Motivation:

Content (“What motivates?”) and Process Theories (“How does

motivation take place?”)

Performance Equation

Performance = F(ability, motivation, opportunity)

Henry Murray

Physical needs - food, air, water, shelter

Psychological needs - acquisition, order ,achievementrecognition, exhibition,dominancedeference, autonomy, affiliationnurturance

Assumptions of Maslow’s Theory

Maslow contends that all people are motivated by five needs

Needs are arranged in a hierarchical order

Lower order needs must be satisfied before higher order needs become sufficiently active to drive behavior

General Organizational

Examples Needs Examples

Achievement Self-Actualization Challenging Job

Status Esteem Job Title

Friendship Belongingness Friends in work group

Stability Security Pension Plan

Sustenance Physiological Base Salary

ALDERFER’S ERG THEORY Everyone has three needs: Existence,

Relatedness, and Growth Needs are not fulfilled in a hierarchical

fashion Frustration of a need can cause

regression to a previous need state

EXISTENCE NEEDS

hunger, thirst, shelter / pay, benefits, working conditions

RELATEDNESS NEEDS

close interpersonal relationships / being part of a work group getting fair treatment from management

GROWTH NEEDS

self-development, realizing one’s full potential / use and develop skills and capabilities on the job, autonomy, recognition, opportunities to be creative

David McClelland

Three Basic Needs - AchievementPowerAffiliation

Need for Achievement An individual high in this need:

– Wants to take personal responsibility for their success or failure

– Likes to take calculated risks (not high-stakes risks but moderate risks)

– Likes situations where they can get immediate, concrete feedback

The need for feedback keeps high need achievers from getting involved in project with no concrete goals or benchmarks

Need for Achievement (cont.)

– Sometimes has a difficult time with delegation

– Sets moderate goals– Spends a fair amount of time thinking

about things like how to get a promotion, how to do a better job or how to accomplish something important

– Is concerned with wanting to do well according to their standard of excellence

Need for POWER

An individual high in this need:

– Is concerned about getting or maintaining control of the means to influence others. For example, someone who constantly: wants to win a point; show dominance; convince others; gain positions of control; and avoid weaknesses and humiliation. This person needs POWER!

– Tends to be in a managerial or supervisory position

Need for POWER(cont.)

– Seeks leadership positions– Can be perceived as outspoken, forceful or

demanding

– Tends to be successful in managerial positions if the need for power is used in a creative, satisfying manner

Need for Affiliation

A person with a high need for affiliation:– Is concerned with warm, friendly

relationships– Tends to be successful in a supervisory

position where maintaining relationships is critical to job performance

– Understands the needs and feelings of others and communicates this understanding

Need for Affiliation (cont)

– Has a difficult time confronting, disciplining or conveying negative information to others

– Is very disturbed by interpersonal conflict and tries to restore disrupted relationships when they occur

– Wants to maintain positive emotional relationship above all else

Herzberg’s ViewSatisfaction No Satisfaction

Motivation Factors

Dissatisfaction No Dissatisfaction

Hygiene Factors-Supervision-Working Conditions-Interpersonal Relationships-Pay and Job Security-Company Policies

Examples of Motivators

Achievement Recognition The Work Itself Responsibility Advancement Personal Growth and Development

Examples of Hygiene Factors Job Security Salary Working Conditions Status Company Policy Quality of Technical Supervision Quality of Interpersonal Relationships among

peers, supervisors, and subordinates Fringe Benefits

PROCES THEORIES OF MOTIVATION

Looks at how motivation takes place.

Expectancy Theory Examines Three Relationships

Will effort result in performance?Will performance result in reward?Will rewards result in achievement

of personal goals?

Expectancy Theory

Expectancy - probability (from 0-1) that effort directly affects the performance outcome of a task

Instrumentality - the perceived correlation (0-1) between performance and outcomes

Valance - the attraction of an outcome or consequence of the performance (-1 to 1)

Example of Expectancy Theory

Chris, who works as an accountant, believes that if she works really hard she will conduct high-quality audits (high expectancy)

She truly believes that if she performs high-

quality work, it will result in substantial pay

increases and her promotion to team leader

( high instrumentality)

Chris’ number one goal is to obtain the position of team leader in the next year. In addition, she considers a high salary very attractive (high valence)

Result...

HIGH MOTIVATION!!!

Maintains that we compare our inputs and outcomes with those of others.

We are motivated to maintain a balance or a sense of fairness (equity).

EQUITY THEORY

Equity Comparisons

Outcomes (self) Outcomes (other)compared to

Inputs (self) Inputs (other)

Comparison Other

Three External Comparisons

1. A specific other persons or persons

2. A particular reference group

3. A general occupational classification

Comparison of Self with Other

Inequity Equity

Motivation to reduce inequity: Motivation to1. Change inputs maintain current2. Change outputs situation3. Alter perceptions of self4. Alter perceptions of other5. Change comparisons6. Leave situation

Equity Propositions

Payment:Paid by:

Overpaid Underpaid

Time Moreproduction

Less orpoorer quality

Quantity Fewer, highquality

Largenumber lower

quality

How Good are You at Diagnosing and Enhancing Performance?

Think about an incident where you had difficulty motivating someone (preferably a subordinate or team mate). Just describe the situation not a solution.

Get into teams Briefly share your stories

Directions for Diagnosis Select one story – this person is now the

client. The rest of the group should act as

consultants. It is your job to ask questions. Use Figure 7 on page 338, and the

Behavioral Guidelines (p. 330) in Whetten as the basis for your questions.

After diagnosing the problem (from one perspective) make recommendations. If information is needed, formulate questions.