models of work motivation part 2 thomas li-ping tang, ph.d. middle tennessee state university
TRANSCRIPT
Models of Work Motivation Part 2
Thomas Li-Ping Tang, Ph.D.
Middle Tennessee State University
Hackman & Oldham
Core Job Dimensions
Critical Psychological States
Personal and Work Outcomes
Employee Growth Need Strength
Individual Difference Variable, Moderator
Core Job Dimensions
Skill Variety
Task Identity
Task Significance
Autonomy
Feedback
Psychological States
Meaningfulness of work
Responsibility for outcomes
Knowledge of results
Personal and Work Outcomes
High Internal Work Motivation High Quality Work Performance High Satisfaction with the Work Low Absenteeism and Turnover
Growth Need Strength
Individual Difference
Growth Needs
Higher Order Needs
Self-Esteem
Self-Actualization
Motivating Potential Score
[(Skill Variety + Task Identity + Task Significance)/3] * Autonomy * Feedback
David McClelland’sLearned Needs Theory
Need for Achievement, n Ach
Need for Power, n Pow
Need for Affiliation, n Aff
TAT
McClelland, D. C. & Steele, R. S. (1972). Motivation Workshops: A student workbook for experiential learning in human motivation. New York: General Learning Press.
Harvard University
Taking TAT
Please look at the picture for about 20 seconds. Make up imaginative stories about this picture. Work Rapidly. Don’t spend over 5 minutes on
this story.When you finish writing your story to one
picture, then, go on to the next picture and write a story about it.
Taking TAT
Please use a blank sheet of paper. Please write your story on one side of the
paper. Do not put your paper on your notebook
or anything. Do not use the lines on your notebook as
a guide for writing your story.
4 Questions
1. What is happening? Who are the people?2. What has led up to this situation? That is,
what has happened in the past?3. What is being thought? What is wanted? By
whom?4. What will happen? What will be done? Please
integrate your answers to these 4 questions into your story. Do not answer each question separately: A1, A2, A3, & A4.
Picture 1
1. What is happening? Who are the people?
2. What has led up to this situation? That is, what has happened in the past?
3. What is being thought? What is wanted? By whom?
4. What will happen? What will be done?
Picture 2
1. What is happening? Who are the people?
2. What has led up to this situation? That is, what has happened in the past?
3. What is being thought? What is wanted? By whom?
4. What will happen? What will be done?
Sentence Completion
Speed of Expression
On a blank sheet of paper, please complete the following sentences, as quickly as possible.
Sentence Completion
1. In the evening, I
2. The best teacher is
3. I prefer the company
Speed of Expression
Name Company Job Instructions The last sentence: Please use a pencil. How do you handle your assignment?
US Marines
1 out of 50 Completed the Test Successfully Instructions, Long Tests If you have completed the test up to this
point, you have failed the test. Please sign your name on the next page Read Instructions Carefully Read the small print. Sign your name on
the last page of this test.
Self-Expression-Name
On a blank sheet of paper, please print your name once and sign your name 3 times.
Please use the signature that you usually use for formal documents, e.g., checks.
Self-Expression-Experience
On a blank sheet of paper, please write as quickly as possible the following items in one paragraph with 1” margin on each side.
Please start this project, after you finish reading all the instructions.
Self-Expression-Experience
Please write continuously in one short paragraph.
My name is xxx. I am a student at MTSU and am currently in Dr. Tang’s MGMT 3610, or 6600 class .
Activities that you have done this month, this week, or today.
Self-Expression-Experience
Please tell me all the true facts and events.
Insert one lie in the story that only you know this is a lie. No one else can detect it. Write as quickly as you can.
Now you may start.
Thematic Apperception Test TAT
Each person should read at least one of his/her stories to the group.
Does the story reflect some aspect of a current life situation?
What is (are) the common “theme” or “themes” in these stories?
Can you identify the similarities and differences between TAT stories and dreams?
TAT-n Ach
Want to perform or do something better Outperform someone elseSurpass some self-imposed standard of
excellenceDo something unique, inventing somethingOver a long term in doing something well,
being a success in life, spent 8 years practicing ballet
TAT-n Aff
Want to establish, restore, or maintain a close, warn, friendly relationship with others
Being emotionally concerned over separation from another person
Desire to participate in friendly activities, e.g., club reunion.
TAT-n Power
Strong, forceful actions that affect othersGive help, assistance, advice or supportTry to control another person Try to influence, persuade, make a
point, or argue with another personTry to impress other person or the world
at large
Handwriting-Books
McNichol, A. (1991). Handwriting analysis: Putting it to work for you. Chicago: Contemporary Books.
Teltscher, H. O. (1971). Handwriting—Revelation of self. New York: Hawthorn Books, Inc.
Handwriting Research
Ben-Shakhar, G., Bar-Hillel, M., Bilu, Y., Ben-Abba, E., & Flug, A. (1986). Can graphology predict occupational success? Two empirical studies and some methodological ruminations. Journal of Applied Psychology, 71 (4), 645-653.
Klimoski, R., & Rafaeli, A. (1983). Inferring personal qualities through handwriting analysis. Journal of Occupational Psychology, 56, 191-202.
Handwriting Research
Rafaeli, A., & Klimoski, R. J. (1983). Predicting sales success through handwriting analysis: An evaluatin of the effects of training and handwriting sample content. Journal of Applied Psychology, 68 (2), 212-217.
Rafaeli, A., & Klimoski, R. J. (1988). Graphological assessments for personnel selection: Concerns and suggestions for research. Perceptual and Motor Skills, 66, 743-759.
Taylor, M. S., & Sackheim, K. K. (1988, May). Graphology. Personnel Administrator, 71-76.
Handwriting Research
Nevo, B. (1988). Yes, graphology can predict occupational success: Rejoinder to Ben-Shakhar, et al. Perceptual and Motor Skills, 66, 92-94.
Gottlieb, A. (1987, November). What you write is what you are. McCall’s, CXV (2), 175-180.
Tuller, D. (1987, Fall). The write stuff. Marriott’s Portfolio, 56-59.
Patterson, J. (1976). Interpreting handwriting. New York: McKay.
Patterson: 12 Factors
Size, Slant, Width, Zones,
Regularity, Margin, Pressure, Stroke,
Lines, Connection, Forms of Connection, and Word and Line Spacing
Warning
Its use in applied settings is premature. Although the literature on this topic suffers
from significant methodological negligence, the gneral trend of findings is to suggest that graphology is not a viable assessment method. (Klimoski & Rafaeli, 1983).
Principles of Interpretation
To grasp its totality or gestalt or style Not to focus on single strokes or letters To attempt a description of the individual Not to make iron-clad diagnoses
Principles of Interpretation
Hartford, H. (1973). You are what you write. New York: Macmillan.
You are what you write. You write what you are. Handwriting is brain writing. Graphologist emphasizes the role of
personality in the development of a handwriting.
Principles of Interpretation
When hypnotized, one writes according to the character suggested by the hypnotist.
The pen is an extension of the body and functions with it.
Alfred Binet called graphology the science of the future.
Principles of Interpretation
If the claims of graphology could be scientifically validated, says Zubin, a professor of psychology at Columbia University, handwriting would offer the most accessible means of evaluating the personality of both patients and normal people.
Principles of Interpretation
Gordon W. Allport and Philip E. Vernon (1933) stated that “Handwriting provides material that is less artificial than tests. And more convenient for analysis.
Dr. Hector Riety, Diplomat in Psychiatry of the American Board of Psychiatry and Neurology, wrote that “handwriting analysis has a definite advantage over very other projective technique, inasmuch as patient is completely unaware of the fact that he is undergoing a test while writing”.
Principles of Interpretation
In the whole living human race, there are not two individuals who have the same handwriting.
Writing changes gradually along with the character over a period of years and superficially with moods.
Principles of Interpretation
Upper Zone, Superego
Middle, Ego
Lower, Id
Slant
Express your real emotional feelings (Right)
Suppress (Vertical)
Repress (Left)
To Tell A Lie
Margins
Slant
Spacing
Baselines
Mistakes
Pressure
Size
Speed
The most difficult signatures to Forge
Written as legibly as possible
Written as continuously as possible
Written as quickly as possible
Content Theories
Maslow Alderfer Herzberg McClelland
Process Theories of Motivation
Vroom’s (1964) Expectancy Theory
Porter-Lawler’s (1968) Expectancy Theory
Adam’s (1963) Equity Theory
VIE Theory
Vroom’s (1964) Expectancy Theory
Expectancy: Probability: 0 - 1
Instrumentality: Probability: -1 0 1
Valence of Reward: +++ ----
Porter-Lawler (1968)
Value of Reward, Perceived Effort Reward Probability, Effort, Abilities and Traits, Role Perceptions, Performance
Intrinsic and Extrinsic Rewards, Perceived Equitable Rewards, Satisfaction.
Feedback Loops: Satisfaction Value of Reward, Performance Perceived Effort Reward Probability
Adam’s (1963) Equity Theory
Output/Input Ratio
Output: Salary, benefits, status, vacation, perks, etc.
Input: Knowledge, Skills, and Abilities, Education, degrees, experience, effort, time, tenure, etc.
Adam’s (1963) Equity Theory
Self Other
Output/Input Ratio Output/Input Ratio
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Referents
Colleague in the Department
Colleague in the Organization
Colleague in a comparable Organization
Colleague in the Market
Actions
Reduce I Increase O Increase Referent’s I Reduce Referent’s O Change to a different Referent Quite your job Don’t Compare
Thank You
Danke
Dankeshaen
Grazie
Merci
Muchas Gracias