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Human Resources Training and Individual Development

Human Resources Training and Individual Development. Motivation Theories February 4, 2004. Class Overview . Expectancy Theory Goal Setting Theory Social Cognitive Theory. Motivation: Why Do We Care?. Ability. PERFORMANCE. Opportunity. Motivation.

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Human Resources Training and Individual Development

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  1. Human Resources Training and Individual Development Motivation Theories February 4, 2004

  2. Class Overview • Expectancy Theory • Goal Setting Theory • Social Cognitive Theory

  3. Motivation: Why Do We Care? Ability PERFORMANCE Opportunity Motivation Performance = f (Ability, Motivation, Opportunity)

  4. Expectancy Theory • Motivation is fostered when the employee believes three things: • That effort will result in performance • This is termed “Expectancy” • That performance will result in outcomes • This is termed “Instrumentality” • That those outcomes will be valuable • This is termed “Valence”

  5. Expectancy Theory Effort Expectancy Performance X Job Performance Instrumentality Motivation Rewards X Valence of Rewards Motivation=V*I*E

  6. Two Beliefs • EXPECTANCY: Effort  Performance • What can hinder this link? • What can you do about it? • INSTRUMENTALITY: Performance  Outcomes • What can hinder this link? • What can you do about it?

  7. Valence • Anticipated value of outcomes. Includes: • Extrinsic outcomes: • Intrinsic outcomes:

  8. Expectancy Theory Exercise

  9. Expectancy Theory • Motivation = (EP) x (PO) x V1 V2 V3 V4 • What happens if either expectancy, instrumentality, or valence is zero?

  10. VIDEO CASE

  11. Expectancy: Empirical Status • Expectancy theory generally has been supported by the literature, with a few caveats: • The components appear to be additive as opposed to multiplicative • Within subjects analyses show better results than between subjects • Although generally supported, people are not always “hedonic rationalists” as predicted by the theory

  12. Goal Setting Theory • Motivation is fostered when employees are given challenging and specific goals (rather than easy goals, abstract goals, or no goals)

  13. Participation Feedback Coaching and Modeling Commitment Resources Self-Efficacy Challenging And Specific Goals Motivation and Task Performance Goal Setting Theory • Goals can be an invaluable tool if • Achieving organizational goals results in desired outcomes for the employee • Achieving employees’ goals results in desired outcomes for the organization

  14. Goal Setting Theory • Supported in a variety of contexts • Beaver trappers, Salespeople, Engineers, Assembly line workers, Baggage handlers, College students, Loggers, Brain injury patients • Goal effects are stronger when: • Feedback on progress is given • Goal commitment is fostered • Adequate resources are provided

  15. Effects of Goals on Performance 100 94 90 Performance at goal was sustained seven years after the goal was first set 80 Percentage of Maximum Weight Carried on Each Trip 70 There was drastic increase in perf- ormance after a goal was set 60 50 1 2 3 4 5 6 7 8 9 10 11 12 Seven Years Later After Goal Before Goal Four-Week Periods

  16. Feedback and Goal Setting High Feedback + goal setting + incentives (530) Feedback + goalsetting (520) 500 400 Feedback and goal setting improved group effectiveness even more Feedback (380) 300 Mean Group Effectiveness Index Baseline (before feedback) (108) Feedback improved group effectiveness 200 100 Low 1-9 10-14 15-19 20-24 Time (in months)

  17. Empirical Status • The two key principles of goal setting theory have been supported • Research clearly shows that specific goals lead to greater motivation than “do your best” goals • Research also shows that difficult goals lead to higher motivation than easier goals • Where to set goals? • At the maximum level that employees will accept and commit to

  18. SMART Goals/Objectives • Specific - Clear goals • Measurable - Quantifiable elements • Agreed - Not imposed • Realistic - Achievable • Time Specific - Deadlines

  19. Motivation Video Clip

  20. Self-Regulation • Social cognitive theory: effort and persistence • Self-regulatory processes • Minimize negative discrepancies between performance and standards through effort/persistence • Create positive discrepancy between performance and standards by setting goals at a higher level than past performance • Put forth effort to reduce the discrepancy • The role of feedback • Implications for well-being

  21. Monday • Transfer of training • Read Chapter 5 from the textbook

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