3.%20Human%20resource%20management%20a.%20Motivation

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3. Human resource managementa. Motivation

• Overview
• Internal approaches
• content
• Maslow
• Herzberg
• process
• Vroom
• Adams
• External Approaches
• Reinforcement theory
• Goal Setting

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So, what is the problem we focus on here...
How to get commitment How to get
performance-focused behaviors How to get quality
of behaviors over the range of behaviors we need
in a high performance organization.
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Motivation
Here is the problem ...
Individual effort
Making these into
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these
Individual effort
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Does that mean we want behavioral conformity?
Does that mean creativity should not be valued?
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At least three sets of behaviors are required.
Dependable role performance
Spontaneous behaviors
Creative behaviors to improve the organization
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Motivation
Several approaches to Motivation. Internal.. Ma
slow Herzberg Vroom Adam
s External Approaches
Content Approaches
Process Approaches
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Fig 12-2 pg. 225 text
Maslows Need Hierarchy
Personal growth realization of potential
Titles, status symbols
Work groups
Self Actualization
Seniority, pensions insurance plans
Pay, tenure
Esteem
Love
Safety
Physiological
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Fig 12-3 pg.227 text
Herzbergs Dual Factor Theory
These are related more to the work itself
Hygiene Factors
Motivators
achievement recognition work itself responsibility
advancement
company policies supervision salary interpersonal
relations working conditions
Note, all of these are external to the
task itself, more related to the work environment
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Process models of motivation
Vrooms model of motivation
Based on decision tree Uses economic notion of
utility and utils Good intuitive sense of the
cognitive process used in decision making
Vrooms model (see text page 228-229 where it
is done incorrectly)
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Expectancy
Valence
Consequences
Option 1 2 3
Value of consequences
Prob of occurrence
.4 -.2 .3
.4 .3 .1 1.0 .2
.6 .7
-.3 .1 -.1 1.0 .1
.8 .2 -.8 .7
.4 1.0
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Expectancy
Valence
Consequences
Option 1 2 3
Value of consequences
Prob of occurrence
.4 x -.2 .3 x
.4 .3 x .1 1.0 .2
x .6 .7 x
-.3 .1 x -.1 1.0 .1
x .8 .2 x
-.8 .7 x .4 1.0
-.08 12 . 03
.07
.12 -.21 -.01 -.10
.08 -.16 .28 .20
Highest value option is chosen
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Expectancy
Valence
Consequences
Option 1 2 3
Value of consequences
Prob of occurrence
.4 x -.2 .3 x
.4 .3 x .1 1.0 .2
x .7 x
-.3 .1 x -.1 1.0 .1
x .8 .2 x
-.8 .7 x .4 1.0
-.08 12 . 03
Prob of occur. Or instrumentality
.07
2nd level outcome
.4 x .6 .6 x .2 1.0
-.21 -.01 -.10
.08 -.16 .28 .20
Highest value option is chosen
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Expectancy
Valence
Consequences
Option 1 2 3
Value of consequences
Prob of occurrence
.4 x -.2 .3 x
.4 .3 x .1 1.0 .2
x .7 x
-.3 .1 x -.1 1.0 .1
x .8 .2 x
-.8 .7 x .4 1.0
-.08 12 . 03
2nd level outcome
Prob of occur. Or instrumentality
.07
.4 x .6 .24 .6 x .2 .12 1.0
.36
-.21 -.01 -.10
.08 -.16 .28 .20
Highest value option is chosen
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Expectancy
Valence
Consequences
Option 1 2 3
Value of consequences
Prob of occurrence
.4 x -.2 .3 x
.4 .3 x .1 1.0 .2
x .36 .7 x
-.3 .1 x -.1 1.0 .1
x .8 .2 x
-.8 .7 x .4 1.0
-.08 12 . 03
2nd level outcome
Prob of occur. Or instrumentality
.07
.4 x .6 .24 .6 x .2 .12 1.0
.36
.18 -.21 -.01 -.04
.08 -.16 .28 .20
Highest value option is chosen
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see text page 229-30
Adams Equity theory
Compares inputs and output with some other
target..
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Another approach is called..... application of
learning theory, behavior modification, a
Skinnerian approach, behavioral contingencies
mgt, a reinforcement approach
This material from pg. 230-233
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So what is learning?
How does learning work?
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The SOBC model
s o b c
Environmental Stimulation or antecedent conditions
Cognitive Mediating Processes of the individual
individual behavior
intended unintended consequences
Pg. 224 of the text figure 12-1
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So, in understanding how to change behavior......
If I want B 1 not B 3
OUTCOME 1
2 3
B 1
Reinforce B1
1 2 3 1 2 3
B 2
Make B3 less attractive
B 3
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We change behaviors through the use of
......(this is consequence mgt)
Behavioral Intervention Strategies
Something desired undesired
reinforcement
Contingently
punishment
Applied Withheld
If..then
- reinforcement
extinction
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To see how learning theory can be applied to a
work setting, we will see a video. As you view
the video consider the following
How do you make this approach work for you in
influencing a peer boss subordinate y
ourself
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Apply the BCM model to the followinggtgt gpr 1 9
improving a worker with a bad attitude grp 2
improving behaviors for trainees where trainees
have little understanding of proper job
behavior. Grp 3 to encourage better quality
quantity of group output. Grp 4 7 trying to
improve the bosses surly disposition. Grp 5
10. A boss want to improve his or her personal
skills to make a more positive work
environment. Grp 6 8 A group member is not
doing his or her job.
In practice 8-1.
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This is an extension of the Ivancevich text pg.
230-233.
The behavioral contingencies mgt model
1. Identify 2. Measure 3. Analyze 4.
Intervene 5. Evaluate
In terms of specific observable,
measurable behaviors.
In terms of sensitive behavioral frequencies
probably per day
If the behavior is not measured,,,, it is not
managed....
Ronald Krebs CEO BNSF RR.
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Step 2 Measure frequencies of targeted behavior
Either actual frequencies or.
Pre-intervention
Meaning, define the behavior you want to manage
Post-intervention
M T W T F M T W T F
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The behavioral contingencies mgt model
1. Identify 2. Measure 3. Analyze 4.
Intervene 5. Evaluate
In terms of specific observable,
measurable behaviors.
In terms of sensitive behavioral frequencies
probably per day
A-B-C
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In step 3, functional analysis the
antecedents that encourage existing less
desirable levels of behaviors and the
consequences (to the person doing the behaviors)
that reinforce current less desirable levels of
behaviors are analyzed.
Antecedents Consequences
If I do the undesired levels of
behavior....then what happens to reinforce me to
do the undesired levels of the behavior?
What are environmental conditions that
support the current levels of the behaviors that
we saw exhibited in step 2.
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See text.
Goal setting can help focus attention If it is
mutual set, goals can build commitment If the
goal is a challenge, motivation in enhanced
The behavioral contingencies mgt model
1. Identify 2. Measure 3. Analyze 4.
Intervene 5. Evaluate
In terms of specific observable,
measurable behaviors.
In terms of sensitive behavioral frequencies
probably per day
A-B-C
Change antecedents and consequences.
Note the importance of goal setting in
encouraging higher levels of performance.
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In step 4, intervention the antecedents that
encourage desirable levels of behaviors and
consequences (to the person doing the behaviors)
that reinforce desirable levels of behaviors are
developed.
Antecedents Consequences
If I do the desired levels of behavior....then wha
t happens to reinforce me to do the desired
levels of the behavior?
What are environmental conditions will
support the desired levels of the behaviors that
we want exhibited in step 2.
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Step 5 Evaluated success of the intervention.
Either actual frequencies or.
Pre-intervention
Post-intervention
M T W T F M T W T F