ch14:managing: a competency based approach, hellriegel & jackson

Chapter 14: Motivating Employees

Don Hellriegel

Susan E. Jackson

John W. Slocum, Jr.

MANAGING: A COMPETENCY BASED APPROACH

11th Edition

Prepared by

Argie ButlerTexas A&M University

Chapter 14: PowerPoint 14.1

Learning Goals

1. Describe four approaches that can be used to explain employee motivation and satisfaction

2. Explain how managers can use goals and rewards to improve performance

3. Describe how jobs can be designed to be motivational and satisfying

(continued)


4. State how the organization context affects motivation and satisfaction

5. Describe how the needs of individuals can affect their work

6. Describe how understanding motivation can help managers improve employee performance and satisfaction

Learning Goals (cont’d)


Motivation: a psychological state that exists whenever internal and/or external forces stimulate, direct, or maintain behaviors

Satisfaction: a psychological state that indicates how people feel about their situation, based on their evaluation of the situation

Chapter 14: PowerPoint 14.4 (Adapted from Figure 14.1)

ManagerBehaviorManagerBehavior

JobDesign

JobDesign

OrganizationContext

OrganizationContext

IndividualDifferencesIndividualDifferences

Employee MotivationEmployee Satisfaction

Consequences for employers and employees

Improved individual and team performance

Satisfied customers High morale Reduced turnover


Practical actions by managers to enhance motivation1. Inspire employees through one-on-one communication

2. Set specific and challenging goals that employees accept and will strive to achieve

3. Provide employees with praise, recognition, or other rewards


Goals Specific Difficult Accepted

Goals Directs attention Energizes Encourages

persistency New strategies

developed

Performance

Feedback

Chapter 14: PowerPoint 14.7 (Adapted from Table 14.1)

Pitfalls Possible Solutions

Focusing on performance may reduce learning

Employees may feel stressed

Individual goals may create conflict among members of a team

Include goals that recognize the importance of learning as well as maximizing performance

Be sure employees have the training and resources they need to achieve their goals

Establish group goals and a shared vision

(continued)


Pitfalls Possible Solutions

People may be tempted to cheat, especially if they are close to achieving their goals but expect to ultimately fail

Focusing on goals may mean some other aspects of performance are ignored

Put proper controls in place

Establish a culture that values ethical behavior

Set goals for all important aspects of performance


Managerial Approach: How GoalsWork

Managerial Approach: How GoalsWork

Goals help direct the attention of employees toward the most important work activities and away from irrelevant tasks

Goals help direct the attention of employees toward the most important work activities and away from irrelevant tasks

Goals energize employees to exert more effort when accepted

Goals energize employees to exert more effort when accepted

Goals encourage employees to persist in their work efforts

Goals encourage employees to persist in their work efforts

Accepted goals motivate employees to think about alternative strategies for achieving them

Accepted goals motivate employees to think about alternative strategies for achieving them


Managerial Approach: OfferingIncentives and Rewards

Reinforcement theory: behavior is a functionof its consequences

Focuses on changing behaviors

Behavior modification: using the principlesof reinforcement theory to modify employee behaviors (actions)

Positive reinforcement: increases the likelihood that a behavior will be repeated by creating a pleasant consequence after the behavior occurs


Punishment: creating a negative consequence to discourage a behavior whenever it occurs

Actions serve to avoid unpleasant results

Causes the behavior to be repeated

Extinction: the absence of any consequence—either positive reinforcement or punishment—followingthe occurrence of a behavior

Negative reinforcement: employees engage in a behavior in anticipation of avoiding unpleasant consequences in the future


“The problem with reward andrecognition as it’s typically done is that it tends

to violate everything that we know about positive reinforcement from a scientific perspective…Much of

[what managers do] is based on their own personal experiences rather than any systematic ways of approaching them to sort out fact from fiction.”

Aubrey Daniels, Founder, Aubrey Daniels International


StimulusStimulusResponse ofEmployee

(Behavior X)

Response ofEmployee

(Behavior X)

Consequencefor EmployeeConsequencefor Employee

Likelihood ofBehavior X in aSimilar Future

Situation

Likelihood ofBehavior X in aSimilar Future

SituationEmployee Experiences

a Reward(Positive Reinforcement)

Employee Experiencesa Reward

(Positive Reinforcement)

Employee Avoids aNegative Consequence

(Negative Reinforcement)

Employee Avoids aNegative Consequence

(Negative Reinforcement)

Employee Experiences aNegative Consequence

(Punishment)

Employee Experiences aNegative Consequence

(Punishment)

Employee ExperiencesNo Consequences

(Extinction)

Employee ExperiencesNo Consequences

(Extinction)

or

or

or

A SituationExperiencedBy Employee

A SituationExperiencedBy Employee

Employee Reacts By ExhibitingBehavior X

Employee Reacts By ExhibitingBehavior X

Increases

Increases

Decreases

Decreases


Expectancy theory: people tend to choose behaviors that they believe will help them achieve their personal goals (e.g., a promotion or job security) and avoid behaviors that they believe will lead to undesirable personal consequences (e.g., a demotion or criticism)

Emphasizes the initial decision to engage in a behavior

Emphasizes personal goals of employees


Expectancy: person’s estimate of how likely a certain level of effort will lead to the intended behavior or performance result

Expectancy question: If I make an effort, will I be able to perform the behavior?

Instrumentality: a person’s perception of how useful the intended behavior or performance is for obtaining desired outcomes (or avoiding undesired outcomes)

Instrumentality question: If I perform the behavior, what will be the consequences?

Valence: the value (weight) that an employee attaches to a consequence

Valence question: How much do I value the consequences associated with the behavior?

(continued)


EffortEffort PerformancePerformance

Expectancy Question:If I make an effort,will I be able toperform the behavior?

Instrumentality Question:If I perform thebehavior, what willbe the consequences?

Obtain desiredoutcomes (e.g.,

rewards,recognition, pride)

Obtain desiredoutcomes (e.g.,

rewards,recognition, pride)

Valence Question:How much do I value theconsequences associated with the behavior?

Receive undesirableoutcomes (e.g.,

punishment,ridicule, shame)

Receive undesirableoutcomes (e.g.,

punishment,ridicule, shame)

??

?


Job Design Approach to EmployeeSatisfaction and Motivation

Job characteristics theory: employees are more satisfied and motivated when their jobs are meaningful, when jobs create a feeling of responsibility, and when jobs are designed to ensure that some feedback is available

(continued)


Job Design Approach to EmployeeSatisfaction and Motivation (cont’d)

Critical Psychological States

Experienced meaningfulness: whether employees perceive their work as valuable and worthwhile

Experienced meaningfulness: whether employees perceive their work as valuable and worthwhile

Experienced responsibility: whether employees feel personally responsible for the quantity and quality of their work

Experienced responsibility: whether employees feel personally responsible for the quantity and quality of their work

Knowledge of results: extent to which employees receive feedback about how well they are doing

Knowledge of results: extent to which employees receive feedback about how well they are doing


Key job characteristics: objective aspects of the job design that can be changed to improve the critical psychological states

(continued)

Skill variety: degree to which the job involves many different work activities or requires several skills and talents

Task identity: the job involves completing an identifiable piece of work, that is, doing a job with a clear beginning and outcome

Task significance: the job has a substantial impact on the goals or work of others in the company

Skill variety: degree to which the job involves many different work activities or requires several skills and talents

Task identity: the job involves completing an identifiable piece of work, that is, doing a job with a clear beginning and outcome

Task significance: the job has a substantial impact on the goals or work of others in the company


Key job characteristics: (cont’d)

Autonomy: the job provides substantial freedom, independence, and discretion in scheduling work and determining the procedures to be used in carrying out tasks

Feedback: the outcome provides direct and clear information to employees about their performance

Autonomy: the job provides substantial freedom, independence, and discretion in scheduling work and determining the procedures to be used in carrying out tasks

Feedback: the outcome provides direct and clear information to employees about their performance

(continued)

Growth need strength: the degree of desire for personal challenge, accomplishment, and learning


Five Job Characteristics Skill variety Task Identity Task significance

Autonomy Feedback

Three Critical Psychological States Experienced

meaningfulnessof work

Experiencedresponsibility forwork outcomes

Knowledge ofactual workresults

Personal and Work Outcomes High internal

workmotivation

High-qualityworkperformance

Low absenteeism andturnover

Highsatisfactionwith the work

Gro

wth

Nee

d S

tren

gth


Two-factor theory: two separate and distinct aspects of the work context are responsible for motivating and satisfying employees

Hygiene factors: the non-task characteristics of the work environment—the organizational context—that create dissatisfaction

Motivator factors: aspects of the organizational context that create positive feelings among employees


High Motivation

No Motivation and

No Dissatisfaction

Dissatisfaction

Hygienes MotivatorsLow LowHigh High


Organizational Approach: Two-FactorTheory

Hygiene factors

Absence of dissatisfaction is an essential, but not sufficient, condition for creating a motivated workforce

Help create work setting that makes it possible to motivate employees

Presence results in employees who feel excited and committed to their work

Motivator factors


Organizational Approach: TreatingPeople Fairly

Equity theory: employees judge whether they’ve beentreated fairly by comparing the ratio of their outcomesand inputs to the ratios of others doing similar work

Inputs: what an employee gives to the job (e.g., time, effort, education, and commitment to the organization)

Outcomes: what an employee gets out of doing the job (e.g., the feelings of meaningfulness and responsibility associated with the job, promotions, and increased pay)


Organizational Approach: EquityTheory—Examples of Equity Perceptions

Situation A

Situation B

Ally’sEquityPerception

Andy’sEquityPerceptionComparisonAllyAndy

Outcome:$500Input: 50hours work




$500/50 =$800/80 =$10/hour

$500/50 >$500/60

Equitable Equitable

Feelsover-rewarded(inequitable)

Feelsunder-rewarded(inequitable)


Organizational Approach: Equity Theory— Possible Reactions to Perceived Inequity

Organizational Approach: Equity Theory— Possible Reactions to Perceived Inequity

Increase outputs

Decrease outputs

Change compensation (outcome) through legal or other actions

Modify comparison by choosing another person or group to evaluate oneself against

Distort reality by rationalizing that the inequities are justified

Leave the situation (quit job)


Need: feeling of deficiency in some aspect of a person’s life that creates an uncomfortable tension

Hierarchy of needs: describes the order in which people seek to satisfy their desires

Tension becomes a motivating force

Satisfying the bottom level hierarchy comes first


Physiological needs: food, clothing, and shelter, which people try to satisfy before all others (Most basic level)

Security needs: desire for safety and stability, and the absence of pain, threat, and illness

Affiliation needs: desire for friendship, love, and belonging

(continued)


Esteem needs: desire for self-respect, a sense of personal achievement, and recognition from others

Esteem needs: desire for self-respect, a sense of personal achievement, and recognition from others

Self-actualization needs: desire for personal growth, self-fulfillment, and the realization of the individual’s full potential

Self-actualization needs: desire for personal growth, self-fulfillment, and the realization of the individual’s full potential


Satisfaction-progression hypothesis: a need motivates until it becomes satisfied

Until basic needs are satisfied, people won’t be concerned with higher level needs

Frustration-regression hypothesis: when an individual is frustrated in meeting higher level needs, the next lower level needs reemerge and again direct behavior

Moving Up

Moving Down


Self-Actualization

Esteem

Affiliation

Security

Physiological

Sati

sfac

tion

-Pro

gres

sion

Frustration-Regression


Clearly communicate the organization’s mission to employees and explain how their contribution to the organization will help the organization realize its mission

(continued)

State the behaviors and performance achievements that are desired and explainhow they will be rewarded

Design jobs with high motivating potential

Provide frequent and constructive feedback


Provide rewards for desired behaviors and outcomes

Provide rewards that employees value

Provide equitable rewards

Recognize that each person is unique

ch14:managing: a competency based approach, hellriegel & jackson

Documents

goals work goals

goals individual goals

set goals

performance employees

group goals

challenging goals

irrelevant tasks goals

employee performance