Using a standard outline format, outline the chapter.
Prepare a written definition of the chapter’s key terms listed at the end of the PowerPoint slides.
each one in a separate file
needed in 23 hours
Chapter
1
3
–
Motivation
Copyright ©
2
019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Motivation
13
1
Learning Outcomes
Explain the basics of motivation
Use equity theory to explain how employees’ perceptions of fairness affect motivation
Use expectancy theory to describe how workers’ expectations about rewards, effort, and the link between rewards and performance influence motivation
LEARNING OUTCOMES
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MGMT11| CH13
2
Learning Outcomes (continued)
Explain how reinforcement theory works and how it can be used to motivate
Describe the components of goal-setting theory and how managers can use them to motivate workers
Discuss how the entire motivation model can be used to motivate workers
LEARNING OUTCOMES (continued)
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MGMT11 | CH13
Motivation and Job Performance
Motivation
Set of forces that initiate, direct, and make people persist in their efforts to accomplish a goal
Job performance
How well an individual performs the requirements of a job
Multiplicative function of motivation times ability times situational constraints
LO 1
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13.2 A Basic Model of Work Motivation and Performance
LO 1
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MGMT11 | CH13
Exhibit
5
Needs
Physical or psychological requirements that must be met to ensure survival and well-being
Categories
Lower-order needs – Concerned with safety and physiological and existence requirements
Higher-order needs – Concerned with relationships; challenges and accomplishments; and influence
LO 1
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Types of Rewards
Tangible reward given to employees contingent on the performance of specific tasks or behaviors
Extrinsic reward
Natural reward associated with performing a task or activity for its own sake
Intrinsic reward
LO 1
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7
Steps Taken by Managers to Motivate Employees
Enquiring about people’s needs
Satisfying lower-order needs first
Expecting people’s needs to change
Creating opportunities for employees to satisfy higher-order needs
LO 1
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Equity Theory
States that people will be motivated when they perceive that they are being treated fairly
Components
Inputs: Contributions made to the firm
Outcomes: Rewards received by employees for their contributions
Referents: Others with whom people compare themselves to ascertain if they have been treated fairly
LO 2
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MGMT11 | CH13
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9
Equity Theory (continued)
Outcome/input (O/I) ratio
Employee’s perception of how the rewards received from an organization compare with the employee’s contributions to that organization
Forms of inequity
Underreward: One’s O/I ratio is worse than that of the referent
Overreward: One’s O/I ratio is better than that of the referent
LO 2
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10
Reaction to Perceived Inequity
People who perceive that they have been underrewarded may try to restore equity by:
Reducing inputs
Increasing outcomes
Rationalizing inputs or outcomes
Changing the referent
Leaving
LO 2
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11
Motivating with Equity Theory
Enquiring about the needs of employees
Reducing employees’ inputs
Ensuring that decision-making processes are fair
Distributive justice: Perceived degree to which outcomes and rewards are fairly distributed
Procedural justice: Perceived fairness of the procedures used to make reward allocation decisions
LO 2
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Expectancy Theory
People will be motivated to the extent to which they believe that:
Their efforts will lead to good performance
Good performance will be rewarded
They will be offered attractive rewards
Components
Valence
Expectancy
Instrumentality
LO 3
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Motivating with Expectancy Theory
Systematically gathering information to find out what employees want from their jobs
Taking specific steps to link rewards to individual performance in a clear and understandable manner
Empowering employees to make decisions
LO 3
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14
Reinforcement Theory
States that:
Behavior is a function of its consequences
Behaviors followed by positive consequences will occur more frequently
Behaviors followed by negative consequences, or not followed by positive consequences, will occur less frequently
Reinforcement: Process of changing behavior by changing the consequences that follow behavior
LO 4
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MGMT11 | CH13
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15
Reinforcement Theory (continued)
Divided into:
Reinforcement contingencies
Cause-and-effect relationships between the performance of specific behaviors and consequences
Schedule of reinforcement: Specifies:
Which behaviors will be reinforced
Which consequences will follow behaviors
The schedule by which consequences will be delivered
LO 3
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Types of Reinforcement Contingencies
Strengthens behavior by following behaviors with desirable consequences
Positive reinforcement
Strengthens behavior by withholding an unpleasant consequence when a specific behavior is performed
Negative reinforcement
Weakens behavior by following behaviors with undesirable consequences
Punishment
Weakens behavior by not allowing positive consequences to follow a previously reinforced behavior
Extinction
LO 4
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17
Categories of Reinforcement Schedules
Requires a consequence to be administered following every instance of a behavior
Continuous reinforcement schedule
Requires a consequence to be delivered after a specified or average time has elapsed or after a specified or average number of behaviors has occurred
Intermittent reinforcement schedule
LO 4
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18
13.7 Intermittent Reinforcement Schedules
Fixed Variable
Interval (Time) Consequences follow behavior after a fixed time has elapsed. Consequences follow a behavior after different times, some shorter and some longer, that vary around a specific average time.
Ratio (Behavior) Consequences follow a specific number of behaviors. Consequences follow a different number of behaviors, sometimes more and sometimes less, that vary around a specific average number of behaviors.
LO 4
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MGMT11 | CH13
Exhibit
19
Ways to Motivate Employees Using Reinforcement Theory
Steps
Identify, measure, analyze, intervene, and evaluate
Avoid reinforcing the wrong behaviors
Correctly administer punishment at the right time
Choose the simplest and most effective schedule of reinforcement
LO 4
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20
Goal-Setting Theory
People will be motivated to the extent to which they:
Accept specific, challenging goals
Receive feedback that indicates their progress toward goal achievement
Components
Goal specificity, goal difficulty, goal acceptance, and performance feedback
Goals create tension, energize behavior, and influence persistence
LO 5
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21
Motivating with Goal-Setting Theory
Assigning specific, challenging goals
Ensuring that workers truly accept organizational goals
Providing frequent and specific performance-related feedback
LO 5
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22
Motivating With the Integrated Model
Efforts to motivate differs for each employee
Managers should check their Review Card for a useful, theory-based starting point, if their employees are not motivated
LO 6
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Key Terms
Motivation
Needs
Extrinsic reward
Intrinsic reward
Equity theory
Inputs
Outcomes
Referents
Outcome/input (O/I) ratio
Underreward
Overreward
Distributive justice
Procedural justice
Expectancy theory
Valence
Expectancy
Instrumentality
Reinforcement theory
Reinforcement
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MGMT11 | CH13
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KEY TERMS
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Key Terms (continued)
Reinforcement contingencies
Schedule of reinforcement
Positive reinforcement
Negative reinforcement
Punishment
Extinction
Continuous reinforcement schedule
Intermittent reinforcement schedule
Fixed interval reinforcement schedule
Variable interval reinforcement schedule
Fixed ratio reinforcement schedule
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HIST4 | CH6
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MGMT11 | CH13
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KEY TERMS (continued 1)
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Summary
Variable ratio reinforcement schedule
Goal
Goal-setting theory
Goal specificity
Goal difficulty
Goal acceptance
Performance feedback
Equity theory
Expectancy theory
Reinforcement theory
Goal-setting theory
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HIST4 | CH6
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MGMT11 | CH13
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KEY TERMS (continued 2)
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SUMMARY
Equity theory – People are motivated when they perceive fair treatment
Expectancy theory – People are motivated when efforts lead to good performance
Reinforcement theory – Behavior is a function of its consequences
Goal-setting theory – People are motivated when they accept specific, challenging goals and receive feedback
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HIST4 | CH6
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SUMMARY
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MGMT11 | CH13