Motivation (part 1) Flashcards
Campbell Model of Performance
Performance=can do * will do
Motivation is essential to:
translate knowledge, skills, and ability into action.
Why Motivation
- Motivation helps organizations make the best use of their resources.
- Policies and practices affect behavior through motivation.
- Technological changes require employees to be motivated to learn and adapt.
Motivation Definition
a psychological force that energizes, directs, and sustains behavior.
Three Components to Motivational Force
- Direction
- Strength/intensity
- Persistence
Direction
Where effort is being directed.
- Job choice
- Task choice
- On-Task vs Off-Task
Intensity
- Level of effort devoted to task.
- Proportion of cognitive resources (attention)
Persistence
Sustaining effort over time.
- Facing rejection or failure
- Tolerating stress
Theories of Motivation
- Focus on direction, intensity, and/or persistence of effort.
- Propose psychological mechanisms to account for motivation.
- Vary in whether they are proximal or distal models.
Proximal And Distal Motivational Models/Constructs
- Proximal: motivational processes during task performance. (on vs. off task)
- Distal: Motivational processes preceding task performance. (task or job choice)
Distal constructs↔Proximal Constructs
←Needs–Values–Characteristic Adaptations–Expectancies–Goals–Self-Regulation→
Metaphors for Motivation
All classic theories of motivation can be described by one of the following:
- Person as Machine: behaviors are performed without conscious awareness.
- Person as Scientist: behaviors are performed as a result of information gathering and analysis.
“Person as Machine” Theories
- Skinner’s Reinforcement Theory
- Herzberg’s Two-Factor Theory
- Deci & Ryan’s Self-Determination Theory
Skinner’s Reinforcement Theory
- Behavior depends on 3 elements: stimulus, response, reward.
- Performance-Contingent Reward: Reward depends on response.
- A rewarded stimulus-response pattern increases likelihood of that response.
- Intermittent and continuous rewards: intermittent rewards produce higher perf. levels.
Two-Factor Theory
- Two basic needs
- Needs are independent
- -Hygiene Needs:tangibles
- -Motivator Needs: intangibles
Motivator Needs
Produce satisfaction when met.
- promotion opportunities
- opportunities for personal growth
- recognition
- responsibility
- achievement
Hygiene Needs
Produce dissatisfaction when not met.
- quality of supervision
- pay
- company policies
- physical working conditions
- relations with others
- job security
Self-Determination Theory
Intrinsic vs. Extrinsic Motivation
-Intrinsic: inherent pleasure of task
-Extrinsic: inherent pleasure of task
SDT: model of intrinsic motivation
SDT: Three Fundamental Human Needs
- competence
- autonomy
- relatedness
SDT: Implications for work
Jobs that meet three fundamental needs will be more satisfying, enjoyable, etc. (i.e., more intrinsically motivating)
-Thus, less extrinsic rewards will be needed.
“Person as Scientist” Theories
Adams Equity Theory
Equity Theory:
Festinger- Dissonance Theory
Individuals have “dissonant cognitions” (incompatible thoughts) that they must balance.
-Similarly, Adams suggested that employees compare inputs and outcomes to see if they are compatible.
Inputs
Training, effort, skills, and abilities that employees invest in their work.
Outcomes/Outputs
Compensation, satisfaction, etc. that employees get from their work.
Comparison Other
(equity referent)
A person with which an individual compares himself (e.g., coworker)
Equity Theory:
Fairness Determinations
- People determine fairness by comparing their inputs and outputs to a standard (equity referents)
- common equity referents: social, temporal, internalized norms.
- different people may have different internal standards for equity.
Equity Theory:
Assessment of Fairness
(Equity)
Acceptable (proportional) ratio of inputs to outcomes as compared with comparison other.
Equity Ratio
Op/Ip = Oo/Io p:person o:other O:output I:input
Unfairness creates
Psychological tension.
Reduce tension by
changing inputs or outcomes.
When inputs are disproportionately high
lower inputs or increase outcomes
When inputs are disproportionately low
raise inputs or lower outcomes
Behavioral responses to inequity
leave relationship
change inputs
change outputs
Cognitive responses to inequity
change perceptions of inputs,
change perceptions of outputs,
change equity referent
Responses to different forms of inequity
- Adams predicted people would respond similarly to both over and underpayment.
- Research: people tolerate overpayment more than underpayment.
