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Organizational behavior chapter 5
The document discusses several theories of motivation including Maslow's hierarchy of needs, expectancy theory, equity theory, and procedural justice. It provides an overview of each theory and its key components. For example, it describes Maslow's hierarchy as having five categories of needs - physiological, safety, belongingness, esteem, and self-actualization - and proposes that lower level needs must be satisfied before higher needs motivate. It also evaluates these theories, noting limitations such as the lack of support for a universal needs hierarchy.
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Introduction to Employee Motivation and its significance.
Motivation is the internal force affecting behavior's direction, intensity, and persistence.
Employee Engagement involves emotional/cognitive motivation and clarity in role understanding.
Explains drives (innate motivations) and needs as goal-directed forces influenced by self-concept.
Maslow's theory highlights different needs, emphasizing the impact of unsatisfied needs on motivation.
Critiques of Maslow's theory including individual differences in need hierarchies and progression.
Needs can be learned or modified through experience; discusses three learned needs: achievement, affiliation, power.
Four drives: Bond, Learn, Defend, and Acquire, explaining their independent effects on motivation.
Employees seek fulfillment of all four drives; conditions should not favor one drive over others.
Explains Expectancy Theory focusing on effort-to-performance and performance-to-outcome expectancies.
Michael Bloomberg's innovative goal-setting by using countdown clocks to enhance motivation.
Goal setting is crucial in motivating employees and clarifying performance objectives.
Attributes of effective goals include specificity, relevancy, challenge, commitment, and feedback.
Criteria for effective feedback: specific, relevant, timely, frequent, and credible.
Focus on strengths for maximizing potential; people prefer strength feedback.
Multisource feedback offers comprehensive insights but faces various challenges.
Effectiveness of goal setting; limitations include focus on measurable performance and learning interference.
Costco's CEO advocates for equitable pay structures to bridge wage gaps between executives and staff.
Covers distributive and procedural justice; fairness in outcomes and processes impacts perceptions.
Explains how perceptions of fairness develop through the outcome/input ratio and comparison others.
Ways to address feelings of inequity in outcomes or inputs through various actions.
Explains different equity preferences: Benevolents, Equity Sensitives, and Entitleds.
Strengths and weaknesses of Equity Theory in predicting fairness and its limitations in practice.
Highlights factors contributing to perceived fairness in resource distribution procedures.
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Organizational behavior chapter 5
- 1. Foundations of Employee Motivation McGraw-Hill/Irwin McShane/Von GlinowOB 5e Copyright © 2010 by The McGraw-Hill Companies, Inc. All rights reserved.
- 2. Motivation Defined Theforces within a person that affect the direction, intensity, and persistence of voluntary behavior Exerting particular effort level (intensity), for a certain amount of time (persistence), toward a particular goal (direction). 5-2
- 3. Employee Engagement Emotional andcognitive motivation, self-efficacy to perform the job, a clear understanding of one’s role in the organization’s vision and a belief that one has the resources to perform the job 5-3
- 4. Drives and Needs Drives (aka-primary needs, fundamental needs, innate motives) • Neural states that energize individuals to correct deficiencies or maintain an internal equilibrium • Prime movers of behavior by activating emotions Self-concept, social norms, and past experience Drives (primary needs) Needs Decisions and Behavior 5-4
- 5. Drives and Needs Needs • Goal-directed forces that people experience. • Drive-generated emotions directed toward goals • Goals formed by self-concept, social norms, and experience Self-concept, social norms, and past experience Drives (primary needs) Needs Decisions and Behavior 5-5
- 6. Self-Self- actual-actual- izationization PhysiologicalPhysiological SafetySafety BelongingnessBelongingness EsteemEsteem Seven categories capture mostneeds Five categories placed in a hierarchy Need toNeed to knowknow Need forNeed for beautybeauty Maslow’s Needs Hierarchy Theory 5-6
- 7. Maslow’s Needs Hierarchy Theory Lowest unmet need has strongest effect When lower need is satisfied, next higher need becomes the primary motivator Self-actualization -- a growth need because people desire more rather than less of it when satisfied Self-Self- actual-actual- izationization PhysiologicalPhysiological SafetySafety BelongingnessBelongingness EsteemEsteem Need toNeed to knowknow Need forNeed for beautybeauty 5-7
- 8. Evaluating Maslow’s Theory Lack of support for theory People have different hierarchies – don’t progress through needs in the same order Needs change more rapidly than Maslow stated Self-Self- actual-actual- izationization PhysiologicalPhysiological SafetySafety BelongingnessBelongingness EsteemEsteem Need toNeed to knowknow Need forNeed for beautybeauty 5-8
- 9. What Maslow Contributedto Motivation Theory More holistic • Integrative view of needs More humanistic • Influence of social dynamics, not just instinct More positivistic • Pay attention to strengths, not just deficiencies 5-9
- 10. What’s Wrong withNeeds Hierarchy Models? Wrongly assume that everyone has the same needs hierarchy (i.e. universal) Instead, likely that each person has a unique needs hierarchy • Shaped by our self-concept -- values and social identity 5-10
- 11. Learned Needs Theory Needs are amplified or suppressed through self-concept, social norms, and past experience Therefore, needs can be “learned” (i.e. strengthened or weakened through training) 5-11
- 12. Three Learned Needs Needfor achievement • Need to reach goals, take responsibility • Want reasonably challenging goals Need for affiliation • Desire to seek approval, conform to others wishes, avoid conflict • Effective executives have lower need for social approval Need for power • Desire to control one’s environment • Personalized versus socialized power 5-12
- 13. Four-Drive Theory Drive toBondDrive to Bond Drive to LearnDrive to Learn • Drive to form relationships and social commitments • Basis of social identity • Drive to satisfy curiosity and resolve conflicting information Drive to DefendDrive to Defend • Need to protect ourselves • Reactive (not proactive) drive • Basis of fight or flight Drive to AcquireDrive to Acquire • Drive to take/keep objects and experiences • Basis of hierarchy and status 5-13
- 14. Features of FourDrives Innate and hardwired • everyone has them Independent of each other • no hierarchy of drives Complete set • no drives are excluded from the model 5-14
- 15. How Four DrivesAffect Motivation 1. Four drives determine which emotions are automatically tagged to incoming information 2. Drives generate independent and often competing emotions that demand our attention 3. Mental skill set relies on social norms, personal values, and experience to transform drive-based emotions into goal- directed choice and effort 5-15
- 16. Four Drive Theoryof Motivation Social norms, personal values, and experience transform drive-based emotions into goal-directed choice and effort Drive to Acquire Social norms Drive to Bond Drive to Learn Drive to Defend Personal values Past experience Mental skill set resolves competing drive demands Mental skill set resolves competing drive demands Goal-directed choice and effort Goal-directed choice and effort 5-16
- 17. Implications of FourDrive Theory Provide a balanced opportunity for employees to fulfil all four drives • employees continually seek fulfilment of drives • avoid having conditions support one drive more than others 5-17
- 18. E-to-P Expectancy P-to-O Expectancy Outcomes & Valences Outcome 1Outcome1 + or -+ or - EffortEffort PerformancePerformance Outcome 3Outcome 3 + or -+ or - Outcome 2Outcome 2 + or -+ or - Expectancy Theory of Motivation 5-18
- 19. Increasing E-to-P andP-to-O Expectancies Increasing E-to-P Expectancies • Assuring employees they have competencies • Person-job matching • Provide role clarification and sufficient resources • Behavioral modeling Increasing P-to-O Expectancies • Measure performance accurately • More rewards for good performance • Explain how rewards are linked to performance 5-19
- 20. Increasing Outcome Valences Ensure that rewards are valued Individualize rewards Minimize countervalent outcomes 5-20
- 21. Making Every DayCount in NYC New York City mayor Michael Bloomberg has challenging goals to accomplish, and he doesn’t want any of his remaining tenure wasted. Bloomberg had special clocks installed in a dozen city government offices that count down how many days remain in his mayoral term. 5-21
- 22. Goal Setting The processof motivating employees and clarifying their role perceptions by establishing performance objectives 5-22
- 23. Effective Goal Setting Characteristics Specific-- measureable change within a time frame Relevant – within employee’s control and responsibilities Challenging – raise level of effort Accepted (commitment) – motivated to accomplish the goal Participative (sometimes) – improves acceptance and goal quality Feedback – information available about progress toward goal 5-23
- 24. Characteristics of Effective Feedback 1.Specific – connected to goal details 2. Relevant – Relates to person’s behavior 3. Timely – to improve link from behavior to outcomes 4. Sufficiently frequent • Employee’s knowledge/experience • task cycle 1. Credible – trustworthy source 5-24
- 25. Feedback Through Strengths- BasedCoaching Maximizing the person’s potential by focusing on their strengths rather than weaknesses Motivational because: • people inherently seek feedback about their strengths, not their flaws • person’s interests, preferences, and competencies stabilize over time 5-25
- 26. Multisource (360-Degree) Feedback Receivedfrom a full circle of people around the employee Provides more complete and accurate information Several challenges 5-26
- 27. Evaluating Goal Settingand Feedback Goal setting has high validity and usefulness Goal setting/feedback limitations: • Focuses employees on measurable performance • Motivates employees to set easy goals (when tied to pay) • Goal setting interferes with learning process in new, complex jobs 5-27
- 28. Keeping Pay Equitableat Costco Costco Wholesale CEO Jim Sinegal (shown in this photo) thinks the large wage gap between many executives and employees is blatantly unfair. “Having an individual who is making 100 or 200 or 300 times more than the average person working on the floor is wrong,” says Sinegal, whose salary and bonus are a much smaller multiple of what his staff earn. 5-28
- 29. Organizational Justice Distributive justice •Perceived fairness in outcomes we receive relative to our contributions and the outcomes and contributions of others Procedural justice • Perceived fairness of the procedures used to decide the distribution of resources 5-29
- 30. •• EmotionsEmotions •• AttitudesAttitudes ••BehaviorsBehaviors Distribution Principles DistributiveDistributive JusticeJustice PerceptionsPerceptions ProceduralProcedural JusticeJustice PerceptionsPerceptions Structural Rules Social Rules Organizational Justice Components 5-30
- 31. Equity Theory A theoryexplaining how people develop perceptions of fairness in the distribution and exchange of resources. 5-31
- 32. Elements of EquityTheory Outcome/input ratio • inputs -- what employee contributes (e.g., skill) • outcomes -- what employee receives (e.g., pay) Comparison other • person/people against whom we compare our ratio • not easily identifiable Equity evaluation • compare outcome/input ratio with the comparison other 5-32
- 33. Correcting Inequity Feelings Reduceour inputs Less organizational citizenship Increase our outcomes Ask for pay increase Increase other’s inputs Ask coworker to work harder Reduce other’s outputs Ask boss to stop giving other preferred treatment Change our perceptions Start thinking that other’s perks aren’t really so valuable Change comparison other Compare self to someone closer to your situation Leave the field Quit job Actions to correct inequity Example 5-33
- 34. Equity Sensitivity Outcome/inputpreferences and reaction to various outcome/input ratios Benevolents • tolerant of being underrewarded Equity Sensitives • want ratio to be equal to the comparison other Entitleds • prefer proportionately more than others 5-34
- 35. Evaluating Equity Theory Good at predicting situations unfair distribution of pay/rewards Difficult to put into practice • doesn’t identify comparison other • doesn’t indicate relevant inputs or outcomes Equity theory explains only some feelings of fairness • procedural justice is as important as distributive justice 5-35
- 36. Procedural Justice Perceivedfairness of procedures used to decide the distribution of resources Higher procedural fairness with: • Voice • Unbiased decision maker • Decision based on all information • Existing policies consistently • Decision maker listened to all sides • Those who complain are treated respectfully • Those who complain are given full explanation 5-36