CHAPTER 5: MOTIVATION 5.

SELF-ACTUALIZATION: drive to become what one

can become, which includes growth, achieving one’s
potential, and self-fulfillment.
DETERMINANTS OF JOB PERFORMANCE
2. ERG THEORY (CLAYTOM ALDERFER)
1. The Capacity to perform: the degree to which the
employee possesses skills, abilities, knowledge, and
experiences relevant to his job.
 He believed that in motivating people, we are
confronted by three sets of needs: existence (E),
2. The opportunity to perform: depend on the work relatedness (R), and growth (G).
environment provided to the employee. It is also
1. EXISTENCE: needs satisfy by food, air, water, pay,
diminished by lack of equipment, lack of funds, and
and working conditions.
insufficient authority.
2. RELATEDNESS: needs satisfied by meaningful
3. The willingness to perform - the degree in which an social and interpersonal relationships.
employee desires and is willing to exert effort to achieve 3. GROWTH: needs satisfied by individual making
the goals assigned to him. It is also alternately called creative or productive contributions.
motivation.
3. ACQUIRED NEEDS THEORY (DAVID
WHAT IS MOTIVATION? MCCLELLAND)
 It is the process of activating behavior sustaining it,
and directing it toward a particular goal. It moves
 It was developed as a result of a research made by
David McClelland and his associates. They found out
people to act and accomplish.
that managers are motivated by three fundamental
 It is the willingness to perform.
needs which may be briefly described as follows:
 It is the set of internal and external forces that causes
a worker or employee to choose a course of action 1. NEED FOR ACHIEVEMENT: desire to do
and engage in a certain behavior. something better or more efficiently, to solve
problems, or to master complex tasks.
KEY ELEMENTS OF MOTIVATION
2. NEED FOR AFFILIATION: desire to establish and
 INTENSITY – level of effort provided by the employee maintain friendly and warm relations with others.
in the attempt to achieve the goal assigned to him. 3. NEED FOR POWER: desire to control others, to
 DIRECTION – what an individual chooses to do when influence their behavior, or to be responsible for
he is confronted with a number of possible choices. others.
 PERSISTENCE – dimension of motivation which
measures how long a person can maintain effort to 4. TWO-FACTOR THEORY (FREDERICK
achieve the organization’s goals. HEZBERG)

THEORIES OF MOTIVATION  Identifies job context as a source of job

dissatisfaction and job content as the source of job
CONTENT THEORIES
satisfaction.
 The factors associated with job context are also called
 It focusses on analyzing the wants and needs of an
hygiene factors which include:
individual.
1. Hierarchy of Needs Theory (Abraham
- Organizational policies - relationship with peers
Maslow)
- Quality of supervision - status
2. ERG theory (Clayton Alderfer)
- Working conditions - security
3. Acquired Needs Theory (David L.
- Base wage or salary
McClelland)
- Relationship with subordinates
4. Two-Factor Theory (Frederick Herzberg)
 Job Context or work setting relates more to the
1. HIERARCHY OF NEEDS THEORY (ABRAHAM environment in which people work.
MASLOW)  Job Content relates more to what people actually do
to in their work. Those that are related to job content
 Human beings possess a hierarchy of five needs such are called motivator factors and they consist of the
that as each need is substantially satisfied, the next following:
need becomes dominant.
1. PHYSIOLOGICAL NEEDS: include hunger, thirst, - Achievement - recognition
shelter, sex, and other bodily needs. - Work itself -
2. SAFETY NEEDS: include security and protection responsibility
from physical and emotional harm. - Advancement - growth
3. SOCIAL NEEDS: include affection, belongingness,
acceptance, and friendship.  Improving any of the hygiene factors will not make
4. ESTEEM NEEDS: which include internal esteem people satisfied with their work; it will only prevent
factors such as self-respect, autonomy, and them from being dissatisfied.
achievement, and external esteem factors such as
status, recognition, and attention.
  When the motivator factor are not present, there is a
low job satisfaction among workers and there is lack of
motivation to perform.
JOB ENRICHMENT
PROCESS THEORIES
 It refers to the practice of building motivating factors
 It explain how people act in response to the wants and like responsibility, achievement, and recognition into
needs that they have. job content.
1. Expectancy Theory (Victor Vroom)  It provides the worker with a more exciting job and
2. Equity Theory (J. Stacey Adams) increases his job satisfaction and motivation.
3. Goal Setting Theory (Edwin A. Locke)
CHARACTERISTICS OF JOB ENRICHMENT

1. EXPECTANCY THEORY (VICTOR VROOM) - Direct feedback - unique experience

- client relationship - direct communication
 This theory states that people choose a course of - new learning authority
action where they anticipate what will give them the - control over method - control over resources
greatest rewards. - control over scheduling - personal accountability
 Motivation is a product of the following factors:
JOB CHARACTERISTIC MODEL
1. VALENCE: how much one wants a reward.
2. EXPECTANCY: one’s estimate of the probability  It refers to the method of job designs that focuses on
that effort will result in successful performance. the task and interpersonal demands of a job.
3. INSTRUMENTALITY: one’s estimate that  It emphasizes the interaction between the individual
performance will result in receiving the reward. and the specific attributes of the job.
 It predicts that motivation will be high is all the three
factors are rated high or vise versa. CHARACTERISTICS OF JOB ENRICHMENT

2. EQUITY THEORY (J. STACEY ADAMS) 1. SKILL VARIETY: degree to which there are many
skills to perform.
2. TASK IDENTITY: degree to which one worker is
 Theory that individuals compare job inputs and
able to do a complete job, from beginning to end,
outcomes with those of others and then respond to
with the tangible and possible outcome.
eliminate inequities.
3. TASK SIGNIFICANCE: degree to which the job has
 It assumes that employees are motivated by a desire
a substantial impact on the lives or work of other
to be equitably treated at work.
people.
 Equity exists when employees perceive that the ratios
4. AUTONOMY: degree which the job gives the
of their inputs (or efforts) to their outputs (or rewards)
employee substantial freedom, independence, and
are equivalent to the ratios of other employees.
discretion in scheduling the work and determining
 Inequity exists when these ratios are not equivalent.
the procedures used in carrying it out.
5. FEEDBACK: degree to which a job provides direct
3. GOAL SETTING THEORY (EDWIN A. LOCKE)
information about performance.
 Theory that specific and difficult goals, with feedback
lead to higher performance.
JOB CRAFTING
 It is based on the premise that behavior is regulated
by values and goals.  It refers to the physical and mental changes workers
 Goal is the specific target than an audience individual make in the tasks or relationship aspect of their jobs.
is trying to achieve.
 These are the findings about goals: COMMON TYPES OF JOB CRAFTING
1. changing the number and type of job tasks.
1. Specific goals lead to higher performance than 2. Changing the interaction with others on the job.
generalized goals. 3. Changing one’s view of the job.
2. Performance generally increases in direct
proportion to goal difficulty. 2. ORGANIZATIONAL BEHAVIOR MODIFICATION
3. Must be accepted by the workers.
4. Goals are more effective when they are used to  Applying of reinforcement theory in motivating people
evaluate performance. at work.
5. Goals should be linked to feedback.  Reinforcement theory states that the contention that
behavior is determined by its consequences.

MOTIVATIONAL METHODS AND PROGRAMS FIVE STEP PROBLEM-SOLVING MODEL

1. Identifying critical behaviors that make a
1. MOTIVATION THROUGH JOB DESIGN
significant impact on the employee’s job
performance.
 Motivating employees to make their job challenging so
2. Developing baseline data.
that the worker who is responsible for it enjoys doing
3. Identifying behavioral consequences of
it.
performance.
 4. Developing and implementing an intervention
strategy.
5. Evaluating performance improvement.
CHAPTER 6:
BENEFITS OF ORGANIZATIONAL BEHAVIOR COMMUNICATION
MODIFICATION
- Improvement of employee productivity.
WHAT IS COMMUNICATION
- Reduction of errors, absenteeism, tardiness, and
accident rates.  Transfer of information including feelings, and ideas,
- Improvement of friendliness toward customers. from one person to another.
 The goal of communication is to have the receiver
3. MOTIVATION THROUGH RECOGNITION AND understand the message as it was intended.
PRIDE
IMPORTANCE OF COMMUNICATION
 Recognition is a natural human need, and it is a  It is important for the coordination of business.
strong motivator.
 An effective communication system provides
 Pride is also a motivator, but one that is intrinsic. management with answers to questions related to
what motivates its workers to perform effectively,
STEPS TO MAKE AN EFFECTIVE MOTIVATOR what products or services the customers want, and
- Identify a meritorious; and others.
- Recognize the behavior with an oral, written, or
material reward. COMMUNICATION PROCESS

4. MOTIVATION THROUGH FINANCIAL  It is a two-way process in which a sender reaches a

INCENTIVES receiver with a message.

SIX COMPONENTS OF AN EFFECTIVE

 monetary rewards paid to employees because of the
COMMUNICATION
output they produce, skills, knowledge, and
competencies or a combination of these factors.
1. THE SENDER
1. TIME RATES use the number of hours worked as a  A person who makes the attempt to send a message
means of determining rewards. which could be spoken, written, in sign language, or
- It classified as hourly rates, or weekly wage, or a nonverbal to another person or a group of persons.
monthly salary.
2. PAYMENT BY RESULTS link pay to the quantity of 2. THE MESSAGE
the individual’s output.  It is purpose or an idea to be conveyed in a
3. PERFORMANCE RELATED PAY considers results communication event.
or output plus actual behavior in the job.  How the message is received is influenced by the
- the bonus is a reward given to employees for following factors:
recent performance rather than historical - Clarity of the message.
performance. - Alertness of the receiver.
4. PROFIT RELATED PAY where pay is linked to - Complexity and length of the message.
company profits. Either direct cash outlay, or - How the information is organized.
allocation of stock options.
5. SKILL BASED PAY also known as competency TWO COMPONENTS OF THE MESSAGE
based or knowledge based pay.
- It sets pay levels on the basis of how many skills 1. THOUGHT/CONCEPTUAL COMPONENT It
employees have or how many jobs they can do. contained in the words, ideas, symbols, and
6. CAFETERIA OR FLEXIBLE BENEFITS SYSTEM concepts chosen to relay the message.
benefit plan that allows each employee to put 2. FEELING/EMOTIONAL COMPONENT It is
together a benefit package individually tailored to contained in the intensity, force, demeanor, and
his or her own needs and situation. sometimes the gesture of the communicator or
sender.

3. THE CHANNEL
 Medium through which the message travels.
1. FORMAL CHANNELS communication of policies,
procedures, and other official announcements.
2. INFORMAL CHANNELS do not follow the chain
of command.

4. THE RECEIVER
 The person receiving a message. He must interpret
and understand the message.
5. THE FEEDBACK - to inform higher-ups of progress toward goals.
 The process of communicating how one feels about - to relay current problems.
something another person has done or said.
3. HORIZONTAL messages sent to individuals or
6. THE ENVIRONMENT groups form another of the same organizational
 The circumstance in which messages are transmitted level or position.
and received. - to coordinate activities between departments.
- to persuade others at the same level of
THE NOISE organization.
 Anything that disrupts communication, including the - to pass on information about activities or
attitude and emotions of the receiver. feelings.

IMPROVING COMMUNICATION IN
BASIC METHOD OF INTERPERSONAL
ORGANIZATION
COMMUNICATION
 To improve communication, the message must be
1. VERBAL includes one-on-one meetings,
improved and the skills in receiving messages must
speeches, grapevine, telephone, departmental or
also be improved.
interdepartmental meetings, presentation.
2. WRITTEN includes memos, noticeboards, and
letters to staff, emails, faxes, internal newspaper,
and instant messaging.
3. NONVERBAL COMMUNICATION it takes place
through facial expressions, body movements, eye
contact, and other physical gesture. It reveals
what the sender really means or thinking.

FUNCTIONS OF COMMUNICATION
1. INFORMATION FUNCTION needed for decision
making.
2. MOTIVATION FUNCTION used to encourage
commitment to organizational objectives.
3. CONTROL FUNCTION clarifies duties, authority,
and responsibilities, thereby permitting control.
4. EMOTIVE FUNCTION permits the expression of
feelings and the satisfaction of social needs.

BASIC GOALS OF COMMUNICATION

1. To gain goodwill
2. To inquire
3. To inform
4. To persuade.

BARRIERS TO COMMUNICATION

- Filtering
- Selective perception
- Information overload
- Emotion
- Language
- Communication apprehension
- Absence of feedback
- Physical separation
- Lack of credibility of the sender.

KINDS OF COMMUNICATION FLOW

1. DOWNWARD messages flow from higher levels
to lower levels.
- to give instructions
- to provide information about policies and
procedures.
2. UPWARD messages flow from persons in lower-
level positions to persons in higher positions.
- to provide feedback to higher-ups.