Critical Thinking: Case Study – Develop a Motivation Plan

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Process Theories
of Motivation

Chapter 7

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Learning Outcomes

After completing this chapter, the student
should be able to understand:
The various components of Expectancy Theory and how
they impact an individual’s level of motivation.
Equity Theory and the methods to resolve inequity
tension.

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Learning Outcomes

 The significance of the Satisfaction–Performance
Theory.

 Goal-Setting Theory and the steps necessary for
successful implementation.

 Reinforcement Theory and the four types of
reinforcement.

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Expectancy (VIE) Theory

 Suggests that for any given situation, the level of
a person’s motivation with respect to
performance is dependent upon:

 Their desire for an outcome.
 The individual’s performance is perceived to be

related to obtaining other desired outcomes.
 The perceived probability that his or her efforts will

lead to the required performance.

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Expectancy (VIE) Theory

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Application of Expectancy Theory

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Equity Theory

 States that a person evaluates his or her outcomes and
inputs by comparing them with those of others.

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Equity Theory

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Equity Theory

 When an inequity is perceived by an individual:
 It creates tension within the person
 The tension is proportional to the degree of inequity

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Equity Theory

 The tension created within the individual motivates
him/her to relieve it

 The strength of the motivation to reduce the tension is
proportional to the perceived inequity

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Equity Theory

 Six methods of inequity resolution:

Altering inputs Leaving the
field

Altering
outcomes

Distort the inputs
or outcomes of
the comparison

other

Cognitively
distorting
inputs or

outcomes (self)

Changing the
comparison

other

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Satisfaction–Performance Theory

 Extends the Expectancy theory and incorporates the
Equity Theory into a model to reflect the relationship of an
employee’s performance to job satisfaction.

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Satisfaction–Performance Theory

 Job Satisfaction results from:
 The performance itself
 The rewards for performance
 The perceived equitability of those rewards

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Satisfaction–Performance Motivation Model

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Goal-Setting Theory

 Based on research, employees who are given specific,
challenging goals outperform those who are given vague
goals such as “do your best.”

 Three steps to follow:
 Setting the goal (specific and measurable)
 Obtaining goal commitment
 Providing support elements

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Goal-Setting Model

Reproduced from Latham, G. P., & Locke, E. A. (1979). Goal setting—A motivational technique that
works. Organizational Dynamics, 8(2), 68.

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Reinforcement Theory

 Research suggests that an employee’s behavior will be
repeated if it is associated with positive rewards and will
not be repeated if it is associated with negative
consequences.

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Reinforcement Theory

 Four types of reinforcement:

Positive Punishment

Negative Extinction

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Reinforcement Theory

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Content Theories
of Motivation

Chapter 6

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Learning Outcomes

After completing this chapter, the student should be able to
understand:
 The definition of motivation.
 The difference between content theories and process

theories of motivation.
 Maslow’s Hierarchy of Needs and its criticisms.

 Alderfer’s ERG Theory

 Herzberg’s Two-Factor Theory and how it relates to job design.

 Hackman and Oldham’s Job Characteristic Model.

 McClelland’s Three-Needs Theory

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What Is Motivation?

 The psychological process through which unsatisfied
needs or wants lead to drives that are aimed at goals or
incentives.

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Content vs. Process Theories of Motivation

 Content theories of motivation
 Explain the specific factors that motivate people and

answers the question “what drives behavior?”
 Process theories of motivation

 Helps explain how an individual’s behavior is
energized, directed, sustained, and stopped.

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Maslow’s Hierarchy of Needs

Reproduced from Maslow, A. H. (1954). Motivation and personality. New York, NY: Harper & Row.

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Criticisms of Maslow’s
Hierarchy of Needs

 Lack of evidence that workers have a single
dominant need.

 Lack of evidence that a need diminishes in
strength when gratified.

 Difficulty explaining individuals who neglect their
lower level needs in pursuit of higher level needs
(e.g., starving artist).

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Alderfer’s ERG Theory

 Existence refers to
an individual’s
concern with basic
material and
physiological
existence
requirements.

 Relatedness refers
to the need for
developing and
sustaining
interpersonal

relationships.
 Growth refers to an

individual’s intrinsic
need to be creative
and to make useful
and productive
contributions,
including personal
development with
opportunities for
personal growth.

Existence

Relatednes
sGrowth

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Alderfer vs. Maslow

 Does not require a strict ordering of needs satisfaction
 Accounts for differences in need preferences by

individuals
 Frustration–regression principle

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Herzberg’s Two-Factor Theory

 People have two sets of needs
 Avoidance of unpleasantness
 Personal growth

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Herzberg’s Two-Factor Theory

Job
Satisfaction

No Job
Dissatisfaction

No Job
Satisfaction

Job
Dissatisfaction

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Herzberg’s Two-Factor Theory

Hygiene Factors
Extrinsic (Job Context)
Company Policies
Administrative Policies
Supervision
Salary
Interpersonal Relations
Working Conditions

Motivators
Intrinsic (Job Content)
Achievement
Recognition
The work itself
Responsibility
Advancement

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Herzberg and Job Design

 Herzberg promoted the concept that if the work one does
is significant, it will ultimately lead to satisfaction with
the work itself.

 Employees will be motivated to do work that they
perceive to be significant.

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The Job Characteristics
Model of Work Motivation

Reproduced from Hackman, J. R., & Oldham, G. R. (1980). Work redesign (p. 90). Reading, MA:
Addison-Wesley.

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McClelland’s Three-Needs Theory

 Three types of motivational needs:

ACHIEVEMENT

POWER AFFILIATION

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Daniel Pink

Autonomy

Mastery

Purpose

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Hackman and Oldman’s
Job Characteristic Model

Reproduced from Hackman, J. R., & Oldham, G. R. (1980). Work redesign (p. 90). Reading, MA:
Addison-Wesley.

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Comparison of Content
Theories of Motivation