O N

T I ER
A
V WO R K

T I
O IPINO
MFIL
E E HE
O Y T N G
L
PT IV
ATI
BY: JOSEPH DE ROXAS, MSc,
E M M
O Rpsy
UNIVERSITY OF SANTO TOMAS
BEHAVIORAL SCIENCE
PROGRAM
 I/O PSYCHOLOGY IN MY LIFE

• Exercise 9.1: Describe a job in which you

were motivated to perform well. Why do
you think you were so motivated? Describe
a job in which you were not very
motivated? Why the lack of motivation?
 LEARNING OBJECTIVES

• Know the types of people who tend to be more motivated

than others
• Learn how to motivate people through goal setting
• Understand the importance of providing feedback
• Be able to use operant conditioning principles to motivate
employees
• Understand the importance of treating employees fairly
• Know the types of individual and organizational incentives
that best motivate employees

© 2017 Cengage Learning. All Rights Reserved.

 MOTIVATION -LATIN WORD: MOVERE OR TO MOVE. AN
INCENTIVE OR REASON FOR DOING SOMETHING. IT IS THE
DIRECTION AND INTENSITY OF ONE’S EFFORT (SAGE, 1977)

• Why do people work?

• According to Maslow, any behavior is driven by
a need that has to be satisfied.
• The force that drives a person to satisfy a need
is called motivation and it constitutes “those
psychological processes that energize and cause
the arousal , direction and persistence of
voluntary actions that are goal directed.
• Robbin and Judge (2011) there are 3 elements
that should be noted in studying motivation:
• 1. the intensity of the effort exerted.
• 2. the direction towards which the effort is aligned.
• 3. persistence of the person to reach the goal
 MAJOR COMPONENTS

• Activation involves the decision to initiate a

behavior, such as enrolling in a psychology class.
• Persistence is the continued effort toward a goal
even though obstacles may exist. An example of
persistence would be taking more psychology
courses in order to earn a degree although it
requires a significant investment of time, energy,
and resources.
• Intensity can be seen in the concentration and
vigor that goes into pursuing a goal.4 For
example, one student might coast by without
much effort, while another student will study
regularly, participate in discussions, and take
advantage of research opportunities outside of
class. The first student lacks intensity, while the
second pursues their educational goals with
greater intensity.
 MOTIVATION -LATIN WORD: MOVERE OR TO MOVE. AN INCENTIVE OR
REASON FOR DOING SOMETHING. IT IS THE DIRECTION AND INTENSITY OF ONE’S
EFFORT (SAGE, 1977)

•  INTRINSIC MOTIVATION • EXTRINSIC MOTIVATION

• comes from within the person
• The behaviors themselves are personally
rewarding or because engaging in these
activities fulfils our beliefs or
expectations.
• Intrinsically motivated individuals engage
in activities that interest them, they
engage in them freely with a full sense of
volition and personal control.
• They enjoy the work that they do, focus
on having fun and want to learn skills to
the best of their ability.
• Refers to motivation that comes from
an external as opposed to an internal
source.
• Common examples include awards,
trophies, money, praise, social
approval and fear of punishment.
• The world of work uses extrinsic
rewards extensively.
• Rewards increase motivation, enhance
learning and increase the desire to
continue participation
INTRINSIC VS EXTRINSIC: WHICH IS
BETTER?
INTRINSIC VS. EXTRINSIC
MOTIVATION

Workbook Exercise 9.3

 IMPORTANCE OF MOTIVATION

• Increased employee commitment

• When employees are motivated to work, they will generally put their best effort in the
tasks that are assigned to them.
• Improved employee satisfaction
• Employee satisfaction is important for every company because this can lead towards a
positive growth for the company.
• Ongoing employee development
• Motivation can facilitate a worker reaching his/her personal goals, and can facilitate the
self-development of an individual. Once that worker meets some initial goals, they realize
the clear link between effort and results, which will further motivate them to continue at a
high level.
• Improved employee efficiency
• An employee’s efficiency level is not only based on their abilities or qualifications. For the
company to get the very best results, an employee needs to have a good balance between
the ability to perform the task given and willingness to want to perform the task. This
balance can lead to an increase of productivity and an improvement in efficiency.
 AN OVERVIEW OF
WESTERN THEORIES OF
MOTIVATION
 IS AN EMPLOYEE PREDISPOSED TO
BEING MOTIVATED?

• INTRINSIC MOTIVATION
• When people are intrinsically
motivated, they will seek to perform
well because they either enjoy
performing the actual tasks or enjoy
the challenge of successfully
completing the task.
• When they are extrinsically
motivated, they don’t particularly
enjoy the tasks but are motivated to
perform well to receive some type
of reward like salary.
IS AN EMPLOYEE PREDISPOSED TO
BEING MOTIVATED?

• DIFFERENT NEEDS
• A theory developed by McClelland (1961)
suggests that employees differ in the extent
to which they are motivated by the need for
achievement, affiliation and power.
• NEED FOR ACHIEVEMENT- employees
are motivated by jobs that are challenging
and over which they have some control.
• NEED FOR POWER – motivated by a
desire to lead and influence others.
• NEED FOR AFFILIATION – are motivated
by jobs in which they can work with and
help other people
 IS AN EMPLOYEE PREDISPOSED TO
BEING MOTIVATED?

• SELF-ESTEEM
• Is the extent to which a person views
himself as valuable and worthy.
• CONSISTENCY THEORY (Korman,
1976)
• Employees high in self-esteem are more
motivated and will perform better than
employees with low self esteem.
Positive correlation between the two
constructs.
• Employees with high self esteem
actually desire to perform at high levels
and employees with low self esteem
tend to perform at low levels because
they tend to underestimate their actual
ability and performance
 IS AN EMPLOYEE PREDISPOSED TO
BEING MOTIVATED?

• SELF-ESTEEM
• 3 TYPES OF SELF ESTEEM
• CHRONIC SELF-ESTEEM – is a person’s
overall feeling about himself.
• SITUATIONAL SELF-ESTEEM (SELF –
EFFICACY) – is a person’s feeling about
himself in a particular situation such as
operating a machine or presenting a topic.
• SOCIALLY INFLUENCED SELF ESTEEM-
is how a person feels about himself on the
basis of expectations of others.
• Ex. An employee might be low in chronic but
very high in situational like a computer
programmer might believed he is a terrible
person whom nobody likes but feel he can
program a computer better than others.
 HOW TO INCREASE AN
EMPLOYEE’S SELF ESTEEM

• SELF-ESTEEM WORKSHOPS – • SUPERVISOR BEHAVIOR

Employees can attend workshops in which
• Train the supervisors to communicate a
they are given insights into their strengths
feeling of confidence in an employee.
and abilities. They are also told they are
good people. • PYGMALION EFFECT - If an employee
feels that a manager has confidence in
• Ex. THE ENCHANTED SELF TRAINING
him, his self-esteem will increase, so is
PROGRAM – a program to increase self-
his performance.
esteem by learning how to think positively
and discover his positive qualities and share • GOLEM EFFECT – occurs when
these qualities to others. negative expectations of an individual
cause a decrease in that individual’s
• EXPERIENCE WITH SUCCESS
actual performance.
• GALATEA EFFECT: the relationship
between self-expectations and performance.
GOLEM’S EFFECT
GOLEM’S EFFECT
DEFICIENCY NEEDS VS. GROWTH NEEDS
 ERG THEORY

• Clayton Alderfer, an American psychologist

developed Maslow’s Hierarchy of Needs into
a three factor model of motivation (1972)
• Unlike Maslow’s model, Aldefer suggested
that a person can skip levels. Ex. A bungee
jumper skip the safety needs level to satisfy
the their ego and self-esteem needs.

• Existence – needs concern our basic material

requirements for living. These include what
Maslow categorized as physiological needs
(such as air, food, water, and shelter) and
safety-related needs (such as health, secure
employment, and property).

• Relatedness – needs have to do with the

importance of maintaining interpersonal
relationships. These needs are based in social
interactions with others and align with
 ERG THEORY
Maslow’s levels of love/belonging-related needs (such
as friendship, family, and sexual intimacy) and esteem-
related needs (gaining the respect of others). Growth –
needs describe our intrinsic desire for personal
development. These needs align with the other portion
of Maslow’s esteem-related needs (self-esteem, self-
confidence, and achievement) and self-actualization
needs (such as morality, creativity, problem-solving, and
discovery).
 While according to ERG theory, if a higher- level need
aggravates, an individual may revert to increase the
satisfaction of a lower- level need. This is called
frustration- regression principle. If a higher- level
need aggravates, an individual may revert to increase
the satisfaction of a lower- level need. This is called
frustration- regression aspect of ERG theory. For
instance- when growth need aggravates, then an
individual might be motivated to accomplish the
relatedness need and if there are issues in accomplishing
relatedness needs, then he might be motivated by the
existence needs.
 TWO-FACTOR THEORY

• his theory, also called the Motivation-

Hygiene Theory or the dual-factor
theory, was penned by Frederick
Herzberg in 1959.
• The author believed that job-related factors
could be divided into 2 categories-
• Hygiene factors and Motivators.
• HYGIENE FACTORS – are those job-
related elements that result from but do not
involve the job itself. Ex. Pay is a
consequence of work but does not involve
the work itself.
• MOTIVATORS – are job elements that do
concern actual tasks and duties such as
interesting work and level of responsibility.
TWO-FACTOR THEORY
 COMPARISON OF NEEDS THEORIES

Maslow ERG Two-Factor

Self-actualization
Growth Motivators
Ego

Social Relatedness

Safety
Hygiene Factors
Existence
Physical
 GOAL SETTING

Do employees have
ACHIEVABLE
GOALS?
 GOAL SETTING AS A POWERFUL MOTIVATOR

• Goals,’ as defined by Latham & Locke (2002, p.705)

are “the object or aim of an action, for example, to
attain a specific standard of proficiency, usually within
a specified time limit.”
• Goal setting is the process by which we achieve these
goals. The importance of the goal-setting process
should not go unappreciated, according to Locke (2019)
“Every person’s life depends on the process of choosing
goals to pursue; if you remain passive you are not going
to thrive as a human being.”
• The setting of goals has been shown to increase
employee motivation and organizational commitment
(Latham, 2004). Additionally, goals affect the intensity
of our actions and our emotions – the more difficult and
valued a goal is, the more intense our efforts will be in
order to attain it, and the more success we experience
following achievement (Latham & Locke, 2006).
  Edwin Locke and Gary
Latham

 Goal setting is essentially

linked to task performance.

 Specific and challenging goals

along with appropriate
feedback contribute to higher
and better task performance.

GOAL SETTING THEORY  Goals indicate and give

direction to a person about
what needs to be done and
how much efforts are required
to be put in.
 S - SPECIFIC

Properly set goals are concrete and

specific (Locke & Latham, 2002)
Your goal should be clear and specific,
otherwise you won't be able to focus your
efforts or feel truly motivated to achieve
it.
The more the specific the goal, the
greater the productivity.
“I will produce as many as I can” will not
be effective as “I will print 5000 pages in
the next hr.”
 M - MEASURABLE

Properly set goals are measurable. That

is if one’s goal is to improve
performance or increase customer
service one must measure it.
Setting measurable goals is important
in order to track your progress and stay
motivated.
 A - ACTION PLAN

Goals need to be realistic and achievable or

attainable for it to be successful.
Goals should also motivate you to stretch your
abilities towards proper planning.
You will further begin to identify different
resources that can bring you closer to it.
Setting goals that are too difficult to be
accomplished can result not only in decreased
performance but in an unethical behavior as
well.
R - RELEVANT
Relevant goals must also be
applicable to the present situation
and aligned to the vision you set.
Your goal matters to you.
Ex. Setting a goal about increasing
public speaking skills will not be as
motivaing to a person working in a
construction as it would be to a
lawyer who often appears in court.
T - TIME BOUND

Goals work best when there is a

time frame for their completion.

Every goal needs a deadline, this

will motivate you and help you
focus toward your goal.
Ex. A goal to clean one’s office
would be more motivating if the
goal included a date by which the
office would be cleared.
 LOCKE AND LATHAM'S FIVE
PRINCIPLES

According to Edwin Locke and Gary Latham,

there are five goal setting principles that can
improve our chances of success:

1.Clarity.
2.Challenge.
3.Commitment.
4.Feedback.
5.Task complexity.
 1. SETTING CLEAR GOALS

 When your goals are clear, you already

know what you're trying to achieve. You
can eventually measure results
accurately and you know which
behaviors to reward.
 How to Set Clear Goals
 Write your goal down and be as detailed
as possible
 Think about how you'll measure your
success toward this goal. What specific
metrics will you use?
 2. SETTING CHALLENGING
GOALS

 People are often motivated by challenging

goals, however it's important not to set a goal
that is so challenging it can't be achieved.
 How to Set Challenging Goals
 Look at your goal. Is it challenging enough to
spark your interest?
 Identify ways that you can reward yourself
when you make progress. Incremental
rewards for reaching specific milestones will
motivate you to work through challenging
tasks.
 Before taking on a major goal, research it
thoroughly. This will help you be realistic.
 3. SECURING PERSONAL
COMMITMENT

 To be effective, you must understand and

agree to the goals.
 How to Secure Commitment to Goals:
 Stay committed by using visualization
techniques to imagine how your life will
look once you've achieved your goal.
 Create a treasure map to remind
yourself why you should work hard.
Visual representations of your goal can
help you stay committed, even when the
going gets tough.
 4. GAINING FEEDBACK

 You should also evaluate your action, so

that you can gauge how well you are
progressing.
 In addition to selecting the right goals, you
should also listen to feedback, so that you
can gauge how well you and your team are
progressing.
 Feedback gives you the opportunity to
clarify people's expectations and adjust the
difficulty of their goals.
 Keep in mind that feedback doesn't have to
come from other people. You can check how
well you're doing by simply measuring your
own progress.
 How to Give Feedback on Goals
 Please see notes section:
 5. CONSIDERING TASK
COMPLEXITY

 Ensure that your goal doesn't become too

overwhelming
 Take special care to ensure that work doesn't
become too overwhelming when goals or
assignments are highly complex.

 People who work in complicated and

demanding roles can often push themselves
too hard, if they don't take account of the
complexity of the task.
 How to Set Complex and Challenging Goals
 Give yourself plenty of time to accomplish
complex goals. Set deadlines that apply an
appropriate amount of pressure, while still
being achievable.
 GOAL SETTING
(SETTING YOUR GOALS THRU
SMART)

Workbook Exercise 9.4

EMPLOYEE FEEDBACK

Are Employees Receivng

Feedback on their Goal Process?
 EMPLOYEES’ FEEDBACK

• To increase the effectiveness of goal setting, feedback

should be provided to employees on their progress in
reaching their goals (Locke & Latham, 2002),
• Feedback can include the ff:
• A. verbally telling employees how they are doing.
• B. placing a chart on a wall
• C. using non-verbal communication such as smiles,
glares and pats on the back.
• Feedback best increases performance when it is
positive and informational rather than negative and
controlling (Zhou, 1998)
• Feedback is constructive when it is given positively
with the goal of encouraging and reinforcing positive
behavior.
 PROVIDING FEEDBACK

• Positive Feedback
• should be specific
• should be sincere
• should be timely
• Negative Feedback
• should be constructive
• concentrate on behaviors
• always give in private
 SELF REGULATION THEORY

• An interesting theory that governs both goal setting

and feedback.
• Though this feedback often comes from others. The
idea behind this theory is that employees monitor
their own progress toward attaining goals and make
necessary adjustments – that is they self regulate!
• For example, suppose an employee has a goal of
completing a 100-page report in 2 weeks. If there are
10 days in a two-week period, the employee might
determine that she should complete ten pages a day.
• After 2 days, the employee counts the no of pages
and found out she has written 10 pages only she has
some choices to make. Should she change her goal to
give herself more time to complete the report or
change her behavior so she quits working on other
projects and concentrate on one report.
EMPLOYEE REWARDS

Are Employees
Rewarded for
Achieving
Goals?
 EMPLOYEE REWARDS

• An essential strategy for motivating employees is to

provide an incentive for employees to accomplish the
goals set by an organization.
• Organization offers incentives for a variety of employee
behaviors such as working overtime on weekends,
staying with the company for many years, coming to
work (attendance bonus) and performing at a high level.
• The basis for these incentive systems are OPERANT
CONDITIONING which states that employees will
repeat the behavior for which they are rewarded and
avoid behaviors for which they are punished.
• Thus, if employees are rewarded for not making errors,
they are more likely to produce high-quality work. If
employees are rewarded for the amount of work done,
they are more likely to increase the quantity of their
output.
 FACTORS IN DETERMINING THE EFFECTIVENESS
OF INCENTIVE PROGRAM

• TIMING OF THE INCENTIVE

• Research indicates that a reinforcer or a
punisher is most effective if it occurs soon
after the performance of the behavior,
• Unfortunately if the timing of the incentive
is too long, the effectiveness of the
incentive to improve performance will be
hindered.
• Ex. A tip is usually left by the customer
after the meal which provides immediate
feedback about the waiter’s performance.
 FACTORS IN DETERMINING THE EFFECTIVENESS
OF INCENTIVE PROGRAM

• TYPES OF INCENTIVE USED

• Different employees have different values which
is why it hard to standardized the incentive
program of a company.
• For example, some employees can be rewarded
with praise, others with awards, others with
money, etc.
• PREMACK PRINCIPLE – states that
reinforcement is relative and there is a need to
construct a reinforcement hierarchy on which an
employee lists his preferences for a variety of
reinforcers.
• Ex. ( Most Desired  Least Desired)
• Money < Time off from work < Lunch time <
Superviser’s praise < Throwing out oily rags
SAMPLE REINFORCEMENT HIERARCHY

Most Desired
- Money
- Time off from work
- Lunch time
- Working next to Wanda
- Supervisor praise
- Running the press
- Getting printing plates
- Throwing out oily rags
- Typesetting
- Cleaning the press

Least Desired
 FACTORS IN DETERMINING THE EFFECTIVENESS OF
INCENTIVE PROGRAM

• INDIVIDUAL VS GROUP INCENTIVES

• Individual incentive plans are designed to make
high levels of individual performance financially
worthwhile
• 2 COMMON INDIVIDUAL INCENTIVE
a. PAY FOR PERFORMANCE refers to how
much they individually produce. Ex: commission
(being paid for each condo unit sold) or
piecework ( being paid for each piece produced.
b. MERIT PAY –base their incentives on
performance appraisal scores Ex. The top 30% of
employees based on their evaluation will receive
P10K.
GROUP INCENTIVES –is to get employees to
participate in the success or failure of the
organization Ex, profit sharing, gain sharing &
stock options
 VROOM’S EXPECTANCY THEORY

• Victor Vroom’s expectancy theory (1964), on the

other hand, integrates needs, equity, and
reinforcement theories to explain how we choose
from alternative forms of voluntary behavior based
on the belief that decisions will have desired
outcomes. Vroom suggests that we are motivated
to pursue an activity by appraising three factors:
• Expectancy (E) – the perceived relationship
between the amount of effort an employee puts in
and the resulting outcome. It assumes more effort
will result in success.
• Instrumentality (I) The extent to which the
outcome of a worker’s performance results in a
particular consequence. It sees a connection
between activity and goal
• Valence (V) which represents the degree to which
we value the reward or the results of success.
 ORGANIZATIONAL JUSTICE

• Equity theory was the springboard for

modern research in organizational
justice.
• If employees are treated fairly, they
will be more satisfied and motivated.
• The concept of organizational justice
focuses on how employees judge the
behavior of the organization and how
this behavior is related to employees’
attitudes and behaviors regarding the
firm (Greenberg, 1987)..
 EMPLOYEES WILL BE
MOTIVATED IF:

• They have a personality that predisposes them

to be motivated
• Their expectations have been met
• The job and organization are consistent with
their values
• The employees have been given achievable
goals
• The employees receive feedback on their goal
attainment
• The organization rewards them for achieving
their goals
• The employees perceive they are being treated
fairly, and
• Their coworkers demonstrate a high level of
motivation
THANK YOU!!!