robbins_ob16_ppt_07.pptx presentation slides

introduction

1. 7-1

2. Chapter 7: Motivation Concepts 7- 2

3. Learning Objectives After studying this chapter, you should be able to: Describe the three key elements of motivation. Evaluate the applicability of early theories of motivation. Apply the predictions of self-determination theory to intrinsic and extrinsic rewards. Identify the implications of employee job engagement for management. Describe goal-setting theory, self-efficacy theory, and reinforcement theory. Demonstrate how organizational justice is a refinement of equity theory. Apply the key tenets of expectancy theory to motivating employees. Compare contemporary theories of motivation. 7- 3

4. Describe the Three Key Elements of Motivation Motivation is the processes that account for an individual’s intensity, direction, and persistence of effort toward attaining a goal. The level of motivation varies both between individuals and within individuals at different times. LO 1 7- 4

5. The three key elements of motivation are: Intensity: concerned with how hard a person tries. Direction: the orientation that benefits the organization. Persistence : a measure of how long a person can maintain his/her effort. LO 1 Describe the Three Key Elements of Motivation 7- 5

6. Evaluate the Applicability of Early Theories of Motivation LO 2 7- 6

7. Maslow’s need theory has received wide recognition, particularly among practicing managers. R esearch does not generally validate the theory. Some researchers have attempted to revive components of the need hierarchy concept, using principles from evolutionary psychology. LO 2 Evaluate the Applicability of Early Theories of Motivation 7- 7

8. Theory X and Theory Y Theory X assumptions are basically negative. Employees inherently dislike work and must be coerced into performing. Theory Y assumptions are basically positive. Employees can view work as being as natural as rest or play. LO 2 Evaluate the Applicability of Early Theories of Motivation 7- 8

9. McClelland’s Theory of Needs The theory focuses on three needs: Need for achievement ( nAch ): drive to excel, to achieve in relation to a set of standards, to strive to succeed. Need for power ( nPow ): need to make others behave in a way that they would not have behaved otherwise . Need for affiliation ( nAfl ): desire for friendly and close interpersonal relationships. LO 2 Evaluate the Applicability of Early Theories of Motivation 7- 9

10. McClelland’s theory has had the best support. It has less practical effect than the others. Because McClelland argued that the three needs are subconscious—we may rank high on them but not know it—measuring them is not easy. The process is time consuming and expensive, and few organizations have been willing to invest in measuring McClelland’s concept . LO 2 Evaluate the Applicability of Early Theories of Motivation 7- 10

11. Apply the Predictions of Self-Determination Theory to Intrinsic and Extrinsic Rewards Self-Determination Theory Proposes that people prefer to feel they have control over their actions. Research on self-determination theory has focused on cognitive evaluation theory. People paid for work feel less like they want to do it and more like they have to it. Proposes that in addition to being driven by a need for autonomy, people seek ways to achieve competence and positive connections to others. LO 3 7- 11

12. Identify the Implications of Employee Job Engagement for Management Job engagement is the investment of an employee’s physical, cognitive, and emotional energies into job performance. Many studies attempt to measure this deeper level of commitment. Gallup organization: more engaged employees in successful organizations than in average organizations. Academic studies: job engagement is positively associated with performance and citizenship behaviors. LO 4 7- 12

13. Identify the Implications of Employee Job Engagement for Management What makes people more engaged in their job? The degree to which an employee believes it is meaningful to engage in work. A match between the individual’s values and the organization’s. Leadership behaviors that inspire workers to a greater sense of mission. LO 4 7- 13

14. Describe Goal-Setting Theory, Self-Efficacy Theory & Reinforcement Theory Goal-Setting Theory G oals tell an employee what needs to be done and how much effort is needed. Evidence suggests: Specific goals increase performance. Difficult goals, when accepted, result in higher performance than do easy goals. Feedback leads to higher performance than does non-feedback. LO 5 7- 14

15. Three other factors influencing the goals-performance relationship: Goal commitment Task characteristics National culture LO 5 Describe Goal-Setting Theory, Self-Efficacy Theory & Reinforcement Theory 7- 15

16. People differ in the way they regulate their thoughts and behaviors. Those with a promotion focus strive for advancement and accomplishment and approach conditions that move them closer toward desired goals. Those with a prevention focus strive to fulfill duties and obligations and avoid conditions that pull them away from desired goals. It’s probably best to be both promotion and prevention oriented. LO 5 Describe Goal-Setting Theory, Self-Efficacy Theory & Reinforcement Theory 7- 16

17. Self-efficacy theory is an individual’s belief that he or she is capable of performing a task. Also known as social cognitive theory and social learning theory. LO 5 Describe Goal-Setting Theory, Self-Efficacy Theory & Reinforcement Theory 7- 17

18. Reinforcement theory : behavior is a function of its consequences. Takes a behavioristic view, arguing that reinforcement conditions behavior. Behavior is environmentally caused. Goal-setting is a cognitive approach: an individual’s purposes direct his or her action. Operant conditioning: is a learning process through which the strength of a behavior is modified by reinforcement or punishment. people learn to behave to get something they want or to avoid something they don’t want. LO 5 Describe Goal-Setting Theory, Self-Efficacy Theory & Reinforcement Theory 7- 18

19. In its pure form, reinforcement theory ignores feelings, attitudes, expectations, and other cognitive variables known to affect behavior. Some researchers look at the same experiments reinforcement theorists use to support their position and interpret the findings in a cognitive framework. Reinforcement is undoubtedly an important influence on behavior, but few scholars are prepared to argue it is the only one. LO 5 Describe Goal-Setting Theory, Self-Efficacy Theory & Reinforcement Theory 7- 19

20. Social-learning theory : we can learn through both observation and direct experience. Models are central, and four processes determine their influence on an individual: Attention processes(observe) Retention processes(remember) Motor reproduction processes(implementing) Reinforcement processes (continuation) LO 5 Describe Goal-Setting Theory, Self-Efficacy Theory & Reinforcement Theory 7- 20

21. Demonstrate How Organizational Justice is a Refinement of Equity Theory LO 6 7- 21

22. Demonstrate How Organizational Justice is a Refinement of Equity Theory When employees perceive an inequity, they can be predicted to make one of six choices : Change inputs (exert less effort if underpaid or more if overpaid). Change outcomes (individuals paid on a piece-rate basis can increase their pay by producing a higher quantity of units of lower quality). Distort perceptions of self (“I used to think I worked at a moderate pace, but now I realize I work a lot harder than everyone else.”). Distort perceptions of others (“Mike’s job isn’t as desirable as I thought.”). Choose a different referent (“I may not make as much as my brother-in-law , but I’m doing a lot better than my Dad did when he was my age.”). Leave the field ( quit the job). LO 6 7- 22

23. LO 6 Demonstrate How Organizational Justice is a Refinement of Equity Theory 7- 23

24. Apply the Key Tenets of Expectancy Theory to Motivating Employees Expectancy theory argues that a tendency to act in a certain way depends on an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual. An employee will be motivated to exert a high level of effort when he or she believes that: Effort will lead to a good performance appraisal. A good appraisal will lead to rewards. The rewards will satisfy his or her personal goals . LO 7 7- 24

25. LO 7 Apply the Key Tenets of Expectancy Theory to Motivating Employees 7- 25

26. Expectancy theory helps explain why a lot of workers aren’t motivated on their jobs and do only the minimum necessary to get by. Three questions employees need to answer in the affirmative if their motivation is to be maximized: If I give maximum effort, will it be recognized in my performance appraisal? If I get a good performance appraisal, will it lead to organizational rewards? If I’m rewarded, are the rewards attractive to me? LO 7 Apply the Key Tenets of Expectancy Theory to Motivating Employees 7- 26

27. Does expectancy theory work? It tends to be more valid in situations where effort-performance and performance-reward linkages are clearly perceived by the individual. If individuals were actually rewarded for performance rather than seniority, effort, skill level, and job difficulty, it might be much more valid. LO 7 Apply the Key Tenets of Expectancy Theory to Motivating Employees 7- 27

28. Implications for Managers Make sure extrinsic rewards for employees are not viewed as coercive, but instead provide information about competence and relatedness. Consider goal-setting theory, as clear and difficult goals often lead to higher levels of employee productivity. 7- 28

29. Implications for Managers Consider reinforcement theory regarding quality and quantity of work, persistence of effort, absenteeism, tardiness, and accident rates. Consult equity theory to help understand productivity, satisfaction, absence, and turnover variables. Expectancy theory also offers a powerful explanation of performance variables such as employee productivity, absenteeism, and turnover. 7- 29

30. 7- 30 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2015 Pearson Education, Inc.