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Ob12 Ab - Az.06st
Ob12 Ab - Az.06st
Motivation Concepts
Direction
Intensity Persistence
Motivation
The processes that account for an individual’s
intensity, direction, and persistence of effort
toward attaining a goal.
Key
KeyElements
Elements
1.
1. Intensity:
Intensity:how
howhard
hardaaperson
persontries
tries
2.
2. Direction:
Direction:toward
towardbeneficial
beneficialgoal
goal
3.
3. Persistence:
Persistence:how
howlong
longaaperson
persontries
tries
Self-Actualization
The drive to become what one is capable of
becoming.
© 2007 Prentice Hall Inc. All rights reserved.
Maslow’s
Maslow’s Hierarchy
Hierarchy of
of Needs
Needs
Lower-Order Needs Higher-Order Needs
Needs that are satisfied Needs that are satisfied
externally; physiological internally; social, esteem,
and safety needs. and self-actualization
Self needs.
Esteem
Social
Safety
Physiological
E X H I B I T 6–1
E X H I B I T 6–1
© 2007 Prentice Hall Inc. All rights reserved.
Assumptions
Assumptions of
of Maslow’s
Maslow’s Hierarchy
Hierarchy
•Individuals Maslow
MaslowApplication:
Application:
therefore must
AAhomeless
homelessperson
person
move up the
hierarchy in order will
willnot
notbe
bemotivated
motivatedto
to
meditate!
meditate!
Avoiding Responsibility
Self-Directed
Accepting Responsibility
© 2007 Prentice Hall Inc. All rights reserved.
Herzberg’s
Herzberg’s Two-Factor
Two-Factor Theory
Theory
Bottom Line: Satisfaction and Dissatisfaction
are not Opposite Ends of the Same Thing!
Hygiene
Factors: Separate constructs Motivators:
– Hygiene Factors---Extrinsic & •Achievement
•Salary
Related to Dissatisfaction
•Work •Responsibility
Conditions – Motivation Factors---Intrinsic •Growth
and Related to Satisfaction
•Company
Policies
Source: Reprinted by permission of Harvard Business Review. An exhibit from One More Time:
How Do You Motivate Employees? by Frederick Herzberg, September–October 1987. Copyright E X H I B I T 6–2
E X H I B I T 6–2
© 1987 by the President and Fellows of Harvard College: All rights reserved.
© 2007 Prentice Hall Inc. All rights reserved.
Contrasting
ContrastingViews
Viewsof
ofSatisfaction
Satisfactionand
andDissatisfaction
Dissatisfaction
E X H I B I T 6–3
E X H I B I T 6–3
E X H I B I T 6–4
E X H I B I T 6–4
E X H I B I T 6–5
E X H I B I T 6–5
Management
ManagementBy
ByObjectives
ObjectivesPrograms
Programs
••Company
Companywide
widegoals
goals&&objectives
objectives
••Goals
Goalsaligned
alignedat
atall
alllevels
levels
••Based
Basedon
onGoal
GoalSetting
SettingTheory
Theory
Key
KeyElements
Elements
1.
1. Goal
Goalspecificity
specificity
2.
2. Participative
Participativedecision
decisionmaking
making
3.
3. An
Anexplicit
explicittime
timeperiod
period
4.
4. Performance
Performancefeedback
feedback
E X H I B I T 6–1
E X H I B I T 6–1
1. Enactive Mastery
2. Vicarious Modeling
3. Verbal Persuasion
4. Arousal
Assumptions:
Assumptions:
••Behavior
Behavioris
isenvironmentally
environmentallycaused.
caused.
••Behavior
Behaviorcan
canbe
bemodified
modified(reinforced)
(reinforced)by
by
providing
providing(controlling)
(controlling)consequences.
consequences.
••Reinforced
Reinforcedbehavior
behaviortends
tendsto
tobe
berepeated.
repeated.
Equity Theory
Individuals compare their job inputs and outcomes
with those of others and then respond to eliminate
any inequities.
Referent
Referent
Comparisons:
Comparisons:
Self-inside
Self-inside
Self-outside
Self-outside
Other-inside
Other-inside
Other-outside
Other-outside
© 2007 Prentice Hall Inc. All rights reserved.
Equity
Equity Theory
Theory (cont’d)
(cont’d)
E X H I B I T 6–8
E X H I B I T 6–8
Choices
Choicesfor
fordealing
dealingwith
withinequity:
inequity:
1.1. Change
Changeinputs
inputs(slack
(slackoff)
off)
2.2. Change
Changeoutcomes
outcomes(increase
(increaseoutput)
output)
3.3. Distort/change
Distort/changeperceptions
perceptionsof
ofself
self
4.4. Distort/change
Distort/changeperceptions
perceptionsofofothers
others
5.5. Choose
Chooseaadifferent
differentreferent
referentperson
person
6.6. Leave
Leavethe
thefield
field(quit
(quitthe
thejob)
job)
Propositions
Propositionsrelating
relatingto
toinequitable
inequitablepay:
pay:
1.
1. Overrewarded
Overrewardedhourly
hourlyemployees
employeesproduce
produce
more
morethan
thanequitably
equitablyrewarded
rewardedemployees.
employees.
2.
2. Overrewarded
Overrewardedpiece-work
piece-workemployees
employees
produce
produceless,
less,but
butdodohigher
higherquality
qualitypiece
piece
work.
work.
3.
3. Underrewarded
Underrewardedhourly
hourlyemployees
employeesproduce
produce
lower
lowerquality
qualitywork.
work.
4.
4. Underrewarded
Underrewardedemployees
employeesproduce
producelarger
larger
quantities
quantitiesof
oflower-quality
lower-qualitypiece
piecework
workthan
than
equitably
equitablyrewarded
rewardedemployees.
employees.
Bottom line
• All three links between the boxes must be intact or
motivation will not occur. Thus,
• Individuals must feel that if they try, they can perform
And
• If they perform, they will be rewarded
And
• When they are rewarded, the reward will be something
they care about
© 2007 Prentice Hall Inc. All rights reserved.
Chapter Check-Up: Motivation
Expectancy Theory.
Would a gym membership
be considered a motivator
or hygiene factor,
according to Herzberg?
Discuss with a classmate.