C H A P T E R S I X
Motivating People
To Work 6
Lecture Outline
What Is Motivation?
Components of Motivation
Three Key Points about Motivation
Motivating by Enhancing Fit with an
Organization
Motivational Traits and Skills
How to Motivate Workers According
to the Motivational Fit Model
Motivating by Setting Goals
Goal Setting Theory
Guidelines for Setting E(ective
Performance Goals
Motivation to Achieve Equity
Equity Theory: Balancing Outcomes
and Inputs
Managerial Implications of Equity
Theory
Expectancy Theory: Believing You Can Get
What You Want
Basic Elements of Expectancy
Theory Putting Expectancy Theory
to Work
Designing Jobs that Motivate
Job Enlargement
Job Enrichment
The Job Characteristics Model
This chapter introduces the 0eld of motivation.
Motivation is de0ned as consisting of four
components: goal, arousal, direction, and
maintenance. The motivational 0t model suggests
that motivation is based on the connection between
the qualities of the individuals and the requirements
of the jobs they perform in their organizations. Fit can
be enhanced by prescreening for desired traits and
skills and by building motivational skills. Goal-setting
theory explores the goal-setting process and
stipulates that goals should be speci0c, di5cult, but
still attainable. According to equity theory, people
are motivated to change inequitable relationships.
Expectancy theory speci0es that people will be
motivated to work hard when they believe that their
e(orts will be suitably rewarded with valued rewards
when they perform well. While expectancy theory
recognizes that motivation is necessary, it is not a
su5cient condition for good performance. Skills and
abilities of employees are necessary for success. The
chapter concludes with a discussion of speci0c ways
that jobs can be enhanced to increasingly motivate
high levels of job performance.
©2013 Pearson Education, Inc. publishing as Prentice Hall 27
ANNOTATED OUTLINE
1. WHAT IS MOTIVATION?
Motivation ― the process of arousing, directing, and maintaining behavior
toward a goal
A. Components of motivation
1. Goal – the objective you are attempting to reach
2. Arousal ― the drive or energy behind our actions
3. Direction ― involves the choice of behavior made
4. Maintenance ― is concerned with an individuals’ persistence and
willingness to continue until the goal is met
B. Three Key Points about Motivation
1. Motivation and job performance are not synonymous
2. Motivation is multifaceted
3. People are motivated by more than just money
2. MOTIVATING BY ENHANCING FIT WITH AN ORGANIZATION
The motivational t approach stipulates that motivation is based on the
connection between the qualities of individuals and the requirements of jobs
they perform in their organizations.
A. Motivational traits and skills
1. Two motivational traits are important:
a. Achievement – a person’s interests in excelling at what he or
she does and in accomplishing desired objectives
b. Anxiety – a person’s tendency to be excessively apprehensive
or nervous about things in everyday life
2. Motivational skills – the particular strategies used when attempting
to meet objectives
a. Emotional control
b. Motivation control
B. How to motivate workers according to the motivational 0t model
1. Prescreen for desired traits and skills
2. Build motivational skills
3. MOTIVATING BY SETTING GOALS
Goal setting – striving for and attaining goals
A. Goal setting theory
1. Goal setting theory – goals serve a motivator for three key reasons:
a. Self-e,cacy – beliefs about their capacity to succeed
b. Goal commitment – the extent to which people invest
themselves in meeting a goal
c. Task performance
B. Guidelines for setting e(ective performance goals
1. Goals should be speci0c
2. Goals should be di5cult
3. Goals should be attainable
4. Provide feedback on goal attainment
©2013 Pearson Education, Inc. publishing as Prentice Hall 28
Winning
Practices
Companies Stretch Goals in Two Directions
Use Winning Practices Case for class discussion on vertical stretch goals and horizontal
stretch goals.
4. MOTIVATION TO ACHIEVE EQUITY
A. Equity theory: balancing outcomes and inputs
1. Equity theory ― people are motivated to maintain fair or equitable
relationships among themselves and others, and to avoid those
relationships that are unfair or inequitable
2. Focus on two variables:
a. Outcomes
b. Inputs
3. Three di(erent states
a. Overpayment inequity ― ratio of outcomes/inputs is higher
(guilt)
b. Underpayment inequity ― ratio of outcomes/inputs is lower
(anger)
c. Inequity or equitable payment ― ratio of outcomes/input is
equal (satisfaction)
4. Creating equity ― adjusting the balance of outcomes/inputs
a. Overpaid may either raise inputs or lower outcomes
b. Underpaid may either lower inputs or raise outcomes
c. People may choose to respond cognitively rather than
behaviorally
5. Extreme responses to workplace inequities
a. Getting sick
b. Going on strike
c. Stealing from employers
d. Quitting the job
B. Managerial implications of equity theory
1. Avoid underpayment
2. Managers should strive to pay all employees equitably
3. Be open and honest about outcomes and inputs
a. Transparency
5. EXPECTANCY THEORY: BELIEVING YOU CAN GET WHAT YOU WANT
A. Expectancy theory – people are motivated by the belief that they can
expect to receive certain desired rewards by working hard to attain them
1. Basic elements of expectancy theory
a. Expectancy ― the belief that one’s e(ort will a(ect
performance
1. Training employees to do their jobs better can be
e(ective in helping enhance expectancy beliefs
b. Instrumentality ― the belief that one’s performance will be
rewarded
1. Creating pay systems linked to performance can
enhance instrumentality
c. Valence ― the perceived value of the expected rewards
©2013 Pearson Education, Inc. publishing as Prentice Hall 29
1. Many organizations o(er cafeteria-style bene0t plans
that are incentive systems that allow employees to
choose the fringe bene0ts they 0nd most attractive
d. Combining all three types of beliefs
1. Like equity theory, expectancy theory focuses on
people’s perceptions of reality. Beliefs about expectancy,
instrumentality, and valence matter as motivational
forces
Self-Assessment Exercise What Rewards Do You Value?
Students should consider the following upon completion of the exercise.
1. Based on your answers, which rewards do you value most? Which do you value least?
Do think these preferences will change as you grow older and perform di(erent jobs?
2. To what extent do you believe you will be able to attain each of these rewards on the
job? Do you expect that the chances of receiving these rewards will improve in the
future? Why or why not?
3. Do you believe that the rewards you value most are also the ones valued by other
people? Are these reward preferences likely to be the same for all people
everywhere, or at least for all workers performing the same job in the same
company?
e. Other determinants of job performance
1. Skills and abilities
2. Role perception
3. Opportunities
B. Putting expectancy theory to work: key managerial implications
1. Make it clear that e(ort is linked to performance
2. Administer rewards that have positive valence to employees
3. Clearly link valued rewards to performance
a. Pay-for-performance plans
b. Incentive stock option (ISO) plans
C. Designing jobs that motivate
1. Job design – the process of creating jobs that people are motivated to
D. Job enlargement: doing more of the same kind of work
1. Job enlargement – the practice of giving employees more tasks to
E. Job enrichment: increasing required skills and responsibilities
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1. Job enrichment – jobs are changed vertically because people’s levels
F. The job characteristics model
1. Job characteristics model – assumes that jobs can be designed to
a. Identi0es core dimensions that help create three psychological
states leading to bene0cial personal and work outcomes
1. Five critical job dimensions:
a. Skill variety ― using worker’s di(erent skills and
talents
2. Three critical psychological states
a. Task’s experienced meaningfulness
3. Assessing the motivating potential of jobs
a. Job motivation will be highest when the jobs
4. Suggestions for enhancing the motivating potential of
jobs
a. Each person performs the entire job
You Be the Consultant Suggested Answers
1. Suppose, after interviewing the workers, you found that they believed that no one
cared how well they were doing. What theories could help explain this problem?
Applying these approaches, what would you recommend the company do to resolve
this situation?
Student answers will vary. Key points are presented in bullet form.
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Expectancy theory
Goal-setting theory
2. Company o”cials tell you that the employees are well paid, adding to their surprise
about the low morale. However, your interviews reveal that the employees
themselves feel otherwise. Theoretically, why is this a problem? What could be done
to help?
3. “I’m bored with my job,” an employee tells you, and you believe he speaks for many
within the company. What could be done to make the jobs more interesting to those
who perform them? What are the limitations of your plan? Would it work equally well
for all employees?
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