POM 10 - Summary of Motivation Theories and Strategies môn Principles of Management | Trường Đại học Quốc tế, Đại học Quốc gia Thành phố Hồ Chí Minh

SUMMARY OF LEARNING OUTCOMES AND KEY POINTS
10-1. Discuss the nature of motivation, including its importance and historical perspectives.
• Motivation is the set of forces that cause people to behave in certain ways.
• Motivation is an important consideration for managers because, along with ability and
environmental factors, it determines individual performance.
• Thinking about motivation has evolved from the traditional view through the human relations
approach to the human resource view.
10-2. Describe the major content perspectives on motivation.
• Content perspectives on motivation are concerned with what factor or factors cause motivation.
Popular content theories include Maslow’s needs hierarchy, the ERG theory, and Herzberg’s two factor theory.
• Other important needs are the needs for achievement, affiliation, and power.
10-3. Describe the major process perspectives on motivation.
• Process perspectives on motivation deal with how motivation occurs.
• Expectancy theory suggests that people are motivated to perform if they believe that their effort
will result in high performance, that this performance will lead to rewards, and that the positive
aspects of the outcomes outweigh the negative aspects.
• Equity theory is based on the premise that people are motivated to achieve and maintain social equity.
• Attribution theory is a new process theory.
10-4. Describe reinforcement perspectives on motivation.
• The reinforcement perspective focuses on how motivation is maintained.
• Its basic assumption is that behavior that results in rewarding consequences is likely to be
repeated, whereas behavior resulting in negative consequences is less likely to be repeated.
• Reinforcement contingencies can be arranged in the form of positive reinforcement, avoidance,
punishment, and extinction, and they can be provided on fixed-interval, variable-interval, fixed-
ratio, or variable-ratio schedules.
10-5. Discuss popular motivational strategies.
• Managers use a variety of motivational strategies derived from the various theories of motivation.
• Common strategies include empowerment and participation and alternative forms of work
arrangements, such as variable work schedules, flexible work schedules, and telecommuting.
10-6. Describe the role of organizational reward systems in motivation.
• Reward systems also play a key role in motivating employee performance.
• Popular methods include merit reward systems, incentive reward systems, and team and group incentive reward systems.
• Executive compensation is also intended to serve as motivation for senior managers but has
currently come under close scrutiny and criticism. QUESTIONS FOR REVIEW
1. Describe the similarities and differences between the traditional approach and the
human relations approach. Then describe the similarities and differences between the
human relations approach and the human resource approach.
Traditional Approach (Scientific
Human Relations vs. Human Resource Management – Taylor) Approach
Similarities with Human Relations: Similarities:
Both recognize that worker behavior
Both focus on people rather than just affects productivity. economic incentives.
Both see management as responsible
Both recognize that employees want
for designing systems that influence recognition and participation. motivation. Differences: Differences:
Human relations: Treats employees Traditional approach: Assumes
as needing to feel wanted, included,
workers are motivated mainly by
and satisfied. Influence is mainly
money. Views employees as tools for through good interpersonal
efficiency. Motivation = economic relationships.
incentives + strict supervision. Human resource: Goes further. Human relations approach:
Believes employees are not just
Emphasizes social needs, belonging,
social beings but assets with ideas,
and relationship with coworkers.
potential, and creativity. Encourages
Productivity improves when workers
deeper participation, decision- feel valued and supported. making, empowerment, job enrichment.
2. Compare and contrast content, process, and reinforcement perspectives on motivation. Content perspectives
Focus on what motivates people.
Examples: Maslow, ERG theory, Herzberg, McClelland.
These theories identify needs that drive behavior. Process perspectives
Focus on how motivation occurs — the mental processes behind decisions.
Examples: Expectancy theory, Equity theory, Goal-setting theory.
They explain why people choose behaviors, not just what needs they have. Reinforcement perspectives
Focus on consequences of behavior.
Behavior is shaped by rewards or punishment.
Example: Skinner’s reinforcement theory. In short: Content = “What Process = “How do Reinforcement = do people need?” people think?” “What happens after they act?”
3. Explain how goal-setting theory works. How is goal setting different from merely asking
a worker to “do your best”?
Goal-setting theory says that specific, difficult, and accepted goals lead to higher performance. Goals motivate because they: Direct attention Increase Guide people to use persistence effective strategies Encourage effort
Difference from “do your best”
“Do your best” provides no standard and creates no pressure.
Specific goals (e.g., “Increase sales by 15%”) create: Clear expectations Stronger Higher accountability commitment Measurable outcomes
4. Describe some new forms of working arrangements. How do these alternative
arrangements increase motivation? Modern arrangements include:
Flexible work schedules (flextime) Telecommuting Compressed workweeks Part-time arrangements Job sharing Gig/contract work These increase motivation by: Giving more autonomy
Allowing employees to match work with personal preferences Reducing work–life conflict
Increasing sense of control and trust QUESTIONS FOR ANALYSIS
1. Choose one theory from the content perspectives and one from the process perspectives.
Describe actions that a manager might take to increase worker motivation under each of
the theories. What differences do you see between the theories in terms of their implications for managers?
Content Theory Example: Herzberg’s Two-Factor Theory: To increase motivation: Add motivators: Enrich jobs with Provide recognition, more autonomy. opportunities for meaningful work, achievement and responsibility. advancement.
Process Theory Example: Expectancy Theory: To increase motivation: Ensure employees Make sure Ensure rewards are believe effort → performance → valued (ask what performance rewards (fair workers care (provide training, evaluation system). about). clear goals). Differences in implications:
Content: Focus on fulfilling needs.
Process: Focus on decision-making and mental calculations.
Managers using process theories must think more logically about fairness, expectations, and reward systems.
2. Can factors from both the content and the process perspectives be acting on a worker at
the same time? Explain why or why not. Whether you answered yes or no to the previous
question, explain the implications for managers.
Yes. Because a worker can have unmet needs (content) while also thinking about fairness and expectations (process). Example:
A worker wants recognition (content),
but will only try harder if they expect effort → reward and if others are treated fairly (process). Implication for managers: They must address both: oNeeds (what employees want)
oPerceptions (how employees think about rewards, fairness, and expectations)
Motivation is strongest when both are managed well.
3. How do rewards increase motivation? What would happen if an organization gave too
few rewards? What would happen if it gave too many? How rewards motivate:
Reinforcement: rewarded behavior is
Increases expectancy (“If I work repeated. hard, I’ll get rewarded”). Satisfies needs (content). Shows fairness (equity). If too few rewards: Employees feel undervalued High turnover Reduced effort Lower morale If too many rewards: Rewards lose meaning Reduced intrinsic motivation Costs rise unnecessarily
Employees may expect rewards for normal work QUESTIONS FOR APPLICATION
1. Think about the worst job you have held. What approach to motivation was used in that
organization? Now think about the best job you have held. What approach to motivation
was used there? Can you base any conclusions on this limited information? If so, what are they? Worst job:
Likely used a traditional motivation approach: Close supervision Little autonomy Focus on money only Best job:
Likely used a human relations or human resource approach: Encouragement Trust Participation Recognition Conclusion:
Even with limited experience, it’s clear that treating workers as valuable people—not just labor
—creates stronger motivation and better performance.
2. Interview both a manager and a worker (or administrator and faculty member) from a
local organization. What views of or approaches to motivation seem to be in use in that
organization? Do the manager’s views differ from the worker’s? If so, how do you explain the differing perceptions? Typical findings:
Managers often believe money and control motivate employees.
Workers often value respect, fair treatment, and good communication more.
If the views differ, it may be because managers focus on organizational goals, while
workers focus on daily experience.
3. Consider a class you have taken. Using just that one class, offer examples of times when
the professor used positive reinforcement, avoidance, punishment, and extinction to
manage students’ behavior. Were there other types of reinforcement that might have worked better? Why or why not?
1. Positive reinforcement My professor often praised students who answered questions or
participated actively. Sometimes she even gave small bonus points for well-prepared answers.
This made most of us more willing to speak up because we felt rewarded and recognized.
2. Avoidance If we submitted homework on time for the whole week, the professor allowed us to
have extra bonus. Many students worked harder to avoid taking that quiz, so the “reward” was
basically avoiding something unpleasant.
3. Punishment When students talked too much during lectures, the professor would call them out
publicly. This usually made people stop disruptive behavior immediately, but it also made the class feel a bit tense.
4. Extinction Sometimes a student would make jokes or comment off-topic just to get attention.
Instead of reacting, the professor simply ignored the behavior. After a while, those comments
stopped because the student wasn’t getting any response.
Could other reinforcement methods have worked better? Probably yes.
Positive reinforcement tended to work best because it motivated students without creating
pressure or embarrassment. If the professor had used more of it—for example, giving small
recognition for improvement or consistency—it might have created a more supportive atmosphere.
Punishment worked in the moment, but it sometimes made students feel uncomfortable or afraid
of making mistakes. Using more positive reinforcement or clear expectations could have reduced the need for punishment.
Avoidance worked for some students but not all. Some didn’t care about the quiz, so the
motivation wasn’t strong. A more meaningful reward might have encouraged better engagement.