Expectancy Case Study

Expectancy Case Study

I. Introduction

The expectancy theory of motivation is a theory explaining the behavioral options people choose. The theory argues that the propensity to act in a certain way, the motivational force, is unique to each individual. The motivational force depends on the strength and attractiveness of an expectation of a given outcome that the act will be bring forth. Motivation to exert a high level of effort is an expression of an individual's belief that effort will lead to a good performance appraisal. Good appraisals can lead to extrinsic (salary increase, benefits, bonuses) or intrinsic (personal satisfaction) rewards and such rewards will meet up to the individual's personal goals. The motivational force is a product of 3 perceptions: Motivation = Expectancy x Instrumentality x Valence. Each perception is factored to give the probability rate of a person's behavior . Expectancy and Instrumentality are given values ranging from 0 to 1 whereas Valence can range from -1 to 1. If any value of any perception is zero, then the root of the equation is zero and the individual will not feel motivated however when all 3 perceptions are met an individual will feel motivated.

Application of expectancy theory in a workplace environment is demonstrated in a case study reflecting a Washington, D.C. A public school monetary reward program for "highly effective" educators. This of expectancy controversial incentive program attempted to use elements theory to assess and increase teacher effectiveness. Remarkably only 60% of eligible teachers accepted offered bonuses. This case study explores and illustrates how motivation, based on individual perceptions, is directly linked to the combined conditions of expectancy, instrumentality, and valance.

II. Details of case

One of former D.C. Public Schools Chancellor Michelle Rhee's signature initiatives was to reward good teachers with bonuses of up to $25,000. To qualify for the full amount, teachers...