MOTIVATION

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MOTIVATION

THAT WHICH CAUSES

• BEHAVIOR TO BEGIN
• SUSTAINED BEHAVIOR

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MOTIVATION

THE REASON(S) FOR

• WANTING TO EXPEND EFFORT
• WANTING TO DO SOMETHING

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WHY DO PEOPLE WORK?

MOTIVATED TO DO WHAT?
POINT NOT EVERYTHING INFLUENCES HIGHER
PERFORMANCE.
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P (f) M X A X S X E

M MOTIVATION A ABILITY S SUPPORT (TOOLS,
ASSISTANCE, RESOURCES) E EXTERNAL CONDITIONS
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ALWAYS WANT TO INCREASE PERFORMANCE?

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MAY NOT WORK

• MACHINE PACED
• IN ASSEMBLY LINE
• PERISHABLE/FASHION PROD.
• TOO MUCH INVENTORY

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Hierarchy of Needs
Self Actualization
Esteem
Affiliation
Security
Physiological
A.H. Maslow
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2 Factor Theory
Satisfaction
- Motivator Factors
Dissatisfaction
- Hygiene Factors
F. Herzberg
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2 Factor Theory
Negative Positive - 8 ACHIEVEMENT
43 -15 RECOGNITION 35 -12 WORK
ITSELF 28 - 8 RESPONSIBILITY25 -11
ADVANCEMENT 21 -37 COMPANY POLICY 5
ADMIN -21 SUPERVISION 5 -19
SALARY 17 -17 INTERPERSONAL REL.
4 -13 WORKING COND. 3
F. Herzberg
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Acquired Needs Theory
Learn Needs

• Childhood literature
• Role models
• Experiences

McClelland
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Need for Achievement (nach)

• Drive to excel
• Prefer challenging but
• achievable goals
• Too challenging wont succeed
• Not challenging no sense of achievement

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(nach)
Achievers prefer jobs that offer

• Personal responsibility
• Feedback
• Moderate risk

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Need for power (npow)

• Control environment
• Influence people
• Prefer
• - being in charge
• - competition
• - status oriented situations

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Need for affiliation (naff)

• Friendly, close relationships
• Prefer situations
• - cooperative
• - mutual understanding

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Goal Setting as Motivator

• Specific, not general
• Difficult, high
• - coaching
• - encourage
• - support
• Set by manager
• - accepted?

------- And nach? 10-20 people in U.S. are
high nach
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Expectancy Theory
Perceived Equity
Abilities
Intrinsic Rewards
Value of Rewards
Satisfaction
Effort
Performance
Extrinsic Rewards
Role Perceptions
Perceived Effort - Reward Probability
Adapted from L. Porter E. Lawler (1968).
Managerial attitudes and performance, Irwin, p.
165.
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Equity Theory
As perceptions of Outcomes A Outcomes B
Inputs A Inputs B
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If Inequity Perceived
1. Change real inputs, outcomes (I, O). 2.
Change perception of I, O. 3. Change others I,
O. 4. Change perception of others I, O. 5.
Change referent(s). 6. Leave situation.
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Studies - inequitable pay (Compared to
equitably paid employees)

• PERCEPTION OVER-REWARDED
• Time based pay produce more
• (quantity and quality)
• Quantity based pay reduce quantity,
• increase quality

Assumption trade-off between quantity and
quality
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Studies - inequitable pay (Compared to
equitably paid employees)

• PERCEPTION - UNDER-REWARDED
• Time based pay produce less
• or poorer quality
• Quantity based pay increase quantity,
• reduce quality

Assumption trade-off between quantity and
quality
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Reinforcement Theory
Stimulus Response Consequence (need)
Learn from consequence to repeat or not repeat
the behavior
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Reinforcement Theory
Law of Effect The greater the satisfaction,
or dissatisfaction, with consequence,
the stronger the stimulus to behavior
link (stronger learning).
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Reinforcement Theory
Law of Contiguity Tie consequence directly
to behavior.
Law of Immediacy Administer consequence
immediately.
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Reinforcement Theory
Positive Reinforcement Positive
consequences following behavior
(reward) Negative Reinforcement (Avoidance
Learning) Remove negative consequence
following behavior (dont get stopped if dont
speed) Punishment Negative consequence
following behavior Extinction Withhold
positive consequence after behavior (fail to
meet goal, no reward)
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Schedules of Reinforcement
Schedule Form of
Influence If Withdrawn
Example
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Reinforcement Theory

• Shaping Behavior
• Teaching new behavior
• Reward successive approximations
• - reward attempts early stages
• - reward often, early stages
• ------------
• Same as Coaching, modeling, teaching.

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Guides for Positive Reinforcement 1. Clearly
describe goal or target behavior. 2. If overall
is complex chain of behaviors, divide into
observable, measurable sequence of steps. 3.
Make sure person has skill, ability to accomplish
behavior. 4. Select rewards based on
persons needs. 5. Arrange setting to encourage
desired behavior. 6. Reward close
approximations, in shaping stage. 7. Reward
immediately following desired behavior.
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Guide for Punishment 1. Tell person what is
wrong. 2. Tell person what correct behavior
is. 3. Follow laws of contingent, immediate
reinforcement. Punish only improper behavior
immediately. 4. Make punishment match behavior.
Magnitude of punishment to degree of
undesirable behavior. 5. Punish in private.
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HOT STOVE RULE

• IMMEDIACY
• ADVANCE WARNING
• CONSISTENCY
• IMPERSONAL

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Possible Negative Side-effects of Punishment 1.
If administered poorly, may cause frustration,
humiliation, alienation 2. Threat of
punishment may highlight what not to do. 3.
Does stop unwanted behavior. By itself, does not
provide corrections. 4. Vulnerable to
error of over-generalization. 5. Does not
encourage internalized behavior i.e.
Threat must always be present. 6. May encourage
people to respond in kind.
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• SHOULD PUNISHMENT BE USED AT ALL?
• DOES (CAN) STOP UNWANTED BEHAVIOR.
• IF UNWANTED BEHAVIOR IS INTENTIONAL
• KNEW IT WAS WRONG
• DID IT ANYWAY
• PUNISH UNINTENTIONAL BEHAVIOR?
• FRUSTRATION
• NEGATIVE STRESS

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COMPETITION as Motivator

• High interdependent tasks, compete for rewards
• productivity decreases
• Low interdependent tasks, compete for rewards
• slight increase in productivity

(Miller Hamblin (1971). Interdependence,
differential rewarding, and productivity in B.
Hinton J. Reitz Groups and Organizations.)
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JOB ENRICHMENT as Motivator

• EVERYONE WANT MORE AUTHORITY,
• RESPONSIBILITY?
• SAME AS EMPOWERMENT?