You are on page 1of 70

Chapter 4

Motivating
Self and Others

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Motivating Self and Others
Questions for Consideration
1. What is motivation?
2. How do needs motivate people?
3. Are there other ways to motivate people?
4. Do equity and fairness matter?
5. Are there tips for motivating people for different
goals?
6. How do you motivate for individual differences?
7. What kinds of mistakes are made in reward systems?
8. Do motivational theories work the same in every
country?
9. Could rewards be overrated?
Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
What is Motivation?
Motivation
The processes that account for an
individuals 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

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
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.
Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Motivators
Intrinsic
A persons 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.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Needs Theories of
Motivation
Basic idea:
Individuals have needs that, when
unsatisfied, will result in motivation
Maslows hierarchy of needs
Herzbergs two factor theory
(motivation-hygiene theory)
Alderfers ERG theory
McClellands theory of needs

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Maslows Hierarchy of
Needs
Physiological
Includes hunger, thirst, shelter, sex and
other bodily needs
Safety
Includes security and protection from
physical and emotional harm
Social
Includes affection, belongingness,
acceptance, and friendship
Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Maslows Hierarchy of
Needs
Esteem
Includes internal esteem factors such as
self-respect, autonomy, and achievement;
and external esteem factors such as status,
recognition, and attention
Self-actualization
The drive to become what one is capable of
becoming; includes growth, achieving ones
potential, and self-fulfilment

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Exhibit 4-1
Maslows Hierarchy of
Needs
Self-
actualization
Esteem

Social

Safety

Physiological

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Herzbergs 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

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Herzbergs Motivation-
Hygiene Theory
Motivators - the sources of satisfaction
Intrinsic factors; content of work
Achievement
Recognition
Challenging, varied or interesting
work
Responsibility
Advancement

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Exhibit 4-2 Contrasting
Views of Satisfaction and
Dissatisfaction
Traditional view

Dissatisfaction Satisfaction

Herzberg's view
Motivators
No Satisfaction Satisfaction

Hygiene Factors
Dissatisfaction No dissatisfaction

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Criticisms of Motivation-
Hygiene Theory
The procedure that Herzberg used is limited
by its methodology
The reliability of Herzbergs methodology is
questioned
Herzberg did not really produce a theory of
motivation
No overall measure of satisfaction was used
The theory is inconsistent with previous
research

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Alderfers ERG Theory
Existence
Concerned with providing basic material
existence requirements
Relatedness
Desire for maintaining important
interpersonal relationships
Growth
Intrinsic desire for personal development

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
McClellands 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

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Exhibit 4-4 Summarizing the
Various Needs Theories

Maslow Alderfer Herzberg McClelland


Self-Actualization
Growth Motivators Need for Achievement
Esteem
Need for Power
Affiliation Relatedness
Hygiene
Need for Affiliation
Security Factors
Existence
Physiological

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
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.
Alderfer: More than one need can be important at the same
time. If a higher-order need is not being met, the desire to
satisfy a lower-level need increases.
McClelland: People vary in the types of needs they have.
Their motivation and how well they perform in a work
situation are related to whether they have a need for
achievement, affiliation, or power.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
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.
Alderfer: Seen as a more valid version of the need
hierarchy. Tells us that achievers will be motivated by
jobs that offer personal responsibility, feedback, and
moderate risks.
McClelland: Tells us that high need achievers do not
necessarily make good managers, since high achievers
are more interested in how they do personally.
Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Summary: Support and
Criticism of Theory
Maslow: Research does not generally validate the
theory. In particular, there is little support for the
hierarchical nature of needs. Criticized for how
data were collected and interpreted.
Herzberg: Not really a theory of motivation:
Assumes a link between satisfaction and
productivity that was not measured or
demonstrated.
Alderfer: Ignores situational variables.
McClelland: Mixed empirical support, but theory
is consistent with our knowledge of individual
differences among people. Good empirical
support, particularly on needs achievement.
Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Process Theories of
Motivation
Look at the actual process of motivation
Expectancy theory
Goal-setting theory

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Expectancy Theory
The strength of a tendency to act in a certain
way depends on the strength of an expectation
that the act will be followed by a given
outcome and on the attractiveness of that
outcome to the individual.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
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 individuals personal goals or needs
and are attractive to the individual.
Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Exhibit 4-5 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.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Exhibit 4-6
Steps to Increasing Motivation,
Using Expectancy Theory
Improving Expectancy Improving Instrumentality Improving Valence

Improve the ability of the Increase the individuals 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

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
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.
Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Management by Objectives
A program that encompasses
Specific goals
Participative decision-making
Explicit time period
Performance feedback

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Responses to the Reward
System
Equity Theory
Fair Process

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Equity Theory
Main points
Individuals compare their job inputs and
outcomes with those of others and then
respond so as to eliminate any inequities.
Equity theory recognizes that individuals
are concerned not only with the absolute
amount of rewards for their efforts, but also
with the relationship of this amount to what
others receive.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Exhibit 4-7 Equity Theory
Ratio of Output to Input Person 1s Perception

Person 1
Inequity, underrewarded

Person 2

Person 1
Equity
Person 2

Person 1
Inequity, overrewarded

Person 2

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Equity Comparisons
Self-inside
Self-outside
Other-inside
Other-outside

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Responses to Inequity
Change Inputs
Change Outcomes
Adjust Perceptions of Self
Adjust Perceptions of Others
Choose a Different Referent
Leave the Field

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Fair Process and Treatment
Historically, equity theory focused on:
Distributive justice
However, equity should also consider
Procedural justice

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Fair Process
Distributive Justice
Perceived fairness of the amount and allocation of
rewards among individuals
Procedural Justice
Perceived fairness of the process used to determine
the distribution of rewards
Interactional Justice
The quality of the interpersonal treatment
received from another

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Motivating to Show People
Matter
Employee Recognition Programs
Programs that use multiple sources and recognizes
both individual and group accomplishments.
Linking Programs and Reinforcement Theory
Consistent with reinforcement theory, rewarding a
behaviour with recognition immediately following
that behaviour is likely to encourage its repetition.
Employee Recognition Programs in Practice
In contrast to most other motivators, recognizing
an employees superior performance often costs
little or no money, making them highly attractive
to industry.
Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Variable Pay Programs
A portion of an employees pay is based on
some individual and/or organizational
measure(s) of performance.
Individual-based
Piece-rate wages, bonuses
Workers are paid a fixed sum for each unit of
production completed.
Group-based
Gainsharing: an incentive plan where
improvements in group productivity
determine the total amount of money that is
allocated.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Variable Pay Programs
Organizational-based
Profit-sharing: organization wide programs
that distribute compensation based on some
established formula designed around a
companys profitability.
Employee stock ownership plans (ESOPs):
company-established benefit plans in which
employees acquire stock as part of their
benefits.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Exhibit 4-8 Comparing
Various Pay Programs
Approach Strengths Weaknesses

Variable Motivates for performance. Individuals do not always have


pay Cost-effective. control over factors that affect
productivity.
Makes a clear link between
organizational goals and individual Earnings vary from year to year.
rewards. Can cause unhealthy competition
among employees.

Team- Encourages individuals to work Difficult to evaluate team


based pay together effectively. performance sometimes.
Promotes goal of team-based Equity problems could arise if all
work. members paid equally.

Skill-based Increases the skill levels of Employers may end up paying for
pay employees. unneeded skills.
Increases the flexibility of the Employees may not be able to
workforce. learn some skills, and thus feel
Can reduce the number of demotivated.
employees needed.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Variable-Pay Programs
Linking variable-pay plans and expectancy
theory
Evidence supports the importance of this linkage,
especially for operative employees working under
piece-rate systems.
Group and organization wide incentives reinforce
and encourage employees to sublimate personal
goals for the best interests of their department or
organization.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Rewards for Other Types of
Performance
Commissions beyond sales
Customer satisfaction and/or sales team outcomes,
such as meeting revenue or profit targets.
Leadership effectiveness
Employee satisfaction, or how the manager
handles his or her employees.
New goals
All employees who contribute to specific
organizational goals, such as customer satisfaction,
cycle time, or quality measures.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Rewards for Other Types of
Performance
Knowledge workers in teams
Performance of knowledge workers and/or
professional employees who work on teams.
Competency and/or skills
Abstract knowledge or competenciesfor
example, knowledge of technology, the
international business context, customer service,
or social skills.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Motivating Specific Groups
Professionals
Contingent workers
Low-skilled service workers
Unionized employees
Public sector employees

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Motivating Professionals
How are professionals different?
Receive a great deal of intrinsic
satisfaction from their work.
Strong and long-term commitment to their
field of expertise
Well paid/ Chief reward is work itself.
Value support
More focused on work as central life
interest.
Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Motivating Professionals
How do we motivate professionals?
Provide challenging projects
Give them autonomy in follow interests and
structure work.
Reward with educational opportunities.
Recognize their contributions.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Motivating Contingent
Workers
No simple solutions to motivating contingent
workers.
Contingent or temporary workers have little or no
job security/stability, therefore they dont identify
with the organization or display the commitment
of permanent employees.
Contingent or temporary workers are typically
provided with little or no health care, pensions, or
similar benefits.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Motivating Contingent
Workers
Greatest motivating factor is the
opportunity to gain permanent
employment.
Motivation is also increased if the
employee sees that the job he or she is
doing for the firm can develop salable
skills.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Motivating Low-Skilled
Service Workers
Many 15- to 24-year-olds have McJobs with
pay levels near minimum wage
To motivate
Employees want more respect
Make jobs more appealing
Raise pay levels
Find unusual ways to motivate:
Flexible work schedules
Broader responsibility for inventory,
scheduling, and hiring
Creation of a family atmosphere among
employees
Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Motivating Unionized
Employees
Constraints of contract affect some forms of
rewards
Some unions against pay-for-performance
Additional ideas
Create better work environments
Show appreciation
Provide opportunities for training and
advancement
Listen to employees concerns

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Motivating Public Sector
Employees
Special challenge
Much work is service-oriented, harder to
measure productivity
Hard to link rewards to performance
What to do
Goal setting helps
Goal difficulty and goal specificity
help improve motivation

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Exhibit 4-10
Management Reward Follies
We hope for: But we reward:
Teamwork and collaboration The best individual team members
Innovative thinking and risk taking Proven methods and no mistakes
Development of people skills Technical achievements and
accomplishments
Employee involvement and
empowerment Tight control over operations,
resources
High achievement
Another years efforts
Long-term growth
Quarterly earnings
Commitment to total quality
Shipment on schedule, even with
Candor defects
Reporting good news
Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Why Do Managers Engage
in Reward Follies?
Stuck in old patterns of rewards and
recognition
Stick to rewarding things that can be easily
measured
Dont look at the big picture
Subunits compete with each other
Focus on short-term results

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Cross-Cultural Differences in
Motivation
Canada and US rely on extrinsic
rewards more than other countries
Japan and Germany rarely use
individual incentives
Japan emphasizes group rewards
China more likely to give bonuses to
everyone

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Exhibit 4-11 Snapshots of
Cultural Differences in
Motivation
Japan:Sales representatives preferred being members of a successful
team with shared goals and values, rather than financial rewards.

Russia:Cotton mill employees given either valued extrinsic rewards


(North American T-shirts with logos, childrens sweatpants, tapes of
North American music, etc.) or praise and rewards were more productive.
However, rewards did not help for those who worked on
Saturdays.

China: Bonuses often given to everyone, r egardless of individual


productivity. Many employees expect jobs for life, rather than jobs based
on performance.

Mexico: Employees prefer immediate feedback on their work. Therefore


daily rewards for exceeding quotas are preferred.

Canada and the United States:Managers rely more heavily on extrinsic


motivators.

Japan and Germany:Firms rarely give rewards based on individual


performance.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Are Rewards Overrated?
Cognitive Evaluation Theory
Allocating extrinsic rewards for
behaviour that had been previously
intrinsically rewarded tends to decrease
the overall level of motivation.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Abolishing Rewards
Alfie Kohn suggests that organizations should
focus less on rewards, more on creating
motivating environments
Abolish incentives
Re-evaluate evaluation
Create conditions for authentic motivation
Collaboration
Content
Choice

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Summary
Need Theories
Be aware that individuals differ in their levels and
types of needs
Goal Setting Theory
Clear and difficult goals lead to higher levels of
employee productivity.
Expectancy Theory
Offers a relatively powerful explanation of
employee productivity, absenteeism, and turnover.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Summary
Equity Theory
Strongest when predicting absence and turnover
behaviours.
Weakest when predicting differences in employee
productivity.
Cognitive Evaluation Theory
When you give extrinsic rewards for behaviour
that had been previously intrinsically rewarded
this can result in a decrease in the overall level of
motivation.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Implications
Recognize Individual Differences
Employees have different needs.
Dont treat them all alike.
Spend the time necessary to understand
whats important to each employee.
Use Goals and Feedback
Allow Employees to Participate in
Decisions That Affect Them

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Implications
Link Rewards to Performance
Employees must perceive a clear linkage.
Check the System for Equity

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
OB at Work

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
For Review
1. What are the implications of Theories X and
Y for motivation practices?
2. Identify the variables in expectancy theory.
3. Relate goal-setting theory to the MBO
process. How are they similar? Different?
4. What are the pluses and minuses of variable-
pay programs from an employees viewpoint?
From managements viewpoint?

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
For Review
5. What is an ESOP? How might it positively
influence employee motivation?
6. What motivates professional employees?
7. What motivates contingent employees?
8. Explain cognitive evaluation theory. How
applicable is it to management practice?
9. What can firms do to create more motivating
environments for their employees?

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
For Critical Thinking
1. Identify three activities you really enjoy. Next,
identify three activities you really dislike. Using
the expectancy model, analyze why some
activities stimulate your effort while others dont.
2. Identify five different criteria by which
organizations can compensate employees. Based
on your knowledge and experience, is
performance the criterion most used in practice?
Discuss.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
For Critical Thinking
3. Recognition may be motivational for the moment but it doesnt
have any staying power. Why? Because they dont take
recognition at Safeway or The Bay! Do you agree or disagree?
Discuss.
4. Performance cant be measured, so any effort to link pay with
performance is a fantasy. Differences in performance are often
caused by the system, which means the organization ends up
rewarding the circumstances. Its the same thing as rewarding
the weather forecaster for a pleasant day. Do you agree or
disagree with this statement? Support your position.
5. Your text argues for recognizing individual differences. It also
suggests paying attention to members of diverse groups. Does
this view contradict the principles of equity theory? Discuss.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
OB at Work

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Breakout Group Exercises
Form small groups to discuss the following
topics:
1. One of the members of your team continually arrives late for
meetings and does not turn drafts of assignments in on time.
Choose one of the available theories and indicate how the
theory explains the members current behaviour and how
the theory could be used to motivate the group member to
perform more responsibly.
2. You are unhappy with the performance of one of your
instructors and would like to encourage the instructor to
present more lively classes. Choose one of the available
theories and indicate how the theory explains the
instructors current behaviour. How could you as a student
use the theory to motivate the instructor to present more
lively classes?
Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Breakout Group Exercises
3. Harvard University recently changed its grading policy to
recommend to instructors that the average course mark
should be a B. This was the result of a study showing that
more than 50 percent of students were receiving an A or A-
for coursework. Harvard students are often referred to as
the best and the brightest, and they pay $27 000 (US) for
their education, so they expect high grades. Discuss the
impact of this change in policy on the motivation of Harvard
students to study harder.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Exhibit 4-12
2002 Compensation of
Canadas Five Best-Paid CEOs
2002 Compensation of Canadas Five Best-Paid CEOs
Rank on share return
CEO and Company 2002 To tal Compensation past 3 years
($000s) (out of 150)

1. Jozef Straus 229 122 148


JDS Uniphase Corp.

2. Eugene Melnyk 122 481 28


Biovail Corp.
3. Gerald Schwartz 49 266 46
Onex Corp.

4. Peter C. Godsoe 20 365 40


Scotiabank

5. Firoz A. Rasul 19 354 137


Ballard Power Systems Inc.

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Supplemental Material

Slides for activities I do in my own


classroom

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Exercise on Motivation
Theories
Jesse has been underperforming at work,
coming in late, and causing some problems
with the other workers. Previously Jesse has
been one of your star employees. Using the
theory assigned to your group, explain what
steps you might take to motivate Jesse to
perform better.
Describe the plan
Indicate how the plan relates to the theory

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.
Theories to Apply
Herzberg Motivation-Hygiene (Two-
Factor) Theory
Expectancy
Goal-Setting Theory
Equity
Cognitive Evaluation Theory

Chapter 4, Stephen P. Robbins and Nancy Langton, Fundamentals of Organizational Behaviour, Second Canadian Edition.
Copyright 2004 Pearson Education Canada Inc.

You might also like