CH 5 Motivation HRM

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Chapter 5 Motivating

Employees ninth edition

STEPHEN P. ROBBINS MARY COULTER

PowerPoint Presentation by Charlie Cook


The University of West Alabama
Discussion points
• What is motivation?
• As an HR manager what and why do we need to
know about Motivation?

16–2
LEARNING OUTLINE
Follow this Learning Outline as you read and study this chapter.

What Is Motivation?
Define motivation.
Explain motivation as a need-satisfying process.
Early Theories of Motivation
Describe Maslow’s hierarchy of needs and how it can be
used to motivate.
Discuss how Theory X and Theory Y managers approach
motivation.
Describe Herzberg’s motivation-hygiene theory.
Explain Herzberg’s views of satisfaction and
dissatisfaction.

16–3
L E A R N I N G O U T L I N E (cont’d)
Follow this Learning Outline as you read and study this chapter.

Contemporary Theories of Motivation


Describe the three needs McClelland proposed as being
present in work settings.
Explain how goal-setting and reinforcement theories
explain employee motivation.
Describe the job characteristics model as a way to
design motivating jobs.
Discuss the motivation implications of equity theory.
Explain the three key linkages in expectancy theory and
their role in motivation.

16–4
What Is Motivation?
• Motivation
 Is the result of an interaction between the person and
a situation; it is not a personal trait.
 Is the process by which a person’s efforts are
energized, directed, and sustained towards attaining
a goal.
 Energy: a measure of intensity or drive.
 Direction: toward organizational goals
 Persistence: exerting effort to achieve goals.
 Motivation works best when individual needs are
compatible with organizational goals.

16–5
Early Theories of Motivation
• Maslow’s Hierarchy of Needs
• MacGregor’s Theories X and Y
• Herzberg’s Two-Factor Theory

16–6
Early Theories of Motivation
• Maslow’s Hierarchy of Needs Theory
 Needs were categorized as five levels of lower- to
higher-order needs.
 Individuals must satisfy lower-order needs before they can
satisfy higher order needs.
 Motivating a person depends on knowing at what level that
person is on the hierarchy.
 Hierarchy of needs
 Lower-order (external): physiological, safety
 Higher-order (internal): social, esteem, self-actualization

16–7
Early Theories of Motivation (cont’d)
• McGregor’s Theory X and Theory Y
 Theory X
 Assumes that workers have little ambition, dislike work, avoid
responsibility, and require close supervision.
 Theory Y
 Assumes that workers can exercise self-direction, desire
responsibility, and like to work.
 Assumption:
 Motivation is maximized by participative decision making,
interesting jobs, and good group relations.

16–9
Early Theories of Motivation (cont’d)
• Herzberg’s Motivation-Hygiene Theory
 Job satisfaction and job dissatisfaction are created by
different factors.
 Hygiene factors: extrinsic (environmental) factors that
create job dissatisfaction.
 Motivators: intrinsic (psychological) factors that create job
satisfaction.
 Attempted to explain why job satisfaction does not
result in increased performance.
 The opposite of satisfaction is not dissatisfaction, but rather
no satisfaction.

16–10
Exhibit 16–2 Herzberg’s Motivation-Hygiene Theory

16–11
Contemporary Theories of Motivation

• Three-Needs Theory
• Goal-Setting Theory
• Reinforcement Theory
• Equity Theory
• Expectancy Theory

16–12
Motivation and Needs
• Three-Needs Theory (McClelland)
 There are three major acquired needs that are major
motives in work.
 Need for achievement (nAch)
– The drive to excel and succeed
– Typical behaviors: High: Must win at any cost, must be on top,
and receive credit.
• Low: Fears failure, avoids responsibility
 Need for power (nPow)
– The need to influence the behavior of others
– Typical behaviors: High: Demands blind loyalty and harmony, does not
tolerate disagreement.
• Low: Remains aloof, maintains social distance.
 Need of affiliation (nAff)
16–13
The desire for interpersonal relationships
Motivation and Goals
• Goal-Setting Theory
 Proposes that setting goals that are accepted,
specific, and challenging yet achievable will result in
higher performance than having no or easy goals.
 Is culture bound to the U.S. and Canada.
• Benefits of Participation in Goal-Setting
 Increases the acceptance of goals.
 Fosters commitment to difficult, public goals.
 Provides for self-feedback (internal locus of control)
that guides behavior and motivates performance (self-
efficacy).

16–14
Motivation and Behavior
• Reinforcement Theory
 Assumes that a desired behavior is a function of its
consequences, is externally caused, and if reinforced, is
likely to be repeated.
 Positive reinforcement is preferred for its long-term effects on
performance
 if an employee identifies a new market opportunity that creates profit, an
organization may give her a bonus. This will positively reinforce the desired
behavior.
 Negative reinforcement, on the other hand, attempts to increase the
frequency of a behavior by removing something the individual doesn’t
like

16–15
Motivation and Perception
• Equity Theory
 Proposes that employees perceive what they get from a
job situation (outcomes) in relation to what they put in
(inputs) and then compare their inputs-outcomes ratio
with the inputs-outcomes ratios of relevant others.
 The 'inputs,' or what the employee gives to an organization, can
be broken down to many metrics including time, loyalty, effort,
tolerance, flexibility, enthusiasm, personal sacrifice, skill and trust
in superiors.
 Outcomes include 'hard' factors, such as salary, job security and 
employee benefits, but extend to less tangible aspects such as
praise, sense of achievement, praise and reputation.

16–16
Motivation and Perception (cont’d)
• Equity Theory (cont’d)
 Employee responses to perceived inequities:
 Distort own or others’ ratios.
 Induce others to change their own inputs or outcomes.
 Change own inputs (increase or decrease efforts) or outcomes (seek
greater rewards).
 Choose a different comparison (referent) other (person, systems, or
self).
 Quit their job.
 When an employee is comparing his input/outcome ratio to
his fellow workers’, he will look for other employees with
similar jobs or skill sets.

16–17
Motivation and Behavior
• Expectancy Theory (Vroom)
 States that an individual tends to act in a certain way
based on the expectation that the act will be followed
by a given outcome and on the attractiveness of that
outcome to the individual.
 Key to the theory is understanding and managing
employee goals and the linkages among and between
effort, performance and rewards.
 Effort: employee abilities and training/development
 Performance: valid appraisal systems
 Rewards (goals): understanding employee needs

16–18
Exhibit 16–9 Simplified Expectancy Model

16–19
Motivation and Behavior (cont’d)
• Expectancy Relationships
 Expectancy (effort-performance linkage)
 The perceived probability that an individual’s effort will result
in a certain level of performance.
 Instrumentality
 The perception that a particular level of performance will
result in the attaining a desired outcome (reward).
 Valence
 The attractiveness/importance of the performance reward
(outcome) to the individual.

16–20

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