Learning Module Week 6

Mater Dei College | Tubigon, Bohol | (038)508-8106
College of Accountancy, Business and Management – Business Department

Course Title HUMAN BEHAVIOR IN ORGANIZATION Course APEL 102/
No.
MAPre 101
Instructor MARIA ANTONNETTE B. GULILAT, LPT Schedule 1:00 – 2:30 TF
Week 6
Course Learning Outcome Demonstrate how the organizational behavior can integrate in
understanding the motivation behind behavior of people in the organization.
Student Learning Outcomes a.) Determine the start of motivation
b.) Differentiate theories under content and process approaches of
motivation
c.) Discuss job designs practices that motivate employees
Learning Content
EMPLOYEE MOTIVATION
Introduction
Managers are always interested in knowing and understanding the causes of effective
and ineffective performances. Motivation plays a significant role in shaping behavior and
influencing to a great extent work performance in organizations. Organizational behavior
design is found to be a major cause of effective job performance.
The concept of motivation plays an important role in analyzing and explaining the
behavior. Motivation means inspiring the personnel/ workers/ employees with an enthusiasm
to work for the accomplishment of objectives of the organizations. Thus, manager has to
motivate his workers to perform in order to get the things done. Giving well organized and
understandable instructions and orders does not mean that they will be followed.
An unsatisfied need is the starting point or motivation process and becomes the primary
connection in the chain of events leading to behavior. The unsatisfied need leads the
individual to execute behavior to satisfy the need. Attaining the goal satisfies
thee need and the process of motivation is complete.
Lesson Content
CONTENT APPROACHES
Motivation is a complex phenomenon. Several theories attempt to explain how motivation
works. In management circles, probably the most popular explanations of motivation are based
on the needs of the individual.
The basic needs model, referred to as content theory of motivation, highlights the specific
factors that motivate an individual. The content approaches center on the factors within the
individual which rejuvenate, direct, sustain and stop behavior. These approaches try to
determine the particular needs that motivate or inspire people which have an influence on
COURSE LEARNING MODULE | 2nd Semester, 2021-2022

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managerial practices. They are: Maslow's Hierarchy of Needs, Alderfer's ERG Theory,
Herzberg's Two-Factor Theory and McClelland's Learned Needs Theory.
Maslow's Hierarchy of Needs

Abraham Maslow defined need as a physiological or psychological deficiency that a
person feels the compulsion to satisfy. This need can create tensions that can influence a
person's work attitudes and behaviors. Maslow formed a theory based on his definition of need
that proposes that humans are motivated by multiple needs and that these needs exist in a
hierarchical order. His premise is that only an unsatisfied need can influence behavior; a satisfied
need is not a motivator.
Maslow's theory is based on the following two principles:
1. Deficit principle – A satisfied need no longer motivates behavior because people act to
satisfy deprived needs.
2. Progression principle – The five needs he identified exist in a hierarchy, which means that
a need at any level only comes into play after a lower-level need has been satisfied.
Table 3 Examples of Maslow's Hierarchy of Needs

Need Home Job
education, religion, hobbies, training, advancement, growth,
self-actualization personal growth creativity
approval of family, friends, recognition, high status,
esteem community responsibilities
family, friends, clubs teams, departments, coworkers,

belongingness clients, supervisors, subordinates
freedom from war, poison, work safety, job security, health
safety violence insurance
food, water, sex Heat, air, base salary
physiological
Source: http://www.analytictech.com
The levels of motivation are the following:
1) In the first level, physiological needs exist which include the most basic needs for
humans to survive, such as air, water and food.
2) In the second level, safety needs exist which include personal security, health, well-
being and safety against accidents remain.
3) In the third level, belonging needs exit. This is where people need to feel a sense of
belonging and acceptance. It is about relationships, families and friendship.
Organizations fulfill this need for people.

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4) In the fourth level, self-esteem needs remain. This is where people looks to be respected
and to have self-respect. Achievement needs, respect of others are in this level.
5) In the top-level, self-actualization needs exist. This level of need pertains to realizing the
person's full potential.
Aldefer's ERG Theory

Clayton Alderfer’s ERG (Existence, Relatedness, and Growth) theory is built upon
Maslow's hierarchy of needs theory. To begin his theory, Alderfer collapses Maslow's five
levels of needs into three categories.
1) Existence needs are desires for physiological and material well-being. (In terms of
Maslow's model, existence needs include physiological and safety needs)
2) Relatedness needs are desires for satisfying interpersonal relationships. (In terms of
Maslow' s model, relatedness correspondence to social needs)
3) Growth needs are desires for continued psychological growth and development
(in terms of Maslow's model, growth needs include esteem and self-realization needs)
This approach proposes that unsatisfied needs motivate behavior, and that as lower level
needs are satisfied, they become less important. Higher level needs, though, become more
important as they are satisfied, and if these needs are not met, a person may move down the
hierarchy, which Alderfer calls the frustration-regression) principle. Frustration-regression
principle means that an already satisfied lower level need can become reactivated and influence
behavior when a higher level need cannot be satisfied. As a result, managers should provide
opportunities for workers to capitalize on the importance of higher level needs.
Herzberg's Two-Factor Theory

Frederick Herzberg offers another framework for understanding the motivational
implications of work environments.
In his two-factor theory, Herzberg identifies two sets of factors that impact motivation in
the workplace:
1) Hygiene factors include salary, job security, working conditions, organizational
policies, and technical quality of supervision. Although these factors do not motivate
employees, they can cause dissatisfaction if they are missing. Something as simple
as adding music to the office place or implementing a no-smoking policy can make
people less dissatisfied with these aspects of their work. However, these
improvements in hygiene factors do not necessarily increase satisfaction.
2) Satisfiers or motivators include such things as responsibility, achievement, growth
opportunities, and feelings of recognition, and are the key to job satisfaction and
motivation. For example, managers can find out what people really do in their jobs and
make improvements, thus increasing job satisfaction and performance.
So, hygiene factors determine dissatisfaction, and motivators determine satisfaction.
The two scales are independent and you can be high on both. Following Herzberg's two-factor
theory, managers need to ensure that hygiene factors are adequate and then build satisfiers
into jobs.

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McClelland's Learned Needs Theory
McClelland's acquired theory recognizes that everyone prioritizes needs differently. He
also believes that individuals are not born with these needs, but that they are actually learned
through life experiences. McClelland identifies three specific needs:
1) Need for achievement is the drive to excel. High achievers differentiate themselves from
others by their desires to do things better. These individuals are strongly motivated by job
situations with personal responsibility, feedback, and an intermediate degree of risk. In
addition, high achievers often exhibit the following behaviors:
a) Seek personal responsibility for finding solutions to problems
b) Want rapid feedback on their performances so that they can tell easily whether
they are improving or not
c) Set moderately challenging goals and perform best when they perceive their
probability of success as 50-50
2) Need for power is the desire to cause others to behave in a way that they would not have
behaved otherwise. An individual with a high need of power is likely to follow a path of
continued promotion over time. Individuals with a high need of power often demonstrate
the following behaviors:
a) Enjoy being in charge
b) Want to influence others
c) Prefer to be placed into competitive and status-oriented situations
d) Tend to be more concerned with prestige and gaining influence over others
than with effective performance
3) Need for affiliation is the desire for friendly, close interpersonal relationships and conflict
avoidance. People with the need for affiliation seek companionship, social approval, and
satisfying interpersonal relationships. People needing affiliation display the following
behaviors:
a) Take a special interest in work that provides companionship and social approval
b) Strive for friendship
c) Prefer cooperative situations rather than competitive ones
d) Desire relationships involving a high degree of mutual understanding
e) May not make the best managers because their desire for social approval
and friendship may complicate managerial decision making
McClelland associates each need with a distinct set or work preferences, and managers
can help tailor the environment to meet these needs. Interestingly enough, a high need to
achieve does not necessarily lead to being a good manager, especially in large organizations.
People with high achievement needs are usually interested in how well they do personally and
not in influencing others to do well. On the other hand, the best managers are high in their needs
for power and low in their needs for affiliation.
PROCESS APPROACHES
Process approaches are concerned with "how” motivation happens. They provide a
description and analysis of how behavior is energized, directed, sustained and stopped. In other

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words, it explains how an employee's behavior is initiated, redirected and halted. Implications of
process theories include the following:
1. Establishing goals to direct behavior is an important part of a motivational
program.
2. Motivational programs should be perceived as equitable and deliver desirable outcomes
the individual has an expectation of achieving.
Expectancy Theory
Expectancy Theory argues that humans act according to their conscious expectations
that a particular behavior will lead to specific desirable goals.
Victor H. Vroom, developed the expectancy theory in 1964, producing a systematic
explanatory theory of workplace motivation. Theory asserts that the motivation to behave in a
particular way is determined by an individual's expectation that behavior will lead to a particular
outcome, multiplied by the preference or valence that person has for that outcome.
Here is the equation suggests that human behavior is directed by subjective probability.
Motivation = Expectancy x Instrumentality x Valence
Where:
M (motivation) is the amount a person will be motivated by the situation they find
themselves in. It is a function of the following.
E (expectancy) is the person's perception that effort will result in performance. In other
words, the person's assessment of the degree to which effort actually correlates with
performance.
I (instrumentality) is the person's perception that performance will be
rewarded/punished. Example, the person's assessment of how well the amount of reward
correlates with the quality of performance.
V (valence) is the perceived strength of the reward or punishment that will result from the
performance. If the reward is small, the motivation will be small, even if expectancy and
instrumentality are both perfect (high).
Equity Theory
Developed by John Stacey Adams in 1963, Equity Theory suggests that if the individual
perceives that the rewards received are equitable, that is, fair or just in comparison with those
received by others in similar positions in or outside the organization, then the individual feels
satisfied. Adams asserted that employees seek to maintain equity between the inputs that they
bring to a job and the outcomes that they receive from it against the perceived inputs and
outcomes of others.
Adams identifies six types of possible behavior as consequences of inequity. They are:
1) Changes to input - a person may increase or decrease the level of his inputs.
2) Changes to outcomes - a person may attempt to change outcomes such as pay, without
changes to inputs.

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3) Cognitive distortion of inputs and outcomes - Adams suggests that it is difficult for people
to distort facts about themselves but it is possible to distort the utility of those facts: for
example, the belief about how hard they are really working.
4) Leaving the field - a person may try to find a new situation with a more favorable balance,
for example, by absenteeism.
5) Acting on others - a person may attempt to bring about changes in others, for example is
lower their inputs or accept greater outcomes.
6) Changing the object of comparison - means changing the reference group with whom
comparison is made. For example, where another person with a previous similar
outcome-input ratio receives greater outcomes without any significant increase in
contribution, that other person. The essential aspect is a similar ratio of outcomes to
inputs. For example, by attempting to change a person’s inputs or encouraging a different
object of comparison.
Goal-setting Theory
Edwin Locke proposed Goal Theory in 1968, which proposes that motivation and
performance will be high if individuals are set specific goals which are challenging, but accepted,
and where feedback is given on performance.
The attributes that Locke made emphasıs in this theory are:
1) Goal specificity - the degree of quantitative preciseness of the goal
2) Goal difficulty - the degree of proficiency or the lever of goal performance that is being
sought
3) Goal intensity - the process of setting a goal or of determining how to reach it
4) Goal commitment - the amount of effort that is actually used to achieve a goal
The two most important findings of this theory are:

1) Setting specific goals (e.g. I want to earn a million before I am 30) generates higher levels
of performance than setting general goals (e.g. I Want to earn a lot of money).
2) The goals that are hard to achieve are linearly and positively connected to performance.
The harder the goal, the more a person will work to reach it.
JOB DESIGN PRACTICES THAT MOTIVATES

Many people assume the most important motivator at work is pay. However, experts point
to a different factor as the major influence over worker motivation which is job design. Job design
has a major impact on employee motivation, job satisfaction, commitment to an organization,
absenteeism, and turnover. Obviously, many managers now are giving attention on how to
properly design jobs so that employees are more productive and more satisfied.
Job Characteristics Model

The job characteristics model is one of the most influential attempts to design jobs with
increased motivational properties. The model describes five core job dimensions leading to three
critical psychological states, resulting in work-related outcomes.
1) Skill variety refers to the extent to which the job requires a person to utilize multiple high-
level skills. A car wash employee whose job consists of directing customers into the

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automated car wash demonstrates low levels of skill variety, whereas a car wash
employee who acts as a cashier, maintains carwash equipment, and manages the
inventory of chemicals demonstrates high skill variety.
2) Task identity refers to the degree to which a person is in charge of completing an
identifiable piece of work from start to finish. A Web designer who designs parts of a Web
site will have low task identity, because the work blends in with other Web designers work;
in the end it will be hard for any one person claim responsibility for the final output. The
Web master who designs an e Web site will have high task identity.
3) Task significance refers to whether a person's job substantially affects other people’s
work, health, or well-being. A janitor who cleans the floors at an office building may find
the job low in significance, thinking it is not an important job. However, janitors cleaning
the floors at a hospital may see role as essential in helping patients get better. When they
feel that their tasks are significant, employees tend to feel that they are making an impact
on their environment, and their feelings of self-worth are boosted.
4) Autonomy is the degree to which a person has the freedom to decide how to perform his
or her tasks. As an example, an instructor who is required to follow a predetermined
textbook, covering a given list of topics using a specified list of classroom activities, has
low autonomy. On the other hand, an instructor who is free to choose the textbook, design
the course content, and use any relevant materials when delivering lectures has higher
levels of autonomy. Autonomy increases motivation at work, but it also has other benefits.
Giving employee's autonomy at work is a key to individual as well as company
success, because autonomous employees are free to choose how to do their jobs and
therefore can be more effective. They are also less likely to adopt a "this is not my job”
approach to their work environment and instead be proactive (do what needs to be done
without waiting to be told what to do) and creative.
5) Feedback refers to the degree to which people learn how effective they are being at work.
Feedback at work may come from other people, such as supervisors, peers,
subordinates, and customers, or it may come from the job itself. A salesperson who gives
presentations to potential clients but is not informed of the clients decisions, has low
feedback at work. If this person receives notification that a sale was made based on the
presentation, feedback Will be high.
Job Rotation
Job rotation involves moving employees from job to job at regular intervals. When
employees periodically move to different jobs, the monotonous aspects of job specialization can
be relieved. Using this technique, among others, the company is able to reduce its turnover level.
Advantages of Job Rotation:

1) Burnout reduction – When employees perform the same job functions each day without
variation, they are likely to experience greater feelings of fatigue, apathy, boredom, and
carelessness. Burnout is detrimental to businesses because it tends to promote
decreased productivity, increased absenteeism, and increased likelihood of turnover,
which all lead to organizational dysfunction. However, when employees rotate across

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different positions regularly, they experience less boredom, greater task variety, and
decreased feelings of needless repetition.
2) Increased employee satisfaction – Business owners know that when employees are not
satisfied with professional endeavors, they feel demotivated, unhappy, and irritated,
which are detrimental to productivity. However, by allowing employees to engage in job
rotation, employees are likely to experience greater satisfaction by identifying strengths
and weaknesses. Furthermore, employees are able to test many positions and
subsequently focus on rotating between positions that enhance performance capacity,
which increases their sense of worth and importance within the company.
3) Increased employee motivation – It is important for business owners to provide
opportunities to increase employee motivation because greater motivation promotes
higher levels of organizational commitment and desire to grow within the company. When
employees are given the opportunity to rotate between different positions, they enhance
and improve their skills, abilities, and competencies, which lead to better job performance
and greater likelihood of promotional advancement. Furthermore, employees that are
engaged with a number of different positions throughout a company experience increased
appreciation for coworkers and the interrelation between positions, which decreases
animosity and enhances organizational commitment.
4) Three benefits above cumulatively influence a business’ turnover rate and workplace
injuries – Turnover is greatly reduced because employees do not experience the fatigue,
boredom, and dissatisfaction associated with performing the same job every day. This, in
turn, greatly increases an employee's level of awareness and attention to detail, which
decreases the likelihood of workplace injury or stress.
Job Enlargement
Job enlargement refers to expanding the tasks performed by employees to add more
variety, By giving employees several different tasks to be performed, as opposed to limiting their
activities to a small number of tasks, organizations hope to reduce boredom and monotony as
well as utilize human resources more effectively. Job enlargement may have similar benefits to
job rotation, because it may also involve teaching employees multiple tasks. Experts say that
when jobs are enlarged, employees view themselves as being capable of performing a broader
set of tasks.
Job Enrichment
Job enrichment is a job redesign technique that allows workers more control over how
they perform their own tasks. This approach allows employees to take on more responsibility.
As an alternative to job specialization, companies using job enrichment may experience positive
outcomes, such as reduced turnover, increased productivity and reduced absences.
Empowerment
One of the contemporary approaches to motivating employees through job design is
empowerment. The concept of empowerment extends the idea of autonomy. Empowerment is
the removal of conditions that make a person powerless.

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The idea behind empowerment is that employees have the ability to make decisions and
perform their jobs effectively if management removes certain barriers. Thus, instead of dictating
roles, companies should create an environment where employees thrive, feel motivated, and
have discretion to make decisions about the content and context of their jobs. Employees who
feel empowered believe that their work is meaningful. They tend to feel that they are capable of
performing their jobs effectively, have the ability to influence how the company operates, and
can perform their jobs in any way they see fit, without close supervision and other interference.
These liberties enable employees to feel powerful. In cases of very high levels of
empowerment, employees decide what tasks to perform and how to perform them, in a sense
managing themselves. Structural empowerment - it refers to the aspects or the work
environment that give employees discretion and autonomy, and enable them to do their jobs
effectively. The idea is that the presence of certain structural factors helps empower people, but
in the end empowerment is a perception. The empowerment process starts with structure that
leads to felt empowerment.
Here are some tips tor empowering employees:
1) Change the company structure so that employees have more power on their jobs - lf jobs
are strongly controlled by organizational procedures or it every little decision needs to be
approved by a superior, employees are unlikely to feel empowered. Give them discretion
at work.
2) Provide employees with access to information about things that affect their work - When
employees have the information they need to do their jobs well and understand company
goals, priorities, and strategy, they are in a better position to feel empowered.
3) Make sure that employees know how to perform their jobs - This involves selecting the
right people as well as investing in continued training and development.
4) Do not take away employee power - If someone makes a decision, let it stand unless it
threatens the entire company. it management undoes decisions made by employees on
a regular basis, employees will not believe in the sincerity of the empowerment initiative.
5) Instill a climate of empowerment in which managers do not routinely step in and take
over instead, believe in the power of employees to make the most accurate decisions,
as long as they are equipped with the relevant facts and resources.
Flexible Working Arrangements

Flexible work arrangements refer to alternative arrangements or schedules other than the
traditional or standard work hours, workdays and workweek. The effectivity and implementation
of any of the flexible work arrangements shall be based on voluntary agreements between the
employer and the employees.
Offering flexible working arrangements for staff can also be hugely motivation by enabling
them to achieve a better work-life balance. This can be as simple as allowing employees to start
and finish an hour earlier or later, or include options such as part-time work, job shares,
compressed hours, career breaks and sabbaticals.
Supporters of flexible work programs hail them as important recognition of the difficulties
that many employees have in balancing their family obligations and their work duties, and they
note that such programs can make a company more attractive to prospective employees. Critics

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contend, however, that while flexible employment initiatives do attempt to redress some long-
time inequities in the work life-family life balance, ill-considered plans can have a deleterious
impact on a company.
Flexible work arrangements can take any number of forms:
1) Flextime – This is a system wherein employees choose their starting and quitting times
from a range of available hours. These periods are usually at either end of a "core" time
during which most company business takes place. Formerly regarded as a rare, cutting-
edge workplace arrangement, flextime is now commonly practiced in a wide variety of
industries.
2) Compressed Work Week – Under this arrangement, the standard work week is
compressed into fewer than five days. The most common incarnation of the
compressed work week is one of four 10-hour days. Other options include three 12-
hour days or arrangements in which employee's work 9-or 10-hour
days over two weeks and are compensated with an extra day or two of time off during
that time.
3) Flexplace – This term encompasses various arrangements in which an employee works
from home or some other non-office location. Telecommuting is the most commonly
practiced example of this type of flexible employment.
4) Job Sharing – Under these arrangements, two people voluntarily share duties and
responsibilities of one full-time position, with both salary benefits of that position
prorated between the two individuals.
5) Work Sharing – These programs are increasingly used by companies that to avoid
layoffs. It allows businesses to temporarily reduce hours and for a portion of their
workforce.
6) Expanded Leave – This option gives employees greater flexibility in terms of requesting
extended periods of time away from work without losing their rights as employees.
Expanded leave, which can be granted on either a paid or unpaid basis, is used for a
variety of reasons, including sabbaticals, education, community service, family
problems, and medical care (the latter two reasons are now largely covered by the
terms of the Family and Medical Leave Act).
7) Phased Retirement – Under these arrangements, the employee and employer agree to
a schedule wherein the employee's full-time work commitments are gradually reduced
over a period of months or years.
8) Partial Retirement – These programs allow older employees to continue working on a
part time basis, with no established end date.
9) Work and Family Programs – These programs are still relatively rare, although some
larger companies have reported good results with pilot initiatives in this area. These
programs are ones in which employers provide some degree of assistance to their
employees in the realms of childcare and eldercare.

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Assessment
DIRECTION: For each of the following incidents, determine whether the individuals will be
motivated to behave as desired. Then select the appropriate managerial action from those listed
and justify your answers.
MOTIVATION: THREE INCIDENTS

(Written by: Conrad Jackson)
Case 1
Frank Edwards is head basketball coach at a small regional state university, a campus of
the state's main university system. He has just had a visit with Walter Johnson, a local high
school athlete who is clearly one of the state's blue chip basketball prospects. Frank desperately
needs a player of Walter's potential to turn his mediocre team around, but he realizes that it
won't be easy to sign him. He is confident that he made it clear to Walter that there is a
scholarship available for Walter if he wants it. He also knows that Walter needs a scholarship to
be able to go to college. However, an article in the Sunday Sports section reports that two of the
major state university coaches (larger schools upstate, with nationally known basketball
programs) intend to actively recruit Walter, also. Coach Edwards should take which of the
following actions?
A: Send Walter a written and notarized offer of the scholarship.
B: Write Walter's parents, stressing that the scholarship will cover all of his tuition, room
and board, and book expenses.
C: Write a letter to Walter stressing to him the value of a college education.
D: Talk to Walter again, stressing the likelihood that he would make the starting five in his
freshman year.
E: Do nothing. Walter will probably sign with him anyway.
___________________________________________________________________________
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Case 2
Joyce, a recent College of Business graduate, has been working several months as a
salesperson for a small manufacturer of computers and word processors. She is one of two sales
people working a large metropolitan area. Her sales manager, Eric Kurtz, is concerned about
her performance, however. He is aware that Joyce wants very much to have high sales in order
to participate in the company's generous incentive bonus plan. She has expressed her
satisfaction with the way the plan operates, and was clearly in agreement that there is a booming
demand for computers and word processors in the market area. He is puzzled, therefore, by her
poor performance. He should take which of the following actions:
A: Post Sales performance figures in the office so that everyone can see how the sales
persons are doing.
B: Have a talk with Joyce, stressing the details of how she can benefit financially from
increased sales.
C: Tell Joyce that unless she begins to reach her quota within the next three months, she
will be terminated from employment,
D: Ask Joyce to accompany him on sales calls to several new customers.
E: Do nothing. Her performance should soon be improving.
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Case 3
Motumba is a small African nation with rich deposits of several rare metals. Tall, forbidding
mountains to the North and West make it impossible to ship out ore in these directions. Kobutsu,
the country bordering on their East has a modern deep water port city, and an extensive rail
network, which make it a logical alternative route for shipping out the ore. However, due to a
long-running conflict between the heads of state of the two countries, Kobutsu has not allowed
Motumban ore to be transported to and through its port, and Motumba has been forced to settle
for sending out small quantities through the neighboring country to the south via a long route of
antiquated rail facilities. Recently, however, the government of Kobutsu changed with a new
head of state coming to power who had a reputation of being friendly toward the Motumbans
and cognizant of the potential benefits to Kobutsu of serving as a transportation route for their
ore. As U.S. Department of State envoy to that area, your action should be:
A: Meet with the Kobutsun head of State, stressing the potential benefits of being a
transportation link for Motumban ore.
B. Meet with the Kobutsun head of State and point out the opportunity present for a new
relationship with Kobutsu.
C. Send a letter to the Kobutsun Minister of Commerce stressing the likelihood of being
able to work out a trade agreement with Motumba.
D. Invite both heads of State to the U.S., and tell both of them that the U.S. will cut off all
economic aid to them if they do not begin to cooperate.
E. Do nothing. They are likely to begin cooperating now anyway
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Mater Dei College | Tubigon, Bohol | (038)508-8106

College of Accountancy, Business and Management – Business Department

COURSE LEARNING MODULE | 2nd Semester, 2021-2022

Maslow's Hierarchy of Needs

Maslow's theory is based on the following two principles:

Table 3 Examples of Maslow's Hierarchy of Needs

family, friends, clubs teams, departments, coworkers,

The levels of motivation are the following:

COURSE LEARNING MODULE | 2nd Semester, 2021-2022

Aldefer's ERG Theory

Herzberg's Two-Factor Theory

COURSE LEARNING MODULE | 2nd Semester, 2021-2022

COURSE LEARNING MODULE | 2nd Semester, 2021-2022

COURSE LEARNING MODULE | 2nd Semester, 2021-2022

The two most important findings of this theory are:

JOB DESIGN PRACTICES THAT MOTIVATES

Job Characteristics Model

COURSE LEARNING MODULE | 2nd Semester, 2021-2022

Advantages of Job Rotation:

COURSE LEARNING MODULE | 2nd Semester, 2021-2022

COURSE LEARNING MODULE | 2nd Semester, 2021-2022

Flexible Working Arrangements

COURSE LEARNING MODULE | 2nd Semester, 2021-2022

COURSE LEARNING MODULE | 2nd Semester, 2021-2022

MOTIVATION: THREE INCIDENTS

C: Write a letter to Walter stressing to him the value of a college education.

E: Do nothing. Walter will probably sign with him anyway.

COURSE LEARNING MODULE | 2nd Semester, 2021-2022

D: Ask Joyce to accompany him on sales calls to several new customers.

E: Do nothing. Her performance should soon be improving.

COURSE LEARNING MODULE | 2nd Semester, 2021-2022

E. Do nothing. They are likely to begin cooperating now anyway

COURSE LEARNING MODULE | 2nd Semester, 2021-2022

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