Job Motivation Revision

-Equity Theory (Adams 1965)

-Work motivation is influenced by our perceptions of fairness of treatment
assuming everybody is being treated fairly.
-calculate the ratio of our outcome to input and compare it with what we believe are
the ratios of other coworkers
-sense inequity, when we presume getting less than others
-presence of inequity we are motivated to do something to reestablish balance that
provide justice to us
-Response patterns to inequity
-Benevolent
-Satisfied when they are under-rewarded compared with coworkers
-Equity sensitive
-Believe everyone should be fairly rewarded
-Entitled
-People believe that everything they receive is their just due
-Expectancy theory (Vroom 1964)
-Valence-instrumentality-expectancy theory (VIE) states that people make choices
based on their expectations
-Employees perform at the level that gives the greatest payoff or benefit, worth of
reward varies individually
-Effort = expectancy x instrumentality x valence
-Expectancy, employees decide whether they expect job behaviors to have a
high probability of leading to a particular outcome
-Instrumentality, employees determine whether that outcome will be
instrumental in leading to other outcomes
-Valance, employees decide whether those outcomes have sufficient
psychological value to motivate them to behave in a certain way

-Goal setting theory (Edwin Locke 1960)

-outcomes such as pay should linked to the attainment of goals
-also refers to the effects of setting goals on subsequent performance
-Goal setting principles
i) Clarity, clear, measurable goal is more achievable than one that is
poorly defined. In other words, be specific! The most effective goals
have a specific timeline for completion
ii) Challenge, goal must have a decent level of difficulty in order to
motivate you to strive toward the goal
iii) Commitment, Put deliberate and intense effort into meeting this
goal
iv) Feedback, method to receive information on your progress toward a
goal. If losing 30 pounds in four months turns out to be too hard, it is
better to adjust the difficulty of your goal mid-way through the
timeline than to give up entirely
v) Task complexity, if goal is especially complex, make sure you give
yourself enough time to overcome the learning curve involved in
completing the task.
-SMART way
-Specific
-Measurable
-Achievable
-Realistic
-Timeframe
-Psychology empowerment
-viewed as a process, by which people, organizations and communities gain
mastery and motivation over their lives
-Defining motivation
-Psychological force that determines the direction of a person's behavior in an
organization, their level of effort / intensity and their persistence in facing
obstacles

-Self-efficacy and motivation

-Performance is affected by how confident he/she to confront and attained the
goals (self-efficacy) as trust is in concern
-The higher ones self-efficacy in performing well on a task, the less difficult
the goal is perceived
-Self efficacy influence the personal goals that he/she sets to achieve. The
stronger positive valence towards the goal, the better the performance. Selfefficacy affects individuals level of achievement as well
-Those who have high self-efficacy believes in their ability is adjustable,
hence would adjust the level of performance effectively after referring to
negative feedbacks they received.
-Those with low self-efficacy believed that their ability is fixed and unlikely to
attempt to improve their performance
-Value perception theory
-suggests that job satisfaction depends on whether you perceive that your job
supplies the things that you value
-theory is based on how much of a value an employee wants relative to how
much of that value the job provides, relative to the importance of that value to
the employee
-either in
-pay satisfaction
-promotion satisfacetion
-supervisor satisfaction
-co-worker satisfaction
-the work or job itself

-Job Characteristics theory

-Meaningfulness of work
-Skill variety
-degree which job needs a number of different activities that
involve number of different skills and talents

-Task identity
-degree to which the job requires completing a while,
identifiable, piece of work from beginning to end with visible
outcome
-Task significance
-degree to which job has impact on lives of other people,
especially the world
-Responsible for work outcomes
-autonomy
-degree to which job provides freedom, independence and
discretion to individual performing job

-Knowledge of results of work

-Feedback
-degree which carrying out jobs provide employees with
clear information about how well they perform
-the 5 are core related to job satisfaction, however not all employee wants
more variety, autonomy, etc
-job enrichment (duties associated with job expanded to provide variety,
autonomy
-job crafting (employees mold and redefine their jobs in their own proactive
way
-Ethics
-ethical behaviour is acting in ways consistent with own personal values and
commonly held values of organization
-can be influenced by
-Individual influences
-value systems

i) achievement
ii) concern for others
iii) honesty
iv) fairness
-locus of control
-locus of control, internals believe that control events in
their own lives and also responsible for what happens to
them
-Machiavellianism
-doing whatever it takes to get their own way
-cognitive moral development
-personality characteristic indicating one's willingness
to do whatever it takes to get one's own way
-Lawrence Kohlberg founded theory of moral
development by studying moral reasoning, emphasizing
on not what they did but why they made such decisions
-He also argued that human's moral development
progresses at a uniformed rate like Piaget's cognitive
development theory

-Organization influences
-code of conduct
-ethics committees or officers
-modelling
-training programs
-norms
-rewards and punishments
-Stages of ethics
i) Preconventional level /Premoral (birth to adolescence)
-Stage 1:Punishment - obedience orientation

-moral judgement to avoid punishments

-Stage 2: Instrumental - exchange orientation
-moral judgement based on getting rewards
ii) Conventional level (adolescence to young adulthood)
-Stage 3: good child orientation
-obey rules to obtain approval
-Stage 4: law and order orientation
-obey laws as it maintains order
iii) Postconventional level / Principled (adulthood)
-Stage 5: social - contract orientation
-judged on basis of ethical principles rather than consequences
-Stage 6: universal ethics orientation
-based on principle of morality, even if it differ from rules of
larger community
-Compensation to motivate employees
-Pay employees and incentives
-salary compensates employees for performing all the tasks required of them
and provides them with a consistent income. The incentive (which can be
commission for salespeople and a bonus for others) motivates them to meet
and exceed their goals and gives them the opportunity to increase their
earnings
-keep incentive as simple as possible
-don't make the incentive too extravagant or complicated for employee, as it
may put them off from being motivated at work
-Using SMART goals,
-Specific, Measurable, Ambitious, Realistic and Time-bound
-Determine what competitors are paying
-paying more than competitors to employee may motivate them
-Modify salary based on geographical location

-incentive plan for employees working in different cities should not change,
you should adjust the salary portion to reflect the local cost of living, so as not
to penalize employees who live in more expensive cities
-Use merit increases to reward top performers
-misguided attempt to keep all employees happy, many companies misallocate
the funds they budget for annual merit increases by giving all employees
essentially the same merit increases. Your first priority should be to retain and
motivate star employees, your second priority to retain and motivate
satisfactory employees. Therefore, award the largest salary increases to your
stars, much more modest increases to satisfactory performers, and no increases
to whose performance falls below expectations
-Giving employees non-financial rewards
-employees are motivated by other forms of recognition and rewards. For
example, consider establishing an annual trip to reward employees who have
achieved certain annual goals. Besides increasing motivation, companysponsored trips build camaraderie and teamwork. How you train, develop and
manage your employees also drives retention and performance. However,
paying them as well as you realistically can based on their performance
is one of the best ways to heighten their motivation
-Job satisfaction is a state of emotional gladness, which comes from the achievement of a
goal that one gets by fulfilling his part of work in an organization.
-Job Satisfaction leads to organizational commitment
-employees are more involved and attached with the job it means that they are
more committed to their work it implies that the employees are satisfied
towards organization
-more happy or satisfied an employee, more they are willing to put effort in
their job for the organization
-Employees are committed to their jobs only when they are internally
convinced to their duty roles and motivated for their work
-Job satisfaction is not only the identity of pleasure but also the happiness for
their job due to environmental effects.
-Job satisfaction can be in shape of salary or any other monetary incentives
that help to make employees happy and they remain highly engaged with the
organization.
-emotional attachment and employees loyalty is most important factor in
work motivation. This can bind the people to stay in organization.

-Leader-member exchange theory

-focuses on dyad, or a relationship between a leader and each subordinate
considered independently, rather than on the relationship between the superior
and the group
-leader initiates either an in-group or an out-group exchange with a member of
the organization early in the life of the dyadic relationship.
-Members of the in-group are invited to participate in decision making and are
given added responsibility
-leaders do differentiate among followers and that these differences are not
random. Followers exhibiting higher levels of self-efficacy were more likely
to form in-group relationships with leaders, who perceived the followers to be
more likable and to be more similar in personality to the leader
-Substitute leader model / theory
- under some circumstances, situational factors may substitute for leadership.
In addition, there are situational factors that may 'neutralise' leadership, i.e.,
prevent the leader from taking action. Leader substitutes may be situational or
organisational factors (such as job design, or a cohesive work group) or
follower characteristics (such as ability, training and previous experience)
- strength of the substitutes-for-leadership model is its recognition of the role
of followers in the leadership process, rather than just the characteristics and
behaviour of the leader
-Role making
-characterizes how a person lives (plays) a role, and how he or she transforms
the expectations into concrete behavior
-driving force of role-making is the difference between the role-takers
individual attitude toward the role on the one hand and the expectations which
are assigned to the role by its social context (e.g., given by the society,
community, group, or organization)
-Trust and mistrust in the organization
-this can affect the performance and employees in the organization, also
affecting cohesiveness of employees
-conditions of high trust an employee has reason to expect that she or he will
be treated favourably
-conditions of low mistrust, an employee has no reasons to expect she or he
will not be treated favourably