Lecture 5 Motivation, Performance Flashcards
Define Motivation and Performance appraisal and Performance feedback
Motivation: The force that energizes people to act, directs behaviour toward the attainment of specific goals, and sustains the effort expended in reaching those goals (Steers & Porter, 1991)
Motivation is the process of the interaction among various needs and the drives to satisfy those needs (Maslow, not relevant)
Performance appraisals: The evaluation of an employee and communication of the results to that person
Performance feedback: the process of providing information to a worker regarding performance level with suggestions for improving future performance
4 Types of motivation theories:
- Need theories
- Behaviour-based theories
- Job design theories
- Cognitive theories
Needs
are physiological or psychological deficiencies that an organism is compelled to fulfil
What is the Needs theory we will discuss in this unit? Three needs? Interventions?
i. Achievement motivation theory Three needs central to worker motivation (McClelland, 1961): Need for achievement Need for power Need for affiliation (with others)
theory has been well tested and has led to useful interventions:
- Program that matches workers’ motivational profiles to particular jobs
- Achievement training programs (role plays, developing plans for setting achievement related goals)
What are the three Behaviour-Based Theories
i. Reinforcement theory
ii. ii. Extrinsic vs. intrinsic motivation
iii. iii. Goal-setting theory
Describe Reinforcement theory:
Behaviour is motivated by its consequences (e.g., positive reinforcers, negative reinforcers, punishment).
• Reinforcement is a better motivational technique than punishment because the goal of punishment
Ratio (100 widgets to get money) schedules result in higher levels of motivation and subsequent task performance than do fixed interval schedules (e.g., Pritchard et al., 1980) but most workers are paid on fixed-interval (salary) reinforcement schedules.
Con: This really focuses on external factors such as reward and punishment. Not intrinsic motivation
ii. Extrinsic Vs. Intrinsic Motivation theory
- Reward systems that increase extrinsic motivation may undermine intrinsic motivation • E.g. start getting paid for a task that they enjoy, lose interest in it
- To be maximally productive, people should feel internally driven, not compelled by outside forces
iii. Goal setting theory
Emphasises the setting of specific and challenging performance goals (e.g., Locke, 1968)
• perform better, more productive when given specific goals and clear standards for success and failure, than when simply told “do your best”
• Goals should be difficult, but obtainable.
Important to get the workers involved in the creation of these goals. Workers often set higher goals for themselves than their managers set for them.
- Job Design Theories
job characteristics model and subsequent job enrichment strategy
• Job design theories: The structure and design of a job are key in motivating workers
i. Job characteristics model: (Hackman & Oldham, 1976)
To be motivated employees must:
ii. Perceive work to be meaningful
iii. Feel responsible for the job
iv. Have knowledge of the results of their efforts
Motivating potential score (MPS) made up of Meaningfulness of your work (Skill variety (number of different abilities required of job)
+ Task Identity (Is there an observable outcome of product of your work?)
+ Task Siginificance) /3
This average meaningfulness score x Autonomy (how responsible you feel for the job, control of job) x Feedback (do you know if you are doing a good job or not?)
Meta-analysis, over 200 studies generally supports this theory.
This theory led to motivational strategy called job enrichment” Strategy to REDISIGN JOBS so that workers are PLANNING their work, EXCECUTING and EVALUATING their work. SUCCESSFUL.
- Cognitive Theories
• Cognitive theories: Workers viewed as rational beings who cognitively assess personal costs and benefits before taking action
• Two types:
i. Equity theory
ii. Expectancy theory
Equity Theory (first cognitive theory) Benelovents vs Entitleds vs Equity Sensitives?
Workers are motivated by a desire to be treated fairly (Adams, 1965)
. • The ratio between inputs (what the worker brings with them, their experience, education, effort) and outcomes (interesting work, meaningfulness, money, feedback) should be the same for all workers
They compare their ratio with others in the organisation.
• Thus, workers do adjust their productivity
Lab studies have found more evidence for the underpayment feeling of equality. People don’t tend to be as stressed if they are overpaid.
• Individuals vary in their concern about equity:
–Benevolents: Givers (will work with little outcome)
–Entitleds: Takers
–Equity sensitives: Adhere to the notions of equity (feel distressed when they’re underpaid and will work less hard, or feel guilty if they are overpaid and will work harder)
• Women accept as equitable a lower level of pay than do men. Women tend to be the givers.
Expectancy (VIE) theory:
People are rational decision makers who analyse the benefits and costs of the possible courses of action (Vroom, 1964)
• Workers become motivated and exert effort when they believe that:
1) Valence: the rewards are valuable and desirable (if I work hard, what is the reward? Is that something I want?)
2) Instrumentality: their performance will be recognised and rewarded (If I work hard, I will be recognised vs. the tutor won’t notice so I won’t bother)
3) Expectancy: their effort will result in improved performance (you could work and work but not create a HD worthy essay no matter how hard you try vs. Yes I can do this really well and improve my performance)
Expectancy theory predicts worker attendance, productivity, and other job-related behaviours but depends on people being rationale. People aren’t.
• Various incentive programs are thus used to motivate by reward
What are the different sources of performance ratings
Supervisor ratings Self-Evaluations Peer Evaluations Subordinate Evaluations Customer Evaluations 360-degree Evaluations
Evaluate Supervisor ratings
job-relevant because managers are typically knowledgeable about the job and the employee
Higher reliability than peer or subordinate ratings, high test-retest reliability
• BUT may have a limited perspective on employee’s performance (perhaps they behave better in front of supervisors only)
Evaluate Self-Evaluations
- self-serving and inflated.
- Less predictive of job success (think more about the effort they put in)
- Self-evaluations are higher among those who have power in an organisation; they are also higher among men than women; Chinese people have modesty bias and might miss out on promotions and pay raises etc.
They do correlate with supervisor ratings but less predictive of job success
