Welcome To Today’s Class

Topic: Motivation (Part 3 of 3)

Organizational Behaviour (BUSI2311)
Instructor: Dr. Joe Krasman
Faculty of Business and Information Technology
Ontario Tech University

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 Agenda and Announcements
• In today’s class, we will look at one final theory of motivation. Assignment 6 will
be released before midnight today.

• Please have a pen and paper handy so you can take notes and do exercises (e.g.
surveys) during class.

• Please use the room chat to ask and answer questions and make comments.
Please do not use the room chat for casual conversation.

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 Course Schedule
Date Topic
Thursday, September 9 Welcome and Course Outline
What Is Organizational Behaviour (Part 1 of 2)
Monday, September 13 What Is Organizational Behaviour (Part 2 of 2)
Thursday, September 16 History of Organizational Behaviour
Monday, September 20 Perception (Part 1 of 2)
Thursday, September 23 Perception (Part 2 of 2)
Monday, September 27 Attitudes (Part 1 of 2)
Thursday, September 30 Attitudes (Part 2 of 2)
Monday, October 4 Test 1
Thursday, October 7 Attitudes (Part 2 of 2 continued)
Monday, October 11 Fall Study Week – No class
Thursday, October 14 Fall Study Week – No class
Monday, October 18 Motivation (Part 1 of 3)
Thursday, October 21 Motivation (Part 2 of 3)
Monday, October 25 Motivation (Part 3 of 3)
Thursday, October 28 Team Dynamics
Monday, November 1 Justice and Trust
Thursday, November 4 Test 2
Monday, November 8 Power
Thursday, November 11 Influence
Monday, November 15 Conflict Management
Thursday, November 18 Leadership
Monday, November 22 Personality, Values, and Emotions
Thursday, November 25 Organizational Structure, Change, and Stress
Monday, November 29 Test 3
Thursday, December 2 The OBHR Profession
Monday, December 6 Wrap Up

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 Tips for Writing Online Tests
• Before each test, please make sure you have installed the latest version of
Respondus LockDown Browser + Monitor. You can find the latest version at:
https://software.ontariotechu.ca/index.php.

• Please restart your laptop the night before each test.

• Please determine which spot in your house has the best internet connection and
reserve it now (e.g. it may be the kitchen and not your bedroom).

• If you need any technical support, please contact the IT Service Desk at:
https://itsc.ontariotechu.ca/services/ITServiceDesk.php.

4
 Tips for Writing Online Tests
• Pre-Test Laptop Check:
• Please complete the Pre-Test Laptop Check before each test to assess if your
laptop, internet connection, and Respondus LockDown Browser + Monitor are
working properly.
• If anything is not working properly, please contact the IT Service Desk.
• Each check is worth 0.5% of your grade.
• Each check will be released the class before each test.
• You can repeat each check as many times as you wish.
• If you do not have a valid Ontario Tech student ID card to hold up to your
webcam, you can use any government issued ID that has your picture (e.g.
health card, driver's license, passport). 

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 Tips for Writing Online Tests
• Academic Integrity:
• During the tests, Respondus Lockdown Browser + Monitor will videorecord
you and audiorecord you through your webcam.
• These recordings will be assessed by the teaching assistants and instructor
and by artificial intelligence built into Respondus.
• Please keep your head and eyes faced forward on your laptop screen during
each test.
• If you turn your head or eyes away from your laptop screen too often or for
too long, you may get flagged.

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 Consider Majoring in OBHR

When you major in OBHR, you complete

all the coursework necessary to earn
your Certified Human Resources Leader
(CHRL) professional designation.

Your Name, BCom, CHRL

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 Consider Majoring in OBHR
A career in OBHR can be very exciting and rewarding!
Look at some of our over 150 BCom alumni who majored in OBHR.

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 Consider Majoring in OBHR
A career in OBHR can be very exciting and rewarding!
Look at some of our over 150 BCom alumni who majored in OBHR.

9
 Consider Majoring in OBHR
A career in OBHR can be very exciting and rewarding!
Look at some of our over 150 BCom alumni who majored in OBHR.

10
 Consider Majoring in OBHR
• You can major, minor, or take electives
in OBHR:
• To major in OBHR, after second-
year, you must complete courses 1
to 6 plus any two other courses
from 7 to 12.
• To minor in OBHR, after second-
year, you must complete any four
courses from 1 to 12.
• To take electives in OBHR, after
second-year, complete any courses
from 1 to 12.
1. Human Resources Planning (BUSI3340)
2. Recruitment and Selection (BUSI3305)
3. Training and Development (BUSI3390)
4. Compensation and Benefits (BUSI3380)
5. Occupational Health and Safety (BUSI3360)
6. Labour Relations (BUSI3312)
7. Negotiation Theory and Behaviour
(BUSI3315)
8. Developing Management Skills (BUSI3350)
9. The Management of Change (BUSI3330)
10. Managing Team Dynamics (BUSI4330)
11. Employment and Labour Laws (BUSI3370)
12. Independent Study (BUSI4399) 11
 fb.com/ontechu.hra

https://twitter.com/OnTechU_HRA

The HRA is an https://Instagram.com/ontechu.hra

information portal
to provide the
opportunity for
linkedin.com/company/ontechhra
students to gain the
needed skills, https://discord.gg/j4Vm3Cm8DP
experience, and
connections to
thrive in their
careers in the
Human Resources
Profession.
12
“ATTENTION STUDENTS! Are you looking into the
Human Resources major? Join us on October 27th
from 7-8pm to hear from Ontario Tech’s very own,
Chantelle Whidden and Ron Alexandrowich! You will
learn about their stories and how they got to where
they are today as HR Professionals! Learn about what
could be in store for you in the HR world! For
registration, go to the Ontario Tech HRA instagram
account @ontechu.hra and click the link in our bio to
register!”

To register:
https://docs.google.com/forms/d/e/1FAIpQLSeZZy3
jzG5F2w5qtg-GYz4oE209n4lKd7R-
MbK3VvmMgNBBaQ/viewform

13
 Some Major Theories of Motivation
• Hierarchy of needs theory.
• Three needs theory.
• Goal setting theory.
• Equity theory.
• Expectancy theory.
• Job design theory.

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 Job Diagnostic Survey
Disagree Disagree Disagree Neutral Agree Agree Agree
strongly slightly slightly strongly
1 2 3 4 5 6 7

1. My opinion of myself goes up when I do this job well.

2. I feel a great sense of personal satisfaction when I do this job well.
3. I feel bad and unhappy when I discover that I have performed poorly on this job.
4. My own feelings generally are not affected much one way or the other by how well I do on this job.
5. Most people on this job feel a great sense of personal satisfaction when they do the job well.
6. Most people on this job feel bad or unhappy when they find that they have performed the work poorly.

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 Job Diagnostic Survey
7. How much autonomy is there in your job? That is, to what extent does your job permit you to decide on
your own how to go about doing the work?
1 2 3 4 5 6 7
Very little; the Moderate Very much;
job gives me autonomy; the job gives
almost no many things me almost
personal are complete
“say” about standardized responsibility
how and and not for deciding
when the under my how and
work is done control, but I when the
can make work is done
some
decisions
about the
work

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 Job Diagnostic Survey
8. To what extent does your job involve doing a “whole” and identifiable piece of work? That is, is the job a
complete piece of work that has an obvious beginning and end? Or is it only a small part of the overall piece of
work, which is finished by other people or by automatic machines?
1 2 3 4 5 6 7
My job is only My job is a My job
a tiny part of moderate- involves doing
the overall sized “chunk” the whole
piece of work; of the overall piece of work,
the results of piece of work; from start to
my activities my own finish; the
cannot be contributions results of my
seen in the can be seen activities are
final product in the final easily seen in
or service outcome the final
product or
service

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 Job Diagnostic Survey
9. How much variety is there in your job? That is, to what extent does the job require you to do many different
things at work, using a variety of your skills and talents?
1 2 3 4 5 6 7
Very little; the Moderate Very much;
job requires variety the job
me to do the requires me
same routine to do many
things over different
and over things, using
a number of
different skills
and talents

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 Job Diagnostic Survey
10. In general, how significant or important is your job? That is, are the results of your work likely to
significantly affect the lives or well-being of other people?
1 2 3 4 5 6 7
Not very Moderately Highly
significant; significant significant;
the outcomes the outcomes
of my work of my work
are not likely can affect
to have other people
important in very
effects on important
other people ways

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 Job Diagnostic Survey
11. To what extent does doing the job itself provide you with information about your work performance? That
is, does the actual work itself provide clues about how well you are doing – aside from any feedback coworkers
or supervisors may provide?
1 2 3 4 5 6 7
Very little; the Moderately; Very much;
job itself is sometimes the job is set
set up so I doing the job up so that I
could work provides get almost
forever “feedback” to constant
without me; “feedback” as
finding out sometimes it I work about
how well I am does not how well I am
doing doing

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 Job Diagnostic Survey
Very Mostly Slightly Uncertain Slightly Mostly Very
inaccurate inaccurate inaccurate accurate accurate accurate
1 2 3 4 5 6 7

12. The job requires me to use a number of complex or high-level skills.

13. The job is arranged so that I do not have the chance to do an entire piece of work from beginning to end.
14. Just doing the work required by the job provides many chances for me to figure out how well I am doing.
15. The job is quite simple and repetitive.
16. The job is one where a lot of other people can be affected by how well the work gets done.
17. The job denies me any chance to use my personal initiative or judgement in carrying out the work.
18. The job provides me the chance to completely finish the pieces of work I begin.
19. The job itself provides very few clues about whether or not I am performing well.
20. The job gives considerable opportunity for independence and freedom in how I do the work.
21. The job itself is not very significant or important in the broader scheme of things.

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 Hondy Indy
July, 2.874 km, 11 turns, 85 laps

22
How would you motivate this driver to win the
Indy using the motivation theories we have
covered so far?

23
How would you motivate this driver to win the
Indy using the motivation theories we have
covered so far?

24
How would you motivate this driver to win the
Indy using the motivation theories we have
covered so far?

25
Job Characteristics Model

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 Job Characteristics Model
• Theory was developed by Hackman and Oldham (1975, 1976, 1980). The
researchers also developed the job diagnostic survey (which you just partially
filled out) to measure a person’s motivation according to the job characteristics
model.

• According to the job characteristics model, five core job characteristics – skill
variety, task identity, task significance, autonomy, and feedback from job –
influence three critical psychological states – experienced meaningfulness of the
work, experienced responsibility for outcomes of the work, and knowledge of the
actual results of the work activities – which in turn influence the outcome of
internal work motivation.

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 Job Characteristics Model
• Job design theory argues that motivation is influenced by the way a job is
designed. Specifically, job design theory focuses on motivating people by starting
with the job (e.g. racecar) and designing the job to be motivating. The person
(e.g. driver) performing the job then becomes motivated because the job is
motivating. The job characteristics model was the first and most extensive type
of job design theory.

• One of the big appeals of the theory is the idea that many people can be
motivated at once, provided they all perform the same job. For example, if
Walmart has 50,000 cashiers, instead of motivating each cashier (e.g. by
assessing each cashier’s hierarchy of needs), make the cashier job motivating and
then each cashier will be motivated.
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 1 2 3 4 5 6 7
7 6 5 4 3 2 1
Internal Work Motivation
• Internal work motivation (also called intrinsic work motivation): The degree to
which a person is self-motivated to perform his/her job effectively.

• My internal work motivation = (1 + 2 + 3 + 4r + 5 + 6) / 6 = _____ out of 7.

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Examples of High and Low Core Job
Characteristics

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 1 2 3 4 5 6 7
7 6 5 4 3 2 1
Core Job Characteristics
• Skill variety: The degree to which a job requires a variety of different activities in
carrying out the work, involving the use of a number of different skills and talents
of the person.
• My job’s skill variety = (9 + 12 + 15r) / 3 = _____ out of 7.
• How could your organization increase your job’s skill variety?

• Task identity: The degree to which a job requires completion of a whole and
identifiable piece of work, that is, doing a job from beginning to end with a visible
outcome.
• My job’s task identity = (8 + 13r + 18) / 3 = _____ out of 7
• How could your organization increase your job’s task identity?

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 1 2 3 4 5 6 7
7 6 5 4 3 2 1
Core Job Characteristics
• Task significance: The degree to which the job has a substantial impact on the
lives of other people, whether those people are in the immediate organization or
in the world at large.
• My job’s task significance = (10 + 16 + 21r) / 3 = _____ out of 7.
• How could your organization increase your job’s task significance?

• Autonomy: The degree to which the job provides substantial freedom,

independence, and discretion to the individual in scheduling the work and in
determining the procedures to be used in carrying it out.
• My job’s autonomy = (7 + 17r + 20) / 3 = _____ out of 7.
• How could your organization increase your job’s autonomy?

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 1 2 3 4 5 6 7
7 6 5 4 3 2 1
Core Job Characteristics
• Feedback from job: The degree to which carrying out the work activities required
by the job provides the individual with direct and clear information about the
effectiveness of his or her performance.
• My job’s feedback = (11 + 14 + 19r) / 3 = _____ out of 7.
• How could your organization increase your job’s feedback from job?

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 Critical Psychological States
• Experienced meaningfulness of the work: The degree to which the individual
experiences the job as one which is generally meaningful, valuable, and worthwhile.

• Experienced responsibility for outcomes of the work: The degree to which the
individual feels personally accountable and responsible for the results of the work he
or she does.

• Knowledge of the actual results of the work activities: The degree to which the
individual knows and understands on a continuous basis how effectively he or she is
performing the job.

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 Empirical Support for the Job Characteristics
Model
• From Hackman and Oldham (1976).

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 Motivating Potential Score
• Motivating potential score (MPS): An overall score that summarizes the overall
motivating potential of a job. Higher score = more motivating. Lower score = less
motivating. Ranges from 1 to 343.

• Example: Fred’s job has 2.2 skill variety, 5.7 task identity, 4.4 task significance, 6.2
autonomy, and 1.4 feedback. The MPS of Fred’s job = [ ( 2.2 + 5.7 + 4.4) / 3 ] x 6.2
x 1.4 = 35.6. Notice Wilma could have the same MPS as Fred but for different
reasons (e.g. if her autonomy is 1.4 and her feedback is 6.2).

• My job’s MPS = _____ out of 343. 36

 Interpreting Your Scores/Results
• Are my job’s scores good or bad?
• Assess your job out of 7 (for core job characteristics) or out of 343 (for MPS).
• Compare your job to other jobs.
• Compare your job to norms/averages. For example, below is normative data
based on 6,930 employees from 56 organizations (Hackman and Oldham,
1980).

37
 Moderators
• Knowledge and skill: The degree to which a person has the knowledge and skills to
perform his/her job.

• Growth need strength: The degree to which a person has a need for personal
accomplishment, learning, and developing beyond where he/she is now.

• Context satisfactions: The degree to which a person is satisfied with his/her job.

• The higher a person’s knowledge and skill and/or growth need strength and/or
context satisfactions, the more the person’s internal work motivation will rise from
increasing the core job characteristics (e.g. if Kim and Kanye’s skill variety is
increased the same amount, but Kim has higher context satisfactions than Kanye,
Kim’s internal work motivation will rise more than Kanye’s). 38
 Job Design Theory
• Grant et al. (2011)
reviewed all the research
on job design theory and
developed an integrative
model that shows how the
theory has grown from the
job characteristics model
we covered today (see red
boxes) to include more:
• Core job
characteristics.
• Critical psychology
states (i.e. mediators).
• Outcomes.
• Moderators.
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 To Sum Up
• Key concepts covered in today’s class:
• Job design theory, in particular, the job characteristics model.

• After today’s class, you should spend one to three hours:

• Reviewing what we covered and making sure you understand everything. If
anything is unclear, speak with classmates and/or the instructor.
• Making study notes and self-test questions to prepare for the upcoming test.

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 Sample Test Questions
1. Which core job characteristic is the degree to which a job requires a variety of
different activities in carrying out the work, involving the use of a number of
different skills and talents of the person:
A. Task identity.
B. Task significance.
C. Feedback.
D. None of the choices.

41
 Sample Test Questions
2. The critical psychological state knowledge of the actual results of the work
activities is influenced by which core job dimension:
A. Autonomy.
B. Task significance.
C. Skill variety.
D. None of the choices.

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See You Next Class

43
 References
• Grant, A., Fried, Y., Juillerat, T. (2011). “Work matters: Job design in classic and
contemporary perspectives”. APA Handbook of Industrial and Organizational
Psychology. 1. 417-453.
• Hackman, J., Oldham, G. (1976). “Motivation through the design of work: Test of
a theory”.  Organizational Behavior and Human Performance. 16(2). 250-279.
• Hackman, J., Oldham, G. (1975). “Development of the job diagnostic survey”. 
Journal of Applied Psychology. 60(2). 159-170.
• Hackman, J., Oldham, G. (1980). Work Redesign.

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