Employee motivation foundations and practices, explain about motivation, Maslow’s Needs Hierarchy, employee motivation, Expectancy Theory of Motivation,Goal Setting and Feedback,Organizational Justice,Job Design and Empowerment
2. 5-2
Motivation Defined
The forces within a person that affect the
direction, intensity, and persistence of voluntary
behavior
Exerting particular effort level (intensity), for a
certain amount of time (persistence), toward a
particular goal (direction).
3. 5-3
Drives and Needs
Drives (aka-primary needs, fundamental needs, innate motives)
Neural states that energize individuals to correct deficiencies or
maintain an internal equilibrium
Prime movers of behavior by activating emotions
Self-concept, social norms, and
past experience
Drives
(primary needs)
Needs
Decisions
and
Behavior
4. 5-4
Drives and Needs
Needs
Goal-directed forces that people experience.
Drive-generated emotions directed toward goals
Goals formed by self-concept, social norms, and experience
Self-concept, social norms, and
past experience
Drives
(primary needs)
Needs
Decisions
and
Behavior
6. 5-6
Maslow’s Needs Hierarchy Theory
Lowest unmet need has
strongest effect
When lower need is satisfied,
next higher need becomes the
primary motivator
Self-actualization -- a growth
need because people desire
more rather than less of it when
satisfied
Self-Self-
actualactual
--
izationization
PhysiologicalPhysiological
SafetySafety
BelongingnessBelongingness
EsteemEsteem
Need toNeed to
knowknow
Need forNeed for
beautybeauty
7. 5-7
Evaluating Maslow’s Theory
Lack of support for theory
Maslow’s needs aren’t as
separate as assumed
People progress to different
needs
Needs change more rapidly
than Maslow stated
Self-Self-
actualactual
--
izationization
PhysiologicalPhysiological
SafetySafety
BelongingnessBelongingness
EsteemEsteem
Need toNeed to
knowknow
Need forNeed for
beautybeauty
8. 5-8
What Maslow Contributed to Motivation Theory
More holistic
integrative view of needs
More humanistic
Influence of social dynamics, not just instinct
More positivistic
Pay attention to strengths, not just deficiencies
9. 5-9
What’s Wrong with Needs Hierarchy Models?
Wrongly assume that everyone has the same
needs hierarchy (i.e. universal)
Instead, likely that each person has a unique
needs hierarchy
Shaped by our self-concept -- values and social identity
10. 5-10
Learned Needs Theory
Drives are innate (universal)
Needs are amplified or suppressed through self-
concept, social norms, and past experience
Therefore, needs can be “learned” (i.e.
strengthened or weakened through training)
11. 5-11
Three Learned Needs
Need for achievement
Values competition against a standard of excellence;
Want reasonably challenging goals
Need for affiliation
Desire to seek approval, conform to others wishes
Avoid conflicts
Need for power
Desire to control one’s environment
Personalized versus socialized power
12. 5-12
Four-Drive Theory
Drive to BondDrive to Bond
Drive to LearnDrive to Learn
• Drive to form relationships and
social commitments
• Basis of social identity
• Drive to satisfy curiosity and
resolve conflicting information
Drive to DefendDrive to Defend
• Need to protect ourselves
• Reactive (not proactive) drive
• Basis of fight or flight
Drive to AcquireDrive to Acquire
• Drive to take/keep objects and
experiences
• Basis of hierarchy and status
13. 5-13
Features of Four Drives
Innate and hardwired -- everyone has them
Independent of each other (no hierarchy of
drives)
Complete set -- no drives are excluded from
the model
14. 5-14
How Four Drives Affect Needs
1. Four drives determine which emotions are
automatically tagged to incoming information
2. Drives generate independent and often
competing emotions that demand our attention
3. Mental skill set uses social norms, personal
values, and experience to translate competing
drives into needs and effort
15. 5-15
Four Drive Theory of Motivation
Mental skill set uses social norms, personal values, and
experience to translate competing drives into needs and
effort
Drive to
Acquire
Social
norms
Drive to
Bond
Drive to
Learn
Drive to
Defend
Person
al
values
Past
experience
Mental skill set resolves
competing drive demands
Mental skill set resolves
competing drive demands
Goal-directed
choice and effort
Goal-directed
choice and effort
16. 5-16
Implications of Four Drive Theory
Provide a balanced opportunity for
employees to fulfill all four drives
1. employees continually seek fulfillment of drives
2. avoid having conditions support one drive over
others
19. 5-19
Increasing E-to-P-to-O Expectancies
Increasing E-to-P Expectancies
Assuring employees they have competencies
Person-job matching
Provide role clarification and sufficient resources
Behavioral modeling
Increading P-to-O Expectancies
Measure performance accurately
More rewards for good performance
Explain how rewards are linked to performance
22. 5-22
Effective Goal Setting
The process of motivating employees and
clarifying their role perceptions by establishing
performance objectives
Effective goals are:
Specific
Relevant
Challenging
Commitment
Participation (sometimes)
Feedback
24. 5-24
Evaluating Goal Setting and Feedback
Goal setting is one of the most respected theories
in terms of validity and usefulness
Goal setting/feedback limitations:
Focuses employees on measurable performance
Tied to pay - employees motivated to set easy goals
Goal setting interferes with learning process in new,
complex jobs
26. 5-26
Elements of Equity Theory
Outcome/input ratio
inputs -- what employee contributes (e.g., skill)
outcomes -- what employee receives (e.g., pay)
Comparison other
person/people against whom we compare our ratio
not easily identifiable
Equity evaluation
compare outcome/input ratio with the comparison other
27. 5-27
Correcting Inequity Feelings
Reduce our inputs Less organizational citizenship
Increase our outcomes Ask for pay increase
Increase other’s inputs Ask coworker to work harder
Reduce other’s outputs
Ask boss to stop giving other preferred
treatment
Change our perceptions
Start thinking that other’s perks aren’t really
so valuable
Change comparison other
Compare self to someone closer to your
situation
Leave the field Quit job
Actions to correct inequity Example
28. 5-28
Procedural Justice
Perceived fairness of procedures used to decide
the distribution of resources
Higher procedural fairness with:
Voice
Unbiased decision maker
Decision based on all information
Existing policies consistently
Decision maker listened to all sides
Those who complain are treated respectfully
Those who complain are given full explanation
30. 5-30
Job Design
Assigning tasks to a job, including the
interdependency of those tasks with other jobs
Organization's goal -- to create jobs that allow
work to be performed efficiently yet employees
are motivated and engaged
31. 5-31
Job Specialization
Dividing work into separate jobs that include a
subset of the tasks required to complete the
product or service
Scientific management
advocates job specialization
also emphasized person-job matching, training, goal
setting, work incentives
34. 5-34
Job Enrichment
Given more responsibility for scheduling,
coordinating, and planning one’s own work
1. Clustering tasks into natural groups
Stitching highly interdependent tasks into one job
e.g., video journalist, assembling entire product
2. Establishing client relationships
Directly responsible for specific clients
Communicate directly with those clients