motivation theories and lerning theories

8/3/2019 Motivation Theories and Lerning Theories

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1. Maslows NeedHierarchyTheory

Self Actualization needs

Esteem/Status/Ego- Satisfction needs

Belonging/Love/affection/social needs

Safety and Security Needs

Physiological needs/Basic needs


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as ows ee erarc yTheory1. Physiological Needs: These needs are most basic physical

needs of human beings such as food, water, clothing, shelter,sexual satisfaction and other physical requirements.

2. Safety and security needs: When physical needs areadequately met, the next higher level of needs assumeimportance. Safety and security needs include needs for

security and proetection from Physical and emotional harm.Need for safe and secure environment in work place.

3. Social needs: These are also known as belongingnessneeds they include need for love, affection.

4. Esteem needs: represent a persons needs for intrnal factorssuch as self respect, autonomy, and achivement. External

factors like staus, power, recognition, and attention.5. Self-actualisation: desire to bcome more and more what one

is, to become everything one is capable of becoming. Thismeans individual will realise fully the potentialities of his or hertalents and capabilities. These needs include self fulfillment

and competency. Personal growth, development and self-respect.


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2. Herzbergs Motivation-Hygienetheory/Two-Factor theory

In this study, Herzberg and hisassociates asked the group ofprofessional to think of times both when

they felt especially good and when theyfelt especially bad about their jobs.

Two distinct classes of factors which

were important to behavior. Theseclasses were called as :

1.Hygienic factors

2. Motivators


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Hygiene theory/Two-Factortheory

Hygienic factors: (also called as maintenancefactors) are capable of creatingdissatisfaction but not Positive motivation.These are conditions of a job which operate

primarily to cause dissatisfaction to theemployee when they(conditions) are notpresent.

Motivators: Motivators produce high levels of

satisfaction. These are job conditions orfactors which build high levels of motivation.These include challenging work, recognitionfor accomplishment and feeling of

achievement.


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Hygiene theory/Two-FactorHygiene factors(the

environment)Motivators ( The Job itself)

Job Dis -

SatisfactionNo job

Dissatisfaction

1. Company policy and

administration

2. Supervision(technical)

3. Relationship with superiors,

peers, subordinates,

4. Relationship with

subordinates

5. Working conditions

6. Salary,

7. Personal life

8. Status

9. Job security

No Job

Satisfaction

Job

Satisfaction

1. Meaningful and challenging work

2. Recognition for accomplishment

3. Feeling of achivementopportunities for

growth and advancement

4. Increased responsibility

5. The job itself

3


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3. av c e an s r o nee sAcquired needs theory

Three-needs theory is concerned with howindividual needs and environmental factorscombine to form three basic human motives(needs) viz., the need for achivement(n-

Ach), the need for power (n- Pow), and theneed for affiliation ( n- aff).

According to Mcclelland, these are called as

Acquired needs because these needs areacquired through experience over the time.


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David McClellands Theory of

Needs

nAch

nPow

nAff


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David McClellands Trio needs / Acquiredneeds theoryAccording to Mcclelland, the characteristics of persons having high

need for achievement, high need for power, and high need foraffiliation are as given below:

1. Need for Achievement: A person with a high need forachievement is one who

i) Wants to take personal responsibility for finding solutions to problems.

ii) Is objective oriented

iii) Seeks challenging jobsiv) Establish moderate, realistic and attainable objectives that involve risk

but are not impossible to attain.

v) Desires concrete feedback on performance and

vi) Has high level of energy and is willing to work hard.

2. Need for Power: A person with high need for power seeks toinfluence or control others. Such an individual tends to be onewho:

i) Is concerned with acquiring, exercising, or retaining power or influenceover others.

ii) Likes to compete with others in situations that allow him or her todominant

iii) Enjoys confrontation with others.


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David McClellands Trio needs / Acquiredneeds theory- contd

2. Need for Affiliation: A high need for Affiliation is

related to the desire for affection and for establishing

friendly relationships. A person with a high need for affiliationtends to be one:

i) Seeks to establish and maintain friendships and close emotionalrelationships with others.

ii) Wants to be liked by others.

iii) Enjoys parties and social activities

iv) Seeks a sense of belonging by joining groups or organizations.


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Process Theories1. Equity theory:

Developed by J Stacy Adams, this theory is based onsimple belief that people want to be treated fairlyrelative to others.

He describes this comparison in terms of input/outputratios.

Inputs: contributions to orgn in terms ofeducation,experience, ability, effort and loyalty.

Outputs: are the obvious rewards of pay and promotion,recognition and social relationships.


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Equity Theory: A Summary and Example

INEQUITABLE RELATIONSHIPAndy isoverpaid

compared to Bill

Bill isunderpaid

compared to Andy

Bills outcomes($25,000/year)Bills inputs

(40 hours/week)

Andys outcomes($30,000/year)Andys inputs(40 hour/week)

Andy feels guilty Bill feels angry

EQUITABLE RELATIONSHIP

Andys outcomes($30,000/year)Andys inputs(40 hour/week)

Andy is equitably paidcompared to Bill

Bills outcomes($30,000/year)Bills inputs

(40 hours/week)

Bill is equitably paidcompared to Andy

Bill feelssatisfied

Andy feelssatisfied


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Overview of Expectancy Theory

Effort

Expectancy InstrumentalityValence of

reward

Performance Reward

MOTIVATIONRole perceptionsand opportunities

Abilitiesand traits

JOBPERFORMANCE

X X


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2. Expectancy theoryFormulated by victor Vroom relates the effort a person puts forth to the

expectation of achieving some desired goals. This involvescombination of three expectancies.

Effort-to-performance expectancy(E) which is the probability perceivedby the individual that exerting a given amount of effort will lead to acertain level of performance.

Valence (V) or attractiveness of reward: it is the importance that theperson places on the potential outcome or reward that can beachieved on the job.

Performance-to-outcome expectancy(I), also known as instrumentality,is the degree to which the persons believes that performing at aparticular level is instrumental in attaining the desiredoutcome.Attaining the performance described above will lead tointrinsic and extrinsic rewards (second-order outcomes)

Intrinsic: are intangibles such as feeling of accomplishmentor sense of achievementExtrinsic: are tangibles results like pay or promotion.

This model states that motivation is a function of Expectancy,Valence and Instrumentality. ie M = E * V * I


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3. The porter-Lawler extension

Lyman,W Porter and Edward E Lawler proposed andextension of the expectancy model involvingemployee satisfaction.

Implication to managers:

1. Practicing managers should attempt to measurevariables such as values of possible rewards, theperceptions of effort reward probabilities and roleperceptions which will help them better iunderstandabout the employees effort and performance.

2.Organisation must critically re-evaluate their currentreward policies and should make concentratedeffort to measure how closely levels of satisfactionare related to levels of performance.

4 B h i difi i


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4. Behavior modification or

Reinforcement theory

B F Skinner- is a motivational approach that attemptsto explain the role of rewards in motivational process.

It says that behavior is a function of itsconsequences.

It focuses only on what happens to a person when he

or she takes some actions. Four major types of reinforcements:

1.Positive reinforcement: increase the probability that desiredbehavior will be repeated by providing areward(praise,recognitions,raise.promotion)

2. Negative reinforcement: or avoidance, seeks to increase theprobability that desired behavior will be repeated by letting theemployee escape from undesired consequences.

3. Punishment; seeks to decrease the probability that undesiredbehavior will be repeated by imposing penalties.

4. Extinction: seeks to decrease the probability that undesired

behavior will be repeated by ignoring it and withholding positivereinforcement.


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Theories of LearningOperant Conditioning/Instrumental learning B.F.Skinner: Reinforcement

Positive re-inforcement ( desirable behaviour if rewarded) Negative reinforcement ( undesirable behaviour will not be repeated if

punished).

Extinction Punishment

Social Learning: Individuals learn by observing what happens to other people and just

by being told about something, as well as by direct experiences. Learn both through observation and direct experienceThe influence of Model is central to the social-learning. Four processes:

1. Attentional Process: people learn from a model only when theyrecognise and pay attention to its critical features.

2. Retention: a Models influence will depend on how well the individualremembers the models action after the if the model is no longeravailable.

3. Motor Reproduction: after observation watching converts intoactions.

4. Reinforcement: individuals will be motivated to exhibit the modelsbehaviour if positive rewards are provided.


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LeadershipLeading or Leadership : is the art of

influencing others what the leader wantsthem to do.

Leadership is the ability of influencingpeople to strive willingly for mutual benefits.

Ability to awaken or inspire in others .

Ability to shape the attitudes andbehaviours of others.


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Leadership- Traits

Characteristics/Traits: By peterson andPlowman- 18 attributes desirable in leader.

1. Physical qualitiesof health, vitality and

endurance2. Personal attributesof personal magnetism,

cooperativeness, enthusiasm, ability to inspire,persuasiveness, forcefulness and tact.

3. Character attributesof integrity, humanism, self-discipline, stability, and industry.

4. Intellectual qualitiesof mental capacity, abuilityto teach others, and a scientific approach to

problems.


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Ralp Stogdill- successful leaders tend to havethe following qualities:

1. A strong desire for accomplishment2.

Persistent pursuit of goals3. Creativity and intelligence used to solveproblems.

4. Initiative

5. Self-assumed personality6. Willingness to accept behavioralconsequences.

7. High tolerance of ambiguity

8. Ability to structure social interactions.

Trait Theory


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Behaviour theories:

1. Ohio State university studies:The main objective ofthe studies was to identify the major dimensions ofleadership and to investigate the effect of leaderbehavior on employee performance and satisfaction.

Two dimensions were identified:1. The initiating structure: which refers to leader

behavior that defines and organizes the group tasks,assigns the tasks to employee and supervisors theiractivities.

2. Consideration: refers to leader behavior thatcan be characterized by friendliness, respect,supportiveness, openness, trust, and concern forwelfare of the employees.


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Behaviour theories

2. The university of Michigan studies:

1. Production- centred: leaders set rigidwork standards, organized tasks down to the

last detail, prescribed work methods, closesupervision.

2. Employee centred: encouragedemployee participation in goal setting and in

other work related decisions, and helpedensure high performance by inspiring respectand trust.


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Behaviour theories

3. The managerial Grid:Blake and mouton

Managerial based on the styles of concern for

people and concern for production.

The grid identified 5 basic styles of leadership

9,1(task mgmt ), 1,9( country clubmanagement), 9,9(Team management),

5,5(middle of the road management), 1,1(Impoverished management.)


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Behaviour theories 3. The managerial Grid: 9,1(task mgmt ): Efficiency in operation results from arranging

conditions of work in such a way that human elements interference to aminimum degree (high concern for production and low for people)

1,9( country club management): Thoughtful attention to needs ofpeople for satisfying leads to a comfortable, friendly orgn atmosphereand work temperature ( low concern for prodn, high for people)

9,9(Team management): work accomplishment is form committedpeople interdependence through a common purpose leads to trust andrespect.

5,5(middle of the road management): Adequate organizationalperformance is possible through balancing the necessity to get work

with maintaining moral of people at a satisfactory level. ( mediumconcern for production and medium in people)

1,1( Impoverished management.): Exertion of minimum effort to getrequired work done is appropriate to sustain orgl membership (lowconcern for prodn and people)


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Leadership Styles( Tannenbaum and Schmidt-continuum of Leadership styles)

1.Autocratic (Telling): Manager makes decisions withlittle or no involvement of non-managers

2. Diplomatic ( Selling): Managers makes decisions

without consultation but tries to persuade non-

managers to accept hem(and even modify them ifthey strongly object)

3. Consultative ( Consulting): Manager obtains non-managers ideas and uses them in decision making.

4. Participative (Joining): Manager involves non-managers heavily in the decision (and may evendelegate it to them completely)


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Tannenbaum and Schmidt- continuum ofLeadership styles

Proposed that a manager should considerthree types of forces deciding whatmanagement style to employ:

1. Forces in the manager

2. Forces in the subordinate

3. Forces in the situation

Motivating and Leading Technical


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Motivating and Leading TechnicalProfessionals:

General Nature of the TechnicalProfessional(characteristics of technicalprofessional- Kerr et al and Rosenbaum):

Having a high need for achievementand deriving their motivation

primarily from the work itself. Desiring autonomy(independence) over the conditions, pace

and content of their work.

Tending to identify first with their professionand secondarily withtheir company. As professionals, they look to their peers

(whether inside or outside the Orgn) for recognition, ethicalstandards and collegial support and stimulation.

Seeking to maintain their expertise, gained through long andarduous study, and stave off obsolescence throuhg continuingeducation,reading the literature, professional society activity etc..

ot vat ng an ea ng ec n ca


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ot vat ng an ea ng ec n caProfessionals:

Leading technical people:

Dimensions of technical leadership: Rosenbaum belived that tofacilitate achievement of technical and group goals, successfultechnical leaders should master five strategic dimensions.

1. Coach for peak performance: listen , ask, facilitate, integrate, provideadministrative support, help the professional manage change.

2. Run orgl interference: obtain resources, act as a advocate for the

professional an his/her ideas, and minimize the demands of thebureaucracy(time and paperwork)

3. Orchestrate professional development: facilitate career developmentthrough challenging assignments, find sources where new areas ofknowledge are required.

4.Expand individual productivity through team work: make sure teamsare well oriented regarding goals and roles, and that they get theresources and support they need.

5. Facilitate self-management: assure that technical professionals areempowered to make their own decision by encouraging free two-wayinformation flow, delegating enough authority, and providing material

psychological support.



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Motivating and Leading TechnicalProfessionals:Dimensions of Technical Leadership: Rosenbaum- Five strategic

dimensions)1. Coach for peak performance:- Listen, ask, facilitate, integrate,provide administrative support; act a a sounding board andsupportive critic; help the professional manage change.

2. Run orgl interference: obtain resources, act a advocate for theprofessional and his/her ideas, and minimize the demands of the

bureaucracy on the professional.3. Orchestrate professional development- Facilitate career

development through challenging assignments, find sources wherenew areas of knowledge.

4. Expand individual productivity through team work: make sure teams

are well oriented regarding goals and roles, and that they get theresources and support they need.

5. Facilitate self-management- assure that technical professionals areempowered to make their own decisions by encouraging free two-way information flow, delegating enough authority, and providingpsychological support.



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Motivating and Leading TechnicalProfessionals:Leading as Orchestration:

McCall: effective supervisory leadership is moreorchestration than direct application of authority

Four general areas where leader can make a difference:

1. Technical competence

2. Controlled freedom

3. Leader as metronome:

4. Work challenge

motivation theories and lerning theories

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