Motivation

eleventh editio
n

organizational behavio
r

stephen p. robbins

Chapter 6

Basic Motivation
Concepts

ORGANIZATIONAL BEHAVIOR
S T E P H E N P. R O B B I N S
E L E V E N T H E D I T I O N
© 2005 Prentice Hall Inc. WWW.PRENHALL.COM/ROBBINS PowerPoint Presentation
All rights reserved. by Charlie Cook

After studying this chapter,
O B J E C T I V E S

you should be able to:

1. Outline the motivation process.
2. Describe Maslow’s need hierarchy.
3. Contrast Theory X and Theory Y.
L E A R N I N G

4. Differentiate motivators from hygiene factors.
5. List the characteristics that high achievers
prefer in a job.
6. Summarize the types of goals that increase
performance.

© 2005 Prentice Hall Inc. All rights reserved. 6–3

After studying this chapter,
O B J E C T I V E S (cont’d)

you should be able to:

7. Explain the job characteristics model.
8. State the impact of underrewarding
employees.
9. Clarify key relationships in expectancy
theory.
10. Explain how the contemporary theories of
L E A R N I N G

motivation complement each other.


Defining Motivation
Defining Motivation

Motivation
The processes that account for an individual’s
intensity, direction, and persistence of effort toward
attaining a goal.

Key Elements
Key Elements
1. Intensity: how hard a person tries
1. Intensity: how hard a person tries
2.
2. Direction: toward beneficial goal
Direction: toward beneficial goal
3.
3. Persistence: how long a person tries
Persistence: how long a person tries


Hierarchy of Needs Theory (Maslow)
Hierarchy of Needs Theory (Maslow)

Hierarchy of Needs Theory
There is a hierarchy of five needs
—physiological, safety, social,
esteem, and self-actualization; as
each need is substantially
satisfied, the next need becomes
dominant.

Self-Actualization
The drive to become what one is capable of becoming.


Maslow’s Hierarchy of Needs
Maslow’s Hierarchy of 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
needs.

Source: Motivation and Personality , 2nd ed,, by A.H. Maslow, 1970. E X H I B I T 6–1
Reprinted by permission of Prentice Hall, Inc., Upper Saddle River, NJ.
E X H I B I T 6–1


Theory X and Theory Y (Douglas McGregor)
Theory X and Theory Y (Douglas McGregor)

Theory X
Assumes that employees dislike
work, lack ambition, avoid
responsibility, and must be
directed and coerced to perform.

Theory Y
Assumes that employees like
work, seek responsibility, are
capable of making decisions,
and exercise self-direction and
self-control when committed to a
goal.


Two-Factor Theory (Frederick Herzberg)
Two-Factor Theory (Frederick Herzberg)

Two-Factor (Motivation-Hygiene) Theory
Intrinsic factors are related to job satisfaction,
while extrinsic factors are associated with
dissatisfaction.

Hygiene Factors
Factors—such as company policy
and administration, supervision,
and salary—that, when adequate
in a job, placate workers. When
factors are adequate, people will
not be dissatisfied.

Comparison of Satisfiers
Comparison of Satisfiers
and Dissatisfiers
and Dissatisfiers
Factors characterizing
events on the job that led to
extreme job dissatisfaction
Factors characterizing
events on the job that
led to extreme job
satisfaction

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.

Contrasting Views of Satisfaction and Dissatisfaction
Contrasting Views of Satisfaction and Dissatisfaction

E X H I B I T 6–3
E X H I B I T 6–3


ERG Theory (Clayton Alderfer)
ERG Theory (Clayton Alderfer)
ERG Theory
There are three groups of core needs: existence,
relatedness, and growth.

Core Needs
Core Needs Concepts:
Concepts:
Existence: provision of
Existence: provision of More than one need can
basic material More than one need can
basic material be operative at the same
be operative at the same
requirements.
requirements. time.
time.
Relatedness: desire for
Relatedness: desire for If aahigher-level need
relationships. If higher-level need
relationships. cannot be fulfilled, the
cannot be fulfilled, the
Growth: desire for desire to satisfy aalower-
desire to satisfy lower-
Growth: desire for level need increases.
personal development.
personal development. level need increases.


David McClelland’s Theory of Needs
David McClelland’s Theory of Needs

Need for Achievement Need for Affiliation
The drive to excel, to achieve The desire for friendly
in relation to a set of and close personal
standards, to strive to relationships.
succeed.

Need for Power nPow
The need to make others
behave in a way that they
would not have behaved
otherwise.
nAch nAff


Matching High Achievers and Jobs
Matching High Achievers and Jobs

E X H I B I T 6–4
E X H I B I T 6–4


Cognitive Evaluation Theory

Providing an extrinsic reward for behavior that
had been previously only intrinsically rewarding
tends to decrease the overall level of motivation.
The theory may only be relevant to
jobs that are neither extremely
dull nor extremely interesting.


E X H I B I T 6–5
E X H I B I T 6–5


Goal-Setting Theory (Edwin Locke)
Goal-Setting Theory (Edwin Locke)
Goal-Setting Theory
The theory that specific and difficult goals, with
feedback, lead to higher performance.

Factors influencing the goals–
performance relationship:
Goal commitment, adequate self-
efficacy, task characteristics, and
national culture.

Self-Efficacy
The individual’s belief that he or
she is capable of performing a task.

Reinforcement Theory
Reinforcement Theory

The assumption that behavior is a function of its
consequences.

Concepts:
Concepts:
Behavior is environmentally caused.
Behavior is environmentally caused.
Behavior can be modified (reinforced) by
Behavior can be modified (reinforced) by
providing (controlling) consequences.
providing (controlling) consequences.
Reinforced behavior tends to be repeated.
Reinforced behavior tends to be repeated.


Job Design Theory
Job Design Theory

Job Characteristics
Model Characteristics:
Characteristics:
Identifies five job 1. Skill variety
1. Skill variety
characteristics and their 2. Task identity
relationship to personal 2. Task identity
and work outcomes. 3.
3. Task significance
Task significance
4.
4. Autonomy
Autonomy
5.
5. Feedback
Feedback


Job Design Theory (cont’d)
 Job Characteristics Model
– Jobs with skill variety, task identity, task significance,
autonomy, and for which feedback of results is given,
directly affect three psychological states of employees:
• Knowledge of results
• Meaningfulness of work
• Personal feelings of responsibility for results

– Increases in these psychological states result in
increased motivation, performance, and job
satisfaction.


The Job Characteristics Model
The Job Characteristics Model

Source: J.R. Hackman and G.R. Oldham, Work Design (excerpted from pp. 78–80). © 1980 by E X H I B I T 6–6
E X H I B I T 6–6
Addison-Wesley Publishing Co., Inc. Reprinted by permission of Addison-Wesley Longman, Inc.


Skill Variety
The degree to which a job requires
a variety of different activities.

Task Identity
The degree to which the job requires completion of a
whole and identifiable piece of work.

Task Significance
The degree to which the job has a substantial impact
on the lives or work of other people.


Autonomy
The degree to which the job provides substantial
freedom and discretion to the individual in
scheduling the work and in determining the
procedures to be used in carrying it out.



Feedback
The degree to which carrying out the work activities
required by a job results in the individual obtaining
direct and clear information about the effectiveness
of his or her performance.


Computing a Motivating Potential Score
Computing a Motivating Potential Score

People who work on jobs with high core dimensions are
People who work on jobs with high core dimensions are
generally more motivated, satisfied, and productive.
generally more motivated, satisfied, and productive.
Job dimensions operate through the psychological states in
Job dimensions operate through the psychological states in
influencing personal and work outcome variables rather
influencing personal and work outcome variables rather
than influencing them directly.
than influencing them directly.



Social Information Processing (SIP) Model
The fact that people respond to their jobs as they
perceive them rather than to the objective jobs
themselves.

Concept:
Concept:
Employee attitudes and behaviors are
Employee attitudes and behaviors are
responses to social cues by others.
responses to social cues by others.


Social Information Processing Model (SIP)
Social Information Processing Model (SIP)

 Concepts of the SIP Model
– Employees adopt attitudes and behaviors in response
to the social cues provided by others (e.g., coworkers)
with whom they have contact.
– Employees’ perception of the characteristics of their
jobs is as important as the actual characteristics of
their jobs.


Equity Theory
Equity Theory

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

Equity Theory (cont’d)

E X H I B I T 6–7
E X H I B I T 6–7



Choices for dealing with inequity:
Choices for dealing with inequity:
1. Change inputs (slack off)
1. Change inputs (slack off)
2.
2. Change outcomes (increase output)
Change outcomes (increase output)
3.
3. Distort/change perceptions of self
Distort/change perceptions of self
4.
4. Distort/change perceptions of others
Distort/change perceptions of others
5.
5. Choose a different referent person
Choose a different referent person
6. Leave the field (quit the job)
6. Leave the field (quit the job)



Propositions relating to inequitable pay:
Propositions relating to inequitable pay:
1. Overrewarded hourly employees produce
1. Overrewarded hourly employees produce
more than equitably rewarded employees.
more than equitably rewarded employees.
2. Overrewarded piece-work employees
2. Overrewarded piece-work employees
produce less, but do higher quality piece
produce less, but do higher quality piece
work.
work.
3. Underrewarded hourly employees produce
3. Underrewarded hourly employees produce
lower quality work.
lower quality work.
4. Underrewarded employees produce larger
4. Underrewarded employees produce larger
quantities of lower-quality piece work than
quantities of lower-quality piece work than
equitably rewarded employees
equitably rewarded employees



Distributive Justice
Perceived fairness of the
amount and allocation of
rewards among individuals.

Procedural Justice
The perceived fairness of
the process to determine
the distribution of
rewards.


Expectancy Theory
Expectancy Theory

Expectancy Theory (Victor Vroom)
The strength of a tendency to act in a certain way
depends on the strength of an expectation that the
act will be followed by a given outcome and on the
attractiveness of that outcome to the individual.

E X H I B I T 6–8
E X H I B I T 6–8


Expectancy Theory Relationships
Expectancy Theory Relationships

 Effort–Performance Relationship
– The probability that exerting a given amount of effort
will lead to performance.
 Performance–Reward Relationship
– The belief that performing at a particular level will lead
to the attainment of a desired outcome.
 Rewards–Personal Goals Relationship
– The degree to which organizational rewards satisfy an
individual’s goals or needs and the attractiveness of
potential rewards for the individual.


Performance Dimensions
Performance Dimensions

Source: Adapted from M. Blumberg and C.D. Pringle, “The Missing Opportunity in
Organizational Research: Some Implications for a Theory of Work Performance,” E X H I B I T 6–9
E X H I B I T 6–9
Academy of Management Review, October 1982, p. 565.

Integrating
Integrating
Contemporary
Contemporary
Theories of
Theories of
Motivation
Motivation

E X H I B I T 6–10
E X H I B I T 6–10


Motivation

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