HIERARCHY Theory OF NEEDS.

The focal point of the learned needs theory is… when one of these needs is prominent in a person; this leads to potentially motivate behavior that leads to its satisfaction.

It would be beneficial for managers to attempt to distinguish whether, and to what degree their employees have one or more of these needs, and by developing  an understanding of this, to what extent their jobs can be structured to satisfy them.

otivational Types...

The EXPECTANCY THEORY.

In the 1930’s two men by the names Kurt Lewin and Edward Tolman conducted behavioral research directly related to work on theories of motivation.

Following in the early 1960’s Victor Vroom then applied these concepts of behavioral research, suggesting that individuals likely select work behaviors that they

Vroom suggested that individuals choose work behaviors that they believe will lead to an outcome of which they value. 

The deciding factors of how much effort to put into  work behavior, individuals were likely to consider:

• The degree of effort to which they believe putting forth will lead to a specific level of performance…”Their expectancy”.

• The degree of which the individual believes that a particular level of performance will effect on certain outcomes or rewards…”Their instrumentality”.

• To what extent of which the expected outcomes are attractive or unattractive… “Their valence”.

These factors are likely to influence motivation in a multiplying fashion, in such a way that in order for an individual to be extremely motivated, each one of the three components of the expectancy model are required to be high.

For example: if the instrumentality and valence are high, but expectancy is completely absent or at zero, the person will not be motivated for the task.

Therefore, to the degree possible managers should apply effort to ensuring that their employees believe that by increasing efforts will improve performance, thus, higher performance greater rewards.

An extension of the Vroom expectancy model was published in the late 1960s, by Porter and Lawler; known as the Porter-Lawler expectancy model or simply the Porter-Lawler model

 Even though the basic principle of the Porter-Lawler model similar to that of Vroom's representation; the Porter-Lawler model is more detailed.

The Porter-Lawler model suggests that by increasing efforts does not necessarily lead to improved performance, due to the idea that individuals may not posses the necessary abilities needed to achieve the desired higher levels of performance; or possibly they may have an insufficient or an unclear perception of how to conduct the essential tasks.

With a lack of understanding on how to effectively direct effort, managers run the risk of individuals exerting considerable effort without the corresponding desired result of increased performance.

The EQUITY THEORY.

Amongst the the many theories of motivation, the equity theory is considered to be the social engagement of comparison by comparing an individuals efforts and rewards with those of relevant others is what the equity motivation theory suggests.

An individual’s perception about the fairness of their rewards in relation to others has and influence on their own level of motivation.

Equity can only exist when an individual’s perception of that of the ratio of efforts to rewards is comparable or the same for them as is for others of which they compare themselves.

When inequity exists, the individual’s perception of the ratio of efforts to rewards is less than or not equal to, more likely to a disadvantage for them than it is for others of which they compare themselves.

The two types of inequity…under-reward…and…over-reward.

Under-reward can occur when an individual believes that they have either put in more effort than another, however receives the equal reward, or applies the same effort as another and receiving a lesser reward.

Example:  a worker working longer hours than their fellow coworker, nevertheless they are receiving the same salary; it is likely the worker would identify this as inequity by way of under-reward.

On the other hand, with over-reward, a individual will feel that their efforts to rewards ratio is higher than another individuals, in the manor that he is getting additional for putting in the same effort, or on the same note getting the equivalent reward with even less effort.

Although research has suggested that under-reward motivates individuals to repair the inequity; however as research also indicates the same is not always true for over-reward.

Over-rewarded often results in an individuals cognitive avoidance, going on as if to convince ones self that their efforts to rewards are equal to another's.

The equity theory suggests that individuals be motivated to reduce perceived unfairness.

An attempt to reduce inequity may be performed in an assortment of ways.

One may change their level of effort; for example one who feels under-rewarded within the workplace is likely to work productively.

One may also attempt to change their level of rewards, by way of asking for a increase in pay.

 Lastly, an individual experiencing inequity may alter their valuation person and compare them self to another individual to assess equity.

Equity theory emphasizes the importance for managers to put into effect a reward system that is perceived as fair by their employees.

The GOAL SETTING THEORY.

The goal-setting theory suggests that goals are of the most vital factors affecting the motivation and behavior of employees.

Edwin Locke and Gary Latham primarily developed this type of motivation, known as the goal setting theory; this theory places emphasis on the significance of precise and challenging goals in order to achieve motivated behavior.

Specific goals frequently involve targets for improvement on behavior reflecting the interest.

As indicated by research specific performance goals become more effective than those goals of which an individual is told to do their best.

Of the goals, challenging goals are of the most difficult but are not impossible to achieve.

Observation research proposes that goals of which are both specific and demanding are more motivational than fuzzy goals or goals requiring of a lesser demand or discipline.

There are several factors of reasonable relationship between the specific and challenging goals and those of high levels of motivation.

Of these factors, the number one is goal commitment; simply meaning that the more dedication applied by the individual to achieving the goal, the more likely they will be motivated to put forth effort toward accomplishing, or reaching the goal.

 Various researches have suggested that having employees involved and cooperate in goal setting will accomplish an increase in an over-all level of goal commitment.

Secondly, self-efficacy is another relevant factor to the goal-setting motivation theory; this is thought to be the individual's belief that they can successfully complete a particular task.

When individuals hold a high degree of self-efficacy, they are more likely to react more optimistically to specific and challenging goals, also the adverse effect would apply in those who hold low degree of self-efficacy.

 

The REINFORCEMENT THEORY.

B.F. Skinner has gained recognized for his work on this theory, Skinner; also known as the pioneering behaviorist.

This theory has not only been considered a motivation theory, but a learning theory as well….

His theories of motivation suggests that motivated behavior occurs as a result of rein forcers, “Reinforcement theory”, leading to outcomes as a result from the behavior that is more likely to cause the behavior will occur over again.

Thus this motivation theory makes the suggestion that it’s not necessary to study the cognitive processes of needs to understand motivation, but rather it is more relevant to look at the consequences of behavior.

Reinforced behavior is very likely to persist, however behavior that goes un-rewarded and or behavior that is punished will likely not reoccur.

For managers, the reinforcement motivation theory suggests that in order to improve employees' performances by way of the behavior modification process, to which they reinforce the desired behaviors and penalize the undesirable behaviors.