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Motivation and Social Influence at Work

Module description

This module explores key psychological theories and research on motivation and social influence in the workplace. It examines what drives individuals to perform, the role of intrinsic and extrinsic motivators, and how organisational structures and leadership styles shape employee behaviour. Students will critically analyse the impact of social influence, including group dynamics, leader-member interactions, and job design, on decision-making and performance. Through case studies, practical applications, and personal reflection, the module aims to provide a comprehensive understanding of how motivation and social influence interact to enhance productivity, engagement, and well-being in professional environments.

Module aims - intentions of the module

This module aims to:

• To explore and critically evaluate psychological theories and research on motivation at work, including intrinsic and extrinsic factors, goal-setting, and self-determination, and their application in professional settings.
• To analyse the role of social influence in the workplace, including the impact of leadership styles, group dynamics, and job design on employee attitudes, decision-making, and performance.
• To equip students with the knowledge and skills to apply motivational and social influence concepts, enabling them to foster engagement, collaboration, and productivity in organisational contexts.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. Demonstrate a critical understanding of key psychological theories and research related to motivation at work.
• 2. Reflect on, and analyse the impact of social influence on workplace behaviours and outcomes.
• 3. Assess the importance of employee/employer relationships through a range of conceptual frameworks including the psychological contract and trust.

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 4. Evaluate how motivation and social influence interact in real-world organisational contexts.
• 5. Critically evaluate different perspectives of motivation and influence.
• 6. Explain the implications and value of social psychology perspectives for a range of activities relating to business, work and organisations.

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 7. Apply practical problem-solving skills to real-world organisational challenges.
• 8. Research and study independently.

Syllabus plan

Indicative Content for this module includes:

Part 1: Explore the intrinsic origins of motivation by focusing on topics such as:

1. Innate Psychological Needs
2. Personality and Individual Differences
3. (Work-Related) Values and Attitudes

Part 2: Explore how the work environment can influence and (de)motivate individuals, by focusing on topics such as:

1. Job Design
2. Group dynamics
3. Leadership

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Re-assessment notes

Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.

Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.

Indicative learning resources - Basic reading

• Woods SA, West MA. (2014) The psychology of work and organizations. Cengage Learning EMEA
• Robbins and Judge (2015) Organizational Behaviour.  16th Edition.  Pearson.

Indicative learning resources - Web based and electronic resources

• ELE

Indicative learning resources - Other resources

• Gurtner, A., Tschan, F., Semmer, N. K., & Nägele, C. (2007). Getting groups to develop good strategies: Effects of reflexivity interventions on team process, team performance, and shared mental models.  Organizational Behavior and Human Decision Processes, 102 (2), 127-142.
• Henderson, D. J., Liden, R. C., Glibkowski, B. C., & Chaudhry, A. (2009). LMX differentiation: A multilevel review and examination of its antecedents and outcomes.  The leadership quarterly, 20 (4), 517-534.
• Humphrey, S. E., Nahrgang, J. D., & Morgeson, F. P. (2007). Integrating motivational, social, and contextual work design features: a meta-analytic summary and theoretical extension of the work design literature.
• Wayne, S. J., Shore, L. M., & Liden, R. C. (1997). Perceived organizational support and leader-member exchange: A social exchange perspective.  Academy of Management journal ,  40 (1), 82-111
• Epitropaki, O., Kark, R., Mainemelis, C., & Lord, R. G. (2016). Leadership and followership identity processes: A multilevel review.  The Leadership Quarterly
• Grijalva, E., Harms, P. D., Newman, D. A., Gaddis, B. H., & Fraley, R. C. (2015). Narcissism and leadership: A meta-analytic review of linear and nonlinear relationships.  Personnel Psychology ,  68 (1), 1-47
• Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. (2002). Personality and leadership: a qualitative and quantitative review.  Journal of applied psychology, 87 (4), 765.

Key words search

Leadership, Human Resource Management, Learning, Psychology