Stephen P Robbins Defined 6t1j6h

MOTIVATION

Stephen P Robbins defined 

Motivation is defines as the willingness to exercise high levels of effort towards organizational goals, conditional by the effort ability to satisfy some individual needs.

Motivation Defined as the psychological forces within a person that determine:



  

1) direction of behavior in an organization; 2) the effort or how hard people work; 3) the persistence displayed in meeting goals.

  Intrinsic

sake.

Motivation: behavior performed for its own

 Motivation

comes from performing the work.

 Extrinsic

Motivation: behavior performed to acquire rewards.  Motivation

source is the consequence of an action.

PROCESS OF MOTIVATION Motivation can be defined as an internal condition initiated by drives, needs or desires and producing a goal behavior.



NEED DRIVE / GOAL DIRECTED BEHAVIOR GOAL INCENTIVES / RELIEF

Motivation process Needs- satisfaction chain



NEEDS

Which gives rise to

WANTS

ACTION (OR) BEHAVIOR Which give rise Which result in

DEFENCE MECHANISM 1. Aggression 2. Compromise 3. Withdrawal

Which cause

TENSION

SATISFACTION

GOAL

FRUSTRATION

 Needs

(desires or wants): Example: need for water/ rood.

 

 Drives:

Drives or motives are specific condition that directs an organism towards its goal.



 Goal:

Attainment of an appropriate goal.

  Relief

/ Incentives: reduction of the driving state and relief when the goal is reached.

THEORIES OF MOTIVATION

Maslow’s hierarchy theory Hierarchy of Needs



Self  Actualization

Esteem Social Safety Physiological

Hierarchy of Needs Need Level

Description

Examples

SelfSelfActualization Actualization

Realize Realizeone’s one’s full fullpotential potential

Use Useabilities abilities to tothe thefullest fullest

Esteem Esteem

Feel Feelgood good about aboutoneself oneself

Promotions Promotions &&recognition recognition

Belongingness Belongingness

Social Social interaction, interaction,love love

Interpersonal Interpersonal relations, relations,parties parties

Safety Safety

Security, Security,stability stability

Job Jobsecurity, security, health healthinsurance insurance

Physiological Physiological

Food, Food,water, water, shelter shelter

Basic Basiay paylevel level to tobuy buyitems items

Lower level needs must be satisfied before higher needs are addressed.

Physiological: Hunger, thirst, shelter, sex and other bodily needs  Safety: security and protection from physical and emotional harm  Social: Affection, belongingness, acceptance, and friendship  Esteem:  internal esteem factors : such as self-respect, autonomy, and achievement.  external esteem factors : such as status, recognition and attention.  Self Actualization: The drive to become what one is capable of becoming; includes growth, achieving one’s potential and self fulfillment. 

Herzberg’s 

two-factory theory

Factors led to dissatisfaction

Factors led to satisfaction



Achievement

 

Recognition



Work Itself



Responsibility Advancement Growth

Supervision Relationship With supervision Company Policies Salary Relationship with peers Security and Status 50%

40%

30%

20%

10%

   0

10%

20%

30%

40%

50%

Hygiene Factors

Motivator Factors

Supervision

Achievement

Company Policy

Recognition

Working Conditions

Work itself

Salary

Responsibility

Interpersonal relationship

Growth and Advancement

Security

Challenging job

Hygiene Factors

Motivator Factors

Job dissatisfaction occurs when the hygiene factors are either not present or not sufficient.

Motivation factors into a job produces job satisfaction.

Factors are related to the job and Factors are related to the content may be considered factors. of the job and advancement and the work itself. Supervision, Company policies, working conditions, Achievement, Recognition, work Salary, security itself, responsibility, challenging job.

Alderfer’s

Lowest

Highest

Need Level

ERG THEORY Description

Examples

Growth Growth

Self-development, Self-development, creative creativework work

Worker Workercontinually continually improves improvesskills skills

Relatedness Relatedness

Interpersonal Interpersonal relations, relations,feelings feelings

Good Goodrelations, relations,

Existence Existence

Food, Food,water, water, shelter shelter

Basic Basiay paylevel level to tobuy buyitems items

After lower level needs satisfied, person seeks higher needs. When unable to satisfy higher needs, lower needs motivation is raised.

Vroom ’s

Expectancy theory

Effort- performance relationship: The probability perceived by the individual that exerting a given amount of effort will lead to performance. Performance-reward relationship: The degree to which the individual believes that performing at a particular level will lead to the attainment of a desired outcome. Rewards-personal goals relationship: The degree to which organizational rewards satisfy an individual’s

Expectancy, Instrumentality, & Valence Effort Effort

Expectancy: Expectancy:

Person’s Person’s perception perceptionthat that their effort will their effort will result resultinin performance performance

Performance Performance Instrumentality Instrumentality

Outcomes Outcomes Valence: Valence:

perception perceptionthat that performance performance results resultsinin outcomes outcomes

How Howdesired desired are the outcomes are the outcomes from fromaa job job

Inputs Inputsfrom from Organizational Organizational

Performance Performance

Outcomes Outcomes received receivedby by

Time Time Effort Effort Education Education Experience Experience Skills Skills Knowledge Knowledge Work WorkBehave. Behave.

Contribute Contributetoto organization organization efficiency, efficiency, effectiveness effectiveness and and attain attaingoals goals

Pay Pay Job Security Job Security Benefits Benefits Vacation Vacation Autonomy Autonomy Responsibility Responsibility

Expectancy Theory High HighExpectancy Expectancy (Worker (Workerknows knowsthat that ififthey try, they can they try, they can perform) perform)

High High Instrumentality Instrumentality (Worker (Workerperceives perceivesthat that high performance high performance leads leadstotooutcomes) outcomes)

High High Motivation Motivation

High HighValence Valence (Worker (Workerdesires desiresthe the outcomes resulting outcomes resulting from fromhigh high performance) performance)

Expectancy, Instrumentality, & Valence  

Expectancy :  the perception that effort (input) will result in a level of performance.  You will work hard if it leads to high performance.  You would be less willing to work hard if you knew that the best you would get on a paper was a D regardless of how hard you tried.  

Instrumentality: Performance leads to outcomes. 

Workers are only motivated if they think performance leads to an outcome.



Managers should link performance to outcomes.

 

Valence:  How desirable each outcome is to a person.  Managers should determine the outcomes, the workers want most.

Outcomes & Inputs  Regardless

of the source of motivation, people seek outcomes.  Outcome:

anything a person gets from a job.  Examples include pay, autonomy, accomplishment. 

 Organizations

hire workers to obtain inputs:

 Input:

anything a person contributes to their job.  Examples include skills, knowledge, work behavior. 

 Managers

thus use outcomes to motivate workers to provide inputs.

Equity Theory   Considers

worker’s perceptions of the fairness of work outcomes in proportion to their inputs.  The Outcome/input ratio is compared by worker with another person called a referent.  The referent is perceived as similar to the worker.  Equity exists when a person perceives their outcome/input ratio to be equal to the referent’s ratio.  If the referent receives more outcomes, they should also give more inputs to achieve equity.

Equity Theory Condition Condition

Equity Equity

Underpayment Underpayment Equity Equity

Overpayment Overpayment Equity Equity

Person Person

Referent Referent

Example Example

Outcomes Outcomes == Outcomes Outcomes Inputs Inputs Inputs Inputs

Worker Workercontributes contributes more inputs more inputsbut butalso also gets more outputs gets more outputs than thanreferent referent

Outcomes Outcomes << Outcomes Outcomes Inputs Inputs Inputs Inputs

Worker Workercontributes contributes more inputs more inputsbut butalso also gets the same outputs gets the same outputs as asreferent referent

Outcomes Outcomes >> Outcomes Outcomes Inputs Inputs Inputs Inputs

Worker Workercontributes contributes same inputs same inputsbut butalso also gets more outputs gets more outputs than thanreferent referent

Goal Setting Theory Focus

worker’s inputs in the direction of high performance & achievement of organizational goals.  Goal

is what a worker tries to accomplish. Goals

must be specific and difficult for high performance results. Workers put in high effort to achieve such goals.  Workers

must accept and be committed to them.



on

goal

attainment

also

is

important. Goals point out what is important to the firm.  Managers

should encourage workers to develop action plans to attain goals.

Learning Theory  Focuses

on the linkage between performance and outcomes in the motivation equation.  Learning: permanent change in person’s knowledge or behavior resulting from practice or experience.

  Operant

Conditioning: people learn to do things leading to desired outcomes and avoid doing things with adverse outcomes.  Motivation can be increased by linking specific behaviors with specific outcomes.  Managers can use four tools of conditioning to motivate high performance.

Operant Conditioning Tools  Positive

Reinforcement: people get desired outcomes when they perform needed work behaviors.  Positive reinforcers: pay raises, promotions.  Negative Reinforcement: manager eliminates undesired outcomes once the desired behavior occurs.  Worker performs to avoid an undesired outcome (Work harder or you are fired). 

In both types of reinforcement, managers must be careful to link the right behaviors by workers to what the organization needs.

Operant Conditioning Tools  Extinction:

used when workers are performing behavior detrimental to the firm.  Manager does not reward the behavior and over time, the worker will stop performing it.  Punishment: used when the manager does not control the reward the worker receives (perhaps it is outside the job).  Manager isters an undesired consequence to worker (verbal reprimands to pay cuts).  Punishment can lead to unexpected sideeffects such as resentment, and should be used sparingly.

Social Learning Theory 

Vicarious Learning: or observational learning, occurs when a person is motivated to learn by watching someone else work and be rewarded.  People are motivated to imitate models who are highly competent, expert and receive attractive reinforcers.

 

Self- reinforcers: desired outcomes a person can give themselves.  Person can reward themselves for success. 



Self-efficacy: refers to a person’s belief about their ability to perform a behavior successfully.  People will only be motivated if they think they have the ability to accomplish the task.

Other motivational programmes in ob  Ø Employee

Involvement Programmes Ø Participative Management Ø Representative participation Ø Works

Committees Ø Board Representatives Ø Quality

Circles Ø Effective Reward Systems