6–1

 The Brooklyn Bridge is one of the oldest

suspension bridges in the USA, stretching 5,989
feet (1825 m) over the East River, connecting the
NY city to Long Island. Upon completion in 1883,
it was the longest suspension bridgein the world,
the first steel-wire suspension bridge.

6–2
America’s Eric Mayer created history on 25.5. 2001
by becoming the first blind person to scale mount
Everest. An hour before Erik Bradford Bull earned
the distinction of being the oldest climber to set
foot atop worlds highest peak along with his son
at the age of 65 years.
© 2003 Prentice Hall Inc. All rights reserved. 6–4
Defining
Defining Motivation
Motivation

Key
KeyElements
Elements
1.1. Intensity:
Intensity:how
howhard
hardaaperson
persontries
tries
2.2. Direction:
Direction:toward
towardbeneficial
beneficialgoal
goal
3.3. Persistence:
Persistence:how
howlong
longaaperson
persontries
tries

6–5
Hierarchy
Hierarchy of
of Needs
Needs Theory
Theory

6–6
Maslow’s
Maslow’s Hierarchy
Hierarchy of
of Needs
Needs

6–7
Theory
Theory XX and
and Theory
Theory YY (Douglas
(Douglas McGregor)
McGregor)

6–8
 Below are 12 job factors that contribute to job
satisfaction. Rate each according to how
important it is to you.
 5 very important
 4 important
 3 somewhat
 2 very slightly important
 1not important

© 2003 Prentice Hall Inc. All rights reserved. 6–9

1. An interesting job
2. A good boss
3. Recognition and appreciation for the work I do
4. Opportunity for advancement
5. Satisfying personal life
6. Prestigious or status job
7. Job responsibility
8. Nice office
9. Sensible company rules, regulations ,procedures and policies
10. Opportunity to grow through learning new things
11. Job I can do well and succeed
12. Job security

6–10
 Add 2,5,6,8,9,12

 Add 1,3,4,7,10,11

6–11
Two-Factor
Two-Factor Theory
Theory (Frederick
(Frederick Herzberg)
Herzberg)

6–12
Factors characterizing events
on the job that led to extreme
job dissatisfaction

Factors characterizing events

on the job that led to extreme
job satisfaction

Comparison
Comparisonof of
Satisfiers
Satisfiersand
and
Dissatisfiers
Dissatisfiers

6–13
Contrasting
Contrasting Views
Views of
of Satisfaction
Satisfaction
and
and Dissatisfaction
Dissatisfaction

Presence Absence

6–14
Motivation–Hygiene
Motivation–Hygiene Combinations
Combinations

High M Low M

High Hhigh motivation low motivation

few complaints few complaints
Low H high motivation low motivation
many complaints many complaints

(Motivation = M, Hygiene = H)
What Do Employees Want?
 

Believe it or not, money is rarely a prime motivator for employees. This

was confirmed in a recent survey of 1,500 employees. Here are the top
five things that employees considered important: 
A learning activity and choice of assignment. Employees value learning
opportunities in which they can gain skills to enhance their
marketability. And they want the ability to choose work assignments
whenever possible.
Flexible working hours and time off. Employees value their time and their
time off. Flexibility around their work hours will allow them to better
balance personal obligations with work responsibilities.
Personal praise. People like to feel they’re needed and that their work is
appreciated. Yet employees report that their bosses rarely thank them
for the job they do.

6–16
Increased autonomy and authority in their job. Greater autonomy and
authority tells employees that the organization trusts them to act
independently and without the approval of others.
Time with their manager. When managers spend time with employees, it
does two things. First, because a manager’s time is valuable, it
provides recognition and validation. Second, it provides support
through listening to the employees’ concerns, answering questions,
and offering advice.
 
Respondents listed money as important, but only after the above items
 
Source: B. Nelson, “What Do Employees Want?” ABA Bank Marketing, March 2003, pp. 9–10.
  

6–17
ERG
ERG Theory
Theory (Clayton
(Clayton Alderfer)
Alderfer)

Concepts:
Concepts:
More
Morethan
thanone
oneneed
needcan
can
bebeoperative
operativeatatthe
thesame
same
Core time.
time.
CoreNeeds
Needs
Existence: IfIfaahigher-level
higher-levelneed
need
Existence:provision
provisionof of cannot
basic
basicmaterial
material cannot be fulfilled,the
be fulfilled, the
requirements. desire
desiretotosatisfy
satisfyaalower-
lower-
requirements. level
levelneed
needincreases.
increases.
Relatedness:
Relatedness:desire
desirefor
for
relationships.
relationships.
Growth:
Growth:desire
desirefor
for
personal
personaldevelopment.
development.

6–18
David
David McClelland’s
McClelland’s Theory
Theory of
of Needs
Needs

nPow

nAch nAff

6–19
Matching
Matching Achievers
Achievers and
and Jobs
Jobs

6–20
 Are people with high need for achievement also
good managers?

6–21
 Locke’s
Locke’s Goal-Setting
Goal-Setting Theory
Theory
 Basic Premise:
– That specific and difficult goals, with self-generated
feedback, lead to higher performance
 Difficult Goals:
– Focus and direct attention
– Energize the person to work harder
– Difficulty increases persistence
– Force people to be more effective and efficient
 Relationship between goals and performance
depends on:
– Goal commitment (the more public the better!)
– Task characteristics (simple, well-learned)
– Culture (best match is in North America)

© 2009 Prentice-Hall Inc. All rights reserved. 6-22

Bandura’s
Bandura’s Self-Efficacy
Self-Efficacy Theory
Theory
 An individual’s belief that he or she is capable of
performing a task.
– Higher efficacy is related to:
• Greater confidence
• Greater persistence in the face of difficulties
• Better response to negative feedback (work harder)
– Self-Efficacy complements Goal-Setting Theory.

Increased Confidence

Given Hard Goal Higher Performance

Higher Self-Set Goal

6-23
Increasing
Increasing Self-Efficacy
Self-Efficacy
 Enactive mastery
– Most important source of efficacy
– Gaining relevant experience with task or job
– “Practice makes perfect”
 Vicarious modeling
– Increasing confidence by watching others perform the task
– Most effective when observer sees the model to be similar
to him- or herself
 Verbal persuasion
– Motivation through verbal conviction
– Pygmalion and Galatea effects - self-fulfilling prophecies
 Arousal
– Getting “psyched up” – emotionally aroused – to complete
task
– Can hurt performance if emotion is not a component of the
task

6-24
During a Saturday afternoon golf game with his friend ,Satish discovered
that his department has hired a recent university graduate as system
analyst at a starting salary almost as high as Satish. Although Satish
was good natured he was bewildered and upset. It had taken him 5
years to become senior systems analyst and attain his current salary
level at Trimark data system. He had been generally pleased with the
company and thoroughly enjoyed his job.
The following Monday morning Satish confronted Pal the HR Director
,and asked if what he heard was true. Pal apologetically admitted that
it was and attempted to explain the company’s situation. “Satish the
market for systems analyst is very tight and in order for the company
to attract qualified prospects, we have to offer a premium starting
salary. We desperately needed another analyst and this was the only
way we could get one.”
Satish asked Pal if his salary would be adjusted accordingly. Pal
answered, ‘your salary would be reevaluated at the regular time.
You’re doing a great job, though ,and I am sure the boss will
recommend a raise.”
Satish thanked Pal for his time ,but left the office shaking his head and
wondering about his future.
Equity
Equity Theory
Theory

Referent
Referent
Comparisons:
Comparisons:
Self-inside
Self-inside
Self-outside
Self-outside
Other-inside
Other-inside
Other-outside
Other-outside

6–26
Equity
Equity Theory
Theory (cont’d)
(cont’d)

6–27
Equity
Equity Theory
Theory (cont’d)
(cont’d)

Choices
Choicesfor
fordealing
dealingwith
withinequity:
inequity:
1.1. Change
Changeinputs
inputs(slack
(slackoff)
off)
2.2. Change
Changeoutcomes
outcomes(increase
(increaseoutput)
output)
3.3. Distort/change
Distort/changeperceptions
perceptionsof
ofself
self
4.4. Distort/change
Distort/changeperceptions
perceptionsofofothers
others
5.5. Choose
Chooseaadifferent
differentreferent
referentperson
person
6.6. Leave
Leavethe
thefield
field(quit
(quitthe
thejob)
job)

6–28
 Justice
Justice and
and Equity
Equity Theory
Theory

Overall perception
of what is fair in
the workplace.

© 2009 Prentice-Hall Inc. All rights reserved. 6-29

Expectancy
Expectancy Theory
Theory

6–30
Performance
Performance Dimensions
Dimensions

6–31
Integrating
Integrating
Contemporary
Contemporary
Theories
Theoriesofof
Motivation
Motivation

6–32
How
HowManagers
ManagersEvaluate
EvaluateTheir
TheirEmployees
EmployeesDepends
Dependsonon
Culture
Culture
 A recent study found interesting differences in
managers’ perceptions of employee motivation. The
study examined managers from three distinct cultural
regions: North America, Asia, and Latin America. The
results of the study revealed that North American
managers perceive their employees as being motivated
more by extrinsic factors (for example, pay) than
intrinsic factors (for example, doing meaningful work),
Asian managers perceive their employees as being
motivated by both extrinsic and intrinsic factors, while
Latin American managers perceive their employees as
being motivated by intrinsic factors.

6–33