Transcript MOTIVATION THAT WHICH CAUSES •BEHAVIOR TO BEGIN •SUSTAINED BEHAVIOR MOTIVATION THE REASON(S) FOR •WANTING TO EXPEND EFFORT •WANTING TO DO SOMETHING.

MOTIVATION
THAT WHICH CAUSES
•BEHAVIOR TO BEGIN
•SUSTAINED BEHAVIOR
MOTIVATION
THE REASON(S) FOR
•WANTING TO EXPEND EFFORT
•WANTING TO DO SOMETHING
WHY DO PEOPLE WORK?
MOTIVATED TO DO WHAT?
POINT: NOT EVERYTHING INFLUENCES
HIGHER PERFORMANCE.
P = (f) M X A X S X E
M = MOTIVATION
A = ABILITY
S = SUPPORT (TOOLS, ASSISTANCE, RESOURCES)
E = EXTERNAL CONDITIONS
ALWAYS WANT TO
INCREASE
PERFORMANCE?
MAY NOT WORK
•MACHINE PACED
•IN ASSEMBLY LINE
•PERISHABLE/FASHION PROD.
•TOO MUCH INVENTORY
Hierarchy of Needs
Self
Actualization
Esteem
Affiliation
Security
Physiological
2 Factor Theory
Satisfaction
- Motivator Factors +
Dissatisfaction
- Hygiene Factors +
F. Herzberg
2 Factor Theory
% Negative
% Positive
- 8 ACHIEVEMENT +43
-15 RECOGNITION +35
-12 WORK ITSELF +28
- 8 RESPONSIBILITY+25
-11ADVANCEMENT +21
-37 COMPANY POLICY
+ 5
& ADMIN
-21 SUPERVISION
+ 5
-19 SALARY
+17
-17 INTERPERSONAL REL. + 4
-13 WORKING COND.
+3
F. Herzberg
Acquired Needs Theory
Learn Needs
•Childhood literature
•Role models
•Experiences
McClelland
Need for Achievement
(nach)
•Drive to excel
•Prefer challenging but
achievable goals
Too challenging = won’t succeed
Not challenging = no sense of achievement
(nach)
Achievers prefer jobs that offer
•Personal responsibility
•Feedback
•Moderate risk
Need for power
(npow)
•Control environment
•Influence people
•Prefer
- being in charge
- competition
- status oriented situations
Need for affiliation
(naff)
•Friendly, close relationships
•Prefer situations
- cooperative
- mutual understanding
Goal Setting as Motivator
•Specific, not general
•Difficult, high
- coaching
- encourage
- support
•Set by manager
-------
- accepted?
And nach? 10-20% people in U.S. are high nach
Expectancy Theory
Perceived
Equity
Abilities
Intrinsic
Rewards
Effort
Value of
Rewards
Performance
Extrinsic
Rewards
Role
Perceptions
Perceived
Effort - Reward
Probability
Adapted from L. Porter & E. Lawler (1968). Managerial attitudes and performance, Irwin, p. 165.
Satisfaction
Equity Theory
A’s perceptions of:
Outcomes A
Inputs A
=
Outcomes B
Inputs B
If Inequity Perceived:
1. Change real inputs, outcomes (I, O).
2. Change perception of I, O.
3. Change others’ I, O.
4. Change perception of others’ I, O.
5. Change referent(s).
6. Leave situation.
Studies - inequitable pay:
(Compared to equitably paid employees)
PERCEPTION = OVER-REWARDED
•Time based pay: produce more
(quantity and quality)
•Quantity based pay: reduce quantity*,
increase quality
*Assumption: trade-off between quantity and quality
Studies - inequitable pay:
(Compared to equitably paid employees)
PERCEPTION - UNDER-REWARDED
•Time based pay: produce less
or poorer quality
•Quantity based pay: increase quantity,
reduce quality
*Assumption: trade-off between quantity and quality
Reinforcement Theory
Stimulus
Response
Consequence
(need)
Learn from consequence to repeat
or not repeat the behavior
Reinforcement Theory
Law of Effect: The greater the satisfaction, or
dissatisfaction, with consequence,
the stronger the stimulus to
behavior link (stronger learning).
Reinforcement Theory
Law of Contiguity: Tie consequence directly
to behavior.
Law of Immediacy: Administer consequence
immediately.
Reinforcement Theory
Positive Reinforcement: Positive consequences
following behavior (reward)
Negative Reinforcement (Avoidance Learning):
Remove negative consequence following
behavior (don’t get stopped if don’t speed)
Punishment: Negative consequence following behavior
Extinction: Withhold positive consequence after behavior
(fail to meet goal, no reward)
Schedules of Reinforcement
Schedule
Form of
Influence
If Withdrawn
Example
Fixed
Interval
Reward at
fixed time
Leads to
average and
irregular perf.
Rapid
extinction
Weekly,
monthly
paycheck
Fixed
Ratio
Reward tied
to specific
# of responses
Quickly leads
to high and
stable perf.
Moderately
fast extinction
Piece rate
Variable
Interval
Reward at
varying
times
Leads to
moderate and
stable perf.
Slow
extinction
Rewards
at random
times
Variable
Ratio
Reward at
variable
amounts of
responses
Leads to
very high
perf.
Very slow
extinction
Bonus tied
to sales, random #
needed
Reinforcement Theory
Shaping Behavior:
•
Teaching new behavior
•
Reward “successive approximations”
- reward “attempts” early stages
- reward often, early stages
-----------Same as: Coaching, modeling, teaching….
Guides for Positive Reinforcement
1. Clearly describe goal, target behavior.
2. If overall is complex chain of behaviors, divide into
observable, measurable sequence of steps.
3. Make sure person has skill, ability to accomplish
behavior.
4. Select rewards based on person’s needs.
5. Arrange setting to encourage desired behavior.
6. Reward close approximations, in shaping stage.
7. Reward desired behavior immediately.
Guides for Punishment
1. Tell person what is wrong.
2. Tell person what correct behavior is.
3. Follow laws of contingent, immediate reinforcement.
Punish only improper behavior immediately.
4. Make punishment match behavior. Magnitude of
punishment = to degree of undesirable behavior.
5. Punish in private.
“HOT STOVE” RULE
•IMMEDIACY
•ADVANCE WARNING
•CONSISTENCY
•IMPERSONAL
Possible Negative Side-effects of Punishment
1. If administered poorly, may cause frustration,
humiliation, alienation…
2. Threat of punishment may highlight what not to do.
3. Does stop unwanted behavior. By itself, does not
provide corrections.
4. Vulnerable to error of over-generalization.
5. Does not encourage internalized behavior; i.e.
Threat must always be present.
6. May encourage people to respond in kind.
SHOULD PUNISHMENT BE USED AT ALL?
•DOES (CAN) STOP UNWANTED BEHAVIOR.
•IF UNWANTED BEHAVIOR IS INTENTIONAL
•KNEW IT WAS WRONG
•DID IT ANYWAY
•PUNISH UNINTENTIONAL BEHAVIOR?
•FRUSTRATION
•NEGATIVE STRESS
COMPETITION as Motivator
•High interdependent tasks, compete for rewards:
productivity decreases
•Low interdependent tasks, compete for rewards:
slight increase in productivity
(Miller & Hamblin (1971). “Interdependence, differential rewarding, and productivity” in B. Hinton & J.
Reitz Groups and Organizations.)
JOB ENRICHMENT
as Motivator
•EVERYONE WANT MORE AUTHORITY,
RESPONSIBILITY?
•SAME AS EMPOWERMENT?