ADMN 2220 Chapter 5

Chapter 5 Motivation at Work

Learning Outcomes

• Employee Engagement

• Drives, Needs, and Motivation

• Need theories of Motivation

• Process theories of Motivation

Employee Motivation and Engagement

• Employee Motivation: Forces within a person affecting direction, intensity, and persistence of voluntary behavior.

• Employee Engagement: Emotional and cognitive motivation that leads to focused, intense, persistent effort toward work-related goals.

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Employee Engagement

• Low employee engagement leads to significant organizational costs.

• Key drivers of employee engagement include:

  • Goal setting

  • Employee involvement

  • Organizational justice

  • Organizational comprehension

  • Employee development opportunities

  • Sufficient resources

Drives and Needs (1 of 2)

Drives

• Primary needs characterized by:

  • Hardwired brain activity correcting deficiencies.

  • Innate and universal characteristics that energize actions.

  • Emotions influenced by self-concept, social norms, and experiences.

Self-Concept, Social Norms, and Experiences

• These factors amplify or suppress emotions that drive decisions and behavior.

Drives and Needs (2 of 2)

Needs

• Goal-directed forces experienced by individuals.

• Emotional energy is channeled toward specific goals influenced by:

  • Self-concept

  • Social norms

  • Past experiences

Employee Needs

• Reflect the goal-directed forces.

• Emotions are navigated toward specific goals shaped by individual differences.

Four Drive Theory

• Drive to Acquire: Desire to seek, acquire, control, and retain objects or experiences.

• Drive to Bond: Drive to form social relationships and mutual caring commitments.

• Drive to Comprehend: Satisfy curiosity, understanding oneself and the environment.

• Drive to Defend: Protect oneself physically and socially.

Influencing Factors

• Personal values

• Past experiences

• Mental skill sets resolve competing drive demands.

• Result in goal-directed choice and effort.

Need-Based Theories

• Maslow's Needs Hierarchy Theory

• McClelland's Theory of Needs

• Herzberg's Motivation-Hygiene Theory

• Four Drive Theory

Maslow’s Needs Hierarchy Theory

• Seven categories classify most needs, structured in a hierarchy:

  • Lowest unmet need becomes the primary motivator until satisfied.

    • Levels include:

      • Self-actualization

      • Physiological

      • Safety

      • Belongingness

      • Esteem

      • Need to know

      • Need for beauty

• Critique: Lacks empirical support due to unique individual hierarchies.

Motivators

Intrinsic Motivators

• Internal desires to engage in activities driven by personal interest, challenge, and satisfaction.

Extrinsic Motivators

• External motivations derived from tangible rewards like pay and bonuses.

Learned Needs Theory

• Needs can be affected through self-concept, social norms, past experience.

• Training can modify need strength via reinforcement.

• Key learned needs:

  • Need for Achievement (nAch)

  • Need for Affiliation (nAff)

  • Need for Power (nPow)

McClelland’s Theory of Needs

• Need for Achievement: Drive to excel and succeed against standards.

• Need for Power: Desire to influence others' behavior.

• Need for Affiliation: Pursuit of friendly, close interpersonal relationships.

Herzberg’s Motivation-Hygiene Theory

Motivators

• Intrinsic factors leading to satisfaction:

  • Achievement

  • Recognition

  • Responsibility

  • Advancement

  • Interesting work

Hygiene Factors

• Extrinsic factors leading to dissatisfaction:

  • Company policy

  • Relationships with supervisors and peers

  • Working conditions

Satisfaction vs. Dissatisfaction

• Traditional View:

  • No satisfaction = Dissatisfaction

• Herzberg's View:

  • Hygiene factors = No dissatisfaction (but not satisfaction)

Process-Based Theories

• Expectancy Theory

• Four OB Modification theories

• Goal Setting Theories

• Social Cognitive Theory

• Equity Theory

Expectancy Theory of Motivation

• Components:

  • E-to-P Expectancy: Effort leads to performance.

  • P-to-O Expectancy: Performance leads to specific outcomes.

  • Valence: Value of anticipated outcomes.

Expectancy Theory in Practice

Increasing Expectancies

• Enhance E-to-P by:

  • Hiring and training accordingly.

  • Providing resources.

  • Providing coaching.

• Enhance P-to-O by:

  • Accurate performance measurement.

  • Clear link between performance and rewards.

  • Recognizable examples of rewarded performance.

• Enhance Outcome Valences by:

  • Valuing rewards.

  • Individualizing rewards to fit employee values.

A-B-Cs of Behaviour Modification

• Antecedents: Factors before the behavior occurs.

• Behaviour: Actions taken by individuals.

• Consequences: Results that follow behavior.

Four OB Mod Consequences

• Positive Reinforcement: Introducing a reinforcer to increase behavior.

• Punishment: Introducing a consequence to decrease behavior.

• Extinction: Lack of consequence leading to decreased behavior.

• Negative Reinforcement: Removing a consequence to increase behavior.

Social Cognitive Theory

• Learning behavior outcomes via observing others.

• Behaviour Modelling: Mimicking observed behaviors.

• Self-Regulation: Setting goals, anticipating consequences, and self-reinforcing behavior.

Goal Setting and Feedback

Definition

• Goal: Cognitive representation of a desired end state committed to attain.

Effective Goal Setting Features

• SMARTER:

  • Specific

  • Measurable

  • Achievable

  • Relevant

  • Time-framed

  • Exciting

  • Reviewed

Strengths-Based Coaching

• Focuses on leveraging strengths instead of fixing weaknesses.

Process

• Identify strengths/potential areas.

• Coach guides discovery of leveraging strengths.

• Discuss barriers and solutions.

Motivation Through Strengths

• Feedback on strengths is better received than critiques.

Equity Theory

Outcomes and Inputs

• Compare personal outcomes/inputs with others.

  • Outcomes include pay, promotions, recognition.

  • Inputs include effort, skills, experience.

Perceptions of Equity/Inequity

• Determine feelings of fairness based on comparisons.

Correcting Inequity

• Strategies include:

  1. Reducing personal inputs.

  2. Increasing personal outcomes.

  3. Asking others to increase their inputs.

  4. Requesting fair treatment.

  5. Changing perceptions.

  6. Altering the comparison individual.

  7. Exiting the situation (e.g., quitting).

Procedural and Interactional Justice

Procedural Justice

• Perceptions of fairness in processes used for distribution of workplace benefits and burdens.

• High procedural fairness includes:

  • Employee voice

  • Unbiased decision-making

  • Informed, consistent policies

Interactional Justice

• Fair treatment perceptions during decision processes.

• Treating employees with respect and providing timely information.