organizational behaviour lecture summary

8/11/2019 Organizational Behaviour Lecture Summary

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L E C T U R E 4

T H E O R I E S O F W O R K M O T I V A T I O N

M O T I V A T I O N I N P R A C T I C E

ORGANIZATIONAL BEHAVIOURMOS 2181B


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Overview

Introduction to motivation

Theories of work motivation Need theories of motivation

Process theories of motivation

Motivation in practice Money

Job design

Management by objectives

Alternative work schedules

Exam review

Activity


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INTRODUCTION TO

MOTIVATION


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Motivation

Extent to which persistent effort is directed toward a goal


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Motivation

Extent to which persistent effort is directed toward a goal

Highest monthly sales inthe company


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Motivation

Extent to which persistent effort is directed towarda goal

Sales as opposed torelationships with

coworkers


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Motivation

Extent to which persistent effortis directed toward a goal

Work hard to achieve thehighest sales possible


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Motivation

Extent to which persistenteffort is directed toward a goal

Work hard the entireshift, every day, to

achieve the highest salespossible


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Extrinsic vs. intrinsic motivation

Intrinsicmotivation

Extrinsicmotivation

Motivation to perform a behaviour due

to interest or enjoyment

E.g., playing soccer because you enjoythe sport

E.g., working overtime on a project

because of interest in the project

E.g., KPMG has an employee loungewith fireplace, videogames, pool table,

and reflection rooms

Motivation to perform a behaviour to

obtain external rewards

E.g., cutting the grass so your wifestops nagging

E.g., working overtime on a project

because your supervisor requires it

E.g., KPMG has a profit-sharingprogram

Passer (2003); www.canadastop100.com/national/


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Extrinsic vs. intrinsic motivation

Some motivators are not clearly extrinsic or clearlyintrinsic. Consider the following:

EllisDon provides employees paid time off to volunteer with

charitable organizations

The National Ballet offers a variety of training programs andfinancial bonuses for some course completion

www.canadastop100.com/national/


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The motivation-performance relationship

Motivation Performance

Intelligence

Emotional intelligence

Task understanding

Luck

Education

Personality


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Theories of motivation

Need theories Maslows hierarchy of needs

AlderfersERG theory

McClellands theory of needs

Process theories

Expectancy theory

Equity theory Goal-setting theory

Explain whatmotivates

Explain howmotivation

occurs


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Motivation in practice

Money Using pay to motivate workers

Using pay to motivate teamwork

Job design

Job scope Job characteristics model

Job enrichment

Management by objectives

Alternative working schedules Flextime

Compressed workweek

Job and work sharing

Telecommuting


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NEED THEORIES OF

MOTIVATION


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Maslows hierarchy of needs

The lowest level unsatisfied need category has thegreatest motivating potential

A satisfied need is no longer an effective motivator

Self-actualization

Self-esteem

Belongingness

Safety

Physiological


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AlderfersERG theory

The more lower-level needs are gratified...

The more higher-level need satisfaction is desired

The less higher-level needs are gratified...

The more lower-level need satisfaction is desired

Growth

Relatedness

Existence


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McClellands theory of needs

Needs reflect relatively stable personality characteristicsacquired through early life experiences and exposure tosociety

People will be motivated to seek out and perform well in

jobs that match their needs

Need forachievement

Need foraffiliation

Need forpower

Desire to performchallenging tasks

well

Desire to establishfriendly,

compatiblerelationships

Desire to haveinfluence over andimpact on others


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Research support

Maslows hierarchy of needs

Little support for the idea that satisfied needs become lessimportant

Little support for the idea that needs are hierarchical

AlderfersERG theory

Good support for the idea that frustration of relatednessneeds increases the strength of existence needs

McClellands theory of needs Good support for the idea that particular needs are

motivational when the work environment permits


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Managerial implications

Appreciate diversity

Offer incentives or goals that correspond to individualemployee needs

Appreciate intrinsic motivation Meet basic needs, then make jobs more stimulating and

challenging


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PROCESS THEORIES OF

MOTIVATION


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Expectancy theory

Motivation is determined by the outcomes that peopleexpect to occur as a result of their actions on the job

Components:

Outcomes (first-level and second-level)

Instrumentality

Valence

Expectancy

ForceRelative degree ofeffort directedtoward outcomes


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Expectancy theory

First-level outcomes:

Outcomes of interest to the organization (performance)

E.g., a good quality paper

E.g., high productivity vs. average productivity

Second-level outcomes:

Outcomes of interest to the worker (outcomes)

Consequences that follow the attainment of a particular first-

level outcome

E.g., a good grade on a paper

E.g., pay, sense of accomplishment, fatigue


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Expectancy theory

Force = Expectancy x ( instrumentalities x second-level valences)


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Expectancy theory

Force= Expectancy x ( instrumentalities x second-level valences)

Degree of effort directed toward

various first-level outcomes


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Expectancy theory

Force = Expectancyx ( instrumentalities x second-level valences)

Link between effort and performance

E.g., I am fairly confident that I can put in sufficienteffort to produce a good quality paper


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Expectancy theory

Force = Expectancy x ( instrumentalitiesx second-level valences)

Link between performance and outcome

E.g., The odds are decent that my good quality paper willget me an A+


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Expectancy theory


Aamodt (2013)

Expectancy theory applied in a Virginia bank


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Expectancy theory

Force= Expectancy x ( instrumentalities x second-level valences)

I am not motivated to increase my

customer recruitment


Aamodt (2013)


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Expectancy theory

Force = Expectancyx ( instrumentalities x second-level valences)

No matter how hard I work, I

cant generate 25 newcustomers

Aamodt (2013)



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Expectancy theory

Force = Expectancy x ( instrumentalitiesx second-level valences)

I know that I will receive $5 extra per

month if I recruit 25 new customers

Aamodt (2013)



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Expectancy theory


I do not value an extra $5 per

month

Aamodt (2013)



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Expectancy theory

2 key points:

People will be motivated to perform those activities that theyfind attractive and feel they can accomplish

The attractiveness of various activities depends on the extent

to which they lead to favourable personal consequences


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Expectancy theory

Research support:

Moderate support

Good evidence that value of first-level outcomes depends onthe extent to which they lead to favourable second-level

outcomes Complexity of the theory makes it difficult to test


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Expectancy theory

Managerial implications:

Boost expectancies

Provide proper equipment, offer training, demonstrate correctprocedures, explain how performance is evaluated

Clarify reward contingencies Clearly explain policies for obtaining outcomes, provide challenging

tasks

Appreciate diverse needs

Create individualized motivational packages to meet employee

needs


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Equity theory

Workers compare their inputs and outcomes to those ofother employees

Individuals are motivated to maintain an equitableexchange relationship and reduce inequity

Inequity results when:

My Outcomes

My Inputs

Others Outcomes

Others Inputs

biography.com wikipedia.org


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Equity theory

What happens when inequity is realized?

Distort own inputs or outcomes

Distort others inputs or outcomes

Choose another comparison person

Alter ones inputs or outcomes

Leave the exchange relationship


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Equity theory

Research support: Research supports underpaymentemployees produce less

work (hourly system) or lower-quality work (piece-ratesystem)

Research is less supportive for overpayment


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Equity theory

Managerial implications: Need to find equity in organizations to avoid low

productivity, low quality, theft, and turnover

Need to be aware of the comparison persons of employees


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Goal-setting theory

Goals are most motivational when... Specific

Challenging

Organizational members are committed to them

Feedback about progress toward the goal is provided


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Goal-setting theory

Learning goalorientation

Focus on acquiringnew knowledge and

skills

Performance goalorientation

Focus on outcomes ofperformance

vs.

Performance-proveSeek favourable

judgments aboutoutcome ofperformance

Performance-avoid

Avoid negativejudgments aboutoutcome of

performance


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Goal-setting theory

Distal goalsLong-term or end

goalsE.g., becoming the top

salesperson in the

company

Proximal goalsShort-term or sub-

goalsE.g., meeting your

weekly goal of number

of customers to visit

vs.


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Goal-setting theory

Research support: One of the most valid and practical theories of employee

motivation

E.g., study of loggers assigned specific, challenging goals of

loading their trucks to capacity


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Goal-setting theory

Managerial implications: Set specific and challenging goals

Provide ongoing feedback so individuals can compareperformance with goals


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MOTIVATION IN PRACTICE:

MONEY


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Using pay to motivate workers

Production jobs

wage incentive plansPrototype: piece-rate (pay for each unit produced)

E.g., $3 for every garment sewnProblems: lowered quality, differential opportunity, reduced cooperation,

incompatible job design, restriction of productivity

White-collar jobs

merit pay plansPrototype: periodic performance review and pay increase

E.g., 1% pay increase for a performance evaluation of good or betterProblems: low discrimination, small increases, pay secrecy


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Using pay to motivate teamwork


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JOB DESIGN


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Job design

Structure, content, and configuration of a persons worktasks and roles

Goal = identify characteristics that make tasks more

motivating and capture these characteristics in design ofjobs

Traditional view Contemporary view

Job simplification Job scope(breadth and depth)


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Job scope

Breadth

Number of different activitiesperformed on the job

Require worker to do a numberof different tasks

E.g., professor teaches, grades,

researches, writes

Depth

Degree of control over how tasksare performed

Emphasize freedom in planninghow to do the tasks

E.g., professor has discretionover teaching style, grading

format, research area

High-scope jobs have both breadth and depth


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Job characteristics model

Core jobcharacteristics

Critical psychologicalstates

Outcomes

Skill variety

Task identityTask significance

Autonomy

Feedback

Experienced

meaningfulness ofwork

Experiencedresponsibility for

outcomes of work

Knowledge of actualresults of work activities

Internal work motivation

Performance

Satisfaction with work

Growth need strength


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Job enrichment

Design of jobs to enhance intrinsic motivation,quality of work life, and job involvement

Job enrichment may involve...

Combining tasks

Establishing internal/external client relationships

Reducing supervision or reliance on others

Forming work teams

Making feedback more direct


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Potential problems with job enrichment

Poor diagnosis Job enlargement

Job engorgement

Lack of desire or skill

Demand for rewards

Union resistance

Supervisory resistance


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Management by objectives (MBO)

Ongoing management program to facilitate goalestablishment and accomplishment + employeedevelopment

Objectives = goals Steps:

Manager and employee meet to developand agree on objectives

Meetings are held to determine progresstoward objectives

Appraisal meeting is held to determineextent to which objectives achieved


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ALTERNATIVE WORK SCHEDULES


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Alternative work schedules

FlextimeArrival and departure

times are flexible

Compressed workweekEmployees work fewerthan the normal 5 daysa week (but still put in

normal work hours)

Job sharingTwo part-time

employees divide thework of a full-time job

Work sharingHours that employeeswork are reduced to

avoid layoffs

TelecommutingEmployees work at

home but stay in touch

with their officethrough technology


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For next class...

Exam #1GOOD LUCK

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