Motivated by Expectancy

From: Subject: Motivated by Expectancy Date: Tue, 22 Sep 2009 10:21:02 -0400 MIME-Version: 1.0 Content-Type: multipart/related; type="text/html"; boundary="----=_NextPart_000_0000_01CA3B6E.62C1A660" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2900.3350 This is a multi-part message in MIME format. ------=_NextPart_000_0000_01CA3B6E.62C1A660 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.bola.biz/motivation/expectancy.html Motivated by Expectancy

=20

Expectancy or Instrumentality Model of Motivation

Expectancy theory is associated with the work of Vroom and = Lawler/Porter=20 (and others prior to this).=20
Vroom applied concepts of=20
=20

expectancy - If I tried could I do it?=20
instrumentality - if I did it will I attain the = required=20 outcome?=20
valence (a subjective value) - do I really value the = available=20 outcomes?

These are expressed as probabilities. Path-goal = relationships are=20 worked into explanation of motivation and performance at work.=20

The expectancy model seeks to elicit=20

factors that shape the effort that someone puts into = their job?=20 Lawler/Porter focus on=20

value of rewards/outcomes i.e. their attractiveness to the=20 individual. For any person there is a range of outcomes that = they=20 desire. Some may hold aversion/negative value. Positive rewards = are for=20 Lawler/Porter reflect the needs suggested by Maslow with each = person=20 typically having a stable profile of preferences over time. This = notion=20 is akin to "subjective utility".=20
a subjective probability that these rewards will result from = effort=20 i.e. the person's perception of the likeihood of reward success = if=20 he/she puts in the effort. This combine the probability that = rewards=20 depend on performance and that performance depends on effort. =

factors affecting the effort-performance relationship.=20 Lawler/Porter argue that effort is not synonymous with = performance. The=20 important matters are=20

the catch all of ability (including personality traits) - = individual=20 differences: intelligence, skills, aptitudes etc and=20
perceptions of role (activities and behavours the person = feels they=20 should be engaged in to do the performance successfully) .=20

The well-known Lawler/Porter diagram of expectancy relationships = is as=20 follows.=20

=20

Discussion
The model suggests that people at work are = motivated to=20 perform because of expectations as to perceived payoffs or rewards = arising=20 from that performance. The desireability of these (valence), = perception of=20 expectancy and force of expression are intrinsic to the person . = Each one=20 has their view of what is challenging or interesting, important to=20 self-esteem and regard for extrinsic payoffs - pay and material = rewards=20
Expectancy depicts a subjective not "other-defined objective = reality". It=20 is how you/I see the world around use. Our perception of the worth = of the=20 payoffs available and attainable affects the degree of motivation.=20
Plausible? The model provides a plausible, work-a-day = explanation=20 for worker motivation to perform and what might drive this. Its = usefulness=20 encourages various questions.=20

What conscious decisions will individuals make about how they=20 should/will behave in a particular situation?=20
How do their construe and express their norms and values? What = do they=20 see as valued available, payoffs from doing the required job?=20
What is their perception of the effort (type and amount) = needed to=20 attain the specific outcome?=20
What is not really available and why? What is their assessment = of the=20 probability of securing the payoff they want - if they put in the = effort?=20

Exercise
Think about how you felt when given a significant = task to=20 do recently. List your feelings, reactions, expectations.........=20
Your thinking may go something like this ....=20

You felt you should attempt it because it was your role to do = so -=20 reasonable request from the boss.=20

You wanted to do it well - not to let your team or yourself = down. If=20 you manage to complete it and make good - others will learn and = acknoeldge=20 your success. You (and your team?) will feel you have achieved = something.=20
So achievement is an important payoff for you.=20
However you may be anxious about how much effort you needed to = put in=20 to do the work. You feel lacking in confidence or the skills. You = may feel=20 that the task was not really feasible in terms of its scope and = the time=20 and resources available. You may decide that it is unlikely that = it can be=20 accomplished - so you approach it half heartedly - you do not = anticipate=20 any worthwhile achievement from the effort.

Manager/supervisor use of Expectancy Theory?

This is the exploitative and prescriptive argument....if you = behave this=20 way you will get more out of your staff? This is how you should = be...=20
If individuals only act when they have a reasonable expectancy = that their=20 behaviour will lead to desireable outcomes - then - when thinking = about how=20 a member of staff might become better motivated in their job, ask = yourself:=20

What are the consequences for him/her?=20
From their point of view, what is in it for him/her - a lot of = extra=20 work, having to learn new work patterns, more hassle from the = client=20 group? Identify the factors at play for them.

It is the individual's view of the situation that is = important in=20 terms of the degree to which they will be motivated. It matters = knowing=20

that the person could manage the job (skills, confidence, = resources)=20
if they don't think s/he can, s/he may be reluctant to try or = half=20 hearted in the attempt. (The outcome they envisage isn't worth the = effort=20 they will have to expend.)

The expectancy model holds that=20

job satisfaction follows effective job performance = rather than=20 the other way round

- so time on briefing, coaching, training and ensuring that the = person=20 has the resources necessary to do the job is important.=20

Of course - select and empower staff to take on board values and = norms=20 that are important in the section or unit. To support the motivation = of your=20 staff come to understand how they think about things and set = up/delegate=20 jobs and tasks so that they obtain "their" satisfaction from doing = them.=20

Problems with the Expectancy Model

There are problems in trying to "prove the model" in research = terms -=20 see Schwab et = al 1979=20
It probably reifies too much the thought processes that you or I = go=20 through when we decide to " go for things" or choosing a level of = effort or=20 performance.=20
However it does help to identify the essences of the motivation = problem=20 more clearly.

References

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