whetten dms08 ppt 06
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lectureTRANSCRIPT
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Chapter 6:Motivating OthersDeveloping Management Skills
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Diagnose work performance problemsEnhance the work-related abilities of othersFoster a motivating work environmentLearning Objectives
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*MotivationI dont motivate my players. You cannot motivate someone, all you can do is provide a motivating environment and the players will motivate themselves.
Phil Jackson after winning his 7th NBA title as a coach.
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*MotivationSpending time and energy trying to motivate people is a waste of effort. The real question is not, How do we motivate our people? If you have the right people, they will be self-motivated. They key is to not de-motivate them.
Jim Collins, Good to Great
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Formula for PerformancePerformance = Ability x Motivation (Effort)
Ability = Aptitude x Training x Resources
Motivation = Desire x Commitment
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Diagnosing Poor PerformanceHow difficult are the tasks?How capable is the individual?How hard is individual trying to succeed at the job?How much improvement is individual making?
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Performance and MotivationIs the problem Ability or Motivation?
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Three Danger Signals of Ability DegenerationTaking refuge in a specialtyFocusing on past performanceExaggerating aspects of the leadership role
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Five Tools for Improving AbilityResupplyRetrainRefitReassignRelease
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Management StylesTheory X: Assumes that people seek to avoid work when possible
Theory Y: Assumes that people have an intrinsic desire to do good work
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Relationship Between Satisfaction and PerformanceEMPHASIS ON PERFORMANCEEMPHASIS ONSATISFACTIONLOWHIGHHIGH
LOWIndulgingIntegratingIgnoringImposing
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Four TypesIndulging: focuses on satisfaction rather than performanceImposing: focuses on performance rather than satisfactionIgnoring: focuses on neither performance nor satisfactionIntegrating: focuses equally on performance and satisfaction
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Old View of MotivationSatisfaction Motivation Performance(Contented Cows give more Milk)
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*New View of MotivationMotivationSatisfactionOutcomesPerformance
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Motivation PerformanceMotivation begins with establishing moderately difficult goals that are understood and accepted.
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Goal SettingCharacteristics of good goals:SpecificConsistentAppropriately challengingProvide feedback
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Motivation PerformanceAfter setting goals, managers should remove obstacles to performance.
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Path Goal TheoryInsert figure 6.2
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Performance OutcomesUsing rewards and discipline to encourage exceptional behaviors and extinguish unacceptable behavior.
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*The Best Award ProgramsGive awards publiclyUse awards infrequentlyEmbed them in a reward processAcknowledge past recipients in awards presentationsMatch award with culture
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Managers Actions as ReinforcersManagers get what they reinforce, not what they want.
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Behavior Shaping Strategies
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Disciplining: responding negatively to behavior to discourage future occurrences.
Rewarding: linking desired behaviors with employee-valued outcomes.
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Extrinsic Outcomes: outside the control of the individual.
Intrinsic Outcomes: experienced by the individual as a result of successful performance.
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Work DesignThe process of matching job characteristics and the workers skill and interests.
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Job Characteristics ModelInsert figure 6.4
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Work Design StrategiesCombine tasksForm identifiable work unitsEstablish client relationshipsIncrease authorityFeedback
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Need Theories Hierarchy of NeedsMaslow Alderfer
Self Actualization Esteem Growth Belongingness SocialSafetyPhysiological Existence
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Murrays Manifest NeedsNeed for Achievement: behavior toward competition with a standard of excellenceNeed for Affiliation: desire to feel reassured and acceptable to othersNeed for Power: desire to influence others and to control ones environment
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Needs and AttributionCommon Management MistakesAssuming all employees value the same rewardAssuming the managers preference for a reward is the same as employees
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Cafeteria Style SystemsAllows employees to select from a menu of benefits, i.e. health benefits, insurance, etc.
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Fairness and EquityWorkers evaluate what they get from the relationship (outcomes) to what they put in (inputs) and compare this ratio to others in a comparison group.
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-* Fairness and EquityWorkers who perceive inequity are motivated to adjust their own or other workers inputs and/or outcomes.
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*FeedbackTo make the connection between behavior and outcome, considerThe length of time between behavior and rewardsThe explanation (feedback) for the reward
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Integrative ModelEFFORT(Desire and Commitment)PERFORMANCEOUTCOMES(Extrinsic andIntrinsic)SATISFACTION+-AbsenteeismAnd turnoverCommitment2. ABILITYAptitudeTrainingResources5. SALIENCEPersonal needs 6. TIMELINESS1. GOALS/EXPECTATIONSAcceptedChallenging and specificFeedback4.EQUITYSocial comparisonsPersonal expectations
3. REINFORCEMENTDisciplineRewards
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Behavioral GuidelinesClearly define an acceptable level of performance or specific goalsRemove obstacles to reaching goalsMake rewards contingent on performanceTreat discipline as a learning experience
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Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall6-*Behavioral GuidelinesTransform acceptable behaviors into exceptional onesIdentify rewards that appeal to the individualCheck subordinates perceptions of reward equityProvide timely rewards and feedback
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