Essentials of Organizational Behavior, 8/e
Stephen P. Robbins
Chapter 4
Basic Motivation Concepts
4-1
© 2005 Prentice-Hall
What is Motivation?
• The willingness to do something,
conditioned by
this action’s ability
to satisfy some
need for the
individual
4-2
© 2005 Prentice-Hall
• Need - a physiological or psychological
deficiency that
makes certain
outcomes
appear attractive
4-3
© 2005 Prentice-Hall
Unsatisfied
Need
Motivation
Process
Tension
Drives
Search
Behavior
Satisfied
Need
Reduction
of Tension
4-4
© 2005 Prentice-Hall
Maslow’s Hierarchy of Needs Theory
SelfActualization
Esteem
Social
Safety
Physiological
4-5
© 2005 Prentice-Hall
McGregor’s Theory X and
Theory Y
Theory X Workers
Theory Y Workers
• Dislike work
• View work as natural
• Must be threatened
with punishment
• Self-directed
• Exercise self-control
• Avoid responsibilities
• Accept responsibility
• Seek formal direction
• Seek responsibility
• Require security
• Make innovative
decisions
• Little ambition
4-6
© 2005 Prentice-Hall
Herzberg’s Two-Factor Theory
Hygiene factors affect
job dissatisfaction
Motivator factors affect
job satisfaction
•
•
•
•
• Promotional opportunities
• Opportunities for personal
growth
• Recognition
• Responsibility
• Achievement
Quality of supervision
Pay
Company policies
Physical working
conditions
• Relations with others
• Job security
High
Job Dissatisfaction
0
Job Satisfaction
High
4-7
© 2005 Prentice-Hall
Herzberg’s Two-Factor Theory
• Managers who seek to eliminate factors
that can create job dissatisfaction may
bring about peace but not necessarily
motivation.
• To motivate people on their jobs,
managers should emphasize factors
associated with the work itself or to
outcomes directly derived from it.
4-8
© 2005 Prentice-Hall
McClelland's Theory of Needs
• Need for achievement (nAch) - drive to
excel
• Need for power (nPow) - the need to
make others behave in a way they
would not have behaved otherwise
• Need for affiliation (nAff) - the desire
for friendly and close interpersonal
relationships
4-9
© 2005 Prentice-Hall
McClelland's Theory of Needs
• High achievers prefer jobs with personal
responsibility, feedback, and intermediate
degree of risk.
• High achievers are not necessarily good
managers.
• Affiliation and power closely related to
managerial success
4-10
© 2005 Prentice-Hall
Goal-Setting Theory
• Specific goals lead to increased
performance.
• Difficult goals, when accepted, result in
higher output than easy goals.
4-11
© 2005 Prentice-Hall
Goal-Setting Theory
• Holding ability and acceptance
constant; the more difficult the
goals, the higher the level of
performance
• Goals can be a major source of
work motivation.
4-12
© 2005 Prentice-Hall
Reinforcement Theory
• Behavior is environmentally caused.
• Reinforcers control behaviors.
• Consequences immediately following
response increase the probability of
repeated behavior.
4-13
© 2005 Prentice-Hall
Reinforcement Theory
• Concentrates solely on what happens
when person takes some action
• People will exert more effort on tasks that
are reinforced.
4-14
© 2005 Prentice-Hall
Job Design Theory
• The way the
elements in a job
are organized can
act to increase or
decrease effort
4-15
© 2005 Prentice-Hall
Job Characteristics Model (JCM)
Skill variety
Task identity
Task significance
Autonomy
Feedback
4-16
© 2005 Prentice-Hall
Social Information
Processing Model
• Employees adopt
attitudes and
behaviors in
response to the
social cues
provided by others
with whom they
have contact.
4-17
© 2005 Prentice-Hall
Equity Theory
• Employees weigh what they put into a
job situation (input) against what they
get from it (outcome).
• Then they compare their input-outcome
ratio with the input-outcome ratio of
relevant others.
4-18
© 2005 Prentice-Hall
Equity Theory
• If they perceive
their ratio to be
equal to that of
relevant others, a
state of equity
exists.
4-19
© 2005 Prentice-Hall
Equity Theory
• If the ratios are unequal, inequity exists,
either under-reward or over-reward.
• When inequities occur, employees will
attempt to correct them.
4-20
© 2005 Prentice-Hall
Equity Theory
When employees envision an inequity, they
may make one or more of five choices:
1) Distort either their own or others’ inputs or
outcomes
2) Behave in some way so as to induce others
to change their inputs or outcomes
3) Behave in some way so as to change their
own inputs or outcomes
4) Choose a different comparison referent
5) Quit their job
4-21
© 2005 Prentice-Hall
Expectancy Theory
• Strength of a tendency to act in a
certain way depends on
– Strength of expectation that the act
will be followed by a given outcome
– Attractiveness of that outcome to the
individual
4-22
© 2005 Prentice-Hall
Expectancy Theory
1) Attractiveness
2) Performance-reward linkage
3) Effort-performance linkage
4-23
© 2005 Prentice-Hall
Simplified
Expectancy
Model
Individual
Effort
Individual
Performance
Organizational
Rewards
Individual
Goals
4-24
© 2005 Prentice-Hall
Implications for Managers
(1) Recognize individual differences
(2) Match people to jobs
(3) Use goals
(4) Ensure that goals are perceived as attainable
(5) Create jobs that offer skill variety, task identity
and significance, autonomy, and feedback
(6) Individualize rewards
(7) Link rewards to performance
(8) Check the system for equity
4-25
© 2005 Prentice-Hall