ch11 motivation

7/27/2019 Ch11 Motivation

1/21

Copyright Allyn & Bacon 2007 1

Chapter 11

Motivation

This Multimedia product and its contents are protected under copyright law. The followingare prohibited by law:

Any public performance or display, including transmission of any image over a network;

Preparation of any derivative work, including the extraction, in whole or in part, of anyimages;

Any rental, lease, or lending of the program.


2/21


The Meaning and Patterns of Motivation

Motivation deals with the explanation of why

people do the things they do.

The motivational patterns are evident in human

behavior:

Direction of decisions.

Persistence. Intensity.


3/21


The Extrinsic-Intrinsic Debate

There are two major approaches to motivation:

Extrinsic views (behaviorist approach)people

are motivated by external rewards and

punishments; this is also called the carrot and stickapproach.

Intrinsic views (cognitive or humanist approach)

people are motivated by internal capacities, such asaspirations, perceptions, attitudes, or thoughts that

can be motivating or demotivating.


4/21


Individual and Group Motivation

When individuals act in an organization, they act asmembers of a group.

Groups are dynamic social systems that establish

interdependent relationships between and amongpeople.

These dynamics give rise to basic assumptions andvalues that are the essence of group climate and

culture (see Chapter 6). Group norms have the power to motivate or

demotivate people.


5/21


The Western Electric Studies Revisited

These studies are also called theHawthorne

Studies (from the Hawthorne plant of Western

Electric).

The termHawthorne effectcomes from these

studies.

Hawthorne effect is defined as a direct

relationship between behavior and psychologicalphenomena caused by unusual conditions in

which people may be placed.


6/21


The Relay Inspection Group Studies

The experimental group was consulted on changes inthe work environment.

Output rose even though working conditions returned

to earlier circumstances. Findings included:

The workers were involved in the new form of supervisionin which their opinions mattered.

The group had been transformed by this experience anddeveloped a distinctive esprit.

They were empowered through participative decisionmaking.


7/21


Impact of the Studies

Many misread the results of these studies when

applying them to organizations. The Hawthorne

effect does not simply mean that if you pay attention

to someone and change conditions, their motivationwill improve.

The Hawthorne experiments resulted in motivated

employees through participative leadership in which

people were part of a team that made important

decisions for the organization.


8/21


Individual Differences

Leaders must understand and accept diversitybetween and among people in a non-judgmental way. This means that leaders

create environments that: Foster and enhance growth and development of

participants in terms of their own perceptions,needs, aspirations, etc.

Accept the fact that not only do individuals differ,but that this diversity can be a source of greatstrength to the organization.


9/21


Human Intelligence

Howard Gardner explained that there are severalkinds of intelligence that are independent of oneanother (see Chapter 2).

William James and Sigmund Freud met in the US in1909 and agreed on the importance of the individual,his/her personality, growth and fate.

Carl Jung, as student of Freud broke with Freud to

suggest that motivation varied among people. Hiswork laid the foundations for the concept ofpersonality types.


10/21


Four Basic Dimensions of Human

Personality

Carl Jung indicated that three dimensionexisted:

Introversion-extroversion.

Sensation-intuition. Thinking-feeling.

Myers and Briggs added:

Perceiving-judging.Myers and Briggs developed the Myers-Briggs

Type Indicator instrument (MBTI).


11/21


Introversion-Extraversion

About 75% of the population is thought tohave extraverted attitudes.

Westerns culture tends to sanction the outgoing,

sociable and gregarious. Many non-Western cultures are more supportive of

those who turn their energy inward.

Individuals are not either-or in terms of beingintroverts or extraverts. This is a dimension inwhich individuals are on a continuum, mostlyone, but may have qualities of the other.


12/21


Intuition-Sensation

Individuals are either one or the other.

Individuals who use sensation must gatherinformation from their senses.

Whereas, people who are intuition perceive the worldthrough the unconscious.

These two different types may have troubleempathizing with one another.

The sensing person is detail-oriented. The intuitive person will not worry about the facts so much,

and be impatient with others who do.


13/21


Cognitive Views of Motivation

John Atkinson views motivation as driven by two

characteristics:

The desire to achieve success (n Achievement orn Ach).

The desire to avoid failure.

In some circumstances, low n Ach individuals may

become highly competitive, i.e., those who seek to

avoid failure can be highly motivated.

Ferdinand Hoppes work with Kurt Lewin focused on

self confidence.


14/21


Cognitive Views of Motivation (continued)

David McClelland (The Achieving Society)

took these ideas a step further indicating that

high n Ach people contribute to economic

growth.

He believed high n Ach can be taught in home

and school through attitudes, skills, and habits.

He expanded Max Webers ideas from The

Protestant Ethic and the Spirit of Capitalism.


15/21


Cognitive Views of Motivation (continued)

Matina Horners work demonstrated that women

were different than men in motivation, and she added

a third form of motivation:fear of success.

She believed this to be based on fear of losing thesocial/cultural norm of femininity.

This is not just a female issue, as men are also

motivated by fear of success, e.g., bright students

may not want to appear to be successful by being

singled out as a high achiever.


16/21

Copyright Allyn & Bacon 200716

The Humanistic Perspective

Abraham MaslowsHierarchy of Needs:

Basic Physiological Needs: food, water, shelter.

Security and Safety: physical and financial.

Social Affiliation: love, belonging, acceptance. Esteem: self-esteem and recognition.

Self-actualization: self-fulfillment.

Prepotency: one cannot be motivated by ahigher need until the lower needs are met.

See Figure 11.2.


17/21


Application to Work Motivation

Lyman Porter adapted Maslows theory to theworkplace.

He addedAutonomy, or the need for

individuals to be involved in making decisionsthat affect him or her.

Porter and others were interested in how

individuals in jobs experienced either:Need satisfaction.

Need deficiency.


18/21


Application to Work Motivation(continued)

Thomas Sergiovanni led studies that found teachers,as a group, had satisfied lower-order needs. Theywere ready to respond to higher-order needs.

Younger teachers were most concerned with esteem. Older teachers levels of aspiration dropped since

they become resigned to things as they are.

Application of these finding would indicate that job

security, salary, or benefits have little likelihood ofmotivating teachers, but fulfilling higher-order needswould be motivating.


19/21


Herzbergs Two-Factor Theory of

Motivation

Motivational Factors: these can lead to satisfaction.

On a continuum from satisfaction to no satisfaction (but not

necessarily dissatisfied).

Maintenance Factors: these are required to besatisfied before motivational factors can work, and

lack of which can lead to job dissatisfaction.

On a continuum from no dissatisfaction to dissatisfaction

(but not necessarily satisfied).

See Figure 11.3.


20/21



Motivation (continued)

Maintenance Factors (dissatisfiers; originallycalled hygiene factors):

e.g.: work environment (climate), supervision,

salary, job security, attitudes of administration andpolicies.

Motivators (satisfiers):

e.g.: achievement, advancement, work itself,

growth, responsibility, recognition.

See Figure 11.4.


21/21



Motivation (continued)

Herzberg suggested three ways to practice his theory:

Enrich the job: redesign work to tap potential, making job

interesting, challenging, and rewarding.

Increase autonomy: more participation in decision makingabout the work.

Expand personnel administration: administration should be

concerned about motivational factors, not maintenance

factors.

Research in school settings has generally supported

Herzbergs motivation-maintenance theory.

ch11 motivation

Documents