Page 243 - DMGT402_MANAGEMENT_PRACTICES_AND_ORGANIZATIONAL_BEHAVIOUR

Management Practices and Organisational Behaviour

Notes 2. The argument that the need for achievement can be taught to adults conflicts with the
large body of psychological literature that argues that the acquisition of motives normally
occurs in childhood and is very difficult to change, once it has been established.
3. McClelland's proposal has been questioned on grounds of performance. While it may be
feasible to teach the need to achieve under carefully controlled conditions, it may be only
a temporarily induced feeling rather than a permanent change in behaviour.
On balance, McClelland's work seems to have numerous practical applications, at least in the
economic realm. It would appear that the current problem is to concentrate on the development
of an environment that will support the desired need, be it affiliation, power, or achievement, or
to change the need to fit the environment. In many respects, however, McClelland's work holds
promise for work motivation.

11.3.3 Goal-setting Theory

Intentions to work toward a goal are a major source of work motivation. That is, goals tell an
employee what needs to be done and how much effort will need to be expended. While goal
setting was originally viewed as a technique, it is developing into a motivational theory as
researchers attempt to understand better the cognitive factors that influence success. Goal-setting
experts Edwin A Locke and Gary P Latham argue that goal setting works by directing attention
and action, mobilizing effort, increasing persistence, and encouraging the development of
strategies to achieve the goals. Feedback regarding results also is an essential element in
motivating through goal setting.

The success of goal setting in motivating performance depends on establishing goals that have
the appropriate attributes or characteristics. In particular goals should be specific and measurable,
challenging, attainable, relevant too the major work of the organisation, and time-limited in the
sense of having a defined period of time within which the goal must be accomplished.

Specific hard goals produce a higher level of output than does the generalized goal of "do your
best". The specificity of the goal itself acts as an internal stimulus. If factors like ability and
acceptance of the goal are held constant, we can also state that the more difficult the goal, the
higher the level of performance. However, it's logical to assume that easier goals are more
likely to be accepted. But once an employee accepts a hard task, he or she will exert a high level
of effort until it is achieved, lowered or abandoned.
People will do better when they get feedback on how well they are progressing toward their
goals because feedback helps identify discrepancies between what they have done and what
they want to do; that is, feedback acts to guide behaviour.
Goal-setting theory presupposes that an individual is committed to the goal, that is, determined
not to lower or abandon the goal. This is most likely to occur when goals are made public, when
the individual has an internal locus of control, and when the goals are self-set rather than
assigned. Self-efficacy refers to an individual's belief that he or she is capable of performing a
task. The higher your self-efficacy, the more confidence you have in your ability to succeed in a
task. So, in difficult situations, we find that people with low self-efficacy well try harder to
master the challenge.

11.3.4 Equity Theory

As the name implies, this motivation theory is based on the assumption that individuals are
motivated by their desire to be equitably treated in their work relationships. When employees
work for an organisation, they basically exchange their services for pay and other benefits.
Equity theory proposes that individuals attempt to reduce any inequity they may feel as a result
of this exchange relationship.

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