Expectancy Theory

“Ability is what you're capable of doing. Motivation determines what you do. Attitude determines how well you do it.” -Lou Holtz  

Expectancy theory is described as a motivation theory based on the idea that work effort is directed towards behaviours that people believe will lead to desired outcomes (S. McShane; S. Steen, 2012; p132).

 

 Expectancy (first-level) = the belief that a particular level of performance on a task can be achieve. For example "What is the strength of the relationship between the effort I put forth and how well I perform?" would be an example of an expectancy question. 

Instrumentality (second-level) = the likelihood that achieving particular level of performance will lead to attractive consequence. An example of an instrumentality question would be: "If I produce more than anyone else in the plant, will I get a bigger raise? A faster promotion?"

Valence= the attractiveness of the first level and second level outcome. An example of a valence question would be: "Do I want a bigger raise? Is it worth the extra effort? Do I want a promotion?"

Determining Effort

An individuals effort depends on three factors;

1.E-to-P expectancy (effort to performance).  This is the individual’s perceived probability that his or her effort will result in a particular level of performance.  In some situations, employees may believe that they can unquestionably accomplish the task.  In other situations, they believe they expect that even their highest level of effort will not be result in the desired performance level.

2.P-to- O expectancy (expectancy, performance to outcomes).  This is the perceived probability that a specific behaviour or performance level will lead to a particular outcome.  In extreme cases, employees may believe that accomplishing a particular task will definitely result in a particular outcome, or they may believe that successful performance will have no effect on this outcome.  

3.Outcome valences (expectancy and outcome valences).  A valence is the anticipated satisfaction or dissatisfaction that an individual feels toward an outcome.  It ranges from negative to positive (-1 to +1 or from -100 to +100).  An outcomes valence represents a person’s anticipated satisfaction with the outcome.  Outcomes have a positive valence when they are consistent with our values and satisfy our needs; they have a negative valence when they oppose our values and inhibit need fulfillment.  (S. McShane; S. Steen, 2012; p132).

Supporters of Expectancy theory praise the clear guidelines that the theory provides for increasing employee motivation.

 Increasing E-to- P Expectancies

E-to-P expectancies are influenced by the individual’s belief that he or she can successfully complete the task.  Some companies increase this perception by assuring employees that they have the necessary competencies, clear role perceptions, and necessary resources to reach the desired levels of performance.  An important part of this process involves matching employees’ competencies to job requirements and clearly communicating the tasks required for the job.  Also, E-to-P expectances are learned, so behavioural modelling and reinforcement will strengthen an individuals’ belief that they are able to perform the task.  (S. McShane; S. Steen, 2012; p133).

 Practical applications for this method are as follows;

-          Select people with the required skills and knowledge.

-          Provide required training and clarify job requirements.

-          Provide sufficient time and resources.

-          Assign simpler or fewer tasks until employees can master them.

-          Provide examples of similar employees who have successfully performed the task.

-          Provide coaching to employees who lack self-confidence.

Increasing P-to-O Expectances

P-to-O expectancies should be measured to gage employee performance accurately and distribute more valued rewards to those with higher job performance.  P-to-O expectancies are perceptions, so employees also need to believe that higher performance will result in higher rewards.  Also, they need to know how that connection occurs, so leaders should use examples, anecdotes, and public ceremonies to illustrate when behaviour has been reward.

(S. McShane; S. Steen, 2012; p133).

Practical applications for this method are as follows;

-          Measure job performance accurately.

-          Clearly explain the outcomes that will result from successful performance.

-          Describe how the employee’s rewards were based on past performance.

-          Provide examples of other employees whose good performance has resulted in higher rewards.

Increasing Outcome Valences

Organizational leaders need to find ways to individualize rewards or, where standard rewards are necessary, to identify rewards that do not have a negative valence for some staff.  For example, it will not motivate an employee who takes the bus to work for environmental reasons to be rewarded with the “company car”. (S. McShane; S. Steen, 2012; p133).

Practical applications for this method are as follows;

-          Distribute rewards that employee’s value.

-          Individualize rewards.

-          Minimize the presence of countervalent outcomes.

-          Beware of countervalent outcomes that might cancel out a positive outcomes. 

Overall, expectancy theory is a useful model that explains how people rationally figure out the best direction, intensity, and persistence of effort.  It has been tested in a variety of situations and predicts employee motivation in different cultures.  However, there are critics who take issue with how the theory has been tested.  Another concern is that expectancy theory ignores the role of emotions on employee effort and behaviour.  The valence element of expectancy theory captures some of this emotional process but not enough. (S. McShane; S. Steen, 2012; p134).

So what does this all mean for training programs? 

1. Trainees must believe that there is a high probability that they will be able to learn the training material and fulfill the training objectives (high expectancy)

2. Learning the training material and using it on the job must result in consequences (high instrumentality) that are attractive to the trainees (high valence of second-level outcomes)

 Here is an example to help you see the expectancy theory in practice:

 Example from: http://www.examstutor.com/business/resources/studyroom/people_and_organisations/motivation_theory/5-vroomsexpectancytheory.php

Essentially, for a training program to be successful, an employee must want to complete the training, and must believe that the rewards for completing the training are worthwhile. 

Source:

McShane,Steen, S. (2012). Canadian Organizational Behaviour (8th edition) McGraw-Hill Ryerson.

Saks, A. M., & Haccoun, R. R. (2010). Managing performance through training and development. (Fifth ed.). Toronto: Nelson Education Ltd.