BUSMHR 3200 Exam 2 Motivation Definition of motivation o Physiological processes that arouse and direct goal directed behavior o Aspects related to the job internal characteristics of the person etc o Aspects related to rewards recognition perceived equity types of goals set etc Intrinsic vs extrinsic motivation o If you want to learn it s intrinsic motivation o A CEO would want intrinsically motivated but would have to offer extrinsic motivation o If you want to do it all work hard and learn so that you have a large salary is extrinsic of some sort probably motivation o Extrinsic motivation doesn t have to be just money though P A x M x O o Fundamental equation regarding performance P A x M x O o P Performance o A Ability o M Motivation o O Opportunity Need based theories of motivation e g Maslow Alderfer McClelland o Needs Physiological or psychological deficiencies that drive behavior o Maslow s Need Hierarchy Theory Deficiency needs called that because they drive behaviors The further they are to the bottom the harder they are to ignore when they are not met Physiological needs food water sex Safety needs to feel secure in your environment Social needs needs to feel like you belong Very strict hierarchy Can only focus on one type of need at a time Esteem needs the need to feel good about yourself Self actualization needs maximizing your potential o Alderfer s ERG Theory Hierarchy is important but make it more realistic Existence physiological and safety Relatedness social Growth esteem and self actualization Not a strict hierarchy you can work on all three types of needs at the same time o McClelland s Need Theory Motivation is a function of three different needs that vary from individual to individual n Ach Need for Achievement The desire to accomplish something difficult Need for Affiliation The desire to spend time in social relationships and activities Need for Power The desire to influence coach teach or encourage others to achieve n Affil n Pow Projective test give you something to look at and you project your thoughts on to what you think is going on there No right or wrong answer Best leaders usually fall pretty high on need for achievement and power scales and relatively in the middle for need for affiliation Job design related motivation e g job enlargement job enrichment etc o Focuses on improving satisfaction motivation and performance while reducing absenteeism turnover etc o Job enlargement more of the same thing o Job enrichment qualitatively different in the job o Job rotation change positions try new different things o Job sharing two people work half time and make one head count for full time Job characteristics model skill variety etc o Give people autonomy so they feel like they have power then give them feedback on their behavior o Dotted line boss informal reporting relationship More for coordination purposes Chances are you probably have a solid line to someone else o Solid line boss formal reporting relationship This person can fire you They do your performance review Job satisfaction etc Employee engagement o An affective or emotional response to one s job o Satisfaction moderately correlated at best with most work outcomes measures o Satisfied employees may not necessarily be high performing innovative enthusiastic o Engagement assumes satisfaction plus a level of excitement and enthusiasm about the work energy enthusiasm for the organization and passion for what one does o Engagement more strongly correlated with turnover negative correlation than is satisfaction Equity theory the model basic components e g inputs outcomes outcomes People want to feel like they are being treated fairly Cognitive dissonance bad feeling when you have two thoughts that contradict each other uncertainty reduction theory from com1100 Try to resolve tension between a believe and a behavior Either rationalize it or blow it off etc In every situation there are inputs you put into the situation and there are outcomes from that Always ask is it worth it Equity in terms of fairness treatment or perceptions of it Equity Inequity or Both positive and negative inequity Outcome inputs Components of Adams Equity Theory o Inputs o Outcomes compensation anything else that is valued o Outcomes Inputs Ratio can be equitable or inequitable o This ratio is what potentially creates dissonance and motivates behavior Has its roots in cognitive dissonance theory Festinger o Cognitive dissonance creates psychological discomfort o Psychological comfort causes dissonance reduction activities Ways to reduce inequity o Feelings of inequity revolve around a person s evaluation of whether they receive adequate reward to compensate inputs compare themselves to people that they have close interpersonal ties with or with similar qualifications Expectancy theory and the components e g expectancies instrumentalities o Linkages o Expectancy probability that effort is going to lead to performance in your head effort o Instrumentality is performance going to be recognized and rewarded performance to to performance linkage outcomes rewards linkage o Valence value of the reward o Theory is Multiplicative if any of the linkages is low the whole thing motivation is low o So theory says you need all three of these things Goal setting o Goals direct the individual s attention and focus o Goals help regulate effort and motivate behavior o Goals increase persistence o Goals help one develop specific action plans and tactics to help in goal achievement SMART goal acronym o SMART Specific Measurable Attainable Relevant Time Based Feedback Rewards and Reinforcement The performance management cycle o Is a yearly cycle o Starts off with maybe setting goals beginning o Developmental discussion Boss is coach not judge Informal convo middle feedback o Formal assessment of performance end of year Boss is now judge o Maybe some rewards Purposes and sources of feedback o Sources Yourself Others The task situation itself o Feedback has two major functions Instructional e g insight into better ways to perform a task Motivational e g information that builds your self efficacy Guidelines for giving feedback o Be clear in your words and articulation o Be specific about the behavior s in question o Focus on behaviors not on personal characteristics o Focus on behaviors that can be changed o Accept ownership of the feedback use I statements o Be timely give feedback ASAP after the behavior is seen o Use a good balance but
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