chapter 10 motivating and satisfying employees and teams
TRANSCRIPT
Chapter 10
Motivating and Satisfying Employees
and Teams
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 2
Learning Objectives
1. Explain what motivation is.
2. Understand some major historical perspectives on motivation.
3. Describe three contemporary views of motivation: equity theory, expectancy theory, and goal-setting theory.
4. Explain several techniques for increasing employee motivation.
5. Understand the types, development, and uses of teams.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 3
Motivation
…the individual internal process that energizes, directs, and sustains behavior; the personal ‘force’ that causes you or me
to behave in a particular way.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 4
Morale
…an employee’s feelings about his or her job and superiors
and about the firm itself.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 5
Scientific Management
…the application of scientific principles to management of work and workers.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 6
Frederick W. Taylor
“Soldiering”: productivity levels Job broken into tasks Management should determine
• Best way to perform tasks• Job output to expect
Management should also• Choose the best person• Train the best person• Cooperate with workers
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 7
Piece-Rate System
F.W. Taylor
People work only to earn money
Piece-rate = people paid a certain amount for each unit of output they produce
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 8
Figure 10.1: Taylor’sPiece-Rate System
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 9
Hawthorne Studies
Western Electric: 1927, 1932 Determine effects of work environment on
productivity Experiments
• Varied light level• Pressure to produce higher output
Human factors Beginning of Human Relations movement
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 10
Figure 10.2: Maslow’s Hierarchy of Needs
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 11
Understanding Maslow’s Hierarchy
Physiological = survival Safety = physical/emotional security Social = love/affection and sense of belonging Esteem = respect/recognition; sense of
accomplishment and worth Self-actualization = growth/development to
become all capable of being
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 12
Frederick Herzberg
Interviews, 1950s Motivation-hygiene theory: satisfaction and
dissatisfaction are separate and distinct dimensions
• Factors of motivation create satisfaction• Factors of hygiene reduce dissatisfaction
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 13
Figure 10.3: Herzberg’sMotivation-Hygiene Theory
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 14
Douglas McGregor
Theory XAssumes employees dislike work and will function only in a highly controlled work environment
Theory YAssumes employees accept responsibility and work toward organizational goals if they achieve personal rewards
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 15
Theory X
1. People dislike work and try to avoid it.
2. Managers must coerce, control, and threaten employees to achieve organizational goals.
3. People must be led because they have little ambition and will not seek responsibility; they are concerned mainly with security.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 16
Theory Y
1. Work is important in peoples’ lives.
2. People will work toward goals to which they are committed.
3. People commit to goals when accomplishing them will bring personal rewards.
4. People seek out responsibility.
5. Employees have potential to accomplish goals.
6. Organizations do not make full use of human resources.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 17
Table 10.1: Theory X & Theory Y Contrasted
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 18
Ouchi’s Theory Z
Lifetime employment Group decision making Group responsibility
for outcomes Implied control Non-specialization Holistic concern
Short-term employment Individual decision making Individual responsibility Rapid evaluation &
promotion Explicit control Specialization Segmented concern
Type J ─ Japan Type A ─ America
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 19
Implications of Theory Z
…the belief that some middle ground between…type A and type J
is best for American business.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 20
Type Z Organizations
Blend of J and A Emphasis on long-term employment Collective decision making Individual responsibility for outcomes Slow evaluation and promotion Informal control along with some
formalized measures Moderate specialization Holistic concern
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 21
Figure 10.4: The Features of Theory Z
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 22
Reinforcement Theory
…based on premise that behaviorthat is rewarded is likely to be repeated,
whereas behavior that is punished is less likely to recur.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 23
Reinforcement
Action follows from particular behavior Positive: strengthen desired behavior
by providing a reward Negative: strengthen desired behavior
by eliminating undesirable situation Punishment: create undesired consequence
of undesirable behavior Extinction: eliminate undesirable behavior by
not responding
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 24
Contemporary Motivation Theories
Equity: people are motivated to obtain/preserve equitable treatment for themselves• Inputs• Outcomes
Expectancy: motivation depends on how much want something and how likely to get it
Goal-Setting: employees motivated to achieve goals they and managers set
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 25
Equity Theory
Outcomes (self)Outcomes (self)Inputs (self)Inputs (self)
Outcomes (self)Outcomes (self)Inputs (self)Inputs (self)
Outcomes (other)Outcomes (other)Inputs (other)Inputs (other)
Outcomes (other)Outcomes (other)Inputs (other)Inputs (other)compared withcompared with
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 26
Responses to Perceptions of Equity and Inequity
Source: Organizational Behavior, Ninth Edition by Ricky W. Griffin and Gregory Moorhead. Copyright © 2010 by South-Western / Cengage Learning. Used with permission.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 27
Figure 10.5: Expectancy Theory
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 28
Management by Objectives (MBO)
…managers and employeescollaborate in setting goals.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 29
MBO Steps
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 30
Provides employee with more variety and responsibility in job
Job enlargement: expanding a worker’s assignments to include additional but similar tasks
Job design: restructuring work to cultivate worker-job match
Job Enrichment
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 31
Behavior Modification
…systematic program of reinforcement to encourage desirable behavior… involves
rewards…and punishments…
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 32
Flextime
…a system in which employeesset their own work hours within
employer-determined limits.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 33
Two Examples of Flexible and Core Time
Sources: Management, Ninth Edition by Robert Kreitner. Copyright © by Houghton Mifflin Company and Organizational Behavior, by Ricky W. Griffin and Gregory Moorhead. Copyright © by Houghton Mifflin Company. Used with permission.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 34
Part-Time and Job Sharing
Part-timeWorks less than a standard work week
Job sharingTwo people share one full-time position
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 35
Telecommuting
…working at home all the time ora portion of the work week.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 36
Employee Empowerment
…making employees more involved intheir jobs by increasing their participation
in decision making.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 37
Employee Ownership
…a situation in which employeesown the company they work for by virtue
of being stockholders.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 38
Estimated Number ofEmployee Ownership Plans
The National Center for Employee Ownership, “A Statistical Profile of Employee Ownership,” July 2006, http://www.nceo.org/library/eo_stat.html.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 39
Team
…a group of workers functioningtogether as a unit to complete a
common goal or purpose.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 40
Types of Teams
Problem-SolvingKnowledgeable employees brought together to tackle a specific problem
VirtuosoExceptionally skilled and talented individuals brought together to produce significant change
Self-ManagedGroup of employees with authority/skills to manage selves
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 41
Figure 10.6: Advantages/Disadvantagesof Self-Managed Teams
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 42
Types of Teams
Cross-functional Individuals with varying specialties, expertise, skills brought together to achieve a common task
VirtualMembers geographically dispersed but communicate electronically
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 43
Figure 10.7: Stages of Team Development
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 44
Roles Within a Team
Task Specialist: pushes forward toward goals and places the objective first
Socioemotional: supports and encourages the emotional needs of other members
Dual: focuses on both the task and the team
Nonparticipant: does not contribute
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 45
Team Cohesiveness
…members get along and are able to accomplish their tasks effectively.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 46
Factors Aiding Team Cohesiveness
Contains 5 to 12 people
Members introduce selves and describe past work experience
Competition against other teams
Favorable appraisal from outsider
Agreed-upon goals
Frequent interaction
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 47
Resolving Team Conflict
Disagreeing members analyze situation more closely
Conflict = respectful and professional Hostile = seek compromise Don’t try to avoid/ignore conflicts
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 48
Team Benefits
Reduced turnover Reduced costs Increased production Increased quality Increased customer service Higher job satisfaction Harmonious work environment
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 49
Team Limitations
Stressful Time-consuming No guarantee of
effectiveness Unable to resolve
conflict Lower productivity
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 50
Chapter Quiz
1. The main idea conveyed in Frederick Taylor’s findings was that
a) most people are motivated only by money.b) people are motivated for a variety of reasons other
than pay. c) people do not expect to get paid much for their work. d) employees’ biggest fear is that of losing their jobs. e) people expect to get paid much more than they are
currently getting.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 51
Chapter Quiz
2. Physiological needs concern an employee’s desire for
a) security. b) survival.c) a sense of belonging. d) self-worth. e) self-direction.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 52
Chapter Quiz
3. Goal-setting theory suggests that employees are more motivated
a) to achieve goals that they and their manager have established together.
b) to achieve goals that they establish on their own.c) when management empowers them to make their
own decisions.d) when their expected outcomes or goals do not
change over time.e) to achieve goals that management establishes and
clearly communicates to employees.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 53
Chapter Quiz
4. Job redesign is a type of
a) flextime.b) telecommuting.c) job enlargement.d) job enrichment.e) job enhancement.
Copyright © Cengage Learning. All rights reserved. Chapter 10 | Slide 54
Chapter Quiz
5. The stage of team development in which the team begins to stabilize is called
a) forming.
b) storming.
c) performing.
d) norming.
e) adjourning.