HUMAN BEHAVIOR PYGMALLION EFFECT

ORGANIZATION  how managers treat their

employees affect their
Topic: Basic Motivation behavior, happiness and
Concept performance, either
WHAT IS MOTIVATION? positively or negatively.
 is of effort toward defined
People who are happy with
as the processes that their jobs are generally
account for an individual's motivated to work harder
intensity direction, an and have high levels of
persistence attaining a goal; performance. Conversely,
the internal process leading those who don’t have job
to behavior to satisfaction. satisfaction can be
demotivated.
THE THREE KEY ELEMENT
THE PERFORMACE
OF MOTIVATION
FORMULA
INTENSITY is concerned with
PF=Ability x Motivation x
how hard a person tries. This is
Resources
the most of us focus on when
we talk about motivation.
CONTENT MOTIVATION
However, high intensity is
unlikely to lead to favorable job- THEORIES
performance come s unless the
effort is channeled in a Concept: Focus on identifying
DIRECTION that benefits the people’s need in order to
organization. Finally, motivation understand what motivates.
has a PERSISTENCE
dimension. This measures how A. HIERARCHY OF NEEDS
long a person can maintain THEORY
effort. Motivated individuals  The best-known theory of
stay with a task long enough to motivation is Abraham
achieve their goal. Maslow’s hierarchy of
needs Maslow
HOW Motivation Affects hypothesized that within
Behavior, Human Relations, every human being, there
Happiness, and Performance exists a hierarchy of five
needs:
1. Physiological- Includes  Reorganizes the Maslow’s
hunger, thirst, shelter, sex, and needs hierarchy into three
other bodily needs. levels of needs:
2. Safety- Security and  Existence
protection from physical and (physiological and
emotional harm. safety needs),
3. Social- Affection,  Relatedness (social),
belongingness, acceptance, and
and friendship.  Growth (esteem and
4. Esteem- Internal factors such self-actualization
as self-respect, autonomy, and
achievement, and external C. TWO-FACTOR THEORY
factors such as status,  Believing an individual’s
recognition, and attention. relationship to work is basic,
5. Self-actualization- Drive to and that attitude toward
become what we are capable of work can determine
becoming; includes growth, success or failure,
achieving our potential, and psychologist Frederick
self-fulfillment Herzberg wondered, “What
do people want from their
Maslow separated the five jobs?” He asked people to
needs into higher and lower describe, in detail,
orders. Physiological and safety situations in which they felt
needs, where the theory says exceptionally good or bad
people start, were lower-order about their jobs. The
needs and social, esteem, and responses differed
self-actualization were higher - significantly and led
order needs. Higher-order Hertzberg to his two-factor
needs are satisfied internally theory —also called
(within the person), whereas motivation- hygiene
lower-order needs are theory
predominantly satisfied  Intrinsic factors such as
externally (by things such as advancement, recognition,
pay, union contracts, and responsibility, and
tenure) achievement seem related
to job satisfaction.
B. ERG THEORY Respondents who felt good
 Clayton Alderfer about their work tended to
 attribute these factors to interpersonal
themselves, while relationships.
dissatisfied respondents THEORY X AND THEORY Y
tended to cite.  Douglas McGregor
 Extrinsic factors such as proposed two distinct views
supervision, pay, company of human beings: one
policies, and working basically negative, labelled
conditions. To Herzberg, Theory X, and the other
the data suggest that the basically positive, labelled
opposite of satisfaction is Theory Y. After studying
not dissatisfaction, as was managers’ dealings with
traditionally believed. employees, McGregor
Removing dissatisfying concluded that their views
characteristics from a job of the nature of human
does not necessarily make beings are based on certain
the job satisfying. assumptions that mold their
behavior.
D. MANIFEST NEED
THEORY THEORY Y
 McClelland’s theory of  in contrast, mangers
needs was developed by assume employees can
David McClelland and his view work as being as
associates. It looks at three natural as rest or play, and
needs: therefore the average
 Need for achievement person can learn to accept,
(nAch) is the drive to and even seek
excel, to achieve in responsibility.
relationship to a set of THEORY X
standards.  managers believe
 Need for power (nPow) employees inherently dislike
is the need to make work and must therefore be
others behave in a way directed or even coerced
they would not have into performing it.
otherwise.
 Need for affiliation PROCESS MOTIVATION
(nAff) is the desire for THEORIES
friendly and close  Content motivation theories
attempt to understand what
 motivates people, whereas higher one's
process motivation theories expectancy, the better
attempt to understand how the chance for
and why people are motivation. When
motivated. Their focus is employees do not
more on behavior than believe that they can
needs. Why do people accomplish objectives,
select certain goals to work they will not be
toward? Why do people motivated to try. Also
select particular behavior to important is the
meet their needs? How do perception of the
people evaluate need relationship between
satisfaction? Expectancy performance and the
and equity theories attempt outcome or reward.
to answer these question. Generally, the higher
one's expectancy of the
A. EXPENTANCY THEORY outcome or reward, the
 The expectancy theory, better the chance for
which is Vroom's formula, motivation. This is
states that: called Instrumentality. If
Motivation = Expectancy x employees are certain
Valence. to get a reward or to be
 Motivation depends on successful, they
how much people want probably will be
something and how motivated. When not
likely they are to get it" sure, employees may
Expectancy and valence not be motivated.
are two important  Valence refers to the
variables in Victor value a person places
Vroom's formula that on the outcome or
must be met for reward. Generally, the
motivation to take place. higher the value
 Expectancy refers to (importance) of the
the person's perception outcome or reward, the
of his or her ability better the chance of
(probability) to motivation.
accomplish an  One of the most widely
objective. Generally, the accepted explanations of
 motivation is expectancy personal goals or needs
theory. Although it has its and the attractiveness of
critics, most of the evidence those potential rewards for
supports it. In more the individual.
practical terms, employees
will be motivated to exert a B. EQUITY THEORY
high level of effort when  The equity theory is
they believe it will lead to a primarily Adams's
good performance motivation theory, which is
appraisal; that a good based on the comparison of
appraisal will lead to perceived inputs and
organizational rewards such outputs.
as bonuses, salary  J. Stacy Adams
increases, or promotions; popularized equity theory
and that the rewards will with his contention that
satisfy the employees’ people seek social equity in
personal goals. The theory, the rewards they receive
therefore, focuses on three (output) for their
relationships: performance (input).
 According to equity theory,
1. EFFORT-PERFORMANCE people compare their inputs
RELATIONSHIP (effort, experience,
 The probability perceived by seniority. status,
the individual that exerting a intelligence, and so forth)
given amount of effort will and outputs (praise,
lead to satisfaction. recognition, pay
2. PERFORMANCE- promotions, increased
REWARD RELATIONSHIP status, supervisor's
 The degree to which the approval, and the like) with
individual believe those of relevant
performance at a particular others/referent
level will lead to attainment  A relevant other could be a
of a desire outcome. coworker or a group of
3. REWARD- NPERSONAL employees from the same
RELATIONSHIP or from different
 The degree to which organizations or even from
organizational rewards a hypothetical situation.
satisfy an individual’s Notice that our definition
 mentions perceived, not in a different position
actual, inputs and outputs. inside the employee’s
Equity may actually exist. current organization.
However, if employees  SELF- OUTSDIDE- an
believe there is inequity, employee’s experiences
they will change their in situation or position
behavior to create equity, outside the employee’s
such as doing less work, current organization.
changing the situation (like  OTHER- INSIDE-
getting a raise), or getting another individual or
another job. group of individuals
 Studies have demonstrated inside the employee’s
the importance of fairness. organization.
It is important to treat  OTHER- OUTSIDE-
people ethically and fairly, another individual
because it is difficult to outside the employee’s
influence people when they organization.
don't trust you. Abusive
supervisors use unfair DISTRIBUTIVE JUSTICE
treatment and tend to  employee’s perceived
demotivate employees and fairness of the amount
hurt performance. rewards among individuals
 Pay equity does affect and who receive them.
performance, but most  Most strongly related to
employees tend to inflate organizational commitment
their own efforts or and satisfaction with
performance when outcome such pay
comparing themselves with
others. They also ORGANIZATRIONAL
overestimate what others JUSTICE
earn.  employee perceive their
 The referent an employee organizations as just when
selects adds to the they believe rewards and
complexity of equity theory. the way they are distributed
There are four referent are fair.
comparisons:
 SELF- INSIDE- an
employee’s experience
PROCEJURAL JUSTICE INTERACTIONAL JUSTICE
 most strongly to job  describes an individual’s
satisfaction, employees perception of the degree to
trust, withdrawal from the which she is treated with
organization, job dignity, concern, and
performance, and respect.
citizenship behavior.  Less evidence about
 perceive fairness of the
C. REINFORCEMENT
process used to determine
THEORY
the distribution rewards.
 Process control- the  focuses on getting people to
opportunity to present do what you want them to d0
your point of view about  is primarily Skinner's
desired outcome to the motivation the
decision makers.
 Explanations- clear TYPES OF REINFORCEMENT
reasons management The four types of reinforcement
gives for the outcome. are as follows:
 Procedural justice has two
1. POSITIVE
key elements of procedural
REINFOCEMENT
justice are process control
 A method of encouraging
and explanations. Thus, for
continued behavior is to
employees to see a process
offer attractive
as fair, they need to feel
consequences (rewards) for
they have some control
desirable performance." For
over the outcome and that
example, an employee is on
they were given an
time for a meeting and is
adequate explanation about
rewarded by the
why the outcome occurred.
supervisor's thanking him or
It’s also important that a
her. The praise is used to
manager is consistent
reinforce punctuality. Other
(across people and over
reinforces are pay,
time), is unbiased, makes
promotions, time off, and
decisions based on
increased status. Positive
accurate information, and is
reinforcement is the best
open to appeals.
motivator for increasing
productivity. Recall that
 developing habits is based employee who is late for
on rewards." a meeting is
2. AVOIDANCE reprimanded. Other
REINFORCEMENT methods of punishment
 Avoidance is also called include harassing,
negative reinforcement. The taking away privileges,
employee avoids the probation, fining, and
negative consequence. For demoting. Using
example, an employee is punishment may reduce
punctual for a meeting to the undesirable
avoid negative behavior, but it may
reinforcement, such as a cause other undesirable
reprimand, Rules are behavior, such as poor
designed to get employees morale, lower
to avoid certain behavior. productivity, and acts of
Notice that with avoidance theft or sabotage.
there is no actual Punishment is the most
punishment; it's the threat controversial method
of the punishment that and the least effective at
controls behavior motivating employees.
 Extinction attempts to 3. SCHEDULES OF
reduce or eliminate REINFORCEMNT
undesirable behavior by  The second reinforcement
withholding consideration in controlling
reinforcement when the behavior is when to
behavior occurs. For reinforce performance.
example, an employee Recall the importance of
who is late for the timely feedback (Chapter
meeting is not rewarded 4). The frequency and
with praise. Or a pay magnitude of the
raise is withheld until reinforcement may be as
the employee performs important as the
to set standards. reinforcement itself. The
 Punishment is used to two major classifications are
provide an undesirable continuous and intermittent:
consequence for 4. CONTINUOUES
undesirable behavior. REINFORCEMENT
For example, an
 With a continuous method,
each desired and undesired
behavior is reinforced.
Examples of this method
would be a machine with an
automatic counter that lets
the employee know exactly
how many units have been
produced, or a supervisor
who punishes employees
for breaking rules every
time.
5. INTERMITENT
REINFORCEMENT
 With intermittent
reinforcement, the reward is
given based on the passage
of time or output. When the
reward is based on the
passage of time, it is called
an interval schedule. When
it is based on output, it is
called a ratio schedule