chapter 5 organizational behavior ( dr. ahmed abdel hady)

7/31/2019 Chapter 5 Organizational Behavior ( Dr. Ahmed Abdel Hady)

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5-2

Learning Objectives

Define the key terms in expectancy theory Distinguish between inputs and outputs in

equity theory

Understand the different types of organizationaljustice

Identify the key steps in goal setting

Describe the concept of the psychologicalcontract


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5-3

Learning Objectives

Describe the three determinants of jobperformance

Identify the need levels in Maslow's hierarchy

Explain Alderfer's ERG Theory

Compare motivators with hygiene factors

Discuss the factors that reflect a high need for

achievement


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Determinants of Job Performance


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Determinants of Job Performance

Intensity

PersistenceDirection

Motivation

components


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The Starting Point:The Individual

Most managers must motivate a diverseand unpredictable group of people

They have varying needs and goals

Needs Deficiencies an individual experiences at a

particular time

May be physiological, psychological, orsociological

Those with deficiencies are more susceptible

to motivational efforts


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Needs trigger tension and a search for waysto reduce it

A course of action is selected

Goal-directed behavior occurs

The behavior triggers either a reward or

punishment

The deficiencies are reassessed


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Three main areas affect employee motivation

Organizational

issuesLeader issues

Job issues


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The Motivational Process: A General Model

The

Employee

I.

Need deficiencies

II.

Search for ways to

satisfy needs

III.

Goal-directedbehavior

IV.

Performance(evaluation of goals

accomplished)

V.

Rewards orpunishments

VI.

Need deficiencies

reassessed bythe employee


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Motivation Theories

Content theories focus on Factors within the person

The needs that motivate people

Process theories describe, explain, andanalyze how behavior is

Energized

Directed Sustained

Stopped


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Content Motivation Theories

Alderfers ERG theory

McClellands learned

needs theory

Herzbergs two-factor

theory

Maslows need

hierarchy


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Maslows Need Hierarchy


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The Need-Hierarchy Approach

A satisfied need ceases to motivate

Unsatisfied needs can cause

frustration, conflict, and stress

People have a need to grow and develop;they strive to move up the hierarchy


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Need-hierarchy issues Little data proves that a needs hierarchy exists

Only two needs levels exist: physiological and

then all others

Security needs decrease as managers advance

With a corresponding increase in need for social

interaction, achievement, and self-actualization


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Alderfers ERG Theory

Alderfers ERG needs correspond toMaslows hierarchy

Existence = physiological and safety

Relatedness = belongingness, social, love

Growth = esteem and self-actualization

A frustration-regression process exists

If one continually fails to satisfy growth needs,relatedness needs reemerge

Efforts will be redirected toward satisfying a

lower-order need


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Herzbergs Two-Factor Theory

A content theory with two motivation factors Dissatisfiers-satisfiers (hygiene factors)

Salary, job security, working conditions, status,

company procedures, interpersonal relations

Satisfiers-motivators (intrinsic conditions)

The job content, achievement, recognition,

responsibility, advancement, possibility of growth


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Traditional View Versus Herzberg


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Criticisms of Herzbergs Theory

Requires people to look

at themselves

retrospectively

Little testing of

motivational and

performanceconsequences of

the theory

Only self-reports of

performance over longperiod of time were

used in original study

Over-simplifies the

nature of job

satisfaction


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Herzbergs Two-Factor Theory

Job enrichment

Builds personal achievement, recognition,challenge, responsibility, and growthopportunities into a job

Increases individual motivation by providingmore discretion and accountability


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McClellands Learned Needs Theory

McClelland believes needs are acquiredfrom culture

Need forachievement (n Ach)

Need foraffiliation (n Aff)

Need forpower(n Pow)

When a need is strong, there is motivation

to use behavior that leads to its satisfaction


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Factors reflecting a high n Ach

Likes to take responsibility for solving problems Sets moderate achievement goals and takes

calculated risks

Desires feedback on performance


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Factors reflecting a high n Pow

Concentrates on obtaining and exercising

power and authority

Concerned with influencing others andwinning arguments

Power can be negative or positive


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Factors reflecting a high n Aff

Desires social interaction

Concerned about the quality of personalrelationships

Social relationships take precedence over task

accomplishment


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Criticisms of Learned Needs Theory

Use of projective

psychological personality

tests is unscientific

Supporting evidence

was supplied by

McClelland and his

associates

Claim that n Ach can be

learned counters theory

that motive acquisitionoccurs in childhood and is

hard to alter

No proof that acquired

needs are sustainedover time


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Comparison of Content Theories

Maslow(need hierarchy)

Self-actualization

Esteem

Belongingness,

social, and love

Safety and security

Physiological

Herzberg(two-factor theory)

The work itself

Responsibility

Advancement

Growth

Achievement

Recognition

Quality of inter-

personal relations

among peers, with

supervisors, with

subordinates

Job security

Working conditions

Salary

Alderfer

Growth

Relatedness

Existence

McClelland

Need for

achievement

Need forpower

Need for

affiliation

Motivators

Hygiene

conditions

Higher

order

needs

Basic

needs


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Process Theories of Motivation

Content theories focus primarily on the

needs and incentives that cause behavior They try to explain how behavior is energized,

directed, maintained, and stopped


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Vrooms Expectancy Theory

Employees are

more likely to

be motivated

when they

perceive that

effort =

successful

performance +desired

rewards and

outcomes

Motivation is a

processgoverning

choices among

alternative

forms of

voluntaryactivity

Most behaviors

are under the

voluntary

control of the

individual and

consequentlyare motivated


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First-level

Outcomes

Result from behavior

associated with doing thejob itself

Productivity

Absenteeism

Turnover

Production quality

Second-level

Outcomes

Result from the rewards

and punishments that first-level outcomes produce

Pay increases

Group acceptance

or rejection Promotion

Termination


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Instrumentality

The perception that first-level outcomes

(performance) are tied to second-level

outcomes (rewards or punishment)

Valence

An individuals preferences for outcomes

Expectancy Belief that a particular behavior will be followed

by a particular outcome


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Expectancy Theory

Effort Performance

First-level

outcome

First-level

outcome

First-level

outcome

Second-level

outcome

Second-level

outcome

Second-level

outcome

Second-level

outcome

Second-level

outcome

Second-level

outcome

E P EXPECTANCY

Perceived probability of

successful performance,

given effort

E O EXPECTANCY

Perceived probability of

receiving an outcome, given

performance


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Equity Theory

Ones perception of being treated fairly in

social exchanges can influence motivation Equity exists when one perceives that the ratio

of their inputs (efforts) to their outcomes(rewards) equals the ratios of other employees


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Important Equity Theory Terms

Person The individual for whom equity

or inequity is perceived

ComparisonOther Any group or persons used as areferent by Person, regarding the

ratio of inputs and outcomes

Inputs The individual characteristics

brought by Person to the job

Outcomes What Person received from the job


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Equity Theory


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Change Procedures to Restore Equity

Change attitudes

Change the reference person

Change the inputs or outcomes

Leave the field

Change the inputs or outcomes

of the reference person

Ways to restore equity


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Organizational Justice

The degree to which individuals feel fairlytreated at the workplace


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Types of Organizational Justice

Organizational

The degreeto whichindividuals feelthey are fairlytreated at the

workplace

Distributive

The perceivedfairness of howresources andrewards aredistributed

throughout anorganization

Procedural

The perceivedequity of theprocesses and

proceduresused to make

resourceallocationdecisions


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Organizational Justice

Organizationalcommitment

Work effort

Organizational

citizenship

Intent to stay withthe organization

Trust in

supervisor

Satisfaction with

decision outcome

Performance

Positive Reactions to Procedural Justice


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Procedural Justice

People are more inclined to interpret

decisions as fair when

They have a voice in the decision

Decision making is consistent

The process and procedures conform to ethical

and moral values

P d l J i


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Procedural Justice

Why does it work?

Group Theory

Fair group procedures

are a sign of respect

and an indication

that group membersare valued

Self-interest Theory

People want fair

procedures because it

enables them to obtain

desired extrinsicoutcomes

P d l J ti


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Procedural Justice

Interpersonal justice

Judgments made by employees as to whether

they feel they are treated fairly

Perceptions of justice are higher when

employees are treated with dignity and respect

Abusive supervisors are common

Employees who experience bullying and

incivility are more likely to quit

P d l J ti


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Procedural Justice

Informational justice

Perceived fairness of the communication

provided to employees from authorities

Keep many channels open and communicate

frequently

Utilize informal chats

Dont sugarcoat bad news

G l S tti


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Goal Setting

A goal is a result that a person or group is

trying to accomplish through behavior andactions

Lockes view

An individuals conscious goals and intentionsare the primary determinants of behavior

Once a person starts something, he/shepushes on until a goal is achieved

Harder goals result in higher levels ofperformance if the goals are accepted by theindividual

G l S tti T


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Goal Setting Terms

Goal specificity

Goal difficulty

Goal intensity

Goal commitment

Degree of quantitative

precision (clarity) of the goal

Level of performance requiredto achieve the goal

Process of setting the goal or

determining how to achieve it

The amount of effort used

to achieve a goal

G l S tti A li d t O i ti


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Goal Setting Applied to Organizations

Goal Characteristics Performance Rewards

Moderators

Clarity

Meaningful

Challenging

Ability

Commitment Feedback

Desired by

Organization

Preferred by

Individual or Team

I l ti G l S tti P


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Implementing Goal Setting Programs

When implementing goal-setting programs,

consider individual differences

Personality

Career progression

Training background

Personal healthMonitor goal-

setting programs

for attitudinal and

performanceconsequences

M ti ti d th P h l i l C t t


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Motivation and the Psychological Contract

Exchange theory

Organizational members engage in reasonably

predictable give-and-take relationships

Per Schein, the degree to which employeesexert effort, commit to goals, and derive

satisfaction from work depends on

The extent to which employee expectations

match the organizations expectations

The specific nature of what is exchanged

The Ps chological Contract


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The Psychological Contract

Specifies what each expects to give

and receive from the other

Can change over time

An unwritten agreement between theindividual and the organization

These implicit agreements may take

precedence over written agreements

Mutual expectations constitute part

of the psychological contract

The Psychological Agreement


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The Psychological Agreement

These contracts may focus on

Satisfaction

Challenging work

Fair treatment

Loyalty

An opportunity to be creative

Managing the psychological contract is a

key aspect of most managers jobs

Reviewing Motivation


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Expectancy

Theory

Emphasizes

individual,jobs, and

environmentalvariables

Recognizes

differences inneeds,

perceptions,and beliefs

Content

Theories

Individual-

oriented

Equity

Theory

Addresses the

relationshipbetweenattitudes

toward inputsand outputsand reward

practices

Goal-Setting

Theory

Emphasizes

the cognitiveprocesses

and the role ofintentionalbehavior inmotivation



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Be sensitive to variations in employeesneeds, abilities, goals, reward preferences

Provide jobs that offer task challenge,diversity, and need satisfaction

Managers can influence the

motivation state of employees

Responsibility is shared between

managers and the HR dept

chapter 5 organizational behavior ( dr. ahmed abdel hady)

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