4e
Nelson/Quick
Chapter 5
Motivation at
Work
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Learning Outcomes
 Define motivation and articulate different views of how individuals are motivated at work
 Explain Maslow’s hierarchy of needs and its two main modifications
 Discuss how the needs for achievement, power, and affiliation influence an individual’s behavior in the workplace
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Learning Outcomes
 Describe the two-factor theory of motivation
 Explain two new ideas in human motivation
 Describe the role of inequity in motivation
 Describe the expectancy theory of motivation
 Describe the cultural differences in motivation
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3

Learning Outcome
Define motivation and articulate different views of how individuals are motivated at work
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Motivation
 Arousing and sustaining goal-directed behavior
 Classification of theories
 Internal - Focus on variables within the individual that lead to motivation and behavior
 Process - Emphasize the nature of interaction between the individual and the environment
 External - Focus on the elements in the environment to explain people’s work behavior
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Early Motivational Theorists
 Max Weber
 Meaning of work lies in its potential for contributing to a person’s ultimate salvation
 Protestant ethic
 Encouraged hard work on the basis that prosperous workers were more likely to find a place in heaven
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Early Motivational Theorists
 Sigmund Freud
 Organizational life of a person was founded on the compulsion to work and the power of love
 Psychoanalytic approach
 Psychoanalysis: Delving into the unconscious mind to better understand a person’s motives and needs
 Explains deviant behavior in the workplace
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Early Motivational Theorists
 Adam Smith
 Person's self-interest is determined by God, not the government
 Self-interest: Doing things in the best interest of and benefit to an individual
 Employees are most productive when motivated by self-interest
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Early Motivational Theorists
 Frederick Taylor
 Basis of conflict between labor and management is the division of the profits
 Labor and management should work together to enlarge total profits
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Hawthorne Studies
 Recognized informal aspects of an organization
 Studied what motivates people to be productive
 Enlightened self-interest - Recognizes one’s own needs and others’ interests
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Learning Outcome
Explain Maslow’s hierarchy of needs and its two main modifications
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Figure 5.1 - Human Needs, Theory X, and Theory Y
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Theory X and Theory Y
Theory X
• Set of assumptions on how to manage individuals who are motivated by lower order needs
Theory Y
• Set of assumptions on how to manage individuals who are motivated by higher order needs
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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McGregor’s Assumptions About
People
Based on Theory X
• Indolent, lack ambition, dislike responsibility, and prefer to be led
• Inherently self-centered and indifferent
• Resistant to change, gullible, not bright, and ready dupes
Based on Theory Y
• Passive and resistant behaviors not inherent; result of organizational experience
• Possess:
• Motivation and development potential
• Capacity for assuming responsibility
• Readiness to direct behavior toward organizational goals
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Alderfer’s ERG Theory
 Organizes human needs into the categories of existence, relatedness, and growth
 Existence need - Physiological and physical safety needs
 Relatedness need - Interpersonal safety, love, and interpersonal esteem needs
 Growth need - Self-actualization and self-esteem needs
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Progression and Regression
Hypothesis
Progression hypothesis
• Moving ahead to a higher level of need when one level of need is met
• Feature of Maslow’s need hierarchy theory
Regression hypothesis
• Going back to the next lower level of needs when frustrated by the inability to meet needs at the next higher level
• Feature of ERG theory
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Learning Outcome
Discuss how the needs for achievement, power, and affiliation influence an individual’s behavior in the workplace
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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McClelland’s Theory
 Manifest needs: Learned or acquired needs that are easily perceived
 Achievement
 Power
 Affiliation
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McClelland’s Need Theory: Need for
Achievement
 Encompasses excellence, competition, challenging goals, persistence, and overcoming difficulties
 The Murray Thematic Apperception Test (TAT)
 Measures the achievement motive
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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McClelland’s Need Theory: Need for
Achievement
 People with high need for achievement:
 Set goals that are moderately difficult and achievable
 Like to receive feedback
 Do not like having external events interfere with their progress toward the goals
 Hope and plan for success
 Are content to work alone or with other people
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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McClelland’s Need Theory: Need for
Power
 Desire to influence others
 Urge to change people or events
 Wish to make a difference in life
 Socialized power - Used for the benefit of many
 Personalized power - Used for individual gain
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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McClelland’s Need Theory: Need for
Affiliation
 Urge to establish and maintain warm relationships with others
 People with a high need for affiliation:
 Are motivated to express their emotions
 Expect others to express their emotions
 Find conflicts disturbing
 Are motivated to work through barriers to closeness
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Need for Autonomy
 Desire for independence and freedom from constraints
 People with a high need for autonomy prefer to:
 Work alone
 Control the pace of their work
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Figure 5.2 - Need Theories of
Motivation
© Cengage Learning 2013
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Learning Outcome
Describe the two-factor theory of motivation
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
25

Herzberg’s Two-Factor Theory
Hygiene factors Motivation factors
Both are work conditions, but each addresses a different part of an employee’s experience
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Table 5.2 - The Motivation-Hygiene
Theory of Motivation
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Critique of Herzberg
 A factor may not fit exclusively into the motivation or hygiene categories
 Does not account for individual differences
 Intrinsic job factors may be more important in determining job satisfaction
 Supporting data is based on the critical-incident technique
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
28

Learning Outcome
Explain two new ideas in human motivation
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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New Ideas: Eustress, Strength, and
Hope
 Stress - Energy experienced when confronted with a difficult situation
 Eustress: Healthy, normal stress that leads one to:
 Invest in strengths
 Find meaning in work
 Display courage and principled action
 Draw on positive emotions at work
 Be optimistic
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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New Ideas: Positive Energy and Full
Engagement
 To balance the power of full engagement, individuals should:
 Manage energy
 Disengage from certain activities
 Individuals are activated by their own physical, emotional, mental, and spiritual energy
 Energy recovery is important in overall performance
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Beyond the Book:
Does Motivation “Work”?
 A new study in England argues that motivational awards given to children, such as points, stickers, and treats, have little effect on performance.
 They may reduce “intrinsic motivation.” Rather than doing a task for its own sake, they do it just for the reward.
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
32

Learning Outcome
Describe the role of inequity in motivation
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Social Exchange and Equity Theory
 Equity theory - Focuses on the interaction between an individual and the environment
 Concerned with the social processes that influence motivation and behavior
 Categories of exchange relationships
 Committed - High positive intensity
 Calculated - Low positive or negative intensity
 Alienated - High negative intensity
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Figure 5.3 - The Individual-
Organizational Exchange Relationship
SOURCE: J. P. Campbell, M. D. Dunnette, E. E. Lawler, III, and K. E. Weick, Jr., Managerial Behavior, Performance, and Effectiveness
(New York: McGraw-Hill, Inc., 1970). Reproduced with permission from McGraw-Hill, Inc.
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Adams’s Theory of Inequity
 People are motivated when they find themselves in situations of inequity
 Inequity: Situation in which a person perceives that he or she is receiving less than he or she is giving and vice versa
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Figure 5.4 - Equity and Inequity at
Work
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Strategies for Resolution of Inequity
 Alter the person’s outcomes
 Alter the person’s inputs
 Alter the comparison other’s outcomes
 Alter the comparison other’s inputs
 Change who is used as a comparison other
 Rationalize the inequity
 Leave the organizational situation
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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New Perspectives on Equity Theory
Equity sensitives
• Individuals who prefer an equity ratio equal to that of their comparison other
Benevolents
• Individuals who are comfortable with an equity ratio less than that of their comparison other
Entitleds
• Individuals who are comfortable with an equity ratio greater than that of their comparison other
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
39

Learning Outcome
Describe the expectancy theory of motivation
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
40

Expectancy Theory
 Explains motivation in terms of an individual’s perception of the performance process
 Assumptions
 People expect certain outcomes of behavior and performance
 People believe there is a correlation between the effort they put forth, the performance they achieve, and the outcomes they receive
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Key Constructs of Expectancy Theory
 Valence: Value or importance one places on a particular reward
 Expectancy: Belief that effort leads to performance
 Instrumentality: Belief that performance is related to rewards
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Figure 5.5 - An Expectancy Model for
Motivation
© Cengage Learning 2013
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3 Causes of Motivational Problems
 Disbelief in a relationship between effort and performance
 Disbelief in a relationship between performance and rewards
 Lack of desire for the rewards offered
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Moral Maturity
 Measure of a person’s cognitive moral development
 Enable understand an individual’s altruistic, fair, and equitable behavior
 Behavior of:
 Morally mature people is based on universal ethical principles
 Morally immature people is based on egocentric motivations
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
45

Learning Outcome
Describe the cultural differences in motivation
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
46

Cultural Differences
 Most motivation theories in use today have been developed by and about Americans
 Motivational theories cannot be universalized
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
47

Beyond the Book:
Motivation in Beijing
 Participants in the opening ceremony of the 2008
Olympic Games in Beijing faced harsh conditions –
16 hour sessions, heatstroke, exposure to rain, and one session that lasted 51 hours. During the ceremony, some performers wore adult diapers so that they could perform for six hours.
 There were, however, almost no complaints from the performers, most of whom agreed that such sacrifices were worth it for the good of the nation.
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
48

Friday Night Lights
 Does Mike Winchell show the characteristics of this chapter’s definition of motivation early in the scene?
Do you expect him to show any of the characteristics after the scene ends and he returns to the team?
 Which needs discussed in this chapter does Mike appear to focus on early in the scene? Which needs become his focus later in the scene?
 Apply “McClelland’s Need Theory” to this scene. Which parts of that theory appear in this scene? Give specific examples.
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Urban Escapes
 Which needs in Maslow’s hierarchy are most important to the employees who work for Urban Escapes, and how can managers use this information to develop a highly motivated workforce?
 According to equity theory, how might an Urban
Escapes guide react if he or she feels underpaid or unappreciated?
 What outcomes or rewards possess high valence for the managers and guides who work at Urban Escapes?
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