Motivating Self and Others

Chapter 4
Motivating Self and Others

What is Motivation?
Motivation
 The processes that account for an
individual’s intensity, direction, and
persistence of effort toward
attaining a goal
 Intensity: how hard a
person tries
 Direction: where effort
is channeled
 Persistence: how long
effort is maintained
Theory X and Theory Y
 Theory X
 The assumption that employees dislike work, will
attempt to avoid it, and must be coerced,
controlled, or threatened with punishment if they
are to perform.
 Theory Y
 The assumption that employees like work, are
creative, seek responsibility, and can exercise self-
direction and self-control.
Motivators
 Intrinsic
 A person’s internal desire to do something,
due to such things as interest, challenge,
and personal satisfaction.
 Extrinsic
 Motivation that comes from outside
the person, such as pay, bonuses,
and other tangible rewards.
Needs Theories of Motivation
Basic idea:
 Individuals have needs that, when
unsatisfied, will result in motivation
 Maslow’s hierarchy of needs
 Herzberg’s two factor theory (motivation-hygiene
theory)
 Alderfer’s ERG theory
Less Important
 McClelland’s theory of needs
Maslow’s Hierarchy of Needs
Self-
actualization
Esteem
Social
Safety
Physiological
Herzberg’s Motivation-Hygiene
Theory
 Hygiene factors - necessary, but not
sufficient, for healthy adjustment
 Extrinsic factors; context of work
 Company policy and administration
 Unhappy relationship with employee's supervisor
 Poor interpersonal relations with one's peers
 Poor working conditions
These needs must be met so employee is not dissatisfied – but they

do not necessarily lead to satisfaction
Herzberg’s Motivation-Hygiene
Theory
 Motivators - the sources of satisfaction
 Intrinsic factors; content of work
 Achievement
 Recognition
 Challenging, varied or interesting work
 Responsibility
 Advancement
Contrasting Views of Satisfaction
and Dissatisfaction
Traditional view
Dissatisfaction Satisfaction
Herzberg's view
Motivators Intrinsic
No Satisfaction Satisfaction
Extrinsic
Hygiene Factors
Dissatisfaction No dissatisfaction
Alderfer’s ERG Theory
 Existence
 Concerned with providing basic material
existence requirements
 Relatedness
 Desire for maintaining important
interpersonal relationships
 Growth
 Intrinsic desire for personal development
McClelland’s Theory of Needs
 Need for Achievement
 The drive to excel, to achieve in relation to a
set of standards, to strive to succeed
 Need for Power
 The need to make others behave in a way
that they would not have behaved otherwise
 Need for Affiliation
 The desire for friendly and close
interpersonal relationships
Summarizing the Various Needs
Theories
Maslow Alderfer Herzberg

McClelland
Self-Actualization
Growth Motivators Need for Achievement
Esteem
Relatedness Need for Power

Affiliation
Hygiene
Factors Need for Affiliation
Security
Existence
Physiological
Summary: Hierarchy of Needs
 Maslow: Argues that lower-order needs

must be satisfied before one progresses
to higher-order needs.
 Herzberg: Hygiene factors must be met
if person is not to be dissatisfied. They
will not lead to satisfaction, however.
Motivators lead to satisfaction.
Summary: Impact of Theory
 Maslow: Enjoys wide recognition
among practising managers. Most
managers are familiar with it.
 Herzberg: The popularity of giving
workers greater responsibility for
planning and controlling their work can
be attributed to his findings. Shows
that more than one need may operate
at the same time
Process Theories of Motivation
 Look at the actual process of motivation
 Expectancy theory
 Goal-setting theory
Expectancy Theory
An employee will be motivated to exert a high

level of effort when he/she believes:
 That effort will lead to good performance
 That performance will lead to organizational
rewards
 The rewards will satisfy the employee’s
personal goals
Expectancy Relationships
 The theory focuses on three relationships:
 Effort-performance relationship
 The perceived probability 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 a desired
outcome.
 Rewards-personal goals relationship
 The degree to which organizational rewards satisfy
an individual’s personal goals or needs and are
attractive to the individual.
How Does Expectancy Theory
Work?
My professor offers me $1 million if I memorize the textbook by tomorrow morning.
Expectancy Instrumentality Valence
Effort Performance Link Performance Rewards Link Rewards Personal Goals Link
No matter how much effort My professor does not look There are a lot of wonderful things
I put in, probably not possible like someone who has $1 million I could do with $1 million
to memorize the text in 24 hours
E=0 I=0 V=1
Conclusion: Though I value the reward, I will not be motivated to do this task.
Steps to Increasing Motivation, Using Expectancy
Theory
Improving Expectancy Improving Instrumentality Improving Valence
Improve the ability of the ’ s belief that

Increase the individual Make sure that the reward is
meaningful to the individual

individual to perform performance will lead to reward
Steps to Increasing Motivation, Using Expectancy
Theory
Improving Expectancy Improving Instrumentality Improving Valence
Improve the ability of the Increase the individual ’s belief that Make sure that the reward is
individual to perform performance will lead to reward meaningful to the individual
• Make sure employees have skills • Observe and recognize performance • Ask employees what rewards they
for the task • Deliver rewards as promised value
• Provide training • Indicate to employees how previous • Give rewards that are valued
• Assign reasonable tasks and goals good performance led to greater
rewards
Goal-Setting Theory
 The theory that specific and difficult goals lead to
higher performance.
 Goals tell an employee what needs to be done and how
much effort will need to be expended.
 Specific goals increase performance
 Difficult goals, when accepted, result in higher

performance than do easy goals
 Feedback leads to higher performance than does
nonfeedback.
 Specific hard goals produce a higher level of output than
does the generalized goal of “do your best.”
 The specificity of the goal itself acts as an internal
stimulus.
Management by Objectives
 A program that encompasses

 Specific goals
 Participative decision-making
 Explicit time period
 Performance feedback
Summary so far …
 What is motivation?
 Needs theory of motivation
 Maslow’s Hierarchy
 Motivation-Hygiene Theory
 Process Theories of Motivation

 Expectancy Theory
 Goal-setting Theory
 Management by Objectives
For next class
 Read Stella McCarthy Case and be

prepared to discuss in class on
Wednesday

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Chapter 4

Motivating Self and Others

 Poor interpersonal relations with one's peers

 Poor working conditions

These needs must be met so employee is not dissatisfied – but they

 Challenging, varied or interesting work

Maslow Alderfer Herzberg

Relatedness Need for Power

 Maslow: Argues that lower-order needs

 Look at the actual process of motivation

An employee will be motivated to exert a high

My professor offers me $1 million if I memorize the textbook by tomorrow morning.

Expectancy Instrumentality Valence

Improving Expectancy Improving Instrumentality Improving Valence

Improve the ability of the ’ s belief that

meaningful to the individual

Improving Expectancy Improving Instrumentality Improving Valence

individual to perform performance will lead to reward meaningful to the individual

for the task • Deliver rewards as promised value

• Assign reasonable tasks and goals good performance led to greater

 Difficult goals, when accepted, result in higher

 A program that encompasses

 Explicit time period

 Process Theories of Motivation

 Read Stella McCarthy Case and be

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