Chapter 5 Slide 1

BEHAVIOR
ORGANIZATION

NOLLVZINYIH0

Roberto G. Medina, Ph.D.

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Chapter 5 Slide

CHAPTER 5

MOTIVATION 2
g

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EC SY
EAS = = 82

SUIS TA AIINAEL EE
IO EVEL OPMENT

Lesson 7-8: MOTIVATION

Sustainable Development Goals:

3: Good Health and Well-Being

8: Decent work and economic growth
10: Reduce Inequalities

17: Partnership for Goals

Chapter 5 Slide 3

Objectives

1. Describe what motivation is

2. List and define key elements of motivation;

theories of motivation and motivational
methods; and programs

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Chapter 5 Slide 4

DETERMINANTS OF JOB PERFORMANCE

The ca pacity e relates to the degree to which the employee

= possesses skills, abilities, knowledge, and
experiences relevant to his job

K€ y
2 =
/ - 1 J \
The
rtiinitv * will depend on the work environment
o ppor WL nit L) Y provided to the employee
to perform
\ 4
Y: N
The

R ~ e relates to the degree in which an employee

WwW villin gness S to desires and is willing to exert effort to achieve
7 the goals assigned to him
perform

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Chapter 5 Slide 5

CAPACITY
TO
PERFORM

OPPORTUNITY JOB

TO PERFORMANCE
PERFORM

WILLINGNESS
TO
PERFORM

Figure 5.1 Determinants of Job Performance

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Chapter 5 Slide 6

What is Motivation

Itis defined as the process of activating behavior,

sustaining it, and directing it toward a particular goal.

* Motivation moves people to act and accomplish.

» Itis the willingness to perform.

* The set of internal and external forces that cause a

worker or employee to choose a course of action
and engage in a certain behavior.

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INTERNAL EXTERNAL
FORCE > Gomer) - FORCE

= CERTAIN
P=... BEHAVIOR

ORGANIZATIONAL
GOAL

Figure 5.2 The Process of Work Motivation

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Chapter 5 Slide 8

KEY ELEMENTS OF MOTIVATION

d+ refers to the level of effort provided by the

= fa employee in the attempt to achieve the goal
In ‘eNSITV assigned to him.
I L * refers to how hard a person tries to do work

=
£
* relates to what an individual chooses to do
2a when he is confronted with a number of
Direction ossible choices
Direction P
5 )
so
o r
pr fie,
* measures how long a person can maintain
effort to achieve the organization's goals

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THEORIES OF MOTIVATION

Content theories

focus on analyzing the

wants and needs of an
individual

1. Hierarchy of Needs Theory

of Abraham Maslow

2. ERG Theory of Clayton

Alderfer

3. Acquired Needs Theory of

David L. McClelland

4. Two-factor Theory of
Frederick Herzberg

* explain how people act in

response to the wants and
needs that they have

fi,

Chapter 5 Slide 9

Process theories

Expectancy Theory of Victor

Vroom

Equity Theory of J. Stacey

Adams

Goal Setting Theory of ’

Edwin A. Locke

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Chapter 5 Slide 10

THEORIES

CF
MOTIVATION

CONTENT PROCESS
THEORIES THEORIES

hisrarchy
ofl

Figure 5.3 Theories of Motivation

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Chapter 5 Slide 11

The Hierarchy of Needs Theory

Abraham Maslow forwarded self-actualization

the idea that human beings
possess a hierarchy of five Eso

needs (physiological, safety,

social, esteem, and self-
actualization) such that as safety
each need is substantially
satisfied, the next need
becomes dominant. Figure 5.4 Maslow’s
Hierarchy of Needs

social

physiological

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Chapter 5 Slide 12

e include security and protection from physical and

emotional harm

: N . . :
: calag er ¢ include affection, belongingness, acceptance, and
A Social needs N friendship
4 A
y bh
y A e include internal esteem factors such as

self-respect, autonomy, and achievement

and external esteem factors such as status,

recognition, and attention

A \ e refers to the drive to become what

5 : Yoho ) A one is capable of becoming, which

A Self-actualization \ includes growth, achieving one’s |

A potential, and self-fulfillment.

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The ERG Theory

* developed by Clayton Alderfer

believed that in motivating people, these three sets of
needs: existence (E), relatedness (R), and growth (G)

1. Existence — needs satisfied by such factors as

food, air, water, pay, and working conditions

2. Relatedness — needs satisfied by meaningful

social and interpersonal relationships

3. Growth — needs satisfied by an individual making

creative or productive contributions

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« Alderfer, like Maslow, believed that individuals

progress up the hierarchy of needs when the lower

order needs are satisfied.

* Unlike Maslow, if a higher order need cannot be

satisfied, a lower order need becomes dominant
as a motivating factor.

* Unlike Maslow, more than one need may be

activated at the same time.

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Chapter 5 Slide 15

Acquired Needs Theory by David McClelland

* refers to the desire to do something

NOD fA r ey
Ne od TOI better or more efficiently, to solve
= np roblems, or to master complex
achievement [dn °
pL & _d
d pens * refers to the desire to establish and
\[: eed 10l maintain friendly and warm

relations with others

#
Ao ed rr * refers to the desire to control
Need tor others, to influence their behavior, ’
Ce im or to be responsible for others
Dower
| - VV
\

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Chapter 5 Slide 16

The Two-factor Theory by

Frederick Hezberg

identifigs job context as a source of job dissatisfactiog and job

contoffl as the source of job satisfaction

N
y hygiene factors motivator factors |
4 e organizational policies * achievement A
/ * quality of supervision * recognition \
\ * working conditions * work itself
3 A e base wage or salary * responsibility y
relationship with peers * advancement y
~e relationship with subordinates ~~ ® growth y
e status p y ’
o S€CUrity

‘Job context8pr work setting relates Job content relates morefto what pedg
more to the environment in which actually do in their work.

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Chapter 5 Slide 17

* Improving any of the hygiene factors will not make

people satisfied with their work; it will only prevent
them from being dissatisfied.

« When the motivator factors are not present, there is

low job satisfaction among workers and there is lack
of motivation to perform.

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Chapter 5 Slide 8

Expectancy Theory by Victor Vroom

» states that people choose a course of action where they

nticipate what will give them the greatest rewards

*Motivation is a product of the following factors:

1. Valence —how much one wants a reward

2. Expectancy — one’s estimate of the probability that

effort will result in successful performance

3. Instrumentality — one’s estimate that performance will

result in receiving the reward

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Chapter 5 Slide 1

Valence x Expectancy x Instrumentality = Motivation

EFFORT P| PERFORMANCE |===p> | REWARD

EXPECTANCY INSTRUMENTALITY VALENCE
(perceived (perceived (perceived
effort - performance - values of
performance reward rewards)
probability) probability)

Figure 5.5 An Expectancy Model of Motivation

* Expectancy theory predicts that motivation will be high if

all the three factors are rated high or vise versa.

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Equity Theory

* |t states that individuals compare job inputs and outcomes

with those of others and then respond to eliminate
inequities.

* It assumes that employees are motivated by a desire to be

equitably treated at work.

* Equity exists when employees perceive that the ratios of

their inputs (or efforts) to their outputs (or rewards) are
equivalent to the ratios of other employees.

Inequity exists when these ratios are not equivalent.

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Goal Setting Theory by Edwin A. Locke

» states that specific and difficult goals, with feedback lead

to higher performance

Findings:

1. Specific goals lead to a higher performance than

generalized goals.

2. Performance generally increases in direct proportion to

goal difficulty.

3. Must be accepted by the workers

4. Goals are more effective when they are used to evaluate |

performance.

. Goals should be linked to feedback.

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Chapter 5 Slide 22

GOALS that are

1. specific
2. difficult
but

achievable * A goal iS the specific target that an \ p

3. accepeted . «a . . :
by the individual is trying to achieve.
person

4. used in
evaluating
performance

5. linked to
feedback

|
improved
performance

“igure 5.6 Goal Setting Theory

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: Chapter 5 Slide 23

MOTIVATIONAL METHODS AND PROGRAMS

onal

Kol

Dh de

throu

iol

= re - |

dela ron 1 1 via Lr 5 Bo = | [as

dale on T \ Yai b=1 [«

1 LBA) ]| 181 | Il ill Idal Cl 1.

J

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Chapter 5 Slide 24

Motivation through Job

Design

* Motivating employees to make their

job challenging so that the worker
who is responsible for it enjoys
doing it.

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e refers to the practice of building motivating factors

Job like responsibility, achievement, and recognition

ce fn into job content.

enrichment * provides the worker with a more exciting job and
increases his job satisfaction and motivation
A 4
| a I ; *

JOD e refers to the method of job design that focuses on

cha racterist ics the task and interpersonal demands of a job
heb A aa © emphasizes the interaction between the individual

model and the specific attributes of the job

a dd
y Be

e refers to the physical and mental changes workers

Inh rrafing

| J Cialllilg : : : Ae

Job Cra tng make in the task or relationship aspect of their jobs
| ed

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= Control over method

= Control over scheduling

| TE TE TE | a.

— Direct communication authority

= Control over resources

mm Personal accountability

| ay

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al

ve Core Job Characteristics

@ 2

* degrees to which there are many skills to perform

I
[
\

2
VY

e degree to which one worker is able to do a complete job,

NE Pe ee BE ur : : :
Task [eo] 24) tity from beginning to end, with the tangible and possible
BR outcome.
p ,
— L . ro py ¢ degree to which the job has a substantial impact on the
acl cioniticrance ;
ask SIE 1 ica nee lives or work of other people
A
~ » degree which the job gives the employee substantial freedom,
Ni1iftANnArMNMy7/ i i joni i
AU C olf 1001 ] \/ independence, and discretion in scheduling the work and
/ determining the procedures used in carrying it out
A 4
_ dL e degree to which a job provides direct information
| WaYaYalat=Yal’4
reed ba ck about performance
\ >

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Chapter 5 Slide 28

Common Types of Job Crafting

5

Changing the number and type of job

/ ta Cc ks
4 LC ge

= 5

oy

| Changing the interaction with

J others on the

us
1 ob

é ) C Changing one’s view of the job

\

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Chapter 5 Slide 29

Organizational Behavior Modification

+ application of reinforcement theory in

motivating people at work

» Reinforcement theory states that the

contention that behavior is determined by its
consequences.

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Chapter 5 Slide 30

Five-step Problem-solving Model

Identifying critical behaviors that nificant

impact on the employee's job p erfor ee =

selil ine data

Identifying behavioral consequences of

‘performance i

ing and impleme enting a an interven ntion

Evaluating p performance improvement

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Chapter 5 Slide 31

ui cti on 1

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Chapter 5 Slide 3:

Motivation Through Recognition and Pride

* Recognition is a natural human need and it is a

strong motivator.

* To make it an effective motivator, these are the

steps:
1. Identify a meritorious; and
2. Recognize the behavior with an oral, written, or
material reward.

* Pride is also a motivator, but one that is intrinsic.

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Chapter 5 Slide 33

Motivation Through Financial Incentives

A * use the number of hours worked as a means of determining

i rewards

ily © classified as hourly rate, or weekly wage, or a monthly salary

kk ’ y y
hh y
A | © links pay to the quantity of the individual's output
Payment by
A y
) V 4
WW Be considers results or output plus actual behavior in the job ’
gO ° the bonus is a reward given to employees for recent
EE performance rather than historical performance

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Chapter 5 Slide 3

Motivation Through Financial Incentives

A 4 e where pay is linked to company profits

: 4
Jeiiabel © either direct cash outlay, or allocation of stock options

pay |

§ * also known as competency based or knowledge based oay )

EN a . .
Skil based e sets pay levels on the basis of how many skills employees
pay have or how many jobs they can do
4
y
A y d
h 4 + benefit plan that allows each employee to put together a
oe benefit package individually tailored to his or her own
needs and situation

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|
WORKSHEET 2 - DUE DATE OCTOBER 27, 2023
(MULTIPLE CHOICE/ESSAY) Choose the letter that best describe in the statement and
explain your answer
in five (5) to eight (8) sentences. Please be guided by the scoring rubrics.

1. Why should managers make it a point to understand motivation?

A. So they can understand the factors that lead employees to perform at a higher
level and increase
the performance of their entire departments.

B. So they can better understand how to create a structure of fear and punishment
in order to make
employees perform better,

C. So they can better understand how to best manipulate their employees to get them
to do what
they want them to do.

D. It is not necessary for managers to understand motivation - employees just need

to perform the
jobs they are hired to do.

2. Which of the following best describes Abraham Maslow's Hierarchy of Needs theory
of workplace
motivation?

A. When someone has fulfilled a need associated with a level, they can still return
and be motivated by
the need of that lower level in the future.

B. The lower levels address self-fulfillment needs, while the upper levels address
more basic needs.

C. Itis made up of five tiers that motivate human behavior, ranked from the most
basic to more complex
needs.

D. The needs are grouped into three larger categories of existence, relatedness,
and growth.
3. Katherine is a recruiter who extends an offer of employment for an IT manager
position at her company
to Walter. Walter says that he is pleased to have the opportunity to have a chance
at a management
role, but he will be unable to take the position unless he is given another week of
vacation in his offer.
The additional vacation time that he is requesting is an example of
A. a required benefit

B. an extrinsic factor of motivation

C. a form of direct compensation

D. an intrinsic factor of motivation

Rubrics

Essays will be graded accordingly:

Criteria Points
Appropriateness 15
Comprehensiveness
Presentation of Idea 15
well-organized idea
easy to understand

TOTAL 30