Essentials of Organizational Behavior 13e: Personality and Values

Essentials of
Organizational Behavior
13e
Stephen P. Robbins & Timothy A. Judge
Chapter 5
Personality and Values
5-1
Copyright ©2016 Pearson Education, Inc.
Chapter 7
Motivation Concepts

After studying this chapter
you should be able to:
1. Describe the three key elements of motivation.
2. Evaluate the applicability of early theories of
motivation.
3. Contrast the elements of self-determination
theory and goal-setting theory.
4. Demonstrate the differences between self-
efficacy theory, equity theory, and expectancy
theory.
5. Identify the implications of employee job
engagement for management.
7-3
What Is Motivation?
 Motivation: The processes that accounts for an

individual’s intensity, direction, and persistence
of effort toward attaining an organizational goal
Intensity: the amount of effort put forth to meet

the goal
Direction: efforts are channeled toward
organizational goals
Persistence: how long the effort is maintained
7-4
Early Theories of Motivation
 Maslow’s Hierarchy of Needs Theory

 McGregor’s Theory X and Theory Y
 Herzberg’s Two-Factor (Motivation-
Hygiene) Theory
 McClellan’s Theory of Needs (Three Needs
Theory)
7-5
Hierarchy of Needs Theory
7-6
Theory X and Theory Y
Theory X Theory Y
 Inherent dislike for work  View work as being as

and will attempt to avoid natural as rest or play
it  Will exercise self-
 Must be coerced, direction and self-
controlled, or threatened control if committed to
with punishment objectives
7-7
Two-Factor Theory
Not Dissatisfied Satisfied
Motivation Factors
• Quality of • Promotional
Hygiene Factors
supervision opportunities
• Pay • Opportunities for
• Company policies personal growth
• Physical working
• Recognition
conditions
• Relationships • Responsibility
• Job security • Achievement
Dissatisfied Not Satisfied

7-8
McClelland's Theory of Needs
Need for Achievement (nAch)

 The drive to excel
Need for Power (nPow)
 The need to make others behave in a way they
would not have behaved otherwise
Need for Affiliation (nAff)
 The desire for friendly and close interpersonal
relationships
7-9
McClelland's High Achievers
 High achievers prefer jobs with:

Personal responsibility
Feedback
Intermediate degree of risk (50/50)
 High achievers are not necessarily good
managers
 High nPow and low nAff is
related to managerial success
7-10
Contemporary Theories
of Motivation
Self-Determination Theory
Goal-Setting Theory
Management by Objectives
7-11
Self-Determination Theory
 Self-determination theory: People prefer to

have control over their actions so when they feel they
are forced to do something they previously enjoyed,
motivation will decrease
 Cognitive evaluation theory: Proposes that the
introduction of extrinsic rewards for work (pay) that
was previously intrinsically rewarding tends to
decrease overall motivation
 Self-concordance: considers how strongly people’s
reasons for pursuing goals are consistent with their
interests and core values
7-12
Goal-Setting Theory
 Goals increase performance when goals are:
 Specific
 Difficult, but accepted by employees
 Accompanied by feedback: self-generated
feedback is best
 Contingencies in goal-setting theory
 Goal commitment: public goals better
 Task characteristics: simple & familiar better
 National culture: Western culture suits best
7-13
Management by Objectives
 Management by objectives (MBO):

Converts overall organizational
objectives into specific objectives for
work units and individuals
 Common ingredients:
 Goal specificity
 Explicit time period
 Performance feedback
 Participation in decision making
7-14
Cascading of Objectives
7-15
Other Contemporary
Theories of Motivation
Self-Efficacy Theory
Equity Theory
 Organizational Justice
Expectancy Theory
7-16
Self-Efficacy Theory
 Self-efficacy theory: An individual’s belief that

he or she is capable of performing a task
 Also known as social cognitive theory or social
learning theory
 Self-efficacy increased by:
1. Enactive mastery: gain experience
2. Vicarious modeling: see someone else do the task
3. Verbal persuasion: someone convinces you that you
have the skills
4. Arousal: get energized
7-17
Self-Efficacy Theory
7-18
Equity Theory
 Equity theory: Employees weigh what they put
into a job situation (input) against what they get
from it (outcome)
 They compare their input-outcome ratio with the
input-outcome ratio of relevant others
7-19
Equity Theory
 Equity theory suggests employees who

perceive inequity will make one of six choices:
1. Change inputs
2. Change outcomes
3. Distort perceptions of self
4. Distort perceptions of others
5. Choose a different referent
6. Leave the field
7-20
Model of Organizational Justice
7-21
Expectancy Theory
Three key relationships:

1. Effort-performance: perceived
probability that exerting effort leads to
successful performance
2. Performance-reward: the belief that
successful performance leads to desired
outcome
3. Rewards-personal goals: the
attractiveness of organizational outcome
(reward) to the individual
7-22
Expectancy Theory
7-23
Job Engagement
 Job Engagement: The investment of an

employee’s physical, cognitive, and
emotional energies into job performance
 Organizations where employees are highly

engaged have:
 Higher levels of productivity
 Fewer safety incidents
 Lower turnover
7-24
Implications for Managers
 Make sure extrinsic rewards for employees are not
viewed as coercive, and recognize the importance of
intrinsic motivators that appeal to employees’ desires for
autonomy, relatedness, and competence.
 Within reason, clear and difficult goals often lead to
higher levels of employee productivity.
 Efforts you make to help your employees feel successful
in completing tasks will result in their increased
motivation.
 Ensure that employees feel fairly treated.
 Employees are more motivated to engage in behaviors
they think they can perform, and which in turn lead to
valued rewards. Copyright ©2016 Pearson Education, Inc. 7-25
Keep in Mind…
 Make goals specific and difficult
 Motivation can be increased by raising

employee confidence in their own abilities
(self-efficacy)
 Openly share information on allocation

decisions, especially when the outcome is
likely to be viewed negatively
7-26
Summary
1. Described the three key elements of motivation.

2. Evaluated the applicability of early theories of
motivation.
3. Contrasted the elements of self-determination
theory and goal-setting theory.
4. Demonstrated the differences between self-
efficacy theory, equity theory, and expectancy
theory.
5. Identified the implications of employee job
engagement for management.
7-27
7-28

Essentials of Organizational Behavior 13e: Personality and Values

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Essentials of

Personality and Values

Copyright ©2016 Pearson Education, Inc.

 Motivation: The processes that accounts for an

Intensity: the amount of effort put forth to meet

 Maslow’s Hierarchy of Needs Theory

 Inherent dislike for work  View work as being as

Dissatisfied Not Satisfied

Need for Achievement (nAch)

 High achievers prefer jobs with:

 Self-determination theory: People prefer to

 Management by objectives (MBO):

 Self-efficacy theory: An individual’s belief that

 Equity theory suggests employees who

Three key relationships:

 Job Engagement: The investment of an

 Organizations where employees are highly

 Make goals specific and difficult

 Motivation can be increased by raising

 Openly share information on allocation

1. Described the three key elements of motivation.

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