Chapter 13Motivation

MGMT6© 2014 Cengage Learning

© 2014 Cengage Learning

13-1 explain the basics of motivation13-2 use equity theory to explain how employees’ perceptions of fairness

affect motivation13-3 use expectancy theory to describe how workers’ expectations about

rewards, effort, and the link between rewards and performance influence motivation

13-4 explain how reinforcement theory works and how it can be used to motivate

13-5 describe the components of goal-setting theory and how managers can use them to motivate workers

13-6 discuss how the entire motivation model can be used to motivate workers

Motivation Is…

The set of forces that initiates, directs, and makes people persist in their

efforts to accomplish a goal.

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The Basics of Motivation

• Effort and performance

• Need satisfaction

• Extrinsic and intrinsic rewards

• How to motivate with the basic model of motivation

© 2014 Cengage Learning 13-1

© 2014 Cengage Learning 13-1

Effort and Performance

Job Performance = Motivation x Ability x Situational

Constraints

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Need Satisfaction• Needs

– the physical or psychological requirements that must be met to ensure survival and well-being

• A person’s unmet need creates an uncomfortable, internal state of tension that must be resolved.

• People are motivated by unmet needs• Managers must learn what those unmet

needs are, and address them. • Once a need is met, it no longer motivates.

© 2014 Cengage Learning13-1

© 2014 Cengage Learning 13-1

Predictions of Need Theories• Maslow

– needs are arranged in a hierarchy from low to high; people are motivated by their lowest unsatisfied needs

• Alderfer– people can be motivated by more than one need at a

time

• McClelland– the degree to which particular needs motivate varies

from person to person

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“What Leads to Effort?”

• Higher-order needs will not motivate as long as lower-order needs remain unsatisfied.

• It’s difficult to predict which higher-order needs will motivate employees’ behavior.

• The relative importance of the various needs may change over time.

© 2014 Cengage Learning 13-1

Extrinsic and Intrinsic Rewards

• Extrinsic rewards– tangible and visible to others and are

given to employees contingent on the performance of specific tasks or behaviors

• Intrinsic rewards– the natural rewards associated with

performing a task or activity for its own sake

© 2014 Cengage Learning 13-1

Motivating with the Basics

• Start by asking people what their needs are

• Satisfy lower-order needs first

• Expect peoples needs to change

• As needs change and lower-order needs are satisfied, create opportunities for employees to satisfy higher-order needs

© 2014 Cengage Learning 13-1

Equity Theory

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People will be motivated at work when they perceive that they are being treated fairly. In

particular, equity theory stresses the importance of perceptions.

13-2

Components of Equity Theory

• Inputs• Outcomes• Referents

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Forms of Inequity• Underreward

– when you are getting fewer outcomes relative to your inputs than the referent

• Overreward– when you are getting more outcomes

relative to your inputs than the referent

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Reacting to Inequity

• Decreasing or withholding inputs

• Increasing outcomes

• Rationalize or distort inputs to outcomes

• Changing the referent

• Employees may leave

© 2014 Cengage Learning13-2

© 2014 Cengage Learning 13-2

Motivating with Equity Theory

• Start by looking for and correcting major inequities

• Reduce employees’ inputs

• Make sure decision-making processes are fair– distributive justice– procedural justice

© 2014 Cengage Learning 13-2

Expectancy Theory

People will be motivated to the extent to which they believe that their efforts

will lead to good performance, that good performance will be rewarded,

and that they will be offered attractive rewards.

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Components of Expectancy Theory

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Motivation = Valence x Expectancy x Instrumentality

13-3

© 2014 Cengage Learning 13-3

Motivating with Expectancy Theory• Systematically gather information to find out

what employees want from their jobs

• Take specific steps to link rewards to individual performance in a clear and understandable way

• Empower employees to make decisions if management really wants them to believe that their hard work and effort will lead to good performance

© 2014 Cengage Learning 13-3

Reinforcement Theory

Behavior is a function of its consequences, behaviors followed by positive

consequences will occur more frequently, and behaviors followed by negative

consequences, or not followed by positive consequences, will occur less frequently.

•Reinforcement•Reinforcement contingencies•Schedule of reinforcement

© 2014 Cengage Learning 13-4

© 2014 Cengage Learning 13-4

© 2014 Cengage Learning

Components of Reinforcement Theory

• Positive reinforcement

• Negative reinforcement

• Punishment

• Extinction

13-4

Schedules for Delivering Reinforcement

• Continuous

• Intermittent– fixed interval– variable interval– fixed ratio– variable ratio

© 2014 Cengage Learning 13-4

© 2014 Cengage Learning 13-4

Motivating with Reinforcement Theory

• Identify, measure, analyze, intervene, evaluate

• Don’t reinforce the wrong behaviors

• Correctly administer punishment at the appropriate time

• Choose the simplest and most effective schedule of reinforcement

© 2014 Cengage Learning 13-4

Goal-Setting Theory

People will be motivated to the extent that they accept specific, challenging

goals and receive feedback that indicates their progress toward goal

achievement.

© 2014 Cengage Learning 13-5

Components of Goal-Setting Theory

• Goal specificity

• Goal difficulty

• Goal acceptance

• Performance feedback

© 2014 Cengage Learning 13-5

© 2014 Cengage Learning 13-5

Motivating with Goal-Setting Theory

• Assign employees specific, challenging goals

• Make sure workers truly accept organizational goals

• Provide frequent, specific, performance-related feedback

© 2014 Cengage Learning 13-5

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Living Social Escapes

1. Which needs in Maslow’s hierarchy are most important to the employees who work for LivingSocial Escapes, and how can managers use this information to develop a highly motivated workforce?

2. According to equity theory, how might a LivingSocial Escapes guide react if he or she feels underpaid or unappreciated?

3. What outcomes or rewards possess high valence for managers and guides who work at LivingSocial Escapes?

© 2014 Cengage Learning