'Motivation and Prentice Hall\r'

'Essentials of organisational Behavior, 10/e Stephen P. Robbins & Timothy A. Judge Chapter 5 indigence Concepts secure ©2010 Pearson Education, Inc. Publishing as apprentice foyer 5-1 After studying this chapter, you should be able to: 1. get the three key elements of want. 2. Identify cardinal earlier theories of motivation and evaluate their applicability today. 3. Compare and bank line remainder-setting theory and selfefficacy theory. 4. Demonstrate how organizational justice is a refinement of fairness theory. 5. Apply the key tenets of hope theory to motivating employees. . Explain to what degree motivation theories are culture bound. secure ©2010 Pearson Education, Inc. Publishing as assimilator planetary house 5-2 What Is demand? The processes that accounts for an mortal’s intensity, direction, and persistence of effort toward attaining a organizational object ? Intensity †the amount of effort enjoin onward to meet the goal ? Directio n †efforts are channeled toward organizational goals ? Persistence †how long the effort is maintained copyright ©2010 Pearson Education, Inc. Publishing as assimilator hall 5-3 proto(prenominal) Theories of Motivation Maslow’s Hierarchy of inescapably guess • McGregor’s hypothesis X and supposition Y • Herzberg’s Two-Factor (Motivation-Hygiene) system • McClellan’s possibility of inescapably ( triple engages hypothesis) secure ©2010 Pearson Education, Inc. Publishing as apprentice mansion house 5-4 Maslow’s Hierarchy of Needs surmise Self-Actualization Upper Esteem Social Safety mental 5-5 procure ©2010 Pearson Education, Inc. Publishing as apprentice dorm room Lower Douglas McGregor’s X & Y Theory X Theory Y • Inherent hate for work and will attempt to avoid it • must be coerced, controlled or threatened with punishment bring in work as being as native as rest or play • exit exercise self-direction and self-control if committed to objectives 5-6 right of first publication ©2010 Pearson Education, Inc. Publishing as scholar abode Herzberg’s Two-Factor Theory Not Dissatisfied Satisfied Motivation Factors • Quality of supervision • Pay • Comp all policies • physical working conditions • Relationships • Job security Hygiene Factors • promotional opportunities • Opportunities for personal growth • Recognition • Responsibility • execution Dissatisfied procure ©2010 Pearson Education, Inc.\r\nPublishing as Prentice Hall Not Satisfied 5-7 McClellands Theory of Needs • Need for Achievement (nAch) The drive to excel • Need for Power (nPow) The necessitate to make others behave in a way they would not have behaved differently • Need for Affiliation (nAff) The desire for friendly and determination interpersonal relationships Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-8 McClellands game Achievers • gamey achievers prefer jobs with: ? own(prenominal) responsibility ? Feedback ? Intermediate degree of risk (50/50) • High achievers are not necessarily good managers High nPow and low nAff is related to managerial success Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-9 contemporaneous Theories of Motivation • Cognitive Evaluation Theory • Goal-Setting Theory ? Management by Objectives • Self-Efficacy Theory • virtue Theory • Expectancy Theory Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-10 Cognitive Evaluation Theory • Proposes that the introduction of extrinsic rewards for work (pay) that was previously as such rewarding tends to decrease overall motivation communicative rewards increase intrinsic motivation, while tangible rewards antagonize it Copyright ©2010 Pearson Education, Inc. P ublishing as Prentice Hall 5-11 Goal-Setting Theory • Goals increase performance when the goals are: ? particular proposition ? Difficult, entirely accepted by employees ? Accompanied by feedback ( specially selfgenerated feedback) • Contingencies in goal-setting theory: ? Goal Commitment †common goals make better! ? Task Characteristics †simple & familiar better! ? National Culture †Western culture suits beaver! Copyright ©2010 Pearson Education, Inc.\r\nPublishing as Prentice Hall 5-12 Management by Objectives (MBO) • Converts overall organizational objectives into ad hoc objectives for work units and individuals • Common ingredients: ? ? ? ? Goal specificity Explicit succession period Performance feedback Participation in finality making 5-13 Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall Self-Efficacy or Social Learning Theory Individual’s belief that he or she is capable of performing a trade u nion movement Self-efficacy change magnitude by: ? Enactive mastery †gain experience ? secondary modeling †see someone else do the task ?\r\nVerbal persuasion †someone convinces you that you have the skills ? input †get energized Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-14 Equity Theory • Employees weigh what they put into a job situation (input) against what they get from it (outcome). • They equalize their input-outcome ratio with the input-outcome ratio of relevant others. My Output My gossip Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall Your Output Your Input 5-15 Equity Theory and Reactions to unfair Pay Employee reactions in comparison to equitably-paid employees Employees are:\r\n nonrecreational by: Piece Time Will green goods more Produce less output or output of poorer quality 5-16 Will produce Over-Rewarded fewer, but higherquality units Produce large Undernumber of low Rewarde d quality units Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall Equity Theory: Forms of Justice Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-17 Expectancy Theory Three key relationships: 1. Effort-Performance: perceived probability that exerting effort leads to thriving performance 2. Performance-Reward: the belief that successful performance leads to desire outcome 3.\r\nRewards-Personal Goals: the attractiveness of organizational outcome (reward) to the individual Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-18 Global Implications Are motivation theories culture-bound? ? ? ? ? Most were develop for and by the United States Goal-setting and prediction theories emphasize goal accomplishment and rational individual thought Maslow’s Hierarchy may change order McClellands nAch presupposes acceptation of a moderate degree of risk business organization for performance Equity theory closely bind to American pay practices Hertzberg’s two-factor theory does wait to work across cultures 5-19 ? Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall Implications for Managers • • • • Look beyond need theories Goal setting leads to higher productivity Organizational justice has support Expectancy theory is a powerful tool, but may not very(prenominal) realistic in some cases • Goal-setting, organizational justice, and expectancy theories all provide practical suggestions for motivation Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-20 glide by in Mind… • Make goals specific and intemperate • Motivation can be increased by raising mployee confidence in their own abilities (self-efficacy) decisions, especially when the outcome is likely to be viewed negatively 5-21 • openly share information on allocation Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall com pend 1. Described the three key elements of motivation. 2. Identified four early theories of motivation and evaluated their applicability today. 3. Compared and contrasted goal-setting theory and self-efficacy theory. 4. demo how organizational justice is a refinement of equity theory. 5.\r\nApplied the key tenets of expectancy theory to motivating employees. 6. Explained to what degree motivation theories are culture bound. Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-22 completely rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-23\r\n'