Theories of Motivation
Dr. Tom Lifvendahl tlifven@wi.rr.com www.drtomlifvendahl.com
Overview
What is meant by motivation?
Managers can control the BEHAVIOR of their employees through observing and moderating their actions, not what they think. Needs Theory (inside the person) Expectancy Theory (balancing inputs and outputs [time vs. pay])
Thomas A. Lifvendahl, Ed.D.
Theories can be grouped as:
12/31/05
Maslow
Never defined by Maslow
Maslows Hierarchy of Needs based on the observation of a limited number of individuals Satisfied corporate views of unmet needs
Self-Actualization
Esteem
Affiliation/Belonging
Safety/Security
Physiological
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Thomas A. Lifvendahl, Ed.D.
Alderfer
Alderfers ERG Theory (Existence, Relatedness, Growth)
Managers should be aware that employees may pursue lower-level needs first because of frustration over organizational policies Cultural (relatedness) needs may outweigh other states of need.
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Thomas A. Lifvendahl, Ed.D.
McClelland
McClellands Learned Needs (Achievement, Affiliation, Power)
Achievement motivated people share 3 characteristics:
They prefer difficult tasks but seen as doable (not too hard for me) They like tasks that highlight their individual efforts They desire more feedback then do low achievers
Thomas A. Lifvendahl, Ed.D.
12/31/05
McClleland contd
Affiliation is the desire to maintain lasting relationships
People with a high need to affiliate prefer to spend more time maintaining social relationships They tend to remain at lower levels of management because of fears of rejection by peers Western cultural norms give a high value to achievement so other people may have less faith in their ability to lead
Thomas A. Lifvendahl, Ed.D.
12/31/05
McClleland contd
Power is the ability to influence others to achieve the power broker goals
They tend to be driven to work They are concerned with discipline and self-respect Positive power people focus on achieving group goals Negative power people have a win/lose mentality
They are not dependent on others opinions (low affiliation)
High achievement desire in this group can lead to dysfunction in management style and techniques
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Thomas A. Lifvendahl, Ed.D.
Herzberg
Herzbergs Two-Factor Theory (Motivator, Hygiene)
Applied to job enrichment (wanting to go to work for the job itself) Studied 203 accountants and engineers Believed that Motivators allow a person to apply themselves to achieve Hygienes are things that must exist to keep workers from leaving Job enrichment loads a position with opportunities for achievement, recognition and reward
Thomas A. Lifvendahl, Ed.D.
12/31/05
Skinner
Skinners Reinforcement Theory
To increase behavior:
Positive (+) Reinforcement = add something good (dog sits, you give cookie) Negative (-) Reinforcement = subtract something bad (dog scared of thunder, you lessen anxiety pet dog) Extinguishing = no reinforcement (dog barks at cat, the cat ignores dog and keeps eating dogs food [i.e. time out]) Punishment = suppresses behavior (dog fears/avoids you and gets right back on the couch when you leave) and it does not teach what is right
Thomas A. Lifvendahl, Ed.D.
To eliminate behavior:
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Expectancy Theory
Vroom
If you think it can happen and you want it to happen, you will work for it!
Expectancy = effort will elicit performance Instrumentality = outcome contingent of performance level Valance = positive or negative value on an outcome Pay someone on time alone without concern for output and you tend to get low achievement Reward completion of task before end of shift and you get increased output Thus guarantee pay and allow early departure = high valance
Thomas A. Lifvendahl, Ed.D.
Example:
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Expectancy Theory contd
Porter and Lawler
Extended Vrooms work
Wanted to further identify valence and expectancy Linked effort with performance and job satisfaction Created predictors of Effort, Performance, and Satisfaction (Intrinsic and Extrinsic)
Managers implement these concepts by setting goals, coaching employees, and supporting effort
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Thomas A. Lifvendahl, Ed.D.
Equity Theory
They got more then I got for the same work! (this is unfair and I am demotivated to achieve)
Cartoon Reference Dilbert, 2005
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Thomas A. Lifvendahl, Ed.D.
