Chapter 8: Motivation Flashcards
Motivation
the extent to which persistent effort is directed toward a goal.
- key driving factor for task performance
Basic Characteristics of Motivation
Effort: Strength of work-related behavior.
Persistence: Consistency in applying effort over time.
Direction: Ensures effort is channeled towards organizational goals.
Goals: All motivated behavior is goal-directed.
Intrinsic Motivation
Stems from the task itself, self-applied (e.g., feelings of achievement, interest).
- performance quality, complex tasks
Extrinsic Motivation
Comes from external factors (e.g., pay, supervision).
- performance quantity, simple tasks
* Some motivators have both intrinsic and extrinsic qualities (e.g., promotions).
* Some studies suggest extrinsic rewards can reduce intrinsic motivation.
Motivation Purity Bias
- Decision-makers tend to favor job candidates who emphasize intrinsic motivation.
- Candidates focusing on extrinsic rewards may be unfairly perceived as less motivated.
- Both intrinsic and extrinsic motivation are essential for job performance.
Performance
the extent to which an individual contributes to organizational objectives.
General Cognitive Ability
overall mental processing capacity
Emotional Intelligence (EI)
perceiving, understanding, and managing emotions
Performance can be low despite high motivation due to
Personality traits.
o General cognitive ability.
o Emotional intelligence.
o Poor task understanding.
o Luck and chance factors.
Performance can be high even with low motivation if:
o The person has high cognitive ability or emotional intelligence.
o They understand the task exceptionally well.
o They benefit from luck or favorable circumstances.
Multiplicative vs Additive Model
- performance depends on both motivation and ability (Multiplicative Model)
Research findings support the additive model:
o Both cognitive ability and motivation predict job performance.
o Cognitive ability is a stronger predictor of training success.
o Motivation and cognitive ability contribute equally to subjective performance evaluations.
Need Theories of Work Motivation
- focus on what motivates people by identifying different needs and the conditions under which they will seek to satisfy them.
- Needs operate in a hierarchy: lower needs must be satisfied before higher needs become motivating, it’s a ladder
- A satisfied need is no longer a motivator, except for self-actualization.
Maslow’s Hierarchy of Needs
- Physiological needs – Basic survival needs (e.g., food, water, shelter, minimum pay).
- Safety needs – Security, stability, fair rules, job security, benefits.
- Belongingness needs – Social interaction, teamwork, supportive supervision.
- Esteem needs – Recognition, achievement, responsibility.
- Self-actualization needs – Personal growth, creativity, self-expression.
Alderfer’s ERG Theory
- ERG theory compresses Maslow’s five categories into three:
1. Existence needs – Material needs (food, shelter, pay, working conditions).
2. Relatedness needs – Social interactions, recognition, communication.
3. Growth needs – Personal development, creativity, achievement.
Differences ERG Theory from Maslow’s theory
Differences from Maslow’s theory:
* Does not require lower-level needs to be fully satisfied before higher-level needs become relevant.
* Allows for regression: if higher-level needs are frustrated, individuals may focus more on lower-level needs (e.g., seeking more pay if social recognition is lacking).
McClelland’s Theory of Needs
- Need for Achievement (n Ach) – Desire to accomplish challenging tasks.
o Prefer tasks where success depends on personal effort.
o Set moderately difficult goals and seek feedback - Need for Affiliation (n Aff) – Desire for friendly, harmonious relationships.
o Prefer jobs that involve networking and social interactions.
o Avoid conflict and competition. - Need for Power (n Pow) – Desire to influence and impact others.
o Seek leadership roles and high-impact positions.
Research Support for Need Theories
- Maslow’s rigid hierarchy lacks strong empirical support.
- ERG theory has better support due to its flexibility.
- McClelland’s theory has strong research backing and is widely used in organizational settings.
Managerial Implications of Need Theories
- Appreciate Diversity
- Recognize Intrinsic Motivation
- Job Enrichment & Career Development
Self-Determination Theory (SDT)
- focuses on different types of motivation rather than a hierarchy of needs.
People have three universal psychological needs:
1. Competence – need to grow and experience mastery, Feeling capable and effective.
2. Autonomy – Having control over one’s actions.
3. Relatedness – Feeling connected to others.
Needs motivate one to initiate behavior (SDT)
- When 3 needs are satisfied, motivation is more autonomous (i.e., intrinsic)
- When 3 needs are not satisfied, motivation is more controlled (i.e., extrinsic)
Two Types of Motivation in SDT
- Autonomous Motivation – Intrinsic, self-driven (e.g., enjoying a task for its own sake).
- Controlled Motivation – Extrinsic, externally pressured (e.g., working for a reward or to avoid punishment).
Process Theories of Work Motivation
- Unlike need theories (which explain what motivates people), process theories explain how motivation works.
1. Expectancy Theory (Vroom)
2. Equity Theory (Adams)
3. Goal-Setting Theory (Locke)
Expectancy Theory (Vroom)
- States that motivation is determined by the outcomes that people expect to occur as a result of their actions
- Often seen primarily as a theory of extrinsic motivation (but not exclusively)
3 parts:
1. Expectancy
2. Instrumentality
3. Valence
Expectancy (Effort → Performance Link)
o Belief that effort will lead to performance.
o Can be improved through training, clear role expectations, and proper resources.
Instrumentality (Performance → Outcome Link)
o Belief that performance will lead to desired rewards.
o Organizations must ensure fair and transparent reward systems.
Valence
o Perceived value of rewards (e.g., money, recognition).
o Rewards must be meaningful to employees.
Formula for Expectancy Theory
Motivation (Force) = Expectancy × Instrumentality × Valence
- If any of these values are low (close to 0), motivation will also be low.
How to boost expectancies (E): increase self-efficacy
- Provide proper equipment
- Train and mentor
- Develop correct work procedures
- Listen to employee problems and provide feedback
How to boost instrumentality (I): clarify reward contingencies
- Ensure there are objective performance assessments
- Ensure there is a fair rewarding system
Appreciate diverse needs (V): design of rewards
- Difficult to change valences, but managers can make other second-level outcomes possible, which may change the motivational equation
Clarifying Reward Contingencies
- Managers must ensure clear connections between:
o First-level outcomes (e.g., high performance) and
o Second-level outcomes (e.g., promotions, bonuses).
