Reflect on the Types of Organizational Structures. Hierarch of Needs Abraham Maslow (1970) Hierarchy of Needs

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Reflect on the Types of Organizational Structures 1 Hierarch of Needs Abraham Maslow (1970) Self- Actualization or Self- Fulfillment Esteem Belonging, Love, and Social Activities Safety and Security

1 Reflect on the Types of Organizational Structures 1 Hierarch of Needs Abraham Maslow (1970) Self- Actualization or Self- Fulfillment Esteem Belonging, Love, and Social Activities Safety and Security Psychological Needs 2 Hierarchy of Needs Level 5: Self Actualization or Self-Fulfillment -Achievement of potential, Maximum development, creativity, and self-expression Level 4: Esteem -Self-respect, achievement, competence, and confidence. Deserved respect of others-status, recognition, dignity, and appreciation Level 3: Belonging, Love, and Social Activities - Satisfactory association with others. Belonging to groups. Giving and receiving friendships and affection Level 2: Safety and Security - Protection against danger and threat. Freedom from fear, anxiety, and chaos. Need for structure, order, law, limits, and stability Level 1: Psychological Needs - Hunger, Sex, Smell, Sleep, Thirst, Taste, and Touch 3

Fundamental Principles Individual needs are universal and arranged in a hierarchy Unfilled needs lead individuals to focus exclusively on those needs Lower-level needs must be largely satisfied

achievement, the work itself, and responsibility Negative Events Hygiene Produces dissatisfaction - interpersonal relations with supervisors and peers, technical supervision, company policy and

2 Fundamental Principles Individual needs are universal and arranged in a hierarchy Unfilled needs lead individuals to focus exclusively on those needs Lower-level needs must be largely satisfied before higher-level needs can be felt and pursued 4 Needs and Worker Satisfaction Motivation-Hygiene Theory Fredrick Hertzberg Positive Events Motivators Produce job satisfaction - recognition for achievement, the work itself, and responsibility Negative Events Hygiene Produces dissatisfaction - interpersonal relations with supervisors and peers, technical supervision, company policy and administration, working conditions, salary, and personal life 5 Motivation - Hygiene Theory Hygienes (Dissatisfaction) Interpersonal relations (with subordinates) Interpersonal relations ( with peers) Supervision Policy and administration Working conditions Personal life Job security and salary Motivators (Satisfaction) Achievement Recognition Work itself Responsibility Advancement 6

David McClelland Need for Achievement Theory Individuals with high achievement motivation have three characteristics: Strong desire to assume personal responsibility Set moderately difficult goals

%om external forces - rules, regulations, orders, and deadlines because it interferes with autonomy Differences between people: Origins - perceive themselves as the origin or source of their

3 David McClelland Need for Achievement Theory Individuals with high achievement motivation have three characteristics: Strong desire to assume personal responsibility Set moderately difficult goals Strong desire for performance feedback Singled minded absorption with task accomplishment (Cherrington, 1991) 7 Needs for Autonomy or Self- Determination (Richard de Charms) People resist pressure %om external forces - rules, regulations, orders, and deadlines because it interferes with autonomy Differences between people: Origins - perceive themselves as the origin or source of their intentions Pawns - see themselves as being controlled by others and powerless to determine their actions 8 Beliefs General understandings or generalizations about the world What individuals hold to be true. Important factor in motivating people to act. 9

Dimensions of Causality Natural search for understanding about why things happen. Locus - (Internal v. External) defines the location of the cause Stability (stable vs.

4 Dimensions of Causality Natural search for understanding about why things happen. Locus - (Internal v. External) defines the location of the cause Stability (stable vs. variable) defines causes as constant or varying over time Responsibility - (controllable vs. uncontrollable) refers to personal responsibility, whether a person can control the cause 10 Beliefs about ability Stable view - ability is stable and uncontrollable trait, which cannot be changed Incremental view - assumes ability is unstable and controllable - an expanding pool of knowledge of and skills 11 Beliefs about fairness: Equity, Theory and Organizational Justice Equity Theory - focus on perceived fairness and procedural justice Comparison of inputs/outputs (Greenberg) Organizational Justice Distributive Justice Procedural Justice 12

5 Beliefs about Outcomes: Expectancy Theory (Vroom, 1960) What motivates people to work? Fundamental Assumptions: Individuals make their own decisions about their behavior in the organization based on their ability to think, reason, and anticipate future events Individual values and attitudes interact with environmental components such as role expectations and school culture to influence behavior 13 Fundamental Concepts Expectancy belief that hard work leads to improved performance Instrumentality good performance is noticed and rewarded Valence attractiveness of the reward 14 Faced with Choices about Behavior Expectancy Can I perform the tasks is it work hard? Instrumentality If I perform at the desired level what are the outcomes? Valence How do I like the outcomes? Strength of performance (motivation) is a function of the interaction of the answers to the 15

Motivation to behave in certain ways is greatest when the individual believes that: Person s judgment about his/her ability to perform at a high level Behavior will lead to anticipated outcome

6 Motivation to behave in certain ways is greatest when the individual believes that: Person s judgment about his/her ability to perform at a high level Behavior will lead to anticipated outcome Outcomes have positive personal value 16 Self-Efficacy A person s judgment about his/her ability to organize and execute a course of action that is required to attain a certain level of performance 17 Sources of Self-Efficacy Mastery Experience Modeling and Vicarious Experiences Verbal Persuasion Psysiological Arousal Self efficacy is learned through a variety of experiences and changes over time with new experiences 18

7 Model of Perceived Efficacy for Teachers Attributional Analysis Teacher efficacy is context specific Self-perception of teaching competence Personal weakness in a particular context Greater efficiency leads to greater effort and persistence 19 Goals Goals are aims or outcomes the individual wants to achieve Goal Content the object or result being sought which varies from individual to individual Goal Intensity the effort required to form the goal 20 Goals Setting Theory Must be specific Challenging Attainable Must be committed To eliminate the discrepancy between where you are and where you want to be 21

Key Dimensions of Goals (Locke and Latham (1990) Content the result we seek, which varies from specific to abstract Intensity the importance we assign to a goal and the commitment to the goal 22

8 Key Dimensions of Goals (Locke and Latham (1990) Content the result we seek, which varies from specific to abstract Intensity the importance we assign to a goal and the commitment to the goal 22 Generalization from Goal Theory Difficult goals results in higher levels of performance than easy one Specific goals results in higher levels of performance rather than do your best Goals set in three ways: Individuals choose them on their own Set jointly Others assign them 23 Intrinsic and Extrinsic Motivation Intrinsic the activity itself Extrinsic - based on rewards and punishment 24

MOTIVATION. Processes and Theories

MOTIVATION. Processes and Theories MOTIVATION Processes and Theories WHAT IS MOTIVATION? DERIVED FROM LATIN MOVERE - TO MOVE IS A PROCESS THAT STARTS WITH A PHYSIOLOGICAL OR PSYCHOLOGICAL DEFICIENCY OR NEED THAT ACTIVATES A BEHAVIOUR OR