man lecture 8
TRANSCRIPT
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Chapter Twelve
MotivatingEmployees: AchievingSuperior Performance
in the Workplace
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Learning Outcome• State the various theories,
principles and concepts of individual behavior inorganizational setting.
• Understand basic leadershipstyles and motivation in differentwork environments.
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v Motivation: may be definedas the psychologicalprocesses that arouse anddirect goal-directedbehavior.
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A SIMPLE MODEL OF MOTIVATION
UnfulfilledNeedDesire iscreated tofulfill a
need as forfood,safety,recognition
MotivationYou searchfor waysto satisfythe need
BehavioursYou choose a typeof behaviour youthink might satisfyneed
RewardsTwo types of rewards satisfy –
extrinsic or intrinsic
Feedback – reward informs you whetherbehaviour worked and should be used again
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Extrinsic and Intrinsic Rewards
v Extrinsicrew ard: is thepayoff such as
money, apersonreceives fromothers for
performing aparticular task.
v Intrinsicrew ard: is thesatisfactionsuch as afeeling of accomplishment a person
receives fromperforming aparticular task.
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You Want to Motivate People To:
v Join your organizationv Stay w ith your organizationv Show up for w ork at your
organizationv P erform better for your
organizationv Do extra for your organization
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Major P erspectives onMajor P erspectives onMotivationMotivation
#Content
#Process
#Reinforcement
#Job Design
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Content perspectives onContent perspectives onemployees motivationemployees motivation
Contents perspectives include 3 theories:
• Maslow ’ s hierarchy of needs theory
• Herzberg ’ s two-factor theory
•McClelland
’
s acquired needs theory
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Maslow ’ s Hierarchy of Needs: What theOrganization Can Do
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Characteristics What organization can do
5. Self actualization needs - Need forfulfillment increasing competence,
using abilities to the fullest
Offer training, creativity,promotion, employee control over
job4. Esteem needs - Need for self respect, status, reputation,recognition, self confidence
Offer recognition, statuschallenges, merit pay, employeeparticipation in making decisions
3. Belonging needs - Need for love,friendship, affection
Offer interaction with others,participation in workgroup, goodrelationships with supervisors
2. Safety needs - Need for physicalsafety, emotional security, avoidenceof violence
Offer safe working conditions, job security, health and retirementbenefits
1. Physiological needs - Need forfood, clothing, shelter
Offer adequate ventilation, heat,water, base pay
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Herzberg ’s two-factor theory: Form DissatisfyingFactors to Satisfying Factors
v Two-factor theory: proposed thatwork satisfaction and dissatisfactionarise from two different factors —
work satisfaction from so-calledmotivating factors and workdissatisfaction from so-calledhygiene factors.
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Herzberg ’ s Two-Factor Theory: Satisfaction versusDissatisfaction
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Motivating factors§ ‘ what will make my people satisfied ’
§ Achievement, Recognition, The work itself,Responsibility, Advancement & growth
NO SATISFACTION SATISFACTION
DISSASTISFACTI NO DISSASTIFACTION
NEUTRAL : NEITHER SATISFIED NOR DISSASTIFIED
Hygiene factors§ ‘ what will make my people dissatisfied ’
§ Pay & security, working conditions, interpersonalrelationships, company policy, supervisors
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McClelland ’ s acquired needs theory
v Acquired needs theory: states thatthree needs are major motivesdetermining people ’ s behavior inthe workplace:
v Need for achievement – “ I need toexcel at tasks ”
v Need for affiliation – “ I need close
relationship”
v Need for pow er – “ I need tocontrol others ”
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McClelland ’ s Three Needs
Power
Achieve-ment A “well-balanced
individual”
Affiliation
PowerA “control freak ”
Achieve-ment Affiliation
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P rocess P erspectives onEmployee Motivation
• Process Perspectives are concernedwith the thought processes by whichpeople decide how to act
• 3 process perspectives onmotivation:- E x p e c t a n c y t h e o r y
- Eq u i t y t h e or y - G o a l - s e t t i n g t h e o r y
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Process Perspectives: Expectancyv Expectancy theory: suggests that
people are motivated by two things:1) how much they want something2) how likely they think they are to get it.
(assuming they have choices, peoplewill make the choice that promise themthe greatest reward if they think theycan get it)
v Three Parts:v Expectancyv Instrumentalityv Valence
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Three Major Elements ofExpectancy Theory
v Expectancy: is the belief that aparticular level of effort will lead
to a particular level of performance. (effort-to-performance expectancy) “
Will I be able to perform at thedesired level on a task? ”
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v Instrumentality: is the expectationthat successful performance of thetask will lead to the outcomedesired. (performance-to-rewardexpectancy) “ What outcome will I receive if Iperform at this level? ”
v Valence: is value, the importance a
worker assigns to the possibleoutcome or reward. “ How much do I want the outcome? ”
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Expectancy Theory: The Major Elements
EffortI exert
aneffort …
Performance… a particularlevel of task
performance …
Outcomes… certainoutcomes
ValenceInstrumentalityExpectancy
… inordertoachieve
..
… sothatI canrealize
..
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Using Expectancy Theory to MotivateEmployees
v W hat rew ards do your employeesvalue?
v W hat are the job objectives and the
performance level you desire?v Are the rew ards linked to
performance?v Do employees believe you w ill
deliver the right rew ards for theright performance?
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Process Perspectives: Equity
v Equity theory: focuses onemployee perceptions as tohow fairly they think theyare being treated comparedto others.
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Equity Theory: How People PerceiveThey are Being Treated
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My inputs‘ what does it seem
like I am puttinginto the job? ’ : time, training, etc
Their inputs‘ what does it seem
like they are puttinginto the job? ’ : time, training, etc
My outputs‘ what does it seem
like I am gettingout the job? ’
:pay, benefits,praise, etc
My outputs‘ what does it seem
like they are gettingout the job? ’ :pay,
Benefits, praise, etc
Equity is perceivedI’ m satisfied andso I won ’ t change
my behaviour
Equity is perceivedI’ m dissatisfied and
so I will changemy behaviour
My inputs comparedwith other employees ’
inputs
My outputs (rewards)
compared with otheremployees ’ outputs
ComparisonHow does it seem the ratio of
my inputs and outputscompares with the ratio of
theirs ? Are they fair (equity)or unfair (unequity)
Equity Theory: How People Perceive They are BeingTreated
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Using Equity Theory toUsing Equity Theory toMotivate EmployeesMotivate Employees
v Employee perceptions arew hat count
v Employee participationhelps
v Having an appeal processhelp
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Some Ways Employees Try toReduce Inequity
v They w ill reduce their inputsv They w ill try to change the
outputs or rew ards they receivev They w ill distort the inequityv They w ill change the object of
comparisonv They w ill leave the situation
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Process Perspectives: GoalSetting Theory
v Goal setting theory: suggeststhat employees can bemotivated by goals that are
specific and challenging butachievable.
v Specific goals increase
performance and difficult goals,when accepted, result in higherperformance than easy goals.
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Three Elements of Goal-SettingTheory
v Goals should be specificv Goals should be challengingv Goals should be achievable
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Using Goal-Setting Theory toMotivate Employees
v Set jointly w ith the employeev Are measurable
v Have a target date forattainment
v Have feedback (People will do well
when they get feedback on howwell they are progressing)
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Reinforcement Perspectives onMotivation
v Reinforcement: is anything that causesa given behavior to be repeated orinhibited.
Positive Reinforcement: Giving RewardsNegative Reinforcement: Avoiding
Unpleasantness
Extinction: Withholding RewardsPunishment: Applying NegativeConsequences
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Four Types of Reinforcement
Wh h Wh h M ’ f R l i l
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What themanager wants
What theemployee wants
Manager s type of reinforcement
Resulting employeebehaviour
Improvedemployeeperformance“ I want youto workfaster ”
Improved
employeeperformance“ okay, I ’ mworkingfaster ”
Positive reinforcementRewards employee
improvement :“
you geta raise and promotion! ”
Increases chancesbehaviour will be
repeated :“
I’
ll keep upthe faster pace ”
Negative reinforcementAvoids employeereprimands: “ I’ m no
longer nagging you!”
Increases chancesbehaviour will berepeated : “ I’ ll keep up
the faster pace”
Employeeperformancenot improved“ I’ m workingat the pace Ialways have ”
ExtinctionWithholds employeerewards“ no praise, raises orpromotion ”
Reduces chancesbehaviour will berepeated : “ I’ ll have towork faster to receivepraises or raises ”
PunishmentReprimands anddisciplines employee:“ I’ m docking your pay ”
Reduces chancesbehaviour will berepeated : “ okay, I ’ llwork a bit faster fromnow on ”
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Using Positive Reinforcement to MotivateEmployees
v Reward only desirable behaviorv Give rew ards as soon as
possiblev Be clear about w hat behavior is
desiredv Have different rew ards and
recognize individual differences
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Using Punishment to MotivateEmployees
v Punish only undesirable behaviorv Give reprimands or disciplinary
action as soon as possiblev Be clear about what behavior is
undesirablev
Administer punishment in privatev Combine punishment and positive
reinforcement
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Motivation Through Job Design
-fitting people to jobs (people willgradually adapt to any work situation)
#job simplification-fitting jobs to people (people want more
variety, challenges and responsibility)#job enlargement#job enrichment
Ø Job Design: the division of an
organization’ s work among its employeesand the application of motivational
theories to jobs to increase satisfaction.
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v Job Simplification: the process of
reducing the number of tasks aworker performsv Job Enlargement: Increasing the
number of tasks in a job toincrease variety and motivation
v Job Enrichment: Building into a job motivating factors such as
responsibility, achievement,recognition, stimulating workand advancement.
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The Job Characteristics Model
vJob characteristics model:consists of five core jobcharacteristics that affect three
psychological states of anemployee that in turn affectwork outcomes — the employee ’ s
motivation, performance andsatisfaction.
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Characteristicsv Skill variety – “ how many different
skills does your job require? ”
v Task identity – “ How many differenttasks are required to complete thework? ”
v Task significance – “ how many otherpeople are affected by your job? ”
v Autonomy – “ How much discretion doesyour job give you? ”
v Feedback – “ How much do you find outhow well you ’ re doing? ”
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The Job Characteristics Model
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Five core jobcharacteristics
Three psychologicalstress
Workoutcomes
•Skill variety
•Task identity•Tasksignificance
•autonomy
• feedback
•Experienced
meaningfulnessof work
•Experiencedresponsibility
for workoutcomes• Knowledge of actual resultsof the work
• High workmotivation
• High workperformance
• High work
satisfaction• Low
absenteeism &turnover
Contingency factorsDegree to which individuals want personal and psychologicaldevelopment-Knowledge & skill -Desire for personal growth -Context satisfactions
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Reference• Chapter 12• Kinicki, A., & Williams, B.K.
(2006). Management: Apractical introduction. (4thed.). New York: McGraw-Hill.