Chapter 13
Motivation
© 2014 Cengage Learning
MGMT6
13-1 explain the basics of motivation
13-2 use equity theory to explain how employees’ perceptions of fairness
affect motivation
13-3 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
© 2014 Cengage Learning
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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13-1
Need Satisfaction
•
Needs
– the physical or psychological requirements that must
be met to ensure survival and well-being
•
•
•
•
13-1
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 Learning
© 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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13-1
“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.
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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
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13-1
Equity Theory
People will be motivated at work when they
perceive that they are being treated fairly. In
particular, equity theory stresses the
importance of perceptions.
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13-2
Components of Equity Theory
• Inputs
• Outcomes
• Referents
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13-2
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
© 2014 Cengage Learning
13-2
Reacting to Inequity
• Decreasing or withholding inputs
• Increasing outcomes
• Rationalize or distort inputs to
outcomes
• Changing the referent
• Employees may leave
13-2
© 2014 Cengage Learning
© 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
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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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13-3
Components of Expectancy Theory
Motivation = Valence x Expectancy x
Instrumentality
© 2014 Cengage Learning
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
Components of Reinforcement Theory
• Positive reinforcement
• Negative reinforcement
• Punishment
• Extinction
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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, performancerelated feedback
© 2014 Cengage Learning
13-5
Living Social Escapes
<click screenshot for video>
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