1、PowerPoint Presentation by Charlie Cook Copyright 2005 Prentice Hall, Inc. All rights reserved.,Copyright 2005 Prentice Hall, Inc. All rights reserved.,162,L E A R N I N G O U T L I N E Follow this Learning Outline as you read and study this chapter.,What Is Motivation? Define motivation. Explain mo
2、tivation as a need-satisfying process. Early Theories of Motivation Describe the five levels in Maslows hierarchy and how Maslows hierarchy can be used in motivational efforts. Discuss how Theory X and Theory Y managers approach motivation. Describe Herzbergs motivation-hygiene theory. Explain Herzb
3、ergs views of satisfaction and dissatisfaction.,Copyright 2005 Prentice Hall, Inc. All rights reserved.,163,L E A R N I N G O U T L I N E (contd) Follow this Learning Outline as you read and study this chapter.,Contemporary Theories of Motivation Describe the three needs McClelland proposed as being
4、 present in work settings. Explain how goal-setting and reinforcement theories explain employee motivation. Describe the job characteristics model as a way to design motivating jobs. Discuss the motivation implications of equity theory. Contrast distributive justice and procedural justice. Explain t
5、he three key linkages in expectancy theory and their role in motivation.,Copyright 2005 Prentice Hall, Inc. All rights reserved.,164,L E A R N I N G O U T L I N E (contd) Follow this Learning Outline as you read and study this chapter.,Current Issues in Motivation Describe the cross-cultural challen
6、ges of motivation. Discuss the challenges managers face in motivating unique groups of workers. Describe open-book management and employee recognition, pay-for-performance, and stock option programs.,Copyright 2005 Prentice Hall, Inc. All rights reserved.,165,What Is Motivation?,Motivation The proce
7、sses that account for an individuals willingness to exert high levels of effort to reach organizational goals, conditioned by the efforts ability to satisfy some individual need. Effort: a measure of intensity or drive. Direction: toward organizational goals Need: personalized reason to exert effort
8、 Motivation works best when individual needs are compatible with organizational goals.,Copyright 2005 Prentice Hall, Inc. All rights reserved.,166,Exhibit 16.1,The Motivation Process,Copyright 2005 Prentice Hall, Inc. All rights reserved.,167,What Is Motivation?,Need An internal state that makes cer
9、tain outcomes appear attractive. An unsatisfied need creates tension which is reduced by an individuals efforts to satisfy the need. Early Theories of Motivation Maslows Hierarchy of Needs MacGregors Theories X and Y Herzbergs Motivation-Hygiene Theory,Copyright 2005 Prentice Hall, Inc. All rights r
10、eserved.,168,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 satisfy higher order needs. Satisfied needs will no longer motivate. Motivating a person depen
11、ds 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 2005 Prentice Hall, Inc. All rights reserved.,169,Exhibit 16.2,Maslows Hierarchy of Needs,Copyright 2005
12、 Prentice Hall, Inc. All rights reserved.,1610,Early Theories of Motivation (contd),McGregors Theory X and Theory Y Theory X Assumes that workers have little ambition, dislike work, avoid responsibility, and require close supervision. Theory Y Assumes that workers can exercise self-direction, desire
13、 responsibility, and like to work. Motivation is maximized by participative decision making, interesting jobs, and good group relations.,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1611,Early Theories of Motivation (contd),Herzbergs Motivation-Hygiene Theory Job satisfaction and job diss
14、atisfaction are created by different factors. Hygiene factors: extrinsic (environmental) factors that create job dissatisfaction. Motivators: intrinsic (psychological) factors that create job satisfaction. Attempted to explain why job satisfaction does not result in increased performance. The opposi
15、te of satisfaction is not dissatisfaction, but rather no satisfaction.,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1612,Exhibit 16.3,Herzbergs Motivation-Hygiene Theory,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1613,Exhibit 16.4,Contrasting Views of Satisfaction-Dissatisfac
16、tion,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1614,Contemporary Theories of Motivation,Three-Needs Theory Goal-Setting Theory Reinforcement Theory Designing Motivating Jobs Equity Theory Expectancy Theory,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1615,Motivation and Need
17、s,Three-Needs Theory There are three major 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 2005
18、 Prentice Hall, Inc. All rights reserved.,1616,Exhibit 16.5,Examples of Pictures Used for Assessing Levels of nAch, nAff, and nPow,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1617,Motivation and Goals,Goal-Setting Theory Proposes that setting goals that are accepted, specific, and challe
19、nging yet achievable will result in higher performance than having no or easy goals. 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 p
20、erformance (self-efficacy).,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1618,Exhibit 16.6,Goal-Setting Theory,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1619,Motivation and Behavior,Reinforcement Theory Assumes that a desired behavior is a function of its consequences, is ex
21、ternally caused, and if reinforced, is likely to 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 2005 Prentice Hall, Inc. All rights reserved
22、.,1620,Designing Motivating Jobs,Job 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 scope (num
23、ber of tasks) in a job. Job enrichment Increasing responsibility and autonomy (depth) in a job.,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1621,Designing Motivating Jobs (contd),Job Characteristics Model (JCM) A conceptual framework for designing motivating jobs that create meaningful w
24、ork experiences 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? Fee
25、dback: do workers know how well they are doing?,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1622,Exhibit 16.7,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 200
26、5 Prentice Hall, Inc. All rights reserved.,1623,Exhibit 16.8,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 2005 Prentice Hall, Inc. All rights reserved.,1624,Designing M
27、otivating 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 (job enrichment)
28、 by giving employees more autonomy. Open feedback channels to let employees know how well they are doing.,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1625,Motivation and Perception,Equity Theory Proposes that employees perceive what they get from a job situation (outcomes) in relation to
29、 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
30、ded. When inequities occur, employees will attempt to do something to rebalance the ratios (seek justice).,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1626,Motivation and Perception (contd),Equity Theory (contd) Employee responses to perceived inequities: Distort own or others ratios. In
31、duce others to change their 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 or
32、ganizational rewards.,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1627,Exhibit 16.9,Equity Theory,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1628,Motivation and Perception (contd),Equity Theory (contd) Distributive justice The perceived fairness of the amount and allocation
33、of rewards among individuals (i.e., who received what). Influences an employees satisfaction. Distributive 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 2005 Prentice Hall, I
34、nc. All rights reserved.,1629,Motivation, Perception, and Behavior,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 und
35、erstanding and managing employee goals and the linkages among and between effort, performance and rewards. Effort: employee abilities and training/development Performance: valid appraisal systems Rewards (goals): understanding employee needs,Copyright 2005 Prentice Hall, Inc. All rights reserved.,16
36、30,Exhibit 16.10,Simplified Expectancy Model,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1631,Motivation, Perception, and Behavior (contd),Expectancy Relationships Expectancy (effort-performance linkage) The perceived probability that an individuals effort will result in a certain level
37、of performance. Instrumentality The perception that a particular 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 2005 Prentice Hall, Inc. All rights reserved.,1632,Exh
38、ibit 16.11,Integrating Contemporary Theories of Motivation,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1633,Current Issues in Motivation,Cross-Cultural Challenges Motivational programs are most applicable in cultures where individualism and quality of life are cultural characteristics Un
39、certainty avoidance of some cultures inverts Maslows 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.,Copyright 2005 Prentice Hall, Inc. All rig
40、hts reserved.,1634,Current Issues in Motivation (contd),Cross-Cultural Consistencies Interesting work is widely desired, as is growth, achievement, and responsibility. Motivating Unique Groups of Workers Motivating a diverse workforce through flexibility: Men desire more autonomy than do women. Wome
41、n desire learning opportunities, flexible work schedules, and good interpersonal relations.,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1635,Current Issues in Motivation (contd),Flexible Work/Job schedules Compressed work week Longer daily hours, but fewer days Flexible work hours (flext
42、ime) Specific weekly hours with varying 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 2005 Prentice Hall, Inc
43、. All rights reserved.,1636,Current Issues in Motivation (contd),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
44、their workweek as 8:00 am to 5:00 pm. Motivators for professionals Job challenge Organizational support of their work,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1637,Current Issues in Motivation (contd),Motivating Contingent Workers Opportunity to become a permanent employee Opportunity
45、 for training Equity in compensation and benefits Motivating Low-Skilled, Minimum-Wage Employees Employee recognition programs Provision of sincere praise,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1638,Current Issues in Motivation (contd),Designing Appropriate Rewards Programs Open-boo
46、k management Involving employees in workplace 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
47、employees on the basis of their performance: Piece rates, wage incentives, profit-sharing, and lump-sum bonuses,Copyright 2005 Prentice Hall, Inc. All rights reserved.,1639,Current Issues in Motivation (contd),Designing Appropriate Rewards Programs (contd) Stock option programs Using financial instr
48、uments (in lieu of monetary compensation) 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 2005 Prentice Hall
49、, Inc. All rights reserved.,1640,Exhibit 16.12b,Recommendations for Designing Stock Options,* Vesting refers to the time that must pass before a person can exercise the option.Source: P. Brandes, R. Dharwadkar, and G.V. Lemesis, “Effective Employee Stock Option Design: Reconciling Stakeholder, Strategic, and Motivational Factors,” Academy of Management Executive, February 2003, p. 84.,Copyright 2005 Prentice Hall, Inc. All rights reserved.,
