Download - Griffin 10e PPTS Ch04
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Prepared by Charlie Cook
The University of West Alabama
© 2012 SouthWestern! a part of Cen"a"e #earnin"
All ri"hts reserved$
%otivation in&r"ani'ations
Chapter (
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After studying this chapter you should be able to:
1. Characterize the nature of motivation, including its
importance and basic historical perspectives.
2. Identify and describe the need-based perspectives
on motivation.
. Identify and describe the ma!or process-based
perspectives on motivation.
". #escribe learning-based perspectives on motivation.
Chapter $earning %b!ectives
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&he 'ature of (otivation
) (otivation *&he set of forces that leads people to behave in
particular +ays
) &he Importance of (otivation
*ob performance P depends upon motivation M ,ability, and environment E
• P = M + A + E
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4.1 (otivational /rame+or0
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&he (otivational /rame+or0
) o+ (otivational rocesses %ccur: * A need is anything an individual re3uires or +ants
* A need defi)ien)y leads to need to satisfy the need
**oaldire)ted behaviors result from individuals tryingto satisfy their need deficiencies
*+e,ards and punishments are conse3uences of the
goal-directed behavior
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'eed-ased erspectives on (otivation
) 'eed-ased &heories of (otivation
* Assume that need deficiencies cause behavior
) &he ierarchy of 'eeds Abraham (aslo+
* Assumes that human needs are arranged in a hierarchy
of importance.) asic or deficiency needs
– Physiological
– Security
–Belongingness
) ;ro+th needs
– Esteem
–Self-actualization
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4.2 &he ierarchy of 'eeds
Reference: Adapted from Abraham . (aslo+, 4A &heory of uman
(otivation,6 Psychological Review, 1
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'eed-ased erspectives cont8d
) B7; &heory Clayton Alderfer *#escribes e-isten)e ., relatedness +, and
"ro,th * needs
) Assumptions:
*(ore than one need may motivate a person at the
same time
*5atisfaction-progression and frustration-regression
components imply that a person may not stay at thesame level of need in (aslo+8s ierarchy of 'eeds
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'eed-ased erspectives cont8d
) &he #ual-5tructure &heory erzberg * Assumes that motivation, as a construct, has t+o
separate dimensions:
) (otivation factors +hich affect satisfaction
) ygiene factors +hich determine dissatisfaction
* Assumes motivation occurs through !ob enrichment
once hygiene factors are addressed
*Criticisms:
) (ay be both method and culture bound
) /ails to account for individual differences
) /actors e.g., pay may affect both dimensions
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4.3 &he #ual-5tructure &heory of (otivation
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rocess-ased erspectives on (otivation
) %ther Important 'eeds *&he 'eed for Achievement #avid (cClelland
) &he desire to accomplish a tas0 or goal more effectively than
+as done in the past
*&he 'eed for Affiliation
) &he need for human companionship
*&he 'eed for o+er
) &he desire to control the resources in one8s environment
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rocess-ased erspectives cont8d
) /ocus of rocess-ased erspectives *hy people choose certain behavioral options to
satisfy their needs
*o+ people evaluate their satisfaction after they
have attained these goals
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rocess-ased erspectives cont8d
) &he B3uity &heory of (otivation * /ocuses on the desire to be treated +ith e3uity and to
avoid perceived ine3uity
) B3uity is a perceptual belief that one is being treated fairly in
relation to others) Ine3uity is a perceptual belief that one is being treated unfairly
in relation to others
) &he B3uity Comparison
* %utcomes self compared with %utcomes otherInputs self Inputs other
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4.4 7esponses to erceptions of B3uity and Ine3uity
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rocess-ased erspectives cont8d
) &he BDpectancy &heory of (otivation Eroom *(otivation depends on ho+ much +e +ant something andho+ li0ely +e thin0 +e are to get it
) Fey Components
.fforttoperforman)ee-pe)tan)y
&he perceived probability that effort +illlead to performance
Performan)etoout)omee-pe)tan)y
&he perceived probability that performance+ill lead to certain outcomes
&ut)ome Anything that results from performinga behavior
/alen)e &he degree of attractiveness orunattractiveness value that a particularoutcome has for a person
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4.5 &he BDpectancy &heory of (otivation
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rocess-ased erspectivescont8d
) &he orter-$a+ler (odel */ocuses on the relationship bet+een satisfaction and
performance
* Assumes that:
) If re+ards are ade3uate, high levels of performance may leadto satisfaction.
) 5atisfaction is determined by the perceived e3uity of intrinsic
intangible and eDtrinsic tangible re+ards for performance.
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4.6 &he orter-$a+ler (odel
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;uidelines for Gsing BDpectancy &heory
) #etermine the primary outcomes each employee +ants
) #ecide +hat levelsH0inds of performance are needed to
meet organizational goals
) (a0e sure the desired levels of performance are
possible
) $in0 desired outcomes and desired performance
) Analyze the situation for conflicting eDpectancies
) (a0e sure the re+ards are large enough
) (a0e sure the overall system is e3uitable for everyone
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$earning-ased erspectives on (otivation
) $earning * A relatively permanent change in behavior or
behavioral potential resulting from direct or indirect
eDperience
) o+ $earning %ccurs *&raditional Eie+: Classical Conditioning
) A simple form of learning that lin0s a conditioned response
+ith an unconditioned stimulus
*Contemporary Eie+: $earning as a Cognitive rocess) Assumes people are conscious, active participants in ho+
they learn
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$earning-ased erspectives cont8d
) 7einforcement &heory and $earning *%perant Conditioning 50inner
) ehavior is a function of its conse3uences
) 7einforcement is the conse3uence of behavior
*&ypes of 7einforcementPositive reinfor)ement A re+ard or other desirable conse3uence that
a person receives after eDhibiting behavior
e"ative reinfor)ementavoidan)e
&he opportunity to avoid or escape from anunpleasant circumstance after eDhibiting behavior
.-tin)tion #ecreases the fre3uency of behavior byeliminating a re+ard or desirable conse3uencethat follo+s that behavior
Punishment An unpleasant or aversive conse3uence thatresults from behavior
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4.1 5chedules of 7einforcement
S)hedule of +einfor)ement ature of +einfor)ement
Command *roups Task *roups
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$earning-ased erspectives cont8d
) 5ocial $earning in %rganizations *%ccurs +hen people observe the behaviors of others,
recognize their conse3uences, and alter their o+n
behavior as a result
*Conditions for social learning:) ehavior being observed and imitated must be relatively
simple
) %bserved and imitated behavior must be concrete, not
intellectual
) $earner must have the physical ability to imitate the observedbehavior
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$earning-ased erspectives cont8d
) %rganizational ehavior (odification % (od *&he application of reinforcement theory to people in
organizational settings
) Bffectiveness of % (od
*Earying results in organizational applications *$ac0 of 4real +orld6 use
) Bthics of % (od
*Individual freedom of choice
*Bmployee manipulation
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%rganizational ehavior in Action
) After reading the chapter opening case: *hich needs does +or0ing at 'etapp fulfill for its
employees
*Is it really possible to have an organization +here
almost all employees are or appear be satisfied
*hat advantages does 'etapp have +hen see0ing
people for employment #isadvantages