© © 2012 2012 South-Western, South-Western, Cengage Cengage Learning, Learning, Inc Inc All All rights rights reserved reserved Prepared Prepared by by Joseph Joseph B B Mosca, Mosca, Monmouth Monmouth University University and and Marla Marla M M Kameny, Kameny, Baton Baton Rouge Rouge Community Community College College PowerPoint PowerPoint Presentation Presentation Design Design by by Charlie Charlie Cook Cook The The University University of of West West Alabama Alabama Learning Objectives After studying this chapter, you should be able to: Describe the basic model of performance Discuss motivation and human needs Identify the basic process models of motivation and describe an integrative model of motivation Describe other related theories and perspectives on motivation © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–2 What Is Motivation? • Motivation Determines how a person will exert effort Represents the forces operating on the person to exert effort, as well as the direction in which the effort will be exerted © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–3 Motivation and Needs • Need–based (Content) Theories Focus on what motivates a person, rather than on how that motivation occurs • Hierarchy of Needs (Maslow) Specifies five levels of needs capable of motivating behavior: Physiological, security, social, esteem, and self-actualization © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–4 Maslow’s Hierarchy of Needs © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–5 Types of Needs • Prepotent Needs Are specific needs capable of motivating behavior at any given point in time • Security Needs Are satisfied by a home (which we must pay for) and other things (e.g., insurance and a pension) which also require money © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–6 Motivation and Needs Theories • ERG Theory (Alderfer) Identifies three rather than two levels of needs Allows for regression from a higher-level need to a lower-level need • Dual-Factor Theory (Herzberg) Posits motivators and hygiene factors as separate sets of work conditions that can satisfy needs © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–7 Stimulus-Response-Outcome Model of Behavior © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–8 Process Theories of Motivation • Process Theories Focus on how a person becomes motivated and what they are motivated to do, rather than on what motivates them • Reinforcement Theory (Skinner) Proposed that all behavior is a function of its consequences © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–9 Reinforcement and Behavior © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–10 What is Behavior Modification? The combination of positive reinforcement with either punishment or extinction so that an undesired behavior disappears and is replaced with a desired behavior © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–13 Effects of Different Partial Reinforcement Schedules © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–14 Schedules of Reinforcement Partial Partial When Whenaabehavior behavioris isrewarded rewarded only onlypart partof ofthe thetime time Interval Interval When Whenbehavior behavioris isreinforced reinforcedas asaa function functionof ofthe thepassage passageof oftime time Ratio Ratio When Whenbehavior behaviorisisreinforced reinforcedas asaa function functionof ofhow howmany manytimes timesthe the behavior behavioroccurs occurs © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–15 Interval Schedules of Reinforcement • Fixed Interval Schedule Fixed Interval Schedule The amount of time that must pass before a reward is given is constant over time • Variable Interval Schedule The amount of time that must pass before a reward is given can change from one reward period to another © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–16 Ratio Schedules of Reinforcement • Fixed Ratio Schedule The number of times a behavior must occur before it is rewarded remains constant over time • Variable Ratio Schedule The number of times a behavior must occur before it is rewarded changes over time © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–17 Expectancy Theory (VIE Theory) The decision to exert effort depends on the anticipated outcome received for the effort is based on expectations, instrumentalities, valences, and linkages among these components © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–18 Linking Effort and Performance Effort-to-Performance Effort-to-Performance Expectancy Expectancy The Theperception perceptionof ofthe theprobability probability that thatan anincrease increasein ineffort effortwill willresult result in inan anincrease increasein inperformance performance Performance-toPerformance-toOutcomes OutcomesExpectancy Expectancy The Theperception perceptionof ofthe theprobability probability that thatimproved improvedperformance performancewill will lead leadto tocertain certainoutcomes outcomes Valence Valence © 2012 South-Western, Cengage Learning, Inc All rights reserved The Theattractiveness attractivenessor or unattractiveness unattractivenessan anoutcome outcomehas has for a person for a person 13–19 The Expectancy Theory of Motivation © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–20 Equity Theory • Is concerned with a person’s perceived inputs to a (work) setting and the outcomes they receive from that setting • Suggests that individuals calculate their ratio of inputs to outcomes as one would consider a return on an investment © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–21 The Equity Comparison Process © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–22 An Integrative Model of Motivation © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–23 Goal Theory • Suggests that: People with goals work harder than people without goals Not all goals are created equal Goals that are difficult, specific, and concrete motivate employees best © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–24 Agency Theory • Is concerned with: The diverse interests and goals held by an organization’s stakeholders, including its employees and managers The methods through which an organization’s reward system can be used to align these diverse interests and goals © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–25 Intrinsic Motivation The motivation to work because it is interesting, engaging, or challenging, rather than because one is rewarded to the work © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–26 Creative Behavior Involves doing things at work that are innovative and that provide a measure of value for the organization © 2012 South-Western, Cengage Learning, Inc All rights reserved 13–27 ... behaviorfollowed followedby byno no consequences consequencesisisnot notlikely likelyto tobe be repeated repeated Punishment Punishment AAbehavior behaviorfollowed followedby bynegative negative consequences... 2012 South-Western, Cengage Learning, Inc All rights reserved 13 11 Principles of Reinforcement AAbehavior behaviorfollowed followedby bypositive positive Positive Positive consequences isislikely... Learning, Inc All rights reserved 13 13 Effects of Different Partial Reinforcement Schedules © 2012 South-Western, Cengage Learning, Inc All rights reserved 13 14 Schedules of Reinforcement Partial