and
self-set goals are equally effective.
24. 8-24
Practical Lessons from Goal-Setting
Research
4. Action planning facilitates goal
accomplishment.
Action plan outlines the activities or tasks that
need to be accomplished in order to obtain a
goal.
4. Goal commitment and monetary incentives
affect goal-setting outcomes
Goal commitment – extent to which an
individual is personally committed to achieving
a goal
25. 8-25
Top-Down Approaches
Scientific management
that kind of management which conducts a
business or affairs by standards established by
facts or truths gained through systematic
observation, experiment, or reasoning
26. 8-26
Top-Down Approaches
Job enlargement
Involves putting more variety into a worker’s job
by combining specialized tasks of comparable
difficulty.
Job rotation
moving employees from one specialized job to
another
Motivation
psychological processes cause the arousal, direction, and persistence of voluntary actions that are goal directed
Content theories of motivation
focus on identifying internal factors such as instincts, needs, satisfaction, and job characteristics that energize employee motivation.
Process theories of motivation
focus on explaining the process by which internal factors and cognitions influence employee motivation
Table 8–1 provides an overview of the various content and process theories
discussed in this chapter. As you study these seven theories, remember that they
offer different recommendations about how to motivate employees because they
are based on different sets of assumptions regarding the causes of motivation.
Needs
Physiological or psychological deficiencies that arouse behavior.
Motivation is a function of five basic needs – physiological, safety, love, esteem, and self-actualization
Human needs emerge in a predictable stair-step fashion
Maslow proposed that motivation is a function of
five basic needs. These needs are
1. Physiological. Most basic need. Entails having enough food, air, and water to
survive.
2. Safety. Consists of the need to be safe from physical and psychological harm.
3. Love. The desire to be loved and to love. Contains the needs for affection and
belonging.
4. Esteem. Need for reputation, prestige, and recognition from others. Also
contains need for self-confidence and strength.
5. Self-actualization. Desire for self-fulfillment—to become the best one is capable
of becoming.
Maslow said these five needs are arranged in the prepotent hierarchy shown
in Figure 8–1 .
Existence needs (E)
the desire for physiological and materialistic wellbeing;
Relatedness needs (R)
the desire to have meaningful relationships with significant others
Growth needs (G)
the desire to grow as a human being and to use one’s abilities to their fullest potential
Managers should keep in mind that employees may be motivated
to pursue lower-level needs because they are frustrated with a higher-order need.
People are motivated
by different needs at different times in their lives
The answer is “B” – achievement. See next slide.
AACSB: Group-individual dynamics Bloom's Taxonomy: Application Difficulty: Medium Page: 148
Need for achievement
Desire to accomplish something difficult.
Need for affiliation
spend more time maintaining social relationships, joining groups, and wanting to be loved
Need for power
Desire to Influence, coach, teach, or encourage others to achieve.
Achievement-motivated people share three common characteristics:
Preference for working on tasks of moderate difficulty
Preference for situations in which performance is due to their efforts
Desire more feedback on their successes and failures
Herzberg hypothesized that motivators
cause a person to move from a state of no satisfaction to satisfaction (see Figure 8–2 ).
Therefore, Herzberg’s theory predicts managers can motivate individuals by incorporating
“motivators” into an individual’s job. At best, according to Herzberg’s interpretation, an
individual will experience no job dissatisfaction when he or she has no grievances
about hygiene factors (refer to Figure 8–2 ).
Motivators
job characteristics associated with job satisfaction
Hygiene factors
job characteristics associated with job dissatisfaction
Equity theory
model of motivation that explains how people strive for fairness and justice in social exchanges or give-and-take relationships
Negative inequity
Comparison in which another person receives greater outcomes for similar inputs.
Positive inequity
Comparison in which another person receives lesser outcomes for similar inputs.
Three different equity relationships are illustrated in Figure 8-3 : equity, negative
inequity, and positive inequity. Assume the two people in each of the equity relationships
in Figure 8-3 have equivalent backgrounds (equal education, seniority, and so
forth) and perform identical tasks. Only their hourly pay rates differ. Equity exists for
an individual when his or her ratio of perceived outcomes to inputs is equal to the ratio
of outcomes to inputs for a relevant coworker (see part A in Figure 8-3 ). Because
equity is based on comparing ratios of outcomes to inputs, inequity will not necessarily
be perceived just because someone else receives greater rewards. If the other person’s
additional outcomes are due to his or her greater inputs, a sense of equity may
still exist. However, if the comparison person enjoys greater outcomes for similar
inputs, negative inequity will be perceived (see part B in Figure 7-1 ). On the other
hand, a person will experience positive inequity when his or her outcome to input ratio
is greater than that of a relevant coworker (see part C in Figure 7-1 ).
No matter how fair management thinks the organization’s policies, procedures, and reward system are, each employee’s perception of the equity of those factors is what counts.
Managers benefit by allowing employees to participate in making decisions about important work outcomes
Employees should be given the opportunity to appeal decisions that affect their welfare.
Managers can promote cooperation and teamwork among group members by treating them equitably
Employees’ perceptions of justice are strongly influenced by the leadership behavior exhibited by their managers
Managers need to pay attention to the organization’s climate for justice.
The correct answer is “C” – positive inequity.
AACSB: Group-individual dynamics Bloom's Taxonomy: Application
Difficulty: Hard Page: 214-5
Goal
what an individual is trying to accomplish
object or aim of an action
Goals direct attention
Goals regulate effort
Goals increase persistence
Goals foster the development and application of task strategies and action plans
Specific high goals lead to greater performance
Goal specificity – quantifiability of a goal
Feedback enhances the effect of specific, difficult goals
Participative goals, assigned goals, and self-set goals are equally effective.
Action planning facilitates goal accomplishment.
Action plan outlines the activities or tasks that need to be accomplished in order to obtain a goal.
Goal commitment and monetary incentives affect goal-setting outcomes
Goal commitment – extent to which an individual is personally committed to achieving a goal
Scientific management
that kind of management which conducts a business or affairs by standards established by facts or truths gained through systematic observation, experiment, or reasoning
Job enlargement
putting more variety into a job
Horizontal loading
Job rotation
moving employees from one specialized job to another
stimulate interest and motivation while providing employees with a broader perspective of the organization
Job enrichment
Building achievement, recognition, stimulating work, responsibility, and advancement into a job.
As shown in Figure 8–4 , internal work motivation
is determined by three psychological states. In turn, these psychological states are
fostered by the presence of five core job dimensions. The object of this approach is
to promote high intrinsic motivation by designing jobs that possess the five core job
characteristics shown in Figure 8–4 .
