Leading through motivation

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SANCHAWA, DENIS HITLER( BPA&MPA) MZUMBE
11/10/12
UNIVERSITY

Leading Through Motivation
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 Provide you with a thorough understanding of
the dynamics of motivation and the ways in
which rewards can be used to motivate
employees.
 Examine the Content, Process, and
Reinforcement Theories of Motivation, and
 Take a look at the connection between
Motivation and Compensation.

11/10/12
UNIVERSITY

Motivation and Rewards
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 MOTIVATION is the term used to describe the
forces within the individual that account for
the level, direction, and persistence of effort
expended at work.

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Motivation and Rewards
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 A REW ARD is a work outcome of positive
value to the individual.
 EXTRINSIC REW ARDS are externally
administered (e.g., pay and verbal praise); the
motivational stimulus originates outside the
person.
 INTRINSIC REW ARDS are self-administered;
they occur "naturally" as a person performs a
task. The feelings of competency, personal
development, and self-control people experience
in their work.
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Rewards and Performance
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 Both Intrinsic and Extrinsic rewards can
help the manager to lead effectively through
motivation, and to achieve maximum
motivational impact, it is necessary to:
◦ Respect diversity and individual differences.
◦ Clearly understand what people want from
work.
◦ Allocate rewards to satisfy the interests of both
individuals and the organization.
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Three Types of Motivation
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Theory
 Content Theory
◦ Needs are physiological and psychological
deficiencies that an individual feels some
compulsion to eliminate.
 Process Theory
◦ People give meaning to rewards and the work
opportunities available to them.
 Reinforcement Theory
◦ People's behavior is influenced by its
environmental consequences.
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Content Theories of Motivation
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 Maslow's Hierarchy of Needs Theory
 Lower Order Needs
 Physiological
 Safety
 Social

 Higher Order Needs
 Esteem
 Self-actualization

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UNIVERSITY

Hierarchy of Needs Theory
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 Deficit Principle
 Holds that a satisfied need is not a motivator of
behavior; people act to satisfy needs in
which a deficit exists.
 Progression Principle
 Holds that the five needs exist in a strict
hierarchy of prepotency such that a need at one
level doesn't become activated until the next
lower-level need is satisfied.

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Alderfer's ERG Theory
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 An extension of Maslow's theory that
proposes the existence of three needs as
opposed to five.
 Existence Needs: Desires for physiological
and material well-being.
 Relationship Needs: Desires for satisfying
interpersonal relationships.
 Growth Needs: Desires for continued
psychological growth and development.

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UNIVERSITY

Alderfer's ERG Theory
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 ERG Theory
 Does not assume that lower-level needs must be
satisfied before higher-level needs become
activated and,
 This theory includes a unique "frustration-
regression" principle whereby an already satisfied
lower-level need becomes reactivated when a
higher-level need is frustrated.

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UNIVERSITY

Herzberg's Two-Factor Theory
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 Hygiene Factors
 W orking Conditions
 Interpersonal Relations
 Organizational Policies
 Quality of Supervision
 Base W age or Salary
 Improvements in Hygiene Factors can prevent
and/ eliminate job dissatisfaction; they will
or
not improve job satisfaction.

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Herzberg's Two-Factor Theory
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 Satisfier Factors
 Sense of Achievement
 Feeling of Recognition
 Sense of Responsibility
 Opportunity for Advancement
 Feelings of Personal Growth
 Improvements in Satisfier Factors can
increase job satisfaction; they will not
prevent job dissatisfaction.
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UNIVERSITY

McClelland's Acquired-Needs
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Theory
 David McClelland proposes that people
acquire needs through their life experiences.
 He uses a Thematic Apperception Test (TAT)
to measure the strengths of three acquired
needs:
Achievement - Power - Affiliation

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Theory
 Need for Achievement (nAch)
 Thedesire to do something better or more efficiently,
to solve problems, or to master complex tasks.
 Need for Power (nPower)
 The desire to control other persons, to influence
their behavior, or to be responsible for other people.
A finer distinction can be made between:

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Theory
 The need for Personal Power and,
 The need for Social Power
 Need for Affiliation (nAff)
 The
desire to establish and maintain friendly and
warm relations with other persons.

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UNIVERSITY

The Need Profile of Successful
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Executives
 The most important need for executive
success is the need for social power.
 Persons with a high need for affiliation may
not make the best managers.
 W hile nPower is often accompanied by a high
need for achievement the later need in itself is
not consistently associated with executive
success.

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UNIVERSITY

Process Theories of Motivation
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 Equity Theory
 Asserts that when people believe
that they have been treated
inequitably in comparison to others,
they eliminate the discomfort and
restore equity.
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Process Theories of Motivation
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 Equity Theory (cont)
 Perceived Equity - occurs whenever a
person perceives that their personal
rewards/ inputs ratio is equivalent to the
rewards/ inputs ratio of a comparison
other.
 Perceived Inequity - occurs whenever
one's rewards/ input ratio is perceived to
be unequal...
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UNIVERSITY

Expectancy Theory
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 “People will do what they can do when they
want to do it.” The question is ‘what makes
them want to do it?’
 Vroom suggests that the motivation to work
depends on the relationships between the
following three expectancy factors:

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Expectancy Theory
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 Expectancy: A person's belief that
working hard will result in a desired level of
task performance.
 Instrumentality: A person's belief that
successful task performance will be
followed by rewards and other potential
outcomes.
 Valence: The value a person assigns to
possible rewards and other work-related
outcomes. DENIS HITLER( BPA&MPA) MZUMBE
SANCHAWA,
11/10/12
UNIVERSITY

Expectancy Theory: Multiplier
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Effect
 Implies that for motivation to be high,
Expectancy, Instrumentality and Valence
must be high.
Motivation =
Expectancy x Instrumentality x Valence
A zero at any location on the right side of the
equation will result in zero motivation.

11/10/12
UNIVERSITY

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Expectancy Theory
 To Maximize Expectancy
 Select workers with ability
 Train workers to use ability
 Support work effort
 Clarify performance goals

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Expectancy Theory
 To Maximize Instrumentality
◦ Clarify psychological contracts
◦ Communicate performance-outcome
possibilities
◦ Demonstrate what rewards are
contingent on performance
 To Maximize Valence
◦ ID needs and adjust rewards to match
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UNIVERSITY

Goal-Setting Theory
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The basic premise is that well-set and well-
managed task goals are important sources for
motivation.
 Task goals, in the form of clear and
desirable performance targets,
 Provide direction,
 Energize persistent long-term work efforts,
 Clarify performance expectations, and
 Serve as a basis for feedback.

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Goal-Setting Theory
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 Set Specific Goals
 Set Challenging Goals
 Build Goal Acceptance and Commitment
 Clarify Goal Priorities
 Reward Goal Accomplishment
Management-by-Objectives ( MBO ) is
one example of a goal-setting system
which promotes participation.

11/10/12
UNIVERSITY

Reinforcement Theory
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 Unlike the prior motivation theories which rely
on cognitive explanations of behavior,
reinforcement theory focuses instead on the
impact which external environmental
consequences have on behavior.
 The law of effects states that behavior followed
by pleasant consequences is likely to be
repeated; behavior followed by unpleasant
consequences is not likely to be repeated.

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 Operant Conditioning
 A term popularized by B. F. Skinner,
is the process of controlling behavior
by manipulating its consequences;
i.e., learning by reinforcement.

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UNIVERSITY

Reinforceme Theory
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 Organizational Behavior Modification
◦ Involves the application of operant
conditioning techniques to influence
human behavior in work settings.
(Reinforcing desirable behaviors while
denying reinforcement for unwanted
behaviors.)
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 There Are Two Types of Reinforcement:
 Positive Reinforcement
 Increasesthe frequency of a behavior through
the contingent presentation of a desirable
consequence.
 Negative Reinforcement
 Increasesthe frequency of a behavior through
the contingent removal of an undesirable
consequence.

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 Punishment: decreases the
frequency of a behavior through
the contingent presentation of an
unpleasant consequence.
 Extinction: decreases the
frequency of a behavior through
the contingent removal of a
pleasant consequence.
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UNIVERSITY

Positive Reinforcement
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
Law of Contingent Reinforcement
 In order for a reward to have maximum
reinforcing value, it must be delivered only if the
desired behavior is exhibited.
 Law of Immediate Reinforcement
 The more immediate the delivery of a reward
after the occurrence of a desirable behavior,
the greater the reinforcing value of the
reward.

11/10/12
UNIVERSITY

Positive Reinforcement
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 Shaping
 The creation of a new behavior by the positive
reinforcement of successive
approximations of the desired behavior.
 Intermittent reinforcement only rewards behavior
periodically.
 Continuous reinforcement administers a reward each
time a desired behavior occurs.

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UNIVERSITY

Guidelines for Positive
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Reinforcement and Punishment
 Clearly identify desired work behaviors
 Maintain diverse inventory of rewards
 Inform everyone what must be done to get
rewards.
 Recognize individual differences when
allocating rewards.
 Follow the laws of immediate and contingent
reinforcements.

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UNIVERSITY

Guidelines for Positive
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Reinforcement and Punishment

 Tell the person what is being done wrong.
 Tell the person what is right.
 Make sure the punishment matches the
behavior.
 Administer the punishment in private.
 Follow the laws of immediate and
contingent reinforcement.
11/10/12
UNIVERSITY

The Ethics of Operant
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Behavior Modification
 There is considerable debate over the ethics
of using OB MOD to influence behavior.
 But as the text notes, "the real question may
be not whether it is ethical to control
behavior, but whether it is ethical not to
control behavior well enough that the goals
of both the organization and the individual
are well served."

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UNIVERSITY

An Integrated Model of Individual
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Motivation
 Motivation leads to Effort which, along with
appropriate Abilities and Organizational
Support, lead to Performance.
 This model illustrates how Rewards for
performance, when they are perceived as
Equitable and possess Reinforcement Value,
can produce satisfaction.

11/10/12
UNIVERSITY

MOTIVATION and
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COMPEN$ATION
 Incentive Compensation Systems
 Bonus systems in which employees at all
levels participate.
 Bonus Pay Plans
 Profit-Sharing Plans
 Gain-Sharing Plans
 Employee Stock Ownership Plans

11/10/12
UNIVERSITY

MOTIVATION and
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COMPEN$ATION
 Pay for Knowledge
 Skill-based pay ties pay to the number of job-
relevant skills an employee masters.
 Entrepreneurial pay requires individuals to
put part of their pay at risk, in return for the
right to pursue entrepreneurial ideas, and
share in any resulting profits.

11/10/12
UNIVERSITY

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Thanks; By:-
Sanchawa, Denis Hitler
BPA &MPA-Mzumbe
University
+255(0) 717151218
dsanchawa@yahoo.com
11/10/12
UNIVERSITY

Leading through motivation

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Leading through motivation