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 Define motivation and explain the difference between intrinsic and
extrinsic rewards.
 Identify and describe content theories of motivation based on
employee needs.
 Identify and explain process theories of motivation.
 Describe the reinforcement perspective and social learning theory
and how they can be used to motivate employees.
 Discuss major approaches to job design and how job design
influences motivation.
 Explain how empowerment heightens employee motivation.
 Identify three elements of employee engagement and describe some
ways that managers can create a work environment that promotes
engagement.
 Describe how managers give people a sense of making progress
toward meaningful goals to build a thriving workforce and create a
high-performing organization
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 Motivation – the arousal of enthusiasm and
persistence to pursue a course of action
 Forces either intrinsic or extrinsic to a person
that arouse enthusiasm and persistence
 Employee motivation affects productivity
 A manager’s job is to channel motivation
toward the accomplishment of goals

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 Intrinsic rewards are the satisfactions a
person receives in the process of
performing a particular action.
 Extrinsic rewards are given by another
person, typically a manager, and include
promotions, praise, and pay increases.
 Managers who understand the motives that
compel people to initiate, alter, or continue
a desired behavior are more successful as
motivators
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© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
5
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 If managers understand employees’ needs,
they can design appropriate reward systems
Needs motivate people
Needs translate into an internal drive that
motivates behavior
People have a variety of needs
Maslow’s Hierarchy of Needs, ERG Theory,
Herzberg’s Two-Factor Theory, Acquired
Needs (David McClelland)

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• Belongingness needs: friendship, intimacy, family (Nhu cầu giao tiếp xã hội)
• Esteem needs: respect, status, recognition (Nhu cầu được tôn trọng)
• Self-actualization needs: desire to become the most that one can be (Nhu cầu tự hoàn thiện)
The needs are satisfied in sequence; once a need is satisfied, it
declines in importance and the next higher need is activated.
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 Sample Security Social Esteem Autonomy Self
Actualization
President 5.69 5.38 5.27 6.11 6.50
(n=114)
Vice President 5.44 5.46 5.33 6.10 6.40
(n=611)
Upper-Middle 5.20 5.31 5.27 5.89 6.34
(n=569)
Lower-Middle 5.29 5.33 5.26 5.74 6.25
(n=431)
Lower 5.30 5.27 5.18 5.58 6.32
(n=101)

Note: 1 = lowest degree of importance; 7 = highest degree of importance.

Source: K. Stewart, Instructor’s Manual to accompany Gibson, Ivancevich, and
Donnelly, Organizations, Plano, TX: BPI, 1988, 36.

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 Existence needs – the needs for physical
well-being
 Relatedness needs – the needs for
satisfactory relationships with others
 Growth needs – the needs that focus on the
development of human potential and the
desire for personal growth
Frustration-regression principle: failure to meet a high-order
need may cause a regression to an already satisfied lower-
order need
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© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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 Hygiene factors relate to lower-order needs
 Good hygiene factors remove the
dissatisfaction, but they do not cause
satisfaction or motivation. Instead,
employees are neutral toward work.
 Motivators relate to higher-order needs
 When motivating factors are present, workers are
highly motivated and satisfied. The absence of
motivating factors removes satisfaction, but does
not cause dissatisfaction. Instead, employees are
neutral toward work.
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  Need for achievement

 Need for affiliation (nhu cầu liên kết)

 Need for power

Human needs and their implications for management:

• People with a high need for achievement are frequently
entrepreneurs.
• People with high need for affiliation are successful integrators,
whose job is to coordinate the work of several departments in an
organization.
• A high need for power is often associated with successful
attainment of top levels in the organizational hierarchy.

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How people select behavioral actions with
which to meet their needs and determine if
their choices were successful.
Goal-Setting Theory
Equity Theory
Expectancy Theory

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 Increase motivation and enhance
performance by setting goals and
providing timely feedback

 Key components of the theory:

Goal specificity
Goal difficulty
Goal acceptance
Feedback

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 Individual perceptions of fairness
 Inequity occurs when the input-to-outcome
ratios are out of balance
 Perceived inequity can be reduced by:

Changing work effort

Changing outcomes
Changing perception
Leaving the job
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 If an experienced executive assistant
discovered that she made the same
amount of money as a newly hired janitor,
how do you think she would react? What
inputs and outcomes might she evaluate to
make this comparison?

© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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 Motivation depends on individuals’
expectations about their ability to perform
tasks and receive desired rewards
 E → P: determining whether putting effort
into a given task will lead to high
performance
 P → O: determining whether successful
performance of a task will lead to the
desired outcome
 Valence – the value or attraction an
individual has for an outcome
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© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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 Reinforcement theory looks at the
relationship between behavior and its
consequences. The focus is on changing or
modifying the employees’ on-the-job
behavior through the appropriate use of
immediate rewards and punishments.
Direct Reinforcement
Social Learning Theory

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 Behavior
Modification Reinforcement
Technique Anything that
Reinforcement causes a behavior
theory techniques to be repeated or
used to modify inhibited
behavior
Law of Effect
Positively reinforced
behavior tends to
be repeated and
unreinforced
behavior inhibited
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 Punishment
Extinction Imposition of
Withholding of a unpleasant
positive reward outcomes on an
employee

Avoidance learning Positive Reinforcement

Removal of an Pleasant and
unpleasant rewarding
consequence once consequences
a behavior is following a desired
improved behavior

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22
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 An individual’s motivation can result not just from
direct experience of rewards and punishments, but
also from the person’s thoughts and beliefs and his or
her observations of other people’s behavior.
 Vicarious learning (observational learning) an
individual sees others’ behaviors and getting rewarded
for them
 Manager need to ensure their employees:
 (i) has a chance to observe the desirable behaviors
 (ii) accurately perceives the behavior
 (iii) remembers the behaviors
 (iv) has the necessary to skills to perform the behaviors
 (v) sees that the behaviors are rewarded by the
organization
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  Job Rotation
 Job Enlargement
 Job Enrichment

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© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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 Dimensions that
determine a job’s
motivational potential:
Based on:
 Skill variety  Critical Psychological
 Task identity States
 Personal and Work
 Task Outcomes
significance  Employee Growth-Need
 Autonomy Strength
 Feedback
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 Organizations are using various types of
incentive compensation to motivate
employees to higher levels of performance
 Variable compensation is a key
motivational tool
 Incentive plans can backfire
They should be combined with motivational
ideas and intrinsic rewards and meeting
higher-level needs
 Incentives should reward the desired
behavior
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© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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 Employees receive information about
company performance
 Employees have knowledge and skills to
contribute to company goals
 Employees have the power to make
substance decisions
 Employees are rewarded based on
company performance

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 • Instill a sense of support and meaning
• Help employees develop positive relationships
with colleagues and supervisors
• Focus on learning, contribution, and growth

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