Human resource 1e by denisi griffin chapter 13

©
© 2012
2012 South-Western,
South-Western, Cengage
Cengage Learning,
Learning, Inc.
Inc.
All
All rights
rights reserved.
reserved.

Prepared
Prepared by
by Joseph
Joseph B.
B. Mosca,
Mosca, Monmouth
Monmouth University
University and
and
Marla
Marla M.
M. Kameny,
Kameny, Baton
Baton Rouge
Rouge Community
Community College
College

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Presentation Design
Design by
by Charlie
Charlie Cook
Cook
The
The University
University of
of West
West Alabama
Alabama


Learning Objectives

After studying this chapter, you should be able to:

1. Describe the basic model of performance
2. Discuss motivation and human needs
3. Identify the basic process models of motivation and
describe an integrative model of motivation
4. Describe other related theories and perspectives on
motivation

© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

13–2

What Is
Motivation?
• Motivation
 Determines how a person will exert effort.
 Represents the forces operating on the

person to exert effort, as well as the
direction in which the effort will be exerted.

© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

13–3


Motivation and Needs
• Need–based (Content) Theories
 Focus on what motivates a person,

rather than on how that motivation
occurs.

• Hierarchy of Needs (Maslow)
 Specifies five levels of needs capable

of motivating behavior:


Physiological, security, social, esteem, and
self-actualization.

© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

13–4


Maslow’s Hierarchy of Needs

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13–5


Types of Needs
• Prepotent Needs
 Are specific needs capable

of motivating behavior at
any given point in time.

• Security Needs
 Are satisfied by a home (which we must pay

for) and other things (e.g., insurance and a
pension) which also require money.

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13–6

Motivation and Needs Theories
• ERG Theory (Alderfer)
 Identifies three rather than two levels of needs
 Allows for regression from a higher-level need

to a lower-level need.

• Dual-Factor Theory
(Herzberg)
 Posits motivators and

hygiene factors as separate
sets of work conditions
that can satisfy needs.
© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

13–7


Stimulus-Response-Outcome Model of
Behavior

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13–8


Process Theories of Motivation
• Process Theories
 Focus on how a person becomes motivated

and what they are motivated to do, rather than
on what motivates them.

• Reinforcement Theory (Skinner)
 Proposed that all behavior is a function of its

consequences.

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13–9


Reinforcement and Behavior

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13–10


Reinforcement and Behavior
(cont’d)

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13–11


Principles of Reinforcement

AAbehavior
behaviorfollowed
followedby
bypositive
positive
Positive
Positive
consequences
isislikely
to
be
consequences
likely
to
be
Reinforcement
Reinforcement repeated.
repeated.

Extinction
Extinction

AAbehavior
behaviorfollowed
followedby
byno
no
consequences
consequencesisisnot
notlikely

likelyto
tobe
be
repeated.
repeated.

Punishment
Punishment

AAbehavior
behaviorfollowed
followedby
bynegative
negative
consequences
consequencesisisnot
notlikely
likelyto
tobe
be
repeated.
repeated.

© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

13–12


What is Behavior
Modification?

The combination of positive reinforcement
with either punishment or extinction so that
an undesired behavior disappears and is
replaced with a desired behavior.

© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

13–13


Effects of Different Partial Reinforcement
Schedules

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13–14


Schedules of Reinforcement
Partial
Partial

When
Whenaabehavior
behavioris
isrewarded
rewarded
only
onlypart
partof

ofthe
thetime
time

Interval
Interval

When
Whenbehavior
behavioris
isreinforced
reinforcedas
asaa
function
functionof
ofthe
thepassage
passageof
oftime
time

Ratio
Ratio

When
Whenbehavior
behaviorisisreinforced
reinforcedas
asaa
function

functionof
ofhow
howmany
manytimes
timesthe
the
behavior
behavioroccurs
occurs

© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

13–15


Interval Schedules of
Reinforcement
• Fixed Interval Schedule
Fixed Interval Schedule

 The amount of time that must pass before a

reward is given is constant over time

• Variable Interval Schedule
 The amount of time that must pass before a

reward is given can change from one reward
period to another

© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

13–16


Ratio Schedules of Reinforcement
• Fixed Ratio Schedule
 The number of times a behavior must occur

before it is rewarded remains constant over
time.

• Variable Ratio Schedule
 The number of times a behavior must occur

before it is rewarded changes over time.

© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

13–17


Expectancy Theory (VIE
Theory)
The decision to exert effort depends
on the anticipated outcome received
for the effort is based on expectations,
instrumentalities, valences, and
linkages among these components.

© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

13–18


Linking Effort and Performance
Effort-to-Performance
Effort-to-Performance
Expectancy
Expectancy

The
Theperception
perceptionof
ofthe
theprobability
probability
that
thatan
anincrease
increasein
ineffort
effortwill
willresult
result
in
inan
anincrease
increasein
inperformance.

performance.

Performance-toPerformance-toOutcomes
OutcomesExpectancy
Expectancy

The
Theperception
perceptionof
ofthe
theprobability
probability
that
thatimproved
improvedperformance
performancewill
will
lead
leadto
tocertain
certainoutcomes.
outcomes.

Valence
Valence

© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

The
Theattractiveness

attractivenessor
or
unattractiveness
unattractivenessan
anoutcome
outcomehas
has
for
a
person.
for a person.

13–19


The Expectancy Theory of Motivation

© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

13–20


Equity Theory
• Is concerned with a person’s perceived
inputs to a (work) setting and the
outcomes they receive from that setting.
• Suggests that individuals calculate their
ratio of inputs to outcomes as one would
consider a return on an investment.

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13–21


The Equity Comparison Process

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13–22


An Integrative
Model of
Motivation

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13–23


Goal Theory
• Suggests that:
 People with goals work harder than

people without goals.
 Not all goals are created equal
 Goals that are difficult, specific, and

concrete motivate employees best.

© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

13–24


Agency Theory
• Is concerned with:
 The diverse interests and goals held by an

organization’s stakeholders, including its
employees and managers.
 The methods through which an organization’s

reward system can be used to align these
diverse interests and goals.

© 2012 South-Western, Cengage Learning, Inc. All rights reserved.

13–25