Download - Chapter 5
Werner & DeSimone (2006) 1
Influences on Employee Behavior
Chapter 2
Werner & DeSimone (2006) 2
Learning Objectives
• Identify the major external and internal factors that influence employee behavior
• Describe two primary types of outcomes that result from behavior and tell how they may influence future behavior.
• State how a supervisor’s leadership and expectations can affect employee behavior
• Recognize that impact that have on employee at co workers and organizations themselves have on of employee behavior.
• Define motivation and describe the main approaches/theory to understanding motivation at work.
• Discuss how knowledge, skill, ability, and attitude influences employee behavior
Werner & DeSimone (2006) 3
A Major Purpose of Human Resource Development
To change employee behavior through training and other incentives
Werner & DeSimone (2006) 4
Model of Employee Behavior/factors/environment
Forces that influence behavior: External to the employee:
External environment (economic conditions, laws and regulations, etc.)
Work environment (supervision, organization, coworkers, outcomes of performance)
Within the employee: Motivation, attitudes,
knowledge/skills/abilities (KSAs)
Werner & DeSimone (2006) 5
The External Environment
Werner & DeSimone (2006) 6
Factors in the External Environment
Economic conditionsTechnological changesLabor market conditionsLaws and regulationsLabor unions
Source: Heneman, Schwab, Fossum & Dyer (1989)
Werner & DeSimone (2006) 7
Factors in the Work Environment
Outcomes – result of E behaviorSupervision and leadershipOrganizationCoworkers
Werner & DeSimone (2006) 8
Influences on Employee Behavior
Factor IssuesOutcomes Types Effect on Motivation
Supervision Leadership Performance Expectations
Organization Reward Structure Organizational Culture Job Design
Coworkers Norms Group Dynamics Teamwork Control of Outcomes
Werner & DeSimone (2006) 9
Outcomes Can Influence Employee Behavior
Personal outcomesOrganizational outcomes
Both expectancy theory and equity theory predict that employee perceptions of the outcomes they receive (or hope to receive) influences their performance of that behavior.
Werner & DeSimone (2006) 10
Supervisor Characteristics
LeadershipPerformance expectations (Pygmalion effect)Evaluation of efforts
Werner & DeSimone (2006) 11
Organizational Influences
Reward structureOrganizational cultureJob design
Werner & DeSimone (2006) 12
Coworker Influence
NormsGroup dynamicsTeamworkControl over outcomes
Werner & DeSimone (2006) 13
Motivation
Psychological processes that cause the arousal, direction, and persistence of voluntary actions that are goal-directed
Werner & DeSimone (2006) 14
Motivation Characteristics
Pertains to voluntary behaviorFocuses on processes affecting behavior such as: Energizing of effort Direction of effort Persistence of effort
An individual phenomenon
Werner & DeSimone (2006) 15
Energizing Effort
The generation or mobilization of effort
Werner & DeSimone (2006) 16
Direction of Effort
Applying effort to one behavior over another
Werner & DeSimone (2006) 17
Persistence
Continuing (or ceasing) to perform a behavior
Werner & DeSimone (2006) 18
Explanations of Work Motivation
Need-basedCognitive-basedNoncognitive-based
Werner & DeSimone (2006) 19
Need-Based Theories
Underlying needs, such as needs for survival, safety, power, etc., are what drives motivation
Theories:Maslow’s hierarchy of needs theoryAlderfer’s existence, relatedness, and growth (ERG) theoryHerzberg’s two-factor theory
Werner & DeSimone (2006) 20
Need Activation-Need Satisfaction Process
Werner & DeSimone (2006) 21
Maslow’s Hierarchy of Needs
Self-Actualization
Needs
Esteem Needs
Belonging & Love Needs
Safety Needs
Survival Needs
Werner & DeSimone (2006) 22
Cognitive Theories
Expectancy theoryGoal-setting theorySocial learning theoryEquity theory
Werner & DeSimone (2006) 23
Expectancy Theory
Motivation is viewed as a conscious choicePeople put their efforts into actions they can perform to achieve desired outcomesThree key elements: Expectancy – expect effort to result in success Instrumentality – performance results in reward Valence – value individual puts on outcome
Werner & DeSimone (2006) 24
Expectancy Theory
Werner & DeSimone (2006) 25
Goal Setting Theory
Specific, difficult, and understood goals generally lead to higher performanceKeys to success are the level of difficulty and the clearness of goals
Werner & DeSimone (2006) 26
Social Learning Theory
Self-efficacy – judgment of what you think you can do with the skills you haveMajor prediction of the theory is that expectations determine: Whether a behavior will be performed How much effort will be expended How long you will perform the
behavior
Werner & DeSimone (2006) 27
Self-Efficacy and Effort
Werner & DeSimone (2006) 28
Equity Theory
Major assumptions:If you are treated fairly, you will keep working wellIf you think you are being treated unfairly, you will change your behavior in order to be treated fairly
Werner & DeSimone (2006) 29
Equity Theory
Werner & DeSimone (2006) 30
A Noncognitive Theory
Reinforcement theory e.g., behavior modification
Werner & DeSimone (2006) 31
Complexity of Behavior
Werner & DeSimone (2006) 32
Behavior Modification
Principles for controlling employee behavior:Positive ReinforcementNegative Reinforcement
Extinction – decrease occurrences by eliminating reinforcement that causes the behavior
Punishment – introduce an adverse consequence immediately after behavior
Werner & DeSimone (2006) 33
A Specific Example
Sleeping in Class:1. Warning2. Leave class and explain to the Assistant Dean why you were asked to leave
Too often – you are dropped from the class
Question: Is this positive or negative reinforcement, and why?
Werner & DeSimone (2006) 34
Internal Factors That Influence Employee Behavior
MotivationAttitudesKnowledge, Skills and Abilities (KSAs)
Werner & DeSimone (2006) 35
Attitudes
A person’s general feelings of favor or disfavor towards somethingFeelings towards a person, place, thing, event, or ideaTend to be VERY stable and hard to change
Attitudes are important in training – e.g., does the trainee intend to use the training or ignore it?
Werner & DeSimone (2006) 36
Knowledge, Skills and Abilities (KSAs)
Abilities – general capacities related to the performance of specific tasksSkills – combines abilities and capacities, generally the result of trainingKnowledge – understanding of the factors or principles related to a specific subjectHRD programs mostly focus on changing skills and knowledge