Chap 6 Motivation Concepts of building character from different methadology.ppt

Motivation concept to enhance character

1. © 2007 Prentice Hall Inc. All rights reserved.
Motivation Concepts
Chapter SIX

2. © 2007 Prentice Hall Inc. All rights reserved.
What Is Motivation?
Direction
PersistenceIntensity

3. © 2007 Prentice Hall Inc. All rights reserved.
Key Elements
1.Intensity: how hard a person tries
2.Direction: toward beneficial goal
3.Persistence: how long a person tries
Motivation
The processes that account for an individual’s
intensity, direction, and persistence of effort
toward attaining a goal.
What is Motivation?

4. © 2007 Prentice Hall Inc. All rights reserved.
Hierarchy of Needs Theory (Maslow)
Hierarchy of Needs Theory
There is a hierarchy of five
needs—physiological, safety,
social, esteem, and self-
actualization; as each need is
substantially satisfied, the next
need becomes dominant.
Self-Actualization
The drive to become what one is capable of
becoming.

5. © 2007 Prentice Hall Inc. All rights reserved.
Maslow’s Hierarchy of Needs
E X H I B I T 6–1
Lower-Order Needs
Needs that are satisfied
externally; physiological
and safety needs.
Higher-Order Needs
Needs that are satisfied
internally; social, esteem,
and self-actualization
needs.SelfSelf
EsteemEsteem
SocialSocial
SafetySafety
PhysiologicalPhysiological

6. © 2007 Prentice Hall Inc. All rights reserved.
Assumptions of Maslow’s Hierarchy
Movement up the Pyramid
•Individuals cannot move to the next higher level until
all needs at the current (lower) level are satisfied.
Maslow Application:
A homeless person
will not be motivated to
meditate!
•Individuals
therefore must
move up the
hierarchy in order

7. © 2007 Prentice Hall Inc. All rights reserved.
Theory XTheory X
Managers See Workers As…Managers See Workers As…
Disliking WorkDisliking Work
Avoiding ResponsibilityAvoiding Responsibility
Having Little AmbitionHaving Little Ambition
Theory YTheory Y
Managers See Workers As…Managers See Workers As…
Enjoying WorkEnjoying Work
Accepting ResponsibilityAccepting Responsibility
Self-DirectedSelf-Directed

8. © 2007 Prentice Hall Inc. All rights reserved.
Herzberg’s Two-Factor Theory
Bottom Line: Satisfaction and Dissatisfaction
are not Opposite Ends of the Same Thing!
Separate constructs
–Hygiene Factors---Extrinsic &
Related to Dissatisfaction
–Motivation Factors---Intrinsic
and Related to Satisfaction
Hygiene
Factors:
•Salary
•Work
Conditions
•Company
Policies
Motivators:
•Achievement
•Responsibility
•Growth

9. © 2007 Prentice Hall Inc. All rights reserved.
Comparison of Satisfiers
and Dissatisfiers
Factors characterizing
events on the job that led to
extreme job dissatisfaction
Factors characterizing
events on the job that
led to extreme job
satisfaction
E X H I B I T 6–2
Source: Reprinted by permission of Harvard Business Review. An exhibit from One More Time:
How Do You Motivate Employees? by Frederick Herzberg, September–October 1987. Copyright
© 1987 by the President and Fellows of Harvard College: All rights reserved.

10. © 2007 Prentice Hall Inc. All rights reserved.
Contrasting Views of Satisfaction and Dissatisfaction
E X H I B I T 6–3

11. © 2007 Prentice Hall Inc. All rights reserved.
David McClelland’s Theory of Needs
Need for Achievement
The drive to excel, to achieve
in relation to a set of
standards, to strive to
succeed.
Need for Affiliation
The desire for friendly
and close personal
relationships.
Need for Power
The need to make others
behave in a way that they
would not have behaved
otherwise.
Bottom Line:
Individuals have
different levels of
needs in each of these
areas, and those
levels will drive their
behavior

12. © 2007 Prentice Hall Inc. All rights reserved.
Matching High Achievers and Jobs
E X H I B I T 6–4

13. © 2007 Prentice Hall Inc. All rights reserved.
Cognitive Evaluation Theory
Cognitive Evaluation Theory
Providing an extrinsic reward for behavior
that had been previously only intrinsically
rewarding tends to decrease the overall level
of motivation.
The theory may only be relevant to
jobs that are neither extremely
dull nor extremely interesting.
Hint: For this theory,
think about how fun it
is to read in the
summer, but once
reading is assigned to
you for a grade, you
don’t want to do it!

14. © 2007 Prentice Hall Inc. All rights reserved.
E X H I B I T 6–5
What Would Herzberg Say? What Would Maslow Say?

15. © 2007 Prentice Hall Inc. All rights reserved.
Goal-Setting Theory (Edwin Locke)
Basic Premise: That specific and difficult goals,
with self-generated feedback, lead to higher
performance.
But, the relationship between goals and
performance will depend on
•goal commitment
–“I want to do it & I can do it”
•task characteristics (simple, well-learned)
•national culture

16. © 2007 Prentice Hall Inc. All rights reserved.
Goal Setting in Action: MBO Programs
Management By Objectives Programs
•Company wide goals & objectives
•Goals aligned at all levels
•Based on Goal Setting Theory

17. © 2007 Prentice Hall Inc. All rights reserved.
What is MBO?
Key Elements
1.Goal specificity
2.Participative decision making
3.An explicit time period
4.Performance feedback
Management by Objectives (MBO)
A program that encompasses specific
goals, participatively set, for an explicit
time period, with feedback on goal
progress.

18. © 2007 Prentice Hall Inc. All rights reserved.
Cascading of Objectives
E X H I B I T 6–1

19. © 2007 Prentice Hall Inc. All rights reserved.
Linking MBO and Goal-Setting Theory
MBO Goal-Setting Theory
Goal SpecificityYes Yes
Goal Difficulty Yes Yes
Feedback Yes Yes
Participation Yes No
(qualified)

20. © 2007 Prentice Hall Inc. All rights reserved.
Why MBOs Fail
Unrealistic expectations about MBO results
Lack of commitment by top management
Failure to allocate reward properly
Cultural incompatibilities

21. © 2007 Prentice Hall Inc. All rights reserved.
Self-Efficacy
Self Esteem, which is….
Individuals’ degree of liking or disliking
themselves.
•An individual’s feeling that s/he can
complete a task (e.g. “I know I can!”)
•Enhances probability that goals will
be achieved
Not to be confused with:

22. © 2007 Prentice Hall Inc. All rights reserved.
Self-Efficacy and Goal Setting

23. © 2007 Prentice Hall Inc. All rights reserved.
Four Ways of Increasing Self Efficacy
(Bandura)
1.Enactive Mastery
2.Vicarious Modeling
3.Verbal Persuasion
4.Arousal
Note: Basic Premise/Mechanism of Pygmalion and
Galatea Effects

24. © 2007 Prentice Hall Inc. All rights reserved.
Reinforcement Theory
Assumptions:
•Behavior is environmentally caused.
•Behavior can be modified (reinforced) by
providing (controlling) consequences.
•Reinforced behavior tends to be repeated.
Argues that behavior is a function of its
consequences.

25. © 2007 Prentice Hall Inc. All rights reserved.
Equity Theory
Referent
Comparisons:
Self-inside
Self-outside
Other-inside
Other-outside
Equity Theory
Individuals compare their job inputs and
outcomes with those of others and then respond
to eliminate any inequities.

26. © 2007 Prentice Hall Inc. All rights reserved.
Equity Theory (cont’d)
E X H I B I T 6–8

27. © 2007 Prentice Hall Inc. All rights reserved.
Equity Theory (cont’d)
Choices for dealing with inequity:
1.Change inputs (slack off)
2.Change outcomes (increase output)
3.Distort/change perceptions of self
4.Distort/change perceptions of others
5.Choose a different referent person
6.Leave the field (quit the job)

28. © 2007 Prentice Hall Inc. All rights reserved.
Equity Theory (cont’d)
Propositions relating to inequitable pay:
1.Overrewarded hourly employees produce
more than equitably rewarded employees.
2.Overrewarded piece-work employees
produce less, but do higher quality piece
work.
3.Underrewarded hourly employees produce
lower quality work.
4.Underrewarded employees produce larger
quantities of lower-quality piece work than
equitably rewarded employees.

29. © 2007 Prentice Hall Inc. All rights reserved.
Justice and Equity Theory

30. © 2007 Prentice Hall Inc. All rights reserved.
Distributive Justice
Perceived fairness of the
outcome (the final
distribution).
“Who got what?”
Procedural Justice
The perceived fairness
of the process used to
determine the outcome
(the final distribution).
“How was who gets
what decided?”
Interactional Justice
The degree to which
one is treated with
dignity and respect.
“Was I treated well?”
Three types of Justice

31. © 2007 Prentice Hall Inc. All rights reserved.
Ethical Values and Ethical Values and
Behaviors of LeadersBehaviors of Leaders
Bottom line
•All three links between the boxes must be intact or
motivation will not occur. Thus,
•Individuals must feel that if they try, they can perform
And
•If they perform, they will be rewarded
And
•When they are rewarded, the reward will be something
they care about
Expectancy Theory

32. © 2007 Prentice Hall Inc. All rights reserved.
Elizabeth’s boss starts out the day each morning
saying, “Bet you wish you didn’t have to be here,
huh?” Knowing this, which theory gives us insight
as to why Elizabeth may not be motivated at work?
Chapter Check-Up: Motivation

33. © 2007 Prentice Hall Inc. All rights reserved.
Elizabeth’s boss my well be a Theory X
manager, as s/he assumes employees
don’t like work and/or want to be there.
Chapter Check-Up: Motivation

34. © 2007 Prentice Hall Inc. All rights reserved.
If you study really hard and
only get a B on an exam, but
your classmate barely studies
at all and gets an A, what
theory will help explain why
you feel less motivated to go
to class?
Chapter Check-Up: Motivation

35. © 2007 Prentice Hall Inc. All rights reserved.
What theory would say that this man, who knows
he works hard and is performing well, will be
motivated by a gym membership for being a high
performer?
Chapter Check-Up: Motivation

36. © 2007 Prentice Hall Inc. All rights reserved.
Expectancy Theory.
Would a gym membership
be considered a motivator
or hygiene factor,
according to Herzberg?
Discuss with a classmate.

Chapter Check-Up: Motivation

37. © 2007 Prentice Hall Inc. All rights reserved.

Putting It All Together