Organizational Behaviour - Contemporary Motivation Theories 1


Organizational Behaviour
Contemporary Motivation Theories
GOAL-SETTING THEORY :

               According to this theory put forward by Edwin Locke in 1968, they perceive and interpret people's environments, and then evaluate these perceptions according to their own value judgments. So everyone decides what is good or bad, right or wrong, self-beneficial or harmful, according to their "value key". Accordingly, one determines himself for a number of things; It directs. Locke (1968) expresses this relationship simply (Onaran, 1981; 139):According to the goal theory, the goals set by individuals also determine their motivation levels. Accordingly, individuals who set high goals that are difficult to reach and will achieve higher performance and motivate more than those who set goals that are easy to achieve (Koçel, 2005; 655 in Gannon, 1979; 176).

              The theory has two main propositions. First, the goals a person sets for him largely govern his behavior. One of the most important motivational factors affecting business performance is the goals and intentions of the individual. In addition, the incentives given by the organization from outside affect the business achievement by affecting the intentions of the employees (Onaran, 1981; 138).


SELF-EFFICACY THEORY :

          Self-efficacy refers to the belief in the individual's capacity to carry out the behaviors necessary to produce certain performance gains (Bandura, 1977, 1986, 1997). Self-efficacy reflects one's own motivation, behavior, and confidence in the ability to exercise control over their social environment. These cognitive self-assessments affect all kinds of human experience, including the goals people strive for, the amount of energy spent on goal achievement, and the possibility of achieving certain behavioral performance levels. Unlike traditional psychological structures, self-efficacy beliefs are assumed to change depending on the field of functioning and the conditions for the emergence of behaviors.

REINFORCEMENT THEORY :

        According to J. B. Watson, people are conditioned to react more or less predictably to a particular stimulus throughout their lives. According to him, if the environment can be adequately controlled, it is possible for the psychologist to turn a child into an adult as he wishes. He said that this can be done by completely ignoring the child's hereditary abilities, intelligence, or the influence of his family (Burger, 2006; 513). Conditioning theory is discussed in two parts. The first is "classical conditioning," and the second is "operant conditioning." Classical conditioning is based on the studies of I. Pavlov's laboratory experiments with dogs, while operant conditioning is based on the results of laboratory studies performed by E. Thorndike on cats and B. F. Skinner on mice.

SOCIAL-LEARNING THEORY : 

           Social-learning theory argues that we can learn through both observation and direct experience. Models are central to the social-learning viewpoint. Four processes determine their influence on an individual

Attentional processes: people learn from a model only when they recognize and pay attention to its critical features. 

Retention processes: a model’s influence depends on how well the individual remembers the model’s action after the model is no longer readily available.

Motor reproduction processes: after a person has seen a new behavior by observing the model, watching must be converted to doing.

Reinforcement processes: individuals are motivated to exhibit the modeled behavior if positive incentives or rewards are provided. 

Referenses : 

https://www.apa.org/pi/aids/resources/education/self-efficacy

https://www.sciencedirect.com/science/article/pii/B9780128097908000029

https://www.sciencedirect.com/topics/psychology/self-efficacy-theory

https://www.cag.edu.tr/tr/akademik-kadro/16/dosyalar  Doç. Dr. Murat KOÇ

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