10-1 employee motivation chapter 10 copyright © 2011 pearson education, inc. publishing as prentice...
TRANSCRIPT
10-110-1
Employee Motivation
Chapter 10
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
10-2
Chapter 10 Objectives
After studying this chapter, you will be able to:
• Define motivation and identify the classical motivation theories.
• Explain why expectancy theory is considered by many to be the best current explanation of employee motivation.
• Identify the strengths and weaknesses of goal-setting theory.
10-2Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
10-3
Chapter 10 Objectives Cont.
• Describe the job characteristics model and explain how it helps predict motivation and performance.
• Define reinforcement theory and differentiate between positive and negative reinforcement.
• List five managerial strategies that are vital to maintaining a motivated workforce.
10-3Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
10-4
What is Motivation?
10-4Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
• This need includes the need not only for physical goods as well as enjoyable experiences and “psychological goods”.
Drive to acquire
• Humans are social creatures, and the need to feel a part of something larger is a vital aspect of employee motivation.
Drive to bond
• This need includes learning, growing, meeting tough challenges, and making sense of things.
Drive to comprehend
• An instinct to protect and a sense of justice lead human beings to defend the people, ideas, and organizations they hold dear.
Drive to defend
10-5
Classical Theories of Motivation
10-5
Monetary Rewards
Fair Treatment
Satisfying Work
Work-Life Balance
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
Scientific ManagementA management approach designed to improve employees’ efficiency by scientifically studying their work
Classical Theories of Motivation
©2007 Prentice Hall10-6
Hawthorne effect
The studies also brought to light the Hawthorne
effect, in which the behavior of workers
change when they are being observed.
A management approach designed to
improve employees’ efficiency by scientifically
studying their work.
10-710-7Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
Maslow’s Hierarchy of Needs
10-8
McGregor’s Assumptions
10-8
Theory X EmployeesTheory X Employees Theory Y Employees Y Employees
Dislike work
Motivated by threats
Avoid responsibilities
Value security
Enjoy work
Committed to goals
Accept responsibilities
Have mental potential
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
10-9
Ouchi’s Z Theory
10-9Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
10-1010-10
Herzberg’s Two-Factor TheoryHerzberg’s Two-Factor Theory
MotivationMotivationMotivationMotivation•AchievementAchievement•RecognitionRecognition•ResponsibilityResponsibility•Work itselfWork itself•Personal growthPersonal growth
•AchievementAchievement•RecognitionRecognition•ResponsibilityResponsibility•Work itselfWork itself•Personal growthPersonal growth
HighlySatisfied
HighlyDissatisfied
Neither SatisfiedNor Dissatisfied
Motivators InfluenceSatisfaction Level
Hygiene FactorsInfluence
Dissatisfaction Level
Area of Satisfaction
Area ofDissatisfaction
Hygiene FactorsHygiene FactorsHygiene FactorsHygiene Factors•Working conditionsWorking conditions•Pay and securityPay and security•Company policiesCompany policies•SupervisorsSupervisors•Interpersonal relationshipsInterpersonal relationships
•Working conditionsWorking conditions•Pay and securityPay and security•Company policiesCompany policies•SupervisorsSupervisors•Interpersonal relationshipsInterpersonal relationships
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
10-11
McClelland’s Three Needs
10-11Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
10-12
Expectancy Theory
©2007 Prentice Hall
10-13
Equity Theory
10-13
Ratio Comparison*
Employee’sPerception
Outputs A
Inputs A
Outputs A
Inputs A
Outputs A
Inputs A
Outputs B
Inputs B
Outputs B
Inputs B
Outputs B
Inputs B
<
=
>
Inequity (Under-Rewarded)
Equity
Inequity (Over-Rewarded)
*Where A is the employee, and B is a relevant other or referent.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
©2007 Prentice Hall10-14
Motivating with Challenging Goals• Goals should be specific enough to give employees
clarity and focus
• Goals should be difficult enough to inspire energetic and committed effort
• There should be clear “ownership” of goals so that accountability can be established
• Timely feedback that lets people know if they’re progressing toward their goals
• Individuals’ should have belief in their ability to meet their goals
• Cultural sopprt for the individual achivement and independenceneeded to reach the goals
10-15
Management by Objectives
10-15Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
1Setting goals. Top managers work with middle managers, and middle managers work with first-line managers, to develop goals.
2 Planning action. Managers determine how their individual and group goals will be accomplished.
3 Implementing plans. Managers implement plans in their own way, which allows them to control their performance.
4Reviewing performance. Managers review the performance of the people they supervise and evaluate how well the plans are achieving goals.
Risk and Limitations of Goal-Setting Theory
©2007 Prentice Hall10-16
• Overly narrow goals
• Overly challenging goals
• Inappropriate time horizons
• Unintentional performance limitations
• Missed learning opportunities
• Unhealthy internal competition
• Decreased intrinsic motivation
Redesigning Jobs to Stimulate Performance
©2007 Prentice Hall10-17
Job characteristics model
A model suggesting that five core job dimensions
influence three critical psychological states that
determine motivation, performance, and other
outcomes
Job Characteristics Model
©2007 Prentice Hall10-18
10-19
Modifying Core Job Dimensions
• Job Enrichment
• Job Enlargement
• Cross Training
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
Job Enrichment: The strategy behind job enrichment is to make jobs more challenging and interesting by expanding the range of skills required—typically by expanding upward, giving employees some of the responsibilities previously held by their managers.
Job Enlargement: Whereas job enrichment expands vertically, job enlargement is more of a horizontal expansion, adding tasks that aren’t necessarily any more challenging.
Cross Training: Cross-training or job rotation involves training workers to perform multiple jobs and rotating them through these various jobs to combat boredom or burnout.
©2007 Prentice Hall10-20
Modifying Core Job Dimensions
Reinforcing High-Performance Behavior
Reinforcement Theory
A motivational approach based on the idea that
managers can motivate employees by
influencing their behaviors with positive and
negative reinforcement
©2007 Prentice Hall10-21
Types of Reinforcement
©2007 Prentice Hall10-22
Positive ReinforcementEncouraging desired behaviors by offering pleasant consequences for completing or repeating those behaviors
Negative ReinforcementEncouraging the repetition of a particular behavior (desirable or not) by removing unpleasant consequences for the behavior
10-23
Reinforcement Theory
10-23
Behavior Modification
Avoid UnpleasantConsequences
Obtain PleasantConsequences
PositiveNegative Reinforcement
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
10-24
Motivational Strategies
• Provide timely and frequent feedback
• Make it personal
• Adapt to circumstances and special needs
• Don’t let problems fester
• Be an inspiring leader
• Motivate yourself
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall