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Chapter 8- Motivation to Work

by: Aimee Castillon

Chapter 8- Motivation to Work PSYC333

Marketplace > George Mason University > Psychlogy > PSYC333 > Chapter 8 Motivation to Work
Aimee Castillon
GPA 3.61
Introduction to Industrial-Organizational Psychology
Kuy Kendall

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About this Document

Chapter 8 lecture note
Introduction to Industrial-Organizational Psychology
Kuy Kendall
Class Notes
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This 6 page Class Notes was uploaded by Aimee Castillon on Tuesday November 3, 2015. The Class Notes belongs to PSYC333 at George Mason University taught by Kuy Kendall in Summer 2015. Since its upload, it has received 18 views. For similar materials see Introduction to Industrial-Organizational Psychology in Psychlogy at George Mason University.


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Date Created: 11/03/15
Organization name acastil7amuedu PSYC 333 o Fall 2015 ll What is motivation Motivation is about choices you make IO psychologists are interested in identifying the conditions responsible for variations in direction intensity and persistence of workrelated behavior metaphors Person as Machine Outline Motivation Theories Reinforcement Person as Machine external mechanical Reinforcement theory Skinner theory Behavior depends on rewards and punishments Behavior If a behavior is rewarded ie reinforced with positive determined by consequences that response is likely to occur again external inputs If a behavior is punished with negative consequences that Needs Maslow response is less likely to occur again Herzberg internal early conceptions mechanical theory Behavior determined by internal drivesneeds Person as Scientist Expectancy Theory Equity Theory Useful to remember that we need to reinforce the Person as Intentional behaviors we want if we expect to get them goalsetting and control theories How is Herzberg s theory different from Maslow s Herzberg s theory is not hierarchial Only two factors instead of five basic needs They both equally suffer from lack of empirical evidence I saw Rim Than LEE k 39 L Haslw39fs HIEEd EATER l 117 E CIT 70117 39lE39FTrr39 E39EIIFET39Iquot NEE JR I 391 i 51 v m t t A t l n a Kw quot39 J a t o a n A 1 Fa EI 3 Q in r j A V m i 3i m IE vr m 139 A v ff effl Metlvatloriallygie39ne TheeW all Metivatien 391 Eermpany geneticr Hdmil li i i ti I Supervisiun 39 lnten pereenaal relatieine i werlcingtenditiene I Achievement Salary i Achievement remgnie ien Statue w Wezrlt itself 39 Security Reepeznsitrility 39 vameement Grewth s ET 7 Metivetienaleilygiene Cembinetiens Hiirig it M Lew lt filewul etiiiiatieh ngh H few eemplainte few eemplairita L l V V H high metieatitm law metivatien Dw many eempainire many eemplainte Metivetien 1 Hygiene H Person as Scientist Disadvantages of Vroom s theory Vroom s ValenceInstrtlmemalityExpectancy Model VIE I964 Instru mentality Illa Expectancy Eijj VIE Theory Research evidence We have yet to conduct an adequate number of methodologically sound tests of the model 2 big conceptual criticism emphasis on rational side of humans multiplicative nature of the model Equity Theory Individuals look at world in terms of comparative inputs amp outcomes Adams 1965 Compare their inputs amp outcomes to those of comparison others can be anyone Judgments of inequity result in aversive state of tension and motivation to reduce inequity 39 a I Seciall marisan of Uuttemellnput Ratin lltllndierpalv39ment I Ne Discrepancy lgwegnPment Hirerslate state of tensien Adams l965 pmpertienate ta the magnitude at discrepancy lfnmltfmrm CDgnititre er behavieral measures designed ta reduce inequity ltering m input er names Wearing imam er eatEm at reFerem 39E lange retarents i ewaluaue lapsum er autmmee Leaee the Hair Equity TheDr ref Empleyee leavatians m lnequitable Payment quot323le 2 Eq l39ll f iiheury Fredi li ane trf Employee 39Fteatiiana in Iaequitatlle Payment 39 155 r 1 area PM a lilinurlgiI eets uniEarned tn taut pruduze abject Ewarpai h39g391hE hmquot predate magmaquality Mimi Elan paid ur higher qtelitr m ptrtlham aquitatrtjr maid auhigrla suhjggla Piamqma Learner uis erpeid ijli pare i39 39ll iiill Suajma warmth by piece rate will Ir39 LfI urmlma a large Hunter nf Ingenuitng me lama unils L39if Imam quality than equitably in tnatpa rieaa willmquitaljly paid animate pe39 auhjace Sanka Elms Pa la a Ill11m i IWErL v2 15quot Eff H tjrmrHiL Hq fl fi L y Maureen aquot In ShawI39ll magnate Ire perception of inequity can be resolved in a variety of ways change your inputs do less change your outputs ask for a raise change your referent pick a comparison person for whom you have an equivalent input to output ratio quit yourjob predictions Underpayment results in Reduced effortDecreased motivation Either quantity or quality Lowerjob satisfaction More selfish actions at work Overpayment results in Increased effortIncreased motivation Either quantity or quality More teamoriented actions at work Person as Intentional Figure 82 Diagram of Goal Theory Performance developed and increased by mastery experiences Successfully performing challenging tasks modeling seeing someone similar to oneself in terms of knowledge and ability succeed at a difficult task social persuasion being encouraged by someone who expresses confidence in your abilities physiological states we interpret stress and fatigue as an indication that the task exceeds our capabilities reducing selfefficacy Motivational interventions contingent rewards rewards money praise are good for increasing simple behaviors eg attendance individual sales Productivity Measurement amp Enhancement System ProMES Utilizes goal setting rewards amp feedback to increase motivation amp performance Evidence shows significant gains in productivity following use of ProMES steps for implementation forming a design team identifying objectives identifying indicators Defining contingencies Designing the feedback system Giving amp responding to feedback Monitoring the system


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