Griffin 10e PPTS Ch04

8/18/2019 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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4–2© 2012 South-Western, a part of Cengage Learning

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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7/274–7© 2012 South-Western, a part of Cengage Learning

'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


8/274–© 2012 South-Western, a part of Cengage Learning

4.2 &he ierarchy of 'eeds

Reference: Adapted from Abraham . (aslo+, 4A &heory of uman

(otivation,6 Psychological Review, 1


9/274–!© 2012 South-Western, a part of Cengage Learning

'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


10/274–10© 2012 South-Western, a part of Cengage Learning

'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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) &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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) &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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;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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) 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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) %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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4–27© 2012 South-Western a part of Cengage Learning

%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

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Griffin 10e PPTS Ch04