Chapter 6
Work
Motivation
Michael A. Hitt
C. Chet Miller
Adrienne Colella
Slides by Ralph R. Braithwaite
6-1
W.L. Gore & Associates –
Four Guiding Principles
Wilbert Gore
• The ability to make one’s own commitments
and keep them
• Freedom to encourage, help, and allow
other associates to grow in knowledge, skill
and scope of responsibility
• Consultation with others before undertaking
actions that could impact the reputation of
the company
• Fairness to each other and everyone with
whom contact is made
Exploring Behavior in Action
6-2
Work Motivation at
W.L. Gore & Associates
Wilbert Gore
• What are your thoughts about Bill Gore’s
lattice structure?
• What are your reactions to the four
principles that govern behavior?
• Would these principles work in other
organizations? Why or why not?
• Do you think the company can maintain
its philosophy as it continues to grow?
Exploring Behavior in Action
6-3
Knowledge Objectives
1. Define work motivation and explain why it is
important to organizational success.
2. Discuss how managers can use Maslow’s need
hierarchy and ERG theory to motivate associates.
3. Describe how need for achievement, need for
affiliation, and need for power relate to work
performance and motivation.
4. Explain how Herzberg’s two-factor theory of
motivation has influenced current management
practice.
More
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Knowledge Objectives
5. Discuss the application of expectancy theory to
motivation.
6. Understand equity theory and procedural justice,
and discuss how fairness judgments influence
work motivation.
7. Explain how goal-setting theory can be used to
motivate associates.
8. Describe how jobs can be enriched and how job
enrichment can enhance motivation.
9. Based on all major theories of work motivation,
describe specific actions that can be taken to
increase and sustain employee motivation.
6-5
What is Motivation?
Forces coming from within a person that account
for the willful direction, intensity, and persistence
of the person’s efforts toward achieving specific
goals, where achievement is not due solely to
ability or to environmental factors
6-6
Equation
Person’s level of performance is a function (f) of
both ability and motivation:
Performance = f (Ability x Motivation)
Environmental factors also play a role
6-7
Theories of Motivation
• Content Theories
•
•
•
•
Maslow’s need hierarchy
Alderfer’s ERG theory
McClelland’s need theory
Herzberg’s two-factor theory
• Process Theories
• Expectancy theory
• Equity theory
• Goal-setting theory
6-8
Abraham Maslow
Abraham Maslow
6-9
Maslow’s Need Hierarchy
SelfActualization
Esteem Needs
Social and
Belongingness Needs
Safety Needs
Physiological Needs
6-10
Clayton Alderfer
6-11
ERG Theory
Existence
Needs
Relatedness
Needs
Growth
Needs
Satisfaction and Progression
Frustration and Regression
6-12
Comparison of Two Theories
SelfActualization
Growth Needs
Esteem Needs
Social and
Belongingness Needs
Relatedness
Needs
Safety Needs
Existence Needs
Physiological Needs
Maslow’s Need Hierarchy
Alderfer’s ERG Theory
Adapted from Exhibit 6-1: Maslow’s Need Hierarchy and Alderfer’s ERG Theory Compared
6-13
Theory of Needs
David C. McClelland
6-14
McClelland’s Theory of Needs
Achievement
Affiliation
Power
6-15
Conclusion
• People with a high need for institutional power
are particularly good at
• Increasing morale
• Creating clear expectations
• Getting others to work for the good of the
organization
• Effective managers have both a high need for
achievement and a high need for institutional
power
6-16
Managers Over the Edge
Managerial
Advice
1. Why do you think there have been
changes in the need for achievement over
the last 20+ years?
2. Do you agree or disagree with the two
reasons (coerciveness and shortcuts)
given that can cause problems?
3. It is suggested that understanding needs
and managing needs are two guidelines
that will help high-achievement managers.
Do you agree or disagree with this idea?
6-17
Frederick Herzberg
6-18
Two-Factor Theory
• Emphasizes two sets of rewards or outcomes –
those related to job satisfaction and those
related to job dissatisfaction
• The two sets are not opposite ends of the same
continuum but are independent states
• Job factors leading to satisfaction are different
from those leading to dissatisfaction, and vice
versa
6-19
Herzberg’s Two-Factor Theory
Motivators
Hygiene
Factors
6-20
Two-Factor Theory
Motivators
Hygiene Factors
When increased, lead
to greater satisfaction
When deficient, lead to
greater dissatisfaction
•
•
•
•
Achievement
Recognition
Responsibility
Opportunity for
advancement or
promotion
• Challenging work
• Potential for personal
growth
•
•
•
•
Pay
Technical supervision
Working conditions
Company policies and
procedures
• Interpersonal
relationships with others
• Status
• Security
6-21
Process Theories
Expectancy
Equity
Goal-Setting
6-22
Expectancy Theory
MF = E x  (I x V)
MF = Motivational Force I = Instrumentality
E = Expectancy
V = Valence
Victor Vroom
V1
I1
Outcome
V2
MF =
Effort
E
Performance
I2
Outcome
V3
I3
Adapted from Exhibit 6-2: Expectancy Theory
Outcome
6-23
Expectancy Theory
To increase motivation
• Heighten expectancy by increasing associates’
beliefs that exerting effort will lead to higher levels
of performance
• Increase instrumentalities by clearly linking high
performance to outcomes
• Increase valence by providing outcomes that are
highly valued
6-24
Equity Theory
Motivation is based on a person’s assessment of
the ratio of the outcomes received (pay, status)
for inputs on the job (effort, ability) compared to
the same ratio for a comparison other
Other’s Outcomes
My Outcomes
My inputs
vs.
Other’s Inputs
6-25
Equity Theory
Perceived inequity, employees may:
•
•
•
•
Increase or decrease inputs
Change their outcomes
Distort perceptions of inputs and/or outcomes
Distort perceptions of other’s inputs and/or
outcomes
• Change the referent others
• Leave the organization
6-26
Reactions to Inequity
Sensitives – pay a great deal of attention to
outcome-input ratios, motivated to resolve any
inequity – favorable or unfavorable
Benevolents – tolerant of inequity that is
unfavorable but not comfortable with inequity that
favors them
Entitleds – do not tolerate unfavorable inequity
but are comfortable with inequity that favors them
6-27
Reactions to Equity
Feelings of equity frequently lead to outcome
satisfaction and job satisfaction, organizational
commitment, and organizational citizenship
behaviors.
Organizational Citizenship – an associate’s
willingness to engage in organizationally
important behaviors that go beyond prescribed
job duties – helping co-workers, expending extra
effort, etc.
6-28
Distributive Justice
A form of justice that relates to perceptions of
fairness in outcomes. Often tied to perceptions
of inequity.
6-29
Procedural Justice
The degree to which people think the procedures
used to determine outcomes are fair. Some rules:
Based on accurate
information
Formal grievance
procedures
Procedures
free from bias
Ethical code
Procedures
applied
consistently
Voice in the
decision process
Treated with
respect
Procedural
Justice
Given reasons
for decisions
6-30
Goal-Setting Theory
Challenging and specific goals increase
human performance because they affect
attention, effort, and persistence. To be
effective, managers should address:
•
•
•
•
•
Edwin Locke
Goal difficulty
Goal specificity
Goal commitment
Participation in setting goals
Feedback
6-31
Factors Affecting Goal
Commitment
Factors Increasing
the Desirability of
Attaining a Given
Goal
Factors Increasing
the Perceived
Ability of Attaining
a Given Goal
Adapted From Exhibit 6-3: Factors Affecting Goal Commitment
6-32
Conclusions
Feedback on performance, even in the absence of
established goals, is likely to have a positive
effect on motivation. Feedback is especially
important when performance goals exist and
when they are relatively difficult to achieve.
6-33
Making Visible Change
Motivate employees by:
• Providing a well-defined career path
Thoughts?
• Providing valued rewards and benefits
• Setting specific, challenging goals
• Providing support to help build client base
• Avoiding layoffs of associates
• Engaging associates in a variety of organizational
decisions
Experiencing
Strategic OB
John and Maryanne
McCormack
6-34
Motivating Associates:
Integration of Theory
Motivation Practices
Motivation
Theories
Find
Rewards
Maslow
ERG
X
McClelland
X
Tie to
Performance
X
Redesign
Jobs
Provide
Feedback
Clarify
Goals
X
X
X
X
X
X
Herzberg
Expectancy
X
X
X
X
Equity
X
X
X
X
X
X
X
Goal
Setting
Adapted from Exhibit 6-4: Motivation Factors Resulting from Motivation Theories
6-35
Motivating Associates:
Integration of Theory
• Find meaningful individual rewards
• Tie rewards to performance
• Redesign jobs – job enlargement and job
enrichment
• Provide feedback
• Clarify expectations and goals – some use MBO
6-36
Job Enrichment
Richard Hackman
Skill
Variety
Task
Identity
Task
Significance
Greg Oldham
Autonomy
Feedback
6-37
Connecting People in the
Workplace
Deloitte recommends:
• Design physical space that fosters
connections
• Build an organizational cushion of time
and space
Thoughts?
• Cultivate communities
• Stimulate rich networks of high-quality relationships
• Provide collaboration tools
Experiencing
Strategic OB
6-38
Provide Feedback
• Feedback is most effective when provided in
•
•
•
•
conjunction with goals
Feedback should be repeated and provided at
regular intervals
Feedback should contain information about how
associates can improve their performance
Feedback should come from a credible source
Feedback should focus on the performance, not the
person
6-39
The Strategic Lens
1. Assume that you are managing a talented but
unmotivated associate. Also assume that
organizational resources needed for the job are
generally sufficient. What factors would you consider
first in attempting to motivate the associate? Why
those factors?
2. A number of theories of motivation suggest that
different rewards might be important to different
people. How difficult is it to reward people differently
for performing similar work?
3. How will your individual motivation affect your career
opportunities?
6-40
Questions
6-41