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Motivation
McGraw-Hill/Irwin
5-1
MOTIVATIONAL DRIVES
Case Model
Hyatt Hotel hired people in various post, provided trainings to
learn hotel operations, gave benefits and incentives. However, in a
year or two, some employees desire faster promotions into
management positions, seeing that the long road ahead to their
goal, they search for a new employer who can readily provide
higher positions.
Cause of Dissatisfaction?
Slow expansion of the company
Slow individual progression rates
McGraw-Hill/Irwin
5-2
MOTIVATIONAL DRIVES
Case Model: Hyatt Hotel
Motivational Approach Applied:
Allowed employees opportunities to create new ventures as
entrepreneurs in related fields (ex. Party catering, rental shops).
Resulted to 60% retention of managers which increased Hyatts
revenues
Results of Motivation:
Increase in satisfaction of employees
Provided valuable experience to the work force as entrepreneurs
McGraw-Hill/Irwin
5-3
WHAT IS MOTIVATION?
- the general desire or willingness of someone to do something.
Motivation results from the interaction of both conscious and
unconscious factors
(1) intensity of desire or need,
(2) incentive o reward value of the goal, and
(3) expectations of the individual.
These factors are the reasons one has for behaving a certain way.
Example
An example is a student that spends extra time studying for a
test because he or she wants a better grade in the class.
McGraw-Hill/Irwin
5-4
MOTIVATIONAL DRIVES
MOTIVATION
Why do you motivate employees?
McGraw-Hill/Irwin
5-5
MOTIVATIONAL DRIVES
Four major indicators if an employee is motivated at work:
1. They are engaged degree of enthusiasm, initiative, effort
given to performance,
2. They are committed degree to which employees bond with
organization and exhibit acts of organizational citizenship
(Corporate Culture)
3. They are satisfied a reflection of the fulfillment of the
psychological contract when they were applying for work
4. They do not leave the company -retention (Low Turnover)
Very few loss of valued employees due to dissatisfaction
McGraw-Hill/Irwin
5-6
MOTIVATIONAL DRIVES
McGraw-Hill/Irwin
5-7
MOTIVATIONAL DRIVES
Achievement
Motivation
Affiliation
Motivation
Power
Motivation
McGraw-Hill/Irwin
5-8
MOTIVATIONAL DRIVES
Achievement Motivation
Standards of excellence are clear, with
opportunity to set goals and perform
successfully against those standards.
Characteristics:
Are usually competitive and work well independently.
Is reinforced and maintained by providing challenging work
that stretches capabilities, along with concrete standards for
success and clear, unambiguous feedback.
Specific and descriptive feedback will provide people with a
tool to satisfy and/or develop their achievement motive because it
allows them to set their own goals and give themselves feedback
about the degree to which the goals were accomplished.
McGraw-Hill/Irwin
5-9
MOTIVATIONAL DRIVES
Affiliation Motivation
Are often friendly and work best when they feel
appreciated and their work environment gives them
the opportunity to interact with others.
Characteristics:
Motivation is reinforced and maintained by providing work
where cooperation with co-workers is required, some time for
personal interaction is encouraged, and team building efforts are
valued.
Positive feedback that's not specific will satisfy and/or develop
peoples' affiliation motive because it lets them know they're liked
and accepted, but will not develop the achievement or power
motive.
McGraw-Hill/Irwin
5-10
MOTIVATIONAL DRIVES
Affiliation vs Achievement
Achievement
Affiliation
5-11
MOTIVATIONAL DRIVES
Power Motivation
McGraw-Hill/Irwin
5-12
MOTIVATIONAL DRIVES
5-13
HUMAN NEEDS
Types of Needs
Primary needs (Basic physical needs): food, water, sex, sleep, air, etc
- important for survival of the human race
Secondary needs planning is required to address these needs
- Are strongly conditioned by experience
- Vary in type and intensity among people
- Are subject to change across time within any individual
- Cannot usually be isolated, but rather, work in combination & influence one another
- Are often hidden from conscious recognition
- Are vague feelings as opposed to specific physical needs
- Influence behavior
McGraw-Hill/Irwin
5-14
HUMAN NEEDS
Recognizing the Secondary Human Needs other than the basic
physical and universal needs of man, theories were formed, researches
were made, to prove their validity.
The prominent and widely used theories are:
5-15
Higher Needs
Lower Needs
McGraw-Hill/Irwin
5-16
McGraw-Hill/Irwin
5-17
HUMAN NEEDS
McGraw-Hill/Irwin
5-18
HUMAN NEEDS
Not really
satisfying
enough to
motivate and
change
behaviors
External
Internal
Job
JobContext
Context
factors
factorssurrounding
surrounding
the
thejob
job
McGraw-Hill/Irwin
5-19
I like to think
of these factors
as being on a
balance scale.
If we increase
salary and
remove it as a
hygiene factor,
it will increase
satisfaction.
McGraw-Hill/Irwin
5-20
HUMAN NEEDS
McGraw-Hill/Irwin
5-21
HUMAN NEEDS
Inter-Relations,
Feelings
Food-Water-Shelter
McGraw-Hill/Irwin
5-22
HUMAN NEEDS
McGraw-Hill/Irwin
5-23
GROWTH
Hierarchy of Needs
Theory
Self-Actualization
Self-Esteem
Social-Esteem
RELATEDNESS
Interpersonal Security
Physical Security
EXISTENCE
Physiological Needs
McGraw-Hill/Irwin
Herzbergs
Two-Factor Theory
MOTIVATORS
Work itself
Achievement
Possibility of growth
Responsibility
Advancement
Recognition
HYGIENE FACTORS
Status
Relations with Superiors
Peer Relations
Relations with Subordinates
Quality of Supervision
Company policy
Job Security
Working Conditions
Salary/Pay
5-24
McGraw-Hill/Irwin
5-25
McGraw-Hill/Irwin
5-26
BEHAVIOR MODIFICATION
Law of Effect
Alternative Consequences
To Modify Behavior
Positive reinforcement
Shaping
Negative reinforcement
Punishment
Extinction
McGraw-Hill/Irwin
5-27
5-28
Law of Effect
Through conditioning, an individual
makes an association between a
particular behavior and a consequence.
Example 1: Parents rewarding a childs
excellent grades with candy or some
other prize.
Example 2: A schoolteacher awards
points to those students who are the
most calm and well-behaved. Students
eventually realize that when they
voluntarily become quieter and better
behaved, that they earn more points.
McGraw-Hill/Irwin
5-29
HUMAN NEEDS
Issues
1. Difficult to measure because needs and motivation vary from
individual to individual
2. Just knowing the needs does not directly suggest to managers
what they should do with the information (no actions given)
What will reinforce employees high performance?
McGraw-Hill/Irwin
5-30
BEHAVIOR MODIFICATION
Alternative Consequences
5-31
BEHAVIOR MODIFICATION
Alternative Consequences
Positive Reinforcement
When a sales representative meets a sales quota (a desired behavior),
she is rewarded with a pay bonus (positive reinforcement), making it
more likely for the sales representative to want to repeat that same
behavior that resulted in the positive reinforcement.
Negative Reinforcement
If the sales representative does particularly well in one region
(behavior), she is rewarded by not being asked to work in more
challenging regions where sales have been difficult to achieve
(negative reinforcement). The sales representative will continue to
work hard in the region she is currently assigned so that she is not
forced to work in the less favorable one.
McGraw-Hill/Irwin
5-32
BEHAVIOR MODIFICATION
Alternative Consequences
Punishment
Punishment is used by managers to decrease the probability of an
inappropriate behavior being repeated by employees.
Examples of punishments include demotions, threats, suspensions,
and the loss of employee perks. Punishment essentially applies
negative consequences for undesirable behavior.
Remember, punishment, though extremely popular, should only
be used if positive and negative reinforcement cannot be used or
have failed previously.
McGraw-Hill/Irwin
5-33
BEHAVIOR MODIFICATION
Alternative Consequences
Positive Punishment
In an attempt to decrease the likelihood of a behavior occurring in
the future, an operant response is followed by the presentation of an
aversive stimulus. This is positive punishment.
If you stroke a cat's fur in a manner that the cat finds unpleasant, the
cat may attempt to bite you. Therefore, the presentation of the cat's
bite will act as a positive punisher and decrease the likelihood that
you will stroke the cat in that same manner in the future.
McGraw-Hill/Irwin
5-34
BEHAVIOR MODIFICATION
Alternative Consequences
Negative Punishment
In an attempt to decrease the likelihood of a behavior occurring in
the future, an operant response is followed by the removal of an
appetitive stimulus. This is negative punishment.
When a child "talks back" to his/her mother, the child may lose the
privilege of watching her favorite television program. Therefore, the
loss of viewing privileges will act as a negative punisher and
decrease the likelihood of the child talking back in the future.
McGraw-Hill/Irwin
5-35
BEHAVIOR MODIFICATION
Alternative Consequences
Shaping
A systematic and progressive application of positive reinforcement.
The method requires that the participant perform
actions that are at first rewarded, then gradually
changed to encourage the manifestation of a specific,
pre-selected action. Thus, shaping is a very useful tool
for training people to perform a difficult task .
Example:
Training programs for employees
to improve performance.
Training for sports
Training animals /pets
McGraw-Hill/Irwin
5-36
BEHAVIOR MODIFICATION
Schedules of Reinforcement
Allows monitoring how often, how well employees are performing
5-37
BEHAVIOR MODIFICATION
Frequency of Reinforcement
Continuous
reinforcement
McGraw-Hill/Irwin
5-38
BEHAVIOR MODIFICATION
Frequency of Reinforcement
Partial reinforcement
McGraw-Hill/Irwin
5-39
BEHAVIOR MODIFICATION
Schedules of Reinforcement
Fixed-interval schedules
McGraw-Hill/Irwin
5-40
BEHAVIOR MODIFICATION
Schedules of Reinforcement
Variable-interval schedules
McGraw-Hill/Irwin
5-41
BEHAVIOR MODIFICATION
Schedules of Reinforcement
Fixed-ratio schedules
5-42
BEHAVIOR MODIFICATION
Schedules of Reinforcement
Variable-ratio schedules
5-43
BEHAVIOR MODIFICATION
McGraw-Hill/Irwin
5-44
McGraw-Hill/Irwin
5-45
2nd
3rd
4th
5th
McGraw-Hill/Irwin
5-46
GOAL SETTING
Self-Efficacy: Refers to an individuals belief that he/she is
capable of performing a task successfully (capabilities &
competence). It has a direct relationship with a persons
confidence and thus with goal setting.
McGraw-Hill/Irwin
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McGraw-Hill/Irwin
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5-49
McGraw-Hill/Irwin
5-50
Equity theory
Employees tend to judge fairness by fair balance between an
employees inputs (Hard work, skill level, tolerance, enthusiasm,
contributions) and an employees output (salary, benefits,
recognition , rewards) , and also by comparing this ratio with the
ratios of other employees
McGraw-Hill/Irwin
5-51
Equity theory
Balance
5-52
McGraw-Hill/Irwin
5-53
Questions
McGraw-Hill/Irwin
5-54