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3L MSIN0014

Understanding
Motivation

Recap
We can design experiments to answer research questions

We use specific research questions to answer broader ones

For your Research Proposal, read and reread the coursework brief!

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Individual Case Analysis

Individual Case Analysis – 1000 words, 20% of total grade
Due January 31 at 10:00 am

1. Using the theories of motivation discussed in class, analyse the

mistakes made in the case

2. Responding to your analysis, propose a few short

recommendations

Course goals
How do groups change
How do people behave people’s behaviour?
as individuals?

How is behavioural How can behavioural

science conducted? science help us lead?

Put a name to common Understand yourself

social phenomena better
Improve your
Apply abstract concepts communication skills
to the real world Get comfortable sharing
Identify key information your perspective Achieve varied goals on
in complex scenarios different timelines
ani rofiqah

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ICA tips
You don’t have to write about everything in the
case…

…and you don’t have to write about every

relevant class concept…

…depth and clarity is key!

Nick Morrison

Ensure that your writing is clear enough that your

reader understands what you are trying to say

Group Case Analysis

Group Case Analysis – 2000 words, 20% of total grade
Due February 28 at 10:00 am

1. Same format and goals of Individual Case Analysis but you and your
group pick the case

2. The ability to work in teams is an essential skill you need to practice!

3. Read the tips provided on Moodle

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Pulse Survey #1

Please go to www.menti.com

Enter code:
7300 8622

Do we control our behaviour?

Morgan Housel British Library

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Do we control our behaviour?

There are two systems in
our brain

System 1 = automatic, fast,

intuitive

System 2 = conscious, slow,

deliberative
Ardy Rahman

Kahneman, 2011

Do we control our behaviour?

Individual-level factors
Needs, motivations, moods, desires, fears,
past experiences, personality, reasoning,
attitudes, beliefs…

Group-level factors
Norms, relationships, influence, conflict,
power…

Environmental factors
Stimuli, threats, attractors… ArtHouse Studio

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Needs
Physiological needs:
food and water
sleep
shelter
Psychological needs:
autonomy/individuality
relatedness/belonging
competence/mastery
certainty/security Husna Miskandar

purpose/meaning
Baumeister & Leary, 1995; Hogg, 2007; Ryan & Deci, 2000; Tay & Diener, 2011

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Motivations
Motivation = “the psychological processes that determine (or
energize) the direction, intensity, and persistence of action”

Direction - the intended action

Intensity - the energy behind our actions
Persistence - the ability to maintain intensity

pencilparker

Kanfer, Chen, & Pritchard, 2008

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Are we ever truly unmotivated?

Think of all of the motivations you feel in
the day

How coherent are these motivations? Are

some in conflict?

Many problems (e.g., procrastination) are

caused by conflicting motivations (rather
than the lack of motivation)
Magnet.me

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Extrinsic vs intrinsic motivation

Abidemi Kusimo Samuel Scrimshaw

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Extrinsic motivation
People are motivated by things offered to them
by others
Pay, raises, promotions, bonuses, stock
options, etc.
Status, recognition, etc.

We use extrinsic motivation when assuming…

People are inherently lazy and will avoid
work if they can
People need to be monitored/controlled,
and incentives/punishments are
necessary to keep people motivated
Abidemi Kusimo

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Intrinsic motivation
People are motivated to fulfill their own needs
Challenge (autonomy), desire to learn
(competence), social interaction
(belonging)
Enhancing self-image as a worthy and
moral person

We use intrinsic motivation when assuming…

People do not inherently dislike work
Under the right conditions, people are
self-motivated and seek out
challenges and responsibilities
Samuel Scrimshaw

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What drives you?

In your personal life?

In your academic life?

In your (anticipated) professional life?

Samuel Scrimshaw

Abidemi Kusimo

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When extrinsic motivation works well

Tasks are unpleasant and/or boring

Focus is on quantity rather than quality

Performance is objective and easily

measured

Need for coordination amongst

employees is low Remy Gieling

Cerasoli et al., 2016; McGregor, 1960

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The limits of extrinsic motivation

Pay may motivate up to a point, after which other concerns become more
important (e.g. growth, challenge, etc.)

Kahneman & Deaton, 2010; Killingsworth, 2020

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The limits of extrinsic motivation

Can lead to short-term focus and emphasis on performing now
rather than learning new skills, etc.

Can undermine teamwork

Individuals focus primarily on their own performance
Particularly likely when payouts are based on relative performance

Can disrupt work-life balance

Can lead to unethical behaviour (e.g., "fudging" the numbers)

Cerasoli et al., 2016; Hur et al., 2021 McGregor, 1960

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Extrinsic motivation can undermine intrinsic

Heightened focus on extrinsic rewards can reduce
intrinsic motivation (i.e. interest in the task itself)
Examples: paying kids to get good grades, fines for
picking up kids late from daycare

Extrinsic motivation can make an activity seem just like a

means to an end
"If I can get paid for this, why do it for free?”

Andrea Piacquadio

Deci, 1971; Deci, Koestner, & Ryan, 2011; Frey & Jegen, 2001; Gerhart & Fang, 2015

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Preserving intrinsic motivation

Give praise that signals competence, but
is not controlling

Appeal to psychological needs (e.g., the

desire for meaning)

Appeal to helping others

Alexandr Podvalny

Grant, 2012; Grant & Hoffman, 2011

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An experiment in motivation
Predictor Outcome
Social (vs. Personal) +
Soap used
Benefit Message

Hand hygiene Hand hygiene

prevents patients prevents you
from catching from catching
diseases diseases
/

ato de Sigmund
Experimental Control
Condition Condition Grant & Hoffman, 2011

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Measuring motivation
Trait (fixed across time) or state (in this moment)?

Self-report scale measures ask people to share their thoughts

Example: Multidimensional Work Motivation Scale

“Why do you or would you put efforts into your current job?”
“…because the work I do is interesting” (intrinsic)
“…because I risk losing my job if I don’t put enough
Sora Shimazaki effort in it.” (extrinsic)

Gagné et al., 2015; Touré-Tillery & Fishbach, 2015

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Measuring motivation
Self-report measures have limitations (people aren’t always
aware of their thoughts and feelings, may not report them
honestly)

Evaluative measures – Do participants like things that are

goal-relevant?
E.g., hungry people like and attend to food more than non-food

Behavioural measures – Do participants show more

direct/intense/persistent action?
E.g., people choose and pursue behaviors goal-relevant behaviours Markus Spiske

Touré-Tillery & Fishbach, 2015

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Motivating specific behaviours

Motivation is dependent on our
expectations of ability and outcome

Motivating employees requires giving

them clear attainable goals that they
are certain will lead to rewards they
desire

Alexandr Podvalny

Vroom, 1964

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The E-P-O model of motivation

“If I put forth the effort, will it
fulfill the given performance
requirements?”
“Will meeting the performance
requirements result in the
rewards I’ve been promised?”

“Do I value the reward?”

EFFORT PERFORMANCE OUTCOME J

Vroom, 1964

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Looking ahead
Next seminar – Motivating Employees

Read “On the Folly of Rewarding A, While Hoping for B”

Next lecture – Understanding Cognitive Bias

Individual Case Analysis – Due January 31 at 10:00 am

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