PSY 3711 1st Edition Lecture 22Outline of Last Lecture I. Criteria for I/O PsychologyII. What are attitudesIII. Job satisfactionIV. Overall job attitudesV. InterventionsVI. Outcomes of job satisfactionOutline of Current LectureI. MotivationII. Theories of motivationIII. Self-efficacyCurrent LectureI. Motivationa. Heart of organizational psychologyb. Studied since the beginning of psychologyc. Defined as 3 questionsi. Direction: where does the employee exert effortii. Intensity: how much effort does the employee exertiii. Persistence: how long does the employee continued. Example: Test coming upi. Direction: should I study or do something elseii. Intensity: should I skim the chapters and lecture notes, or commit to an in-depth reviewiii. Persistence: Do I study for an hour or stay up all night. If I get distracted, do I refocus or just give upe. Motivation is just one determinant of performanceThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.i. Can doii. Will doiii. Maximal performance vs typical performance 1. Maximal performance  can do, declarative knowledge and procedural/knowledge/skill2. Typical performance includes the extra motivation leveliv. Ability level moderates the relationship between motivation and performance  more motivation does not lead to better performancev. If you have no ability  no way you will do task wellvi. High ability  low motivation will still not perform very well, but high motivation performs much, much bettervii. Performance=(ability x motivation) – situational constraints1. Ability  capacity to perform  e.g. training, selection2. Motivation  willingness to perform  e.g. supportive working environment, setting goals, interventions 3. Situational constraint  opportunity to perform  e.g. good resources, good tools II. Theories of motivationa. Intuitively appealing theories that lack empirical supporti. Maslow’s hierarchy of needs 1. Popular but not uch empirical support2. Hierarchy isn’t supported  higher level needs don’t necessarily become most important as lower level needs are satisfied3. The ideas that needs are in competition with each other is a good one thoughii. Herzberg’s 2-factor theory 1. Hygiene needsa. Related to results from job and not work itself b. Extrinsic motivators c. E.g. pay, benefits, company policiesd. Minimize employee dissatisfaction, don’t motivatee. If all met, just neutral  things we expect2. Motivator needsa. The work itself b. E.g. challenging work, responsibilityc. Gives satisfaction, motivates3. Need to be satisfied and motivated4. Research generally doesn’t supportb. Theories with empirical support but limited partial utilityi. Equity theory1. Answers the question: are outcomes perceived as being at an appropriate level in comparison to inputs when compared to others2. ?=? 3. your inputs > other person’s inputs4. your outcomes < other person’s outcome5. related to cognitive dissonance6. Example: ben and adam are studying for a 100 pt testa. Adam=100 points and spent 25 hours studyingi. Ben= 80 points and spent 20 hours studyingii. 100/25 vs 80/20  4=4  equity! b. Adam= 100 points and spent 50 hours studyingi. Ben= 100 poitns and spent 1 hours studyingii. 100/50 vs 100/1  2 <100  inequity! c. Adam will change his thoughts/behavior until fair d. Change referent, study less, sabotage7. Equity  satisfaction, overreward  tension, underreward  tension8. Research shows stronger support for underpayment than overpayment predictions9. Assumes we do a lot of complicated calculationsii. Expectancy theory1. People will be motivated when they believe:a. Effort  performance (expectancy) b. Performance  outcomes (instrumentaility)c. Outcomes are valued (valence)2. Motivation= V * I * E3. Assumes people are highly rational c. Theories with mixed support (sometimes work)i. Reinforcement theory/behavioral modificationii. Skinnerian behaviorismiii. Operant conditioning iv. Stimulus  response  reward  more likely to repeat behaviorv. Incentives and punishmentsvi. Works often but requires detailed measurement of performancevii. Usually applicable in low vs high complexity jobs (better in low)viii. Close monitoring of individual behaviorsix. Feelings of control and manipulationx. Issues of ethical responsibly xi. Unintended consequences  reward new sales, what happens to service? xii. Reinforcement: payment schemes1. What will happen if we pay drivers by the number of stops they arrive to on time  might drive recklessly, might skip stops in order to get back on schedule2. What happens if we pay bus drivers by the number of passengers they carryd. Theories that WORK (empirical support and practical utility)i. Job characteristics model1. Motivation through the structure of work itself2. We talke about this in the job attitudes lecture3. Expanded and now called “work design”4. Dimensionsa. Skill variety and challengeb. Task identity and task significancec. Autonomy and flexibilityd. Feedback and supporte. Ergonomics and comfort 5. Job enrichmenta. Altering a job to improve some or all of the job design dimensionsb. Practically, you don’t need to change all dimensions, just do what you can (e.g. just change task significance)ii. Goal setting theory1. You are a machine sales rep. on average you recruit 5 new clients each montha. What goal will lead to the highest performance?  get as many new sales clients as you can, get 6 new sales clients this month, get 10 new sales clients this month, get 100 new sales clients this month2. Goals work by directing attention to the goal, increasing effort level, encouraging task persistence, facilitating strategies to overcome hurdles3. Assumes you have ability, are committed, and get feedback4. Role of goal commitmenta. For goals to work, individuals ust be committed to themb. Increasing goal commitmenti. Make goals public rather than privateii. Does participation matter?iii. What matter is is that individuals are given a reason to care5. Is goal setting always helpful?a. Air traffic controller studyb. Setting performance goals while still learning complex tasks hurt performancec. Setting performance goals when not in learning stage helpedd. Set learning goals as opposed to outcome goals in these situationsIII. Self efficacya. A person’s belief that hey are capable of doing the