1. A. Where to Start
1. Kurt Lewin
a) 1890-1947
b) -father of social psychology
c) Came up with the idea of behavior of a person is a function of situation
and environmentinteraction B=f(SxE), orperson by situation interaction.
d) behavior is a function of a person and their environment
e) Either a person OR the environment may be more important in
particular situation.
f) EXAMPLE of who is more likely to cheat on a diet and eat a doughnut?
Homer Simpson or Fitness guru Jillian Michaels? What if the situation
changed?
a) WHICH ONE WILL EAT THE DOUGHNUT NOW?
B. Foundations of Motivation
1. Motivation Defined: what causes people to respond to conditions occurring
within and outside themselves?
2. THIS IS IN REGARDS TO
a) NEEDS
(1) Psychological
(2) Security/Safety
(3) Social
(4) Ego/Esteem
(5) SHOULD BE NOTED: ts possible to have a need and do nothing
about it (diet, etc).
(6) Pressing needs can cause a pattern of behavior.
b) MOTIVES
(1) motive DFINED: Inner states that energize, activate, and direct
behaviorof an individual as the individual strives to attain a goal or
acquire an incentive.
c) DRIVES
(1) Drive DEFINED- An adopted pattern of behavior that enables a
person to achieve a particular goal or incentive.
(2) NOTE: The stronger the DRIVE, the higher the arousal and/or
emotion.
(3) Arousal:
(a) Controlledby two partsof the brain:
(i) Thalamus: excitement, depression, pleasure, and
pain.

2. (ii) Rectal Formation: Increases or decreases the level
of arousal (stimulation).
(iii) These parts of the brain also control fight or flight
responses(CONSIDERthatmostcopspredominately
have fight responses).
(b) Arousalworks like the “inverted U”
theory. Performance increases with arousal. When arousal
becomes toohigh, performance starts decrease.
(c) Different tasksrequire different levels of arousal.
Examples:
(i) Intellectually demanding tasks my require lower
level of arousal to facilitate concentration.
(i) Stamina demandingtasksmayrequirehigherlevels
of arousal to increase motivation.
(d) Arousalwhen it comes tocops?
(i) Studies show that “thrill seeker” type people need
higher levels of arousal. Do cops fit into this
category?
(ii) Different people prefer different states of arousal.
Although thisarousalgivesinsightsinto motivation,
it has limitations.
d) GOALS & INCENTIVES
(1) DEFINED- What satisfies or affects behavior associated with drives
(2) EXAMPLE: When a hungry person achieves the GOAL or acquires
the INCENTIVEby eating feed. This would likely reduce or eliminate
the drive caused by hunger
(3) WORK PLACE MOTIVATION: Incentives and rewards encouraging
repetition of behavior.
C. MOTIVATION THEORIES: CONTENT (NEED) & PROCESS (COGNITIVE)
1. Need Theories (aka Content Theories): Only going to touch on Dual Factor
theory and X/Y Theory
a) Hierarchy of Needs
b) ERG Theory
c) Achievement Motivation
d) Dual-Factor Theory*
e) Theory X and Theory Y*
f) Cognitive Evaluation Theory

3. 2. Dual-Factor Theory
a) EXPLAINED: people are motivated towards what makes them feel good
and stay away from what makes them feel bad. This theory has been
studied and proven. DESCRIBES MOTIVATORS ANDHYGIEN FACTORS in a
work place.
b) MOTIVATORS- Are what cause the good feelings at work and arouse
good feelings in a work environment. EXAMPLES:
1. Acheivement
2. Recognition
3. The work itself
4. Responsibility
5. Advancement
6. Growth.
c) HYGIENE FACTORS- deal with the work environment and can arouse “bad“
feelings. These factors prevent work place illness. These include:
1. Policy and Administration
2. Supervision
3. Salary
4. Interpersonal relations
5. Working conditions
6. Status
7. Security
d) Motivators vs. Hygiene Factors
1. Absence of motivators will not cause dissatisfaction, assuming that
Hygienefactorsarepresentand adequate. However, there is not positon
motivation.
2. Job satisfaction and job dissatisfaction are NOT opposites.
e) “X” Theory and Theory “Y”- Creates by McGregor (1960)
1. X Theory isthe belief thatpeoplearenaturally lazy and unwilling to work
and must be bribed, frightened, or manipulated if they are to put in any
effort at all.
2. Theory “Y” is the optimistic contrast. It states work in natural as play.
Most people are able and willing to make constructive contributions to
organizations.
3. NOTES: X and Y assume that IF people are passive, lazy, avoidant, and
irresponsibleon thejob, it is becauseof theirexperiencesin organizations

4. and notgenerally becauseofsomeinherenthuman weakness.This theory
sparked the idea that a work place can affect people’s motivation.
f) COGNITIVE EVALUATION THEORY
1. Developed the relationship between intrinsic and extrinsic rewards
a) Intrinsic Rewards are psychological rewards/benefits (sense of
challenge, achievement, and success)
b) Extrinsic Rewardsare materialrewards/benefitslike pay, promotion,
fringe benefits, etc.
c) NOTE* Cognitive Evaluation theory suggests that if too much
extrinsic rewards are given in an intrinsically rewarding job (POLICE
WORK), the job will lose its intrinsic value for employees.
3. Process Theories (aka Cognitive Theories)
a) EXPLAINED:Acknowledgesindividualchoices, socialinfluences, and HOW
behavioris initiated and terminated.. Peoplearefully aware of their motives
and actions. GOALSETTING-
b) MAIN Theories:Goal-Setting, Expectancy, and Equity
1) GOAL SETTING: Behavioris influenced by consciousgoals
a) Goalscan beused for two purposesin organizations:1- They are
motivationaldevicesin a sensethatemployeeswork toward meeting
goals. 2- Goalscan be used asa controldevice:performanceismonitored
in relation to the goalssetfor individualsand departments.
b) KEYS TO GOAL SETTING:S.M.A.R.T. isthemostwell-known:Specific,
measurable, Attainable, Relevant, Timesensitive.
c) GOAL SETTING ACTIVITY
2) EXPECTANCYTHEORY:Peopleexpectto work hard in their jobsonly when
thebelieve thatby doing so will bettertheirperformance(expectancy),
thatgood performancewill be recognized and rewarded
(instrumentality), and thatrewardsaresomething they want (Valance).
a) NOTE:This theory assumesthatpeopleinternally calculatethe
probability oftheoutcomeoftheir work.
b) Intrinsicrewardsarethoughtto beheld in higherregard than
extrinsic rewardsbecauseextrinsicrewardsareintimately connected
with performance.
c) OVERALL, satisfaction comesfromboth intrinsicand extrinsic
rewards

5. d) Level of satisfaction isdetermined by howclosethe actualrewards
are to the perceived rewards(PRECEPTION OFTHE EMPLOYEE IS
IMPORTANT).
3) EQUITYTHEORY: Peoplearemotivated to gain whatthey think is fair for
their efforts. If peoplefeel they areputting too much effortin for the
return they receive, feelingsof INEQUITYarise.
a) This theory dealswith DistributiveJustice- Rewardsaredistributed
fairly and is similarto SocialExchangeTheory
4) SOCIAL EXCHANGE THOERY: Tries to explain when and why people
choose to continue relationships. The theory states that people
naturally try to maximize benefits and minimize costs.
a) INCLUDES perception of Organizational Support (POS), which
will be covered in this lesson.
5) DISTRUBUTIVE JUSTICE: The perceived fairness of how rewards and
treatment are distributed. EXAMPLE: a person’s PRECEPTION that
they are paid, rewarded, and treated the same as other people who
have similar jobs/responsibilities in an organization.
D. WHAT AFFECTS MOTIVATION.
1. JOB DESIGN: Relies heavily on motivation theories
a) Job Specialization- Started with scientific management, created by Frederick
W. Taylor, to makewaysfor peopleto beas efficient aspossible, i.e, assembly
lines.
b) Job Rotation - Attemptsto dealwith employeedissatisfaction fromthe
monotony ofspecialization. Thisletpeoplerotatepositionsinstead ofrelying on
specialization. Had disappointing results.
c) Job Enlargement –( aka horizontalloading)expand workerroles to increase
variety. Had disappointingresults.

6. d) Job Enrichment- (DualFactorand aka Verticalloading):Addsmorecontrol
over thejob. Thispromoted positivejob related experiences:senseof
achievement, responsibility, and recognition.
e) Job Characteristics Model- (JCM) Draws on needs and expectancy
theories and is built upon the job enrichment model with five
characteristics:
i) Characteristics: 1- Skill variety, 2- Task Identity, 3- Task
Significance, 4- Autonomy, 5- Feedback. These tasks are put into
a formula to come up with a motivating potential score (MPS)
ii) Whats needed for JCM to work: Growth, Known need to
strength (Job fit), Current job context (pay, job security,
supervision) EXAMPLES 1) Employee with need of growth
responds well to job enrichment. 2) Dissatisfied employee would
not respond to job enrichment
iii) Job Enrichment: Making jobs more motivating: A) Combining
tasks B) Forming Natural Work Units C) Establishing
RelationshipsD)Vertical Loading E) Opening Feedback Channels.
A. Combining Tasks: enlargetherange/typesoftasks of the
employeeto increase the variety of work and the variety
of the employee’s contributions.
B. Forming Natural Work Units: This is getting more bang
for yourbuck and enhances the significance of the job in
theemployeeseyesand will increase their contributions-
1) incorporatetheability foremployees to see their work
go from start to finish instead of fragmented parts of a
whole. 2) Incorporate steps.
C. Establish Relationships: Give the employee the
responsibility of making relationships/contacts with
people inside and outside the organization on matters
connected to work.. NOTE* This gives the employee
autonomy and more exposure to feedback
D. Vertical Loading: Give the employee responsibilities
normally associated with supervisors. EXAMPLES*
Briefing training, filling out rosters, Tac plans, etc.
E. Opening Feedback Channels: Give the employee greater
feedback on work performance. EXAMPLE* What has
been done well and what could be done better.
E. THE QUICK AND DIRTY WAY TO DIAGNOSE MOTIVATION: OCBS

7. 1. ORGANIZATIONAL CITIZENSHIP BEHAVIORS (OCBs)
a) Defined- Employeebehaviorsthat, although notcriticalto the task orjob,
serve to facilitate organizationalfunctioning.
b) Definition Expanded-
i. Behaviorsthatgo beyond thebasicrequirementsofthejob
ii. Behaviorsthatarediscretionary by theemployee
iii. Behaviors, that forthe mostpart, benefittheorganization
iv. Presenceof thesebehaviors, orlack thereof, providecluesto employee
job satisfaction, employeemotivation, andproductivity.
c) OCB Examples(goesalong with hand out)-
i. Volunteered to takea ride-along orpre-hire
ii. Helped newer deputieslearn and getoriented
iii. Stayed lateto help a squad matewith paperwork/arrest
iv. Volunteered forextra assignments/duties
v. Talkspositively aboutemployerin frontof others
vi. Offers suggestionsto improvework and theorganization
vii. Takeswork home/comesin early/stayslatewithoutexpectation of pay or
overtime.
viii. Gave up meansorbreaksto completework
ix. Usesown resourcesto completework orto do the job better.
d) WhatOCBs can tell you:
i. Employeemotivation and OCB’sarecorrelated orgo togetherlikehigh
crime areasand high drug useareas.
ii. If you noticeOCB’staking place, youremployeesareengaged and
motivated which positively affects production.
iii. If there areno OCB’s, you knowemployeecommitment, motivation,
and production aredown.
e) How to foster OCBs?:Perceived OrganizationalSupport
i. Perceived OrganizationalSupportdefined:Thedegreeto which
employee’sbelievetheirorganization valuestheircontributionsand cares
abouttheirwell-being.

8. ii. If an employeefeels valued, they will reciprocate, which is a formof
influence, by performing OCB’s. Thiswill also increasemotivation,
performance, employeecommitment, and decreasesemployeesstress,
increasespositivefeelings and moods, and increasesjob satisfaction.
E. WRAP UP AND QUESTIONS