stephen p robbins defined
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MOTIVATION
STEPHEN P ROBBINS DEFINED
Motivation is defines as the willingness to exercise high levels of effort towards organizational goals, conditional by the effort ability to satisfy some individual needs.
MOTIVATIONMOTIVATIONDefined as the psychological forces within a
person that determine:1) direction of behavior in an organization;2) the effort or how hard people work;3) the persistence displayed in meeting goals.
Intrinsic Motivation: behavior performed for its own sake. Motivation comes from performing the work.
Extrinsic Motivation: behavior performed to acquire rewards. Motivation source is the consequence of an action.
PROCESS OF MOTIVATION
Motivation can be defined as an internal condition initiated by drives, needs or desires and producing a goal behavior.
NEED
DRIVE / GOAL DIRECTED BEHAVIOR
GOAL
INCENTIVES / RELIEF
MOTIVATION PROCESS
Needs- satisfaction chain
NEEDSWhich gives
rise toWANTS
Which cause
TENSION
GOALSATISFACTIONACTION (OR) BEHAVIOR
Which give rise
Which result in
FRUSTRATION
DEFENCE MECHANISM1. Aggression
2. Compromise3. Withdrawal
Needs (desires or wants):Example: need for water/ rood.
Drives: Drives or motives are specific condition that directs an organism towards its goal.
Goal: Attainment of an appropriate goal.
Relief / Incentives: reduction of the driving state and relief when the goal is reached.
THEORIES OF MOTIVATIONTHERORIES OF MOTIVATION
EARLY THEORIES
SCIENTIFIC MANAGEMENT
HUMAN RELATIONS MODEL
MODERN THEOREIS
SATISFIED THEORIESMASLOW’S NEED HIERARCHY
THEORY
HERZBERG’S TWO-FACTOR THEORY
ALDERFER’SERG THEORY
PROCESS THEORIES
VROOM’S EXPECTANCY MODEL
ADAM’S EQUITY THEORY
PORTER’S PERFORMANCE MODEL
MASLOW’S HIERARCHY THEORY
Hierarchy of Needs
Physiological
Safety
Social
Esteem
Self Actualization
HIERARCHY OF NEEDSHIERARCHY OF NEEDS
Self-Actualization
Self-Actualization
Realize one’s full potential
Realize one’s full potential
Use abilities to the fullest
Use abilities to the fullest
EsteemEsteem Feel good about oneself
Feel good about oneself
Promotions & recognition
Promotions & recognition
BelongingnessBelongingness Social interaction, love
Social interaction, love
Interpersonal relations, parties
Interpersonal relations, parties
SafetySafety Security, stabilitySecurity, stability Job security, health insurance
Job security, health insurance
PhysiologicalPhysiological Food, water, shelter
Food, water, shelter
Basic pay level to buy items
Basic pay level to buy items
Need Level Description Examples
Lower level needs must be satisfied before higher needs are addressed.
Physiological: Hunger, thirst, shelter, sex and other bodily needs
Safety: security and protection from physical and emotional harm
Social: Affection, belongingness, acceptance, and friendship
Esteem: internal esteem factors : such as self-respect, autonomy, and achievement.external esteem factors : such as status, recognition and attention.
Self Actualization: The drive to become what one is capable of becoming; includes growth, achieving one’s potential and self fulfillment.
HERZBERG’S TWO-FACTORY THEORY
Factors led to dissatisfaction Factors led to satisfaction
20% 30% 50%40%20% 10%40% 30%50% 10%
Recognition
Achievement
Supervision
Work Itself
Responsibility
Advancement
Growth
RelationshipWith supervision
Company Policies
Salary
Relationship with peers
Security and Status
0
Hygiene Factors Motivator Factors
Supervision Achievement
Company Policy Recognition
Working Conditions Work itself
Salary Responsibility
Interpersonal relationship Growth and Advancement
Security Challenging job
Hygiene Factors Motivator Factors
Job dissatisfaction occurs when the hygiene factors are either not present or not sufficient.
Factors are related to the job and may be considered support factors.
Supervision, Company policies, working conditions, Salary, security
Motivation factors into a job produces job satisfaction.
Factors are related to the content of the job and advancement and the work itself.
Achievement, Recognition, work itself, responsibility, challenging job.
ALDERFER’S ERG THEORYALDERFER’S ERG THEORY
After lower level needs satisfied, person seeks higher needs. Whenunable to satisfy higher needs, lower needs motivation is raised.
GrowthGrowth Self-development,creative work
Self-development,creative work
Worker continuallyimproves skills
Worker continuallyimproves skills
RelatednessRelatedness Interpersonal relations, feelings
Interpersonal relations, feelings
Good relations,feedback
Good relations,feedback
ExistenceExistence Food, water, shelter
Food, water, shelter
Basic pay level to buy items
Basic pay level to buy items
Low
est
Hig
hest
Need Level Description Examples
VROOM’S EXPECTANCY THEORY
Effort- performance relationship: The probability perceived by the individual that exerting a given amount of effort will lead to performance.
Performance-reward relationship: The degree to which the individual believes that performing at a particular level will lead to the attainment of a desired outcome.
Rewards-personal goals relationship: The degree to which organizational rewards satisfy an individual’s
EXPECTANCY, INSTRUMENTALITY, & VALENCE EXPECTANCY, INSTRUMENTALITY, & VALENCE
EffortEffort
Expectancy:Person’s
perception thattheir effort will
result inperformance
Expectancy:Person’s
perception thattheir effort will
result inperformance
Instrumentalityperception that
performanceresults in outcomes
Instrumentalityperception that
performanceresults in outcomes
Valence:How desired
are the outcomesfrom a
job
Valence:How desired
are the outcomesfrom a
job
PerformancePerformance OutcomesOutcomes
Inputs fromOrganizational
members
Inputs fromOrganizational
membersPerformancePerformance
Outcomesreceived bymembers
Outcomesreceived bymembers
TimeEffort
EducationExperience
SkillsKnowledge
Work Behave.
TimeEffort
EducationExperience
SkillsKnowledge
Work Behave.
Contribute toorganizationefficiency,
effectivenessand
attain goals
Contribute toorganizationefficiency,
effectivenessand
attain goals
PayJob Security
BenefitsVacation
AutonomyResponsibility
PayJob Security
BenefitsVacation
AutonomyResponsibility
EXPECTANCY THEORYEXPECTANCY THEORY
High Expectancy
(Worker knows thatif they try, they can
perform)
High Expectancy
(Worker knows thatif they try, they can
perform)
High Instrumentality
(Worker perceives thathigh performance
leads to outcomes)
High Instrumentality
(Worker perceives thathigh performance
leads to outcomes)
High Valence
(Worker desires theoutcomes resulting
from highperformance)
High Valence
(Worker desires theoutcomes resulting
from highperformance)
High Motivation
High Motivation
EXPECTANCY, INSTRUMENTALITY, & VALENCEEXPECTANCY, INSTRUMENTALITY, & VALENCE
Expectancy :the perception that effort (input) will result in a level of
performance. You will work hard if it leads to high performance. You would be less willing to work hard if you knew that
the best you would get on a paper was a D regardless of how hard you tried.
Instrumentality: Performance leads to outcomes. Workers are only motivated if they think performance leads to
an outcome. Managers should link performance to outcomes.
Valence: How desirable each outcome is to a person. Managers should determine the outcomes, the workers want
most.
OUTCOMES & INPUTSOUTCOMES & INPUTS
Regardless of the source of motivation, people seek outcomes.Outcome: anything a person gets from a job.
Examples include pay, autonomy, accomplishment.
Organizations hire workers to obtain inputs: Input: anything a person contributes to their job.
Examples include skills, knowledge, work behavior.
Managers thus use outcomes to motivate workers to provide inputs.
EQUITY THEORYEQUITY THEORY
Considers worker’s perceptions of the fairness of work outcomes in proportion to their inputs.
The Outcome/input ratio is compared by worker with another person called a referent.
The referent is perceived as similar to the worker.
Equity exists when a person perceives their outcome/input ratio to be equal to the referent’s ratio.
If the referent receives more outcomes, they should also give more inputs to achieve equity.
EQUITY THEORYEQUITY THEORY
ConditionCondition Person ReferentPerson Referent ExampleExample
EquityEquity Outcomes = OutcomesInputs Inputs
Outcomes = OutcomesInputs Inputs
Worker contributesmore inputs but alsogets more outputs
than referent
Worker contributesmore inputs but alsogets more outputs
than referent
UnderpaymentEquity
UnderpaymentEquity
Outcomes < OutcomesInputs Inputs
Outcomes < OutcomesInputs Inputs
Worker contributesmore inputs but also
gets the same outputsas referent
Worker contributesmore inputs but also
gets the same outputsas referent
OverpaymentEquity
OverpaymentEquity
Outcomes > OutcomesInputs Inputs
Outcomes > OutcomesInputs Inputs
Worker contributessame inputs but alsogets more outputs
than referent
Worker contributessame inputs but alsogets more outputs
than referent
GOAL SETTING THEORYGOAL SETTING THEORY
Focus worker’s inputs in the direction of high performance & achievement of organizational goals.Goal is what a worker tries to accomplish.
Goals must be specific and difficult for high performance results.
Workers put in high effort to achieve such goals.Workers must accept and be committed to them.
Feedback on goal attainment also is important.Goals point out what is important to the firm.
Managers should encourage workers to develop action plans to attain goals.
LEARNING THEORYLEARNING THEORY
Focuses on the linkage between performance and outcomes in the motivation equation.
Learning: permanent change in person’s knowledge or behavior resulting from practice or experience.
Operant Conditioning: people learn to do things leading to desired outcomes and avoid doing things with adverse outcomes.Motivation can be increased by linking specific behaviors with specific outcomes.
Managers can use four tools of conditioning to motivate high performance.
OPERANT CONDITIONING TOOLSOPERANT CONDITIONING TOOLS
Positive Reinforcement: people get desired outcomes when they perform needed work behaviors.Positive reinforcers: pay raises, promotions.
Negative Reinforcement: manager eliminates undesired outcomes once the desired behavior occurs.Worker performs to avoid an undesired outcome (Work harder or you are fired).
In both types of reinforcement, managers must be careful to link the right behaviors by workers to what the organization needs.
OPERANT CONDITIONING TOOLSOPERANT CONDITIONING TOOLS
Extinction: used when workers are performing behavior detrimental to the firm. Manager does not reward the behavior and over time, the worker will stop performing it.
Punishment: used when the manager does not control the reward the worker receives (perhaps it is outside the job).Manager administers an undesired consequence to worker (verbal reprimands to pay cuts).
Punishment can lead to unexpected side-effects such as resentment, and should be used sparingly.
SOCIAL LEARNING THEORYSOCIAL LEARNING THEORYVicarious Learning: or observational learning, occurs when a person is motivated to learn by watching someone else work and be rewarded.
People are motivated to imitate models who are highly competent, expert and receive attractive reinforcers.
Self- reinforcers: desired outcomes a person can give themselves.
Person can reward themselves for success.
Self-efficacy: refers to a person’s belief about their ability to perform a behavior successfully.
People will only be motivated if they think they have the ability to accomplish the task.
OTHER MOTIVATIONAL PROGRAMMES IN OBOTHER MOTIVATIONAL PROGRAMMES IN OB
Employee Involvement ProgrammesParticipative ManagementRepresentative participation
Works CommitteesBoard Representatives
Quality CirclesEffective Reward Systems
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