individual’s intensity, direction, and persistence of effort toward attaining a goal. ➢The level of motivation varies both between individuals and within individuals at different times.
7-4 LO 1 Describe the Three Key Elements of Motivation ➢The three key elements of motivation are: 1. Intensity: concerned with how hard a person tries. 2. Direction: the orientation that benefits the organization. 3. Persistence: a measure of how long a person can maintain his/her effort.
7-6 LO 2 Compare the Early Theories of Motivation ➢Maslow’s need theory has received wide recognition, particularly among practicing managers. ➢ It is intuitively logical and easy to understand and some research has validated it. ➢ However, most research does, especially when the theory is applied to diverse cultures.
7-9 LO 2 Compare the Early Theories of Motivation ➢Criticisms of Herzberg’s theory: ➢ Limited because it relies on self-reports. ➢ Reliability of methodology is questioned. ➢ No overall measure of satisfaction was utilized.
7-15 LO 3 Self-Determination Theory vs. Goal-Setting Theory ➢What does all of this mean? ➢ For individuals: ➢Choose your job for reasons other than extrinsic rewards. ➢ For organizations: ➢Provide intrinsic as well as extrinsic incentives.
7-18 LO 3 Self-Determination Theory vs. Goal-Setting Theory ➢People differ in the way they regulate their thoughts and behaviors. ➢ Those with a promotion focus strive for advancement and accomplishment and approach conditions that move them closer toward desired goals. ➢ Those with a prevention focus strive to fulfill duties and obligations and avoid conditions that pull them away from desired goals.
7-20 LO 3 Self-Determination Theory vs. Goal-Setting Theory ➢Goal Setting and Ethics ➢ The relationship between goal setting and ethics is quite complex: if we emphasize the attainment of goals, what is the cost? ➢ We may forgo mastering tasks and adopt avoidance techniques so we don’t look bad, both of which can incline us toward unethical choices.
7-21 LO 4 Self-Efficacy, Reinforcement, Equity, and Expectancy Theory ➢Self-efficacy theory is an individual’s belief that he or she is capable of performing a task. ➢ Enactive mastery ➢ Vicarious modeling ➢ Verbal persuasion ➢ Arousal ➢ Also known as social cognitive theory and social learning theory.
7-23 LO 4 Self-Efficacy, Reinforcement, Equity, and Expectancy Theory ➢Implications of self-efficacy theory: ➢ The best way for a manager to use verbal persuasion is through the Pygmalion effect. ➢A form of self-fulfilling prophecy – believing in something can make it true. ➢ Training programs often make use of enactive mastery by having people practice and build their skills.
7-27 LO 4 Self-Efficacy, Reinforcement, Equity, and Expectancy Theory ➢When employees perceive an inequity, they can be predicted to make one of six choices: ➢ Change their inputs. ➢ Change their outcomes. ➢ Distort perceptions of self. ➢ Distort perceptions of others. ➢ Choose a different referent. ➢ Leave the field.
7-29 LO 4 Self-Efficacy, Reinforcement, Equity, and Expectancy Theory ➢Expectancy theory: a tendency to act in a certain way depends on an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual. ➢Three relationships: ➢ Effort-performance relationship ➢ Performance-reward relationship ➢ Rewards-personal goals relationship
7-33 LO 5 Implications of Job Engagement for Management ➢What makes people more engaged in their job? ➢ The degree to which an employee believes it is meaningful to engage in work. ➢ A match between the individual’s values and the organization’s. ➢ Leadership behaviors that inspire workers to a greater sense of mission.
7-34 LO 5 Implications of Job Engagement for Management ➢Are highly engaged employees getting “too much of a good thing?” ➢ Construct is partially redundant with job attitudes. ➢ It may have a “dark side.” ➢Positive relationships between engagement and work-family conflict.
7-36 Implications for Managers ➢Make sure extrinsic rewards for employees are not viewed as coercive, but instead provide information about competence and relatedness. ➢Consider goal-setting theory, as clear and difficult goals often lead to higher levels of employee productivity.