Class Notes On Motivation:
- Motivation, sum of 3 parts:
- Initiation
- Direction
- Persistence
- Effort → Performance
- Job Performance = Motivation x Ability x Situational Constraints
- Job performance: how well someone performes the job.
- Motivation: effort put forth on the job
- Ability: capability to do the job
- Situational Constraints: external factors affecting performance
- Ex: Class performance = coming to class (participation) x understanding ( taking notes, reading material) x doing the homework ( setting time aside for it)
- If any of these are 0/ then everything will = 0/
- Needs: physical or psychological requirements
- Maslow’s Hierarchy of Needs:
- Motivated by physiological (food and water)
- Safety (physical and economic)
- Belonging (friendship, love, social interactions)
- Esteem (achievement and recognition)
- Self-actualization (realizing full potential)
- ***We are only motivated by the needs next level up. Once it’s been fulfilled we move up to the next unfulfilled need.
- Motivating with basics
- Ask people what their needs are
- Satisfy lower-order needs first
- Expect people’s needs to change
- Satisfy higher-order needs by looking for ways to allow employees to experience satisfaction
- 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, and that they will be offered attractive rewards.
- Holds that people make conscious choices about their motivation
- 3 factors that affect these choices:
- Valence is the attractiveness or desirability of various rewards or outcomes
- Not all rewards are liked by all
- Greater the sum of valences (positive, negative, neutral) the more effort people choose to put forth
- Expectancy is perceived between effort and performance
- When expectancy is strong then belief, hard work, and effort will = good performance → work harder
- When weak→ no matter what they do they’re unable to perform unsuccessfully → don’t work as hard
- Instrumantality is perceived relationship between performance and rewards.
- When strong → believe increase performance will = more/better rewards → work harder
- When weak → don’t believe increase performance = better/more rewards → choose not to work as hard
- For high motivation, then all 3 variable must be high
- ^valence x ^expectancy x ^instrumentality
- If any variables declines, the overall motivation declines
- Valence is the attractiveness or desirability of various rewards or outcomes
- Reinforcement theory
- Positive behavior = increased rewards +
- Negative behavior = decreased rewards –
- Don’t reinforce wrong behaviors
- Find most effective behaviors
- Components:
- Neg. reinforce. (passive aggressive, creates fear) → remove neg.
- Punishment (severe, progressive, probation) → remove
- Positive reinforce. → w/ positive rewards
- Extinction → employees goes unmotivated, ignored
- Neg. reinforce. Isn’t a punishment, employees will try to work harder, competitive so as to avoid undesirables
- Goal setting theory
- The extent people will go to in order to reach their goal
- Challenging, increase, the more intrinsic
- Components
- Goal specifity – detailed, exact
- Goal acceptance – extent to go
- Goal difficulty – extent hard or not
- Performance feedback – info of quality
- Only works if the employees accept the challenging roles
- Equity theory
- Perceived when treated fairly
- Outcome/input ratio
- Under reward → unappreciated
- Over reward → Quilt sometimes
- Based on fairness, comparibility
- Team based, roleplay
- Components
- Input
- Outcome
- Reference
- Output/input ratio
- Perceived when treated fairly
Student Learning Objectives
Agenda
1. Extra Credit
Performed in groups of 3.
Quotation Ms. Eckelmann shared with us, although not from her.
“If you always do what you always did you will get what you got!”
Project 2 Review
Filled out rubrics handed to teams showing their grades.
Chapter 7
Technology Cycle: begins with birth of new tech and ends with that tech reaches its limits.
Components of creative Work Environments
Professor asked class if we liked change or not. We sat and considered this for a few moments.
Slide: Managing Resistance to Change
Stages of handling change
Homework
- Explain why innovations are important to business
- Know how to approach resistance to change.
Agenda
- Extra Credit
- Project 2 & Homework
- Chapter 7
- Homework
- Chapter 7 Quiz
- chapter 7 blog
1. Extra Credit
Performed in groups of 3.
Quotation Ms. Eckelmann shared with us, although not from her.
“If you always do what you always did you will get what you got!”
Project 2 Review
Filled out rubrics handed to teams showing their grades.
Chapter 7
Technology Cycle: begins with birth of new tech and ends with that tech reaches its limits.
Components of creative Work Environments
- Organizational encouragement
- Challenging work
- Lack of organizational impediments
- Freedom
- Work group encouragement
- No doors in office space, allowing teams to visit company management at will.
- Teams customize their office space.
- There is free food for employees,
- Royalty room for touring guests and employees who set hew goals they get their picture taken in king chair with crown,
- Game room for employees.
Professor asked class if we liked change or not. We sat and considered this for a few moments.
Slide: Managing Resistance to Change
Stages of handling change
- Education & Communication
- Participation
- Negotiation
Homework
- Chapter 7 Quiz
- Chapter 7 Blog draft - requires researching Eureka ranch website.