1、Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,151,Motivating Employees,Chapter 15,ManagementStephen P. Robbins Mary Coulter,tenth edition,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,152,Learning Outcomes Follow this Learning Outline as you read and study t
2、his chapter.,15.1 What Is Motivation? Define motivation. Explain the three key elements of motivation. 15.2 Early Theories of Motivation Describe Maslows hierarchy of needs and how it can be used to motivate. Discuss how Theory X and Theory Y managers approach motivation. Describe Herzbergs motivati
3、on-hygiene theory. Describe the three-needs theory.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,153,Learning Outcomes,15.3 Contemporary Theories of Motivation Explain how goal-setting and reinforcement theories explain employee motivation. Describe job design approaches to mot
4、ivation. Discuss the motivation implications of equity theory. Explain the three key linkages in expectancy theory and their role in motivation.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,154,Learning Outcomes,15.4 Current Issues in Motivation Describe the cross-cultural chal
5、lenges of motivation. Discuss the challenges managers face in motivating unique groups of workers. Describe open-book management, employee recognition, pay-for-performance, and stock option programs.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,155,What Is Motivation?,Motivatio
6、n Is the result of an interaction between the person and a situation; it is not a personal trait. Is the process by which a persons efforts are energized, directed, and sustained towards attaining a goal. Energy: a measure of intensity or drive. Direction: toward organizational goals Persistence: ex
7、erting effort to achieve goals. Motivation works best when individual needs are compatible with organizational goals.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,156,Early Theories of Motivation,Maslows Hierarchy of Needs McGregors Theories X and Y Herzbergs Two-Factor Theory
8、McClellands Three Needs Theory,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,157,Early Theories of Motivation,Maslows Hierarchy of Needs Theory Needs were categorized as five levels of lower- to higher-order needs. Individuals must satisfy lower-order needs before they can satis
9、fy higher order needs. Satisfied needs will no longer motivate. Motivating a person depends on knowing at what level that person is on the hierarchy. Hierarchy of needs Lower-order (external): physiological, safety Higher-order (internal): social, esteem, self-actualization,Copyright 2010 Pearson Ed
10、ucation, Inc. Publishing as Prentice Hall,158,Exhibit 151 Maslows Hierarchy of Needs,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,159,Early Theories of Motivation (contd),McGregors Theory X and Theory Y Theory X Assumes that workers have little ambition, dislike work, avoid res
11、ponsibility, and require close supervision. Theory Y Assumes that workers can exercise self-direction, desire responsibility, and like to work. Assumption: Motivation is maximized by participative decision making, interesting jobs, and good group relations.,Copyright 2010 Pearson Education, Inc. Pub
12、lishing as Prentice Hall,1510,Early Theories of Motivation (contd),Herzbergs Motivation-Hygiene Theory Job satisfaction and job dissatisfaction are created by different factors. Hygiene factors: extrinsic (environmental) factors that create job dissatisfaction. Motivators: intrinsic (psychological)
13、factors that create job satisfaction. Attempted to explain why job satisfaction does not result in increased performance. The opposite of satisfaction is not dissatisfaction, but rather no satisfaction.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1511,Exhibit 152 Herzbergs Mot
14、ivation-Hygiene Theory,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1512,Exhibit 153 Contrasting Views of Satisfaction- Dissatisfaction,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1513,Motivation and Needs,Three-Needs Theory (McClelland) There are three m
15、ajor acquired needs that are major motives in work. Need for achievement (nAch) The drive to excel and succeed Need for power (nPow) The need to influence the behavior of others Need of affiliation (nAff) The desire for interpersonal relationships,Copyright 2010 Pearson Education, Inc. Publishing as
16、 Prentice Hall,1514,Exhibit 154 Examples of Pictures Used for Assessing Levels of nAch, nAff, and nPow,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1515,Contemporary Theories of Motivation,Goal-Setting Theory Reinforcement Theory Designing Motivating Jobs Equity Theory Expectan
17、cy Theory,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1516,Motivation and Goals,Goal-Setting Theory Proposes that setting goals that are accepted, specific, and challenging yet achievable will result in higher performance than having no or easy goals. Is culture bound to the U
18、.S. and Canada. Benefits of Participation in Goal-Setting Increases the acceptance of goals. Fosters commitment to difficult, public goals. Provides for self-feedback (internal locus of control) that guides behavior and motivates performance (self-efficacy).,Copyright 2010 Pearson Education, Inc. Pu
19、blishing as Prentice Hall,1517,Exhibit 155 Goal-Setting Theory,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1518,Motivation and Behavior,Reinforcement Theory Assumes that a desired behavior is a function of its consequences, is externally caused, and if reinforced, is likely to
20、 be repeated. Positive reinforcement is preferred for its long-term effects on performance. Ignoring undesired behavior is better than punishment which may create additional dysfunctional behaviors.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1519,Designing Motivating Jobs,Job
21、 Design The way into which tasks can be combined to form complete jobs. Factors influencing job design: Changing organizational environment/structure The organizations technology Employees skill, abilities, and preferences Job enlargement Increasing the jobs scope (number and frequency of tasks) Job
22、 enrichment Increasing responsibility and autonomy (depth) in a job.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1520,Designing Motivating Jobs (contd),Job Characteristics Model (JCM) A conceptual framework for designing motivating jobs that create meaningful work experiences
23、that satisfy employees growth needs. Five primary job characteristics: Skill variety: how many skills and talents are needed? Task identity: does the job produce a complete work? Task significance: how important is the job? Autonomy: how much independence does the jobholder have? Feedback: do worker
24、s know how well they are doing?,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1521,Exhibit 156 Job Characteristics Model,Source: J.R. Hackman and J.L. Suttle (eds.). Improving Life at Work (Glenview, IL: Scott, Foresman, 1977). With permission of the authors.,Copyright 2010 Pear
25、son Education, Inc. Publishing as Prentice Hall,1522,Exhibit 157 Guidelines for Job Redesign,Source: J.R. Hackman and J.L. Suttle (eds.). Improving Life at Work (Glenview, IL: Scott, Foresman, 1977). With permission of the authors.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1
26、523,Designing Motivating Jobs (contd),Suggestions for Using the JCM Combine tasks (job enlargement) to create more meaningful work. Create natural work units to make employees work important and whole. Establish external and internal client relationships to provide feedback. Expand jobs vertically (
27、job enrichment) by giving employees more autonomy. Open feedback channels to let employees know how well they are doing.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1524,Equity Theory,Proposes that employees perceive what they get from a job situation (outcomes) in relation to
28、 what they put in (inputs) and then compare their inputs-outcomes ratio with the inputs-outcomes ratios of relevant others. If the ratios are perceived as equal then a state of equity (fairness) exists. If the ratios are perceived as unequal, inequity exists and the person feels under- or over-rewar
29、ded. When inequities occur, employees will attempt to do something to rebalance the ratios (seek justice).,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1525,Equity Theory (contd),Employee responses to perceived inequities: Distort own or others ratios. Induce others to change t
30、heir own inputs or outcomes. Change own inputs (increase or decrease efforts) or outcomes (seek greater rewards). Choose a different comparison (referent) other (person, systems, or self). Quit their job. Employees are concerned with both the absolute and relative nature of organizational rewards.,C
31、opyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1526,Exhibit 158 Equity Theory,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1527,Equity Theory (contd),Distributive justice The perceived fairness of the amount and allocation of rewards among individuals (i.e.,
32、who received what). Influences an employees satisfaction. Procedural justice The perceived fairness of the process use to determine the distribution of rewards (i.e., how who received what). Affects an employees organizational commitment.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice
33、 Hall,1528,Expectancy Theory,States that an individual tends to act in a certain way based on the expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual. Key to the theory is understanding and managing employee goals and the linkages
34、among and between effort, performance and rewards. Effort: employee abilities and training/development Performance: valid appraisal systems Rewards (goals): understanding employee needs,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1529,Exhibit 159 Simplified Expectancy Model,Co
35、pyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1530,Expectancy Theory,Expectancy Relationships Expectancy (effort-performance linkage) The perceived probability that an individuals effort will result in a certain level of performance. Instrumentality The perception that a particula
36、r level of performance will result in the attaining a desired outcome (reward). Valence The attractiveness/importance of the performance reward (outcome) to the individual.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1531,Exhibit 1510 Integrating Contemporary Theories of Motiv
37、ation,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1532,Current Issues in Motivation,Cross-Cultural Challenges Motivational programs are most applicable in cultures where individualism and achievement are cultural characteristics Uncertainty avoidance of some cultures inverts M
38、aslows needs hierarchy. The need for achievement (nAch) is lacking in other cultures. Collectivist cultures view rewards as “entitlements” to be distributed based on individual needs, not individual performance. Cross-Cultural Consistencies Interesting work is widely desired, as is growth, achieveme
39、nt, and responsibility.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1533,Motivating Diverse Workforce Motivating a diverse workforce through flexibility: Men desire more autonomy than do women. Women desire learning opportunities, flexible work schedules, and good interpersona
40、l relations.,Motivating Unique Groups of Workers,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1534,Motivating Unique Groups of Workers,Motivating Diverse Workforce Compressed workweek Longer daily hours, but fewer days Flexible work hours (flextime) Specific weekly hours with v
41、arying arrival, departure, lunch and break times around certain core hours during which all employees must be present. Job Sharing Two or more people split a full-time job. Telecommuting Employees work from home using computer links.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
42、,1535,Motivating Professionals Characteristics of professionals Strong and long-term commitment to their field of expertise. Loyalty is to their profession, not to the employer. Have the need to regularly update their knowledge. Dont define their workweek as 8:00 am to 5:00 pm. Motivators for profes
43、sionals Job challenge Organizational support of their work,Motivating Unique Groups of Workers,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1536,Motivating Contingent Workers Opportunity to become a permanent employee Opportunity for training Equity in compensation and benefits
44、Motivating Low-Skilled, Minimum-Wage Employees Employee recognition programs Provision of sincere praise,Motivating Unique Groups of Workers,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1537,Designing Appropriate Rewards Programs Open-book management Involving employees in work
45、place decision by opening up the financial statements of the employer. Employee recognition programs Giving personal attention and expressing interest, approval, and appreciation for a job well done. Pay-for-performance Variable compensation plans that reward employees on the basis of their performa
46、nce: Piece rates, wage incentives, profit-sharing, and lump-sum bonuses,Current Issues in Motivation,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1538,Designing Appropriate Rewards Programs (contd),Stock option programs Using financial instruments (in lieu of monetary compensat
47、ion) that give employees the right to purchase shares of company stock at a set (option) price. Options have value if the stock price rises above the option price; they become worthless if the stock price falls below the option price.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hal
48、l,1539,From Theory to Practice: Guidelines for Motivating Employees,Recognize individual differences Match people to jobs Use goals Ensure that goals are perceived as attainable Individualize rewards Link rewards to performance,Check the system for equity Use recognition Show care and concern for em
49、ployees Dont ignore money,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1540,Terms to Know,motivation hierarchy of needs theory physiological needs safety needs social needs esteem needs self-actualization needs Theory X Theory Y Two Factor theory hygiene factors motivators,three-needs theory need for achievement (nAch) need for power (nPow) need for affiliation (nAff) goal-setting theory self-efficacy reinforcement theory reinforcers job design job scope job enlargement,
