国外组织行为学课件皮尔森ch05

Chapter5/Slide1Copyright©2011PearsonCanadaInc.Chapter5TheoriesofWorkMotivationChapter5/Slide2Copyright©2011PearsonCanadaInc.LearningObjectives1.Definemotivation,discussitsbasicproperties,anddistinguishitfromperformance.2.Compareandcontrastintrinsicandextrinsicmotivationanddescribeself-determinationtheory.3.Explainanddiscussthedifferentfactorsthatpredictperformanceanddefinegeneralcognitiveabilityandemotionalintelligence.Chapter5/Slide3Copyright©2011PearsonCanadaInc.LearningObjectives(continued)4.Explainanddiscussneedtheoriesofmotivation.5.Explainanddiscussexpectancytheory.6.Explainanddiscussequitytheory.7.Explainanddiscussgoalsettingtheory,goalorientationanddifferenttypesofgoals.Chapter5/Slide4Copyright©2011PearsonCanadaInc.LearningObjectives(continued)8.Discussthecross-culturallimitationsoftheoriesofmotivation.9.Summarizetherelationshipamongthevarioustheoriesofmotivation,performance,andjobsatisfaction.Chapter5/Slide5Copyright©2011PearsonCanadaInc.WhyStudyMotivation?•Whyshouldyoustudymotivation?•Itisoneofthemosttraditionaltopicsinorganizationalbehaviour.•Motivationisespeciallyimportantincontemporaryorganizations:–Globalcompetitiveness–Rapidchanges–Flexibility–AttentiontocustomersChapter5/Slide6Copyright©2011PearsonCanadaInc.WhatIsMotivation?•Theextenttowhichpersistenteffortisdirectedtowardagoal.•Thebasiccharacteristicsofmotivation:–Effort–Persistence–Direction–GoalsChapter5/Slide7Copyright©2011PearsonCanadaInc.ExtrinsicandIntrinsicMotivation•Expertsinorganizationalbehaviourdistinguishbetweenintrinsicandextrinsicmotivation.•Whatisthedifference?Chapter5/Slide8Copyright©2011PearsonCanadaInc.IntrinsicMotivation•Motivationthatstemsfromthedirectrelationshipbetweentheworkerandthetaskandisusuallyself-applied.•Examplesinclude:–Feelingsofachievement,accomplishment,challenge,andcompetencederivedfromperformingone’sjob,andthesheerinterestinthejobitself.Chapter5/Slide9Copyright©2011PearsonCanadaInc.ExtrinsicMotivation•Motivationthatstemsfromtheworkenvironmentexternaltothetaskandisusuallyappliedbyothers.•Examplesinclude:–Pay,fringebenefits,companypolicies,andvariousformsofsupervision.•Somemotivatorshavebothextrinsicandintrinsicqualities.Chapter5/Slide10Copyright©2011PearsonCanadaInc.Self-DeterminationTheory•Atheoryofmotivationthatconsiderswhetherpeople’smotivationisautonomousorcontrolled.•Autonomousmotivationoccurswhenpeopleareself-motivatedbyintrinsicfactors.•Controlledmotivationoccurswhenpeoplearemotivatedtoobtainadesiredconsequenceorextrinsicreward.Chapter5/Slide11Copyright©2011PearsonCanadaInc.Self-DeterminationTheory(continued)•Extrinsicfactorscanleadtoautonomousmotivation.•Autonomousmotivationfacilitateseffectiveperformance,especiallyoncomplextasks.Chapter5/Slide12Copyright©2011PearsonCanadaInc.ExtrinsicversusIntrinsicMotivators•Someevidencethattheavailabilityofextrinsicmotivatorscanreducetheintrinsicmotivationstemmingfromthetaskitself.•Thisappearstooccurunderverylimitedconditionsandiseasilyavoidable.•Bothkindsofrewardsareimportantandcompatibleinenhancingworkmotivation.Chapter5/Slide13Copyright©2011PearsonCanadaInc.MotivationandPerformance•Performancereferstotheextenttowhichanorganizationalmembercontributestoachievingtheobjectivesoftheorganization.•Whilemotivationcontributestoperformance,therelationshipisnotone-to-onebecauseanumberofotherfactorsalsoinfluenceperformance.Chapter5/Slide14Copyright©2011PearsonCanadaInc.FactorsContributingtoIndividualJobPerformanceChapter5/Slide15Copyright©2011PearsonCanadaInc.GeneralCognitiveAbility•Aperson’sbasicinformationprocessingcapacitiesandcognitiveresources.•Generalcognitiveabilitypredictslearning,trainingsuccess,andjobperformanceinallkindsofjobsandoccupations.•Itisanevenbetterpredictorofjobperformanceformorecomplexandhigher-leveljobs.Chapter5/Slide16Copyright©2011PearsonCanadaInc.EmotionalIntelligence(EI)•Theabilitytounderstandandmanageone’sownandothers’feelingsandemotions.•PeterSaloveyandJohnMayerdevelopedanEImodelthatconsistsoffourinterrelatedsetsofskillsorbranches.•Thefourskillsrepresentsequentialstepsthatformahierarchy.Chapter5/Slide17Copyright©2011PearsonCanadaInc.SaloveyandMayer’sFour-BranchModelofEIChapter5/Slide18Copyright©2011PearsonCanadaInc.PerceivingEmotionsAccuratelyinOneselfandOthers•Theabilitytoperceiveemotionsandtoaccuratelyidentifyone’sownemotionsandtheemotionsofothers.•ThemostbasiclevelofEIandnecessarytobeabletoperformtheotherstepsinthemodel.Chapter5/Slide19Copyright©2011PearsonCanadaInc.UsingEmotionstoFacilitateThinking•Theabilitytouseandassimilateemotionsandemotionalexperiencestoguideandfacilitateone’sthinkingandreasoning.Chapter5/Slide20Copyright©2011PearsonCanadaInc.UnderstandingEmotions,EmotionalLanguage,andtheSignalsConveyedbyEmotions•Involvesbeingabletounderstandemotionalinformation,thedeterminantsandconsequencesofemotions,andhowemotionsevolveandchangeovertime.Chapter5/Slide21Copyright©2011PearsonCanadaInc.ManagingEmotionstoAttainSpecificGoals•Theabilitytomanageone’sownandothers’feelingandemotionsaswellasemotionalrelationships.•ThisisthehighestlevelofEIa