Motivating Job Performance: (Lecture Outline and Line Art Presentation)

Chapter 13
(Lecture Outline and

Line Art Presentation)
Motivating Job
Performance
Motivation
• Motivation is the word derived from the word

’motive’ which means needs, desires, wants or
drives within the individuals. It is the process of
stimulating people to act to accomplish the
goals. People’s behaviour can be -
• desire for money
• success
• recognition
• job-satisfaction
• team work, etc
Copyright © Houghton Mifflin Company. All rights reserved. Lecture Outline and Line Art Presentation, 13–2
Theories of Motivation
• Maslow’s needs hierarchy theory

• Herzberg’s two-factor theory
• Expectancy theory
• Goal-setting theory
Figure 13.1
Individual Motivation and Job Performance
Maslow’s Hierarchy of Needs Theory
• People have needs, and when one need is relatively
fulfilled, other emerge in predictable sequence to take
its place.
• Maslow’s hierarchy of needs:
• Physiological needs: food, water, sleep, and sex.
• Safety needs: safety from the elements and
enemies.
• Love needs: desire for love, affection, and
belonging.
• Esteem needs: self-perception as a worthwhile
person.
• Self-actualization: becoming all that one can
become
Copyright © Houghton Mifflin Company..All rights reserved. Lecture Outline and Line Art Presentation, 13–5
Figure 13.2
Maslow’s Hierarchy of Needs Theory
Motivation Theories (cont’d)
• Self-Actualizing Managers
• Has warmth, closeness, and sympathy.
• Recognizes and shares negative information and feelings.
• Exhibits trust, openness, and candor.
• Does not achieve goals by power, deception, or
manipulation.
• Does not project own feelings, motivations, or blame onto
others.
• Does not limit horizons; uses and develops body, mind,
and senses.
• Is not rationalistic; can think in unconventional ways.
• Is not conforming; regulates behavior from within.
• Relevance of Maslow’s Theory for Managers

• Beyond physical and safety needs, which higher
order need will emerge cannot be predicted.
• A fulfilled need does not motivate an individual.
• Effective managers can anticipate emerging needs
based on individual need profiles and provide
opportunities for fulfillment.
• The esteem level of needs satisfied by jobs and
recognition provides managers with the greatest
opportunity to motivate better performance.
Herzberg’s Two-Factor Theory
A theory of motivation based on job satisfaction.

• A satisfied employee is motivated from within to
work harder.
• A dissatisfied worker is not self-motivated to work.
• Conclusion: Enriched jobs are the key to self-
motivation.
• Dissatisfiers - factors associated with the job context
or work environment.
• Satisfiers: factors associated with the nature of the
task itself (job content).
• Implications of Herzberg’s Theory

• Satisfaction is not the opposite of dissatisfaction.
• There is a need to think carefully about what
motivates employees.
• Meaningful, interesting, and challenging (enriched)
work is needed to satisfy and motivate employees.
• Problems with theory
• Assumption of job performance improving with
satisfaction is weakly, at best, supported.
• One person’s dissatisfier is another person’s
satisfier.
Expectancy Theory (Victor H. Vroom)
• The expectancy theory was proposed by Victor H.

Vroom of Yale School of Management in 1964.
• Vroom stresses and focuses on outcomes, and not on
needs unlike Maslow and Herzberg.
• The theory states that the intensity of a tendency to
perform in a particular manner is dependent on the
intensity of an expectation that the performance will
be followed by a definite outcome and on the appeal
of the outcome to the individual.
Expectancy Theory
• The Expectancy theory states that employee’s

motivation is an outcome of how much an
individual wants a reward (Valence), the
assessment that the likelihood that the effort will
lead to expected performance (Expectancy) and
the belief that the performance will lead to
reward (Instrumentality).
Figure 13.3
A Basic Expectancy Model
• Relevance of Expectancy Theory to Managers

• Employee expectations can be influenced by
managerial actions and organizational experience.
• Training increases employee confidence in their
efforts to perform.
• Listening provides managers with insights into
employees’ perceived performance-reward
probabilities.
Goal-Setting Theory
• In 1960’s, Edwin Locke put forward the Goal-

setting theory of motivation. This theory states
that goal setting is essentially linked to task
performance. It states that specific and
challenging goals along with appropriate
feedback contribute to higher and better task
performance.
• In simple words, goals indicate and give
direction to an employee about what needs to be
done and how much efforts are required to be
put in.
Goal Setting Theory
The important features of goal-setting

theory are as follows:
• Specific and clear goals lead to greater output
and better performance.
• Goals should be realistic and challenging.
• Employees’ participation in goal is not always
desirable.
Figure 13.4
A Model of How Goals Can Improve Performance
• Personal Ownership of Challenging Goals

• Characteristics of effective goals:
• Specificity makes goals measurable.
• Difficulty makes goals challenging.
• Participation gives personal ownership of the goal.
• How Do Goals Actually Motivate?
• Goals are exercises in selective perception.
• Goals encourage effort to achieve something specific.
• Goals encourage persistent effort.
• Goals foster creation of strategies and action plans.
• Practical Implications of Goal-Setting Theory

• The developed ability to effectively set goals can be
transferred readily to any performance environments.
Motivation Through Job Design
• Job Design
• The delineation of task responsibilities as dictated by
organizational strategy, technology, and structure.
• Strategy One: Fitting People to Jobs
• Improving the motivation of routine-task personnel
• Realistic job previews: honest explanations of what
a job actually entails.
• Job rotation: moving people from one specialized
job to another.
• Limited exposure: Using incentive such as
contingent time off (CTO) to motivate performance.
Motivation Through Job Design (cont’d)
• Strategy Two: Fitting Jobs to People

• Job enlargement: combining two or more specialized
tasks (horizontal loading) to increase motivation.
• Job enrichment: redesigning a job to increase its
motivating potential by introducing planning and
decision-making responsibility (vertical loading).
Motivation Through Job Design (cont’d)
• Five Core Dimensions of Work

• Skill variety: the variety of activities required in
carrying out the work.
• Task identity: the completion of a “whole” and
identifiable piece of work.
• Task significance: how substantial an impact the job
has on the lives of other people.
• Autonomy: the freedom, independence, and
discretion that one has to do the job.
• Job feedback: how much performance feedback the
job provides to the worker.
Figure 13.5
How Job Enrichment Works
Source: J. Hackman/G. Oldham, WORK REDESIGN, (figure 4.6). © 1980.

Reprinted by permission of Pearson Education, Inc., Upper Saddle River, NJ.
Motivation Through Rewards
• Extrinsic Rewards
• Payoffs granted to the individual by other rewards.
• Money, employee benefits, promotions,
recognition, status symbols, and praise.
• Intrinsic Rewards
• Self-granted and internally experienced payoffs.
• Sense of accomplishment, self-esteem, and self-
actualization.

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Chapter 13

(Lecture Outline and

• Motivation is the word derived from the word

• Maslow’s needs hierarchy theory

• Relevance of Maslow’s Theory for Managers

A theory of motivation based on job satisfaction.

• Implications of Herzberg’s Theory

• The expectancy theory was proposed by Victor H.

• The Expectancy theory states that employee’s

• Relevance of Expectancy Theory to Managers

• In 1960’s, Edwin Locke put forward the Goal-

The important features of goal-setting

• Personal Ownership of Challenging Goals

• Practical Implications of Goal-Setting Theory

• Strategy Two: Fitting Jobs to People

• Five Core Dimensions of Work

Source: J. Hackman/G. Oldham, WORK REDESIGN, (figure 4.6). © 1980.

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