Models of Work Motivation Part 2

1. Models of Work MotivationPart 2 Thomas Li-Ping Tang, Ph.D. Middle Tennessee State University

2. Hackman & Oldham Core Job Dimensions Critical Psychological States Personal and Work Outcomes Employee Growth Need Strength Individual Difference Variable, Moderator

3. Core Job Dimensions Skill Variety Task Identity Task Significance Autonomy Feedback

4. Psychological States Meaningfulness of work Responsibility for outcomes Knowledge of results

5. Personal and Work Outcomes • High Internal Work Motivation • High Quality Work Performance • High Satisfaction with the Work • Low Absenteeism and Turnover

6. Growth Need Strength Individual Difference Growth Needs Higher Order Needs Self-Esteem Self-Actualization

7. Motivating Potential Score [(Skill Variety + Task Identity + Task Significance)/3] * Autonomy * Feedback

8. David McClelland’sLearned Needs Theory Need for Achievement, n Ach Need for Power, n Pow Need for Affiliation, n Aff

9. TAT McClelland, D. C. & Steele, R. S. (1972). Motivation Workshops: A student workbook for experiential learning in human motivation. New York: General Learning Press. Harvard University

10. Taking TAT Please look at the picture for about 20 seconds. Make up imaginative stories about this picture. Work Rapidly. Don’t spend over 5 minutes on this story. When you finish writing your story to one picture, then, go on to the next picture and write a story about it.

11. Taking TAT Please use a blank sheet of paper. Please write your story on one side of the paper. Do not put your paper on your notebook or anything. Do not use the lines on your notebook as a guide for writing your story.

12. 4 Questions • What is happening? Who are the people? • What has led up to this situation? That is, what has happened in the past? • What is being thought? What is wanted? By whom? • What will happen? What will be done? Please integrate your answers to these 4 questions into your story. Do not answer each question separately: A1, A2, A3, & A4.

13. Picture 1 • What is happening? Who are the people? • What has led up to this situation? That is, what has happened in the past? • What is being thought? What is wanted? By whom? • What will happen? What will be done?

15. Picture 2 • What is happening? Who are the people? • What has led up to this situation? That is, what has happened in the past? • What is being thought? What is wanted? By whom? • What will happen? What will be done?

17. Sentence Completion Speed of Expression On a blank sheet of paper, please complete the following sentences, as quickly as possible.

18. Sentence Completion • In the evening, I • The best teacher is • I prefer the company

19. Speed of Expression • Name • Company • Job • Instructions • The last sentence: Please use a pencil. • How do you handle your assignment?

20. US Marines • 1 out of 50 Completed the Test Successfully • Instructions, Long Tests • If you have completed the test up to this point, you have failed the test. • Please sign your name on the next page • Read Instructions Carefully • Read the small print. Sign your name on the last page of this test.

21. Self-Expression-Name On a blank sheet of paper, please print your name once and sign your name 3 times. Please use the signature that you usually use for formal documents, e.g., checks.

22. Self-Expression-Experience On a blank sheet of paper, please write as quickly as possible the following items in one paragraph with 1” margin on each side. Please start this project, after you finish reading all the instructions.

23. Self-Expression-Experience Please write continuously in one short paragraph. My name is xxx. I am a student at MTSU and am currently in Dr. Tang’s MGMT 3610, or 6600 class . Activities that you have done this month, this week, or today.

24. Self-Expression-Experience Please tell me all the true facts and events. Insert one lie in the story that only you know this is a lie. No one else can detect it. Write as quickly as you can. Now you may start.

25. Thematic Apperception Test TAT Each person should read at least one of his/her stories to the group. Does the story reflect some aspect of a current life situation? What is (are) the common “theme” or “themes” in these stories? Can you identify the similarities and differences between TAT stories and dreams?

26. TAT-n Ach Want to perform or do something better Outperform someone else Surpass some self-imposed standard of excellence Do something unique, inventing something Over a long term in doing something well, being a success in life, spent 8 years practicing ballet

27. TAT-n Aff Want to establish, restore, or maintain a close, warn, friendly relationship with others Being emotionally concerned over separation from another person Desire to participate in friendly activities, e.g., club reunion.

28. TAT-n Power Strong, forceful actions that affect others Give help, assistance, advice or support Try to control another person Try to influence, persuade, make a point, or argue with another person Try to impress other person or the world at large

29. Handwriting-Books McNichol, A. (1991). Handwriting analysis: Putting it to work for you. Chicago: Contemporary Books. Teltscher, H. O. (1971). Handwriting—Revelation of self. New York: Hawthorn Books, Inc.

30. Handwriting Research Ben-Shakhar, G., Bar-Hillel, M., Bilu, Y., Ben-Abba, E., & Flug, A. (1986). Can graphology predict occupational success? Two empirical studies and some methodological ruminations. Journal of Applied Psychology, 71 (4), 645-653. Klimoski, R., & Rafaeli, A. (1983). Inferring personal qualities through handwriting analysis. Journal of Occupational Psychology, 56, 191-202.

31. Handwriting Research Rafaeli, A., & Klimoski, R. J. (1983). Predicting sales success through handwriting analysis: An evaluatin of the effects of training and handwriting sample content. Journal of Applied Psychology, 68 (2), 212-217. Rafaeli, A., & Klimoski, R. J. (1988). Graphological assessments for personnel selection: Concerns and suggestions for research. Perceptual and Motor Skills,66, 743-759. Taylor, M. S., & Sackheim, K. K. (1988, May). Graphology. Personnel Administrator, 71-76.

32. Handwriting Research Nevo, B. (1988). Yes, graphology can predict occupational success: Rejoinder to Ben-Shakhar, et al. Perceptual and Motor Skills, 66, 92-94. Gottlieb, A. (1987, November). What you write is what you are. McCall’s, CXV (2), 175-180. Tuller, D. (1987, Fall). The write stuff. Marriott’s Portfolio, 56-59. Patterson, J. (1976). Interpreting handwriting. New York: McKay.

33. Patterson: 12 Factors Size, Slant, Width, Zones, Regularity, Margin, Pressure, Stroke, Lines, Connection, Forms of Connection, and Word and Line Spacing

34. Warning • Its use in applied settings is premature. • Although the literature on this topic suffers from significant methodological negligence, the gneral trend of findings is to suggest that graphology is not a viable assessment method. (Klimoski & Rafaeli, 1983).

35. Principles of Interpretation • To grasp its totality or gestalt or style • Not to focus on single strokes or letters • To attempt a description of the individual • Not to make iron-clad diagnoses

36. Principles of Interpretation • Hartford, H. (1973). You are what you write. New York: Macmillan. • You are what you write. • You write what you are. • Handwriting is brain writing. • Graphologist emphasizes the role of personality in the development of a handwriting.

37. Principles of Interpretation • When hypnotized, one writes according to the character suggested by the hypnotist. • The pen is an extension of the body and functions with it. • Alfred Binet called graphology the science of the future.

38. Principles of Interpretation • If the claims of graphology could be scientifically validated, says Zubin, a professor of psychology at Columbia University, handwriting would offer the most accessible means of evaluating the personality of both patients and normal people.

39. Principles of Interpretation • Gordon W. Allport and Philip E. Vernon (1933) stated that “Handwriting provides material that is less artificial than tests. And more convenient for analysis. • Dr. Hector Riety, Diplomat in Psychiatry of the American Board of Psychiatry and Neurology, wrote that “handwriting analysis has a definite advantage over very other projective technique, inasmuch as patient is completely unaware of the fact that he is undergoing a test while writing”.

40. Principles of Interpretation In the whole living human race, there are not two individuals who have the same handwriting. Writing changes gradually along with the character over a period of years and superficially with moods.

41. Principles of Interpretation Upper Zone, Superego Middle, Ego Lower, Id Slant Express your real emotional feelings (Right) Suppress (Vertical) Repress (Left)

42. To Tell A Lie Margins Slant Spacing Baselines Mistakes Pressure Size Speed

43. The most difficult signatures to Forge Written as legibly as possible Written as continuously as possible Written as quickly as possible

44. Content Theories • Maslow • Alderfer • Herzberg • McClelland

46. Process Theories of Motivation Vroom’s (1964) Expectancy Theory Porter-Lawler’s (1968) Expectancy Theory Adam’s (1963) Equity Theory

47. VIE Theory Vroom’s (1964) Expectancy Theory Expectancy: Probability: 0 - 1 Instrumentality: Probability: -1 0 1 Valence of Reward: +++ ----

48. Porter-Lawler (1968) Value of Reward, Perceived Effort Reward Probability, Effort, Abilities and Traits, Role Perceptions, Performance Intrinsic and Extrinsic Rewards, Perceived Equitable Rewards, Satisfaction. Feedback Loops: Satisfaction  Value of Reward, Performance  Perceived Effort  Reward Probability

50. Adam’s (1963) Equity Theory Output/Input Ratio Output: Salary, benefits, status, vacation, perks, etc. Input: Knowledge, Skills, and Abilities, Education, degrees, experience, effort, time, tenure, etc.