Management Textbook PDF - Chapter 15

Management tenth edition Stephen P. Robbins Mary Coulter Chapter Motivating 15...

Management tenth edition Stephen P. Robbins Mary Coulter Chapter Motivating 15 Employees Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–1  Learning Outcomes Follow this Learning Outline as you read and study this chapter. 15.1 What Is Motivation? Define motivation. Explain the three key elements of motivation. 15.2 Early Theories of Motivation Describe Maslow’s hierarchy of needs and how it can be used to motivate. Discuss how Theory X and Theory Y managers approach motivation. Describe Herzberg’s motivation-hygiene theory. Describe the three-needs theory. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–2  Learning Outcomes 15.3 Contemporary Theories of Motivation Explain how goal-setting and reinforcement theories explain employee motivation. Describe job design approaches to motivation. 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 15–3  What Is Motivation? Motivation Is the result of an interaction between the person and a situation; it is not a personal trait. Is the process by which a person’s efforts are energized, directed, and sustained towards attaining a goal. ❖ Energy: a measure of intensity or drive. ❖ Direction: toward organizational goals ❖ Persistence: exerting effort to achieve goals. Motivation works best when individual needs are compatible with organizational goals. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–4  Early Theories of Motivation Maslow’s Hierarchy of Needs McGregor’s Theories X and Y Herzberg’s Two-Factor Theory McClelland’s Three Needs Theory Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–5  Early Theories of Motivation Maslow’s 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 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 Education, Inc. Publishing as Prentice Hall 15–6  Exhibit 15–1 Maslow’s Hierarchy of Needs Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–7  Early Theories of Motivation (cont’d) McGregor’s 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 responsibility, and like to work. Assumption: ❖ Motivation is maximized by participative decision making, interesting jobs, and good group relations. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–8  Early Theories of Motivation (cont’d) Herzberg’s 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) 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 15–9  Exhibit 15–2 Herzberg’s Motivation-Hygiene Theory Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–10  Exhibit 15–3 Contrasting Views of Satisfaction- Dissatisfaction Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–11  Motivation and Needs Three-Needs Theory (McClelland) 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 © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–12  Contemporary Theories of Motivation Goal-Setting Theory Reinforcement Theory Designing Motivating Jobs Equity Theory Expectancy Theory Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–13  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.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. Publishing as Prentice Hall 15–14  Exhibit 15–5 Goal-Setting Theory Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–15  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 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 15–16  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 organization’s technology ❖ Employees’ skill, abilities, and preferences Job enlargement ❖ Increasing the job’s scope (number and frequency of tasks) Job enrichment ❖ Increasing responsibility and autonomy (depth) in a job. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–17  Designing Motivating Jobs (cont’d) Job Characteristics Model (JCM) A conceptual framework for designing motivating jobs that create meaningful work 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? ❖ Feedback: do workers know how well they are doing? Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–18  Exhibit 15–6 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 Pearson Education, Inc. Publishing as Prentice Hall 15–19  Exhibit 15–7 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 15–20  Designing Motivating Jobs (cont’d) 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) 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 15–21  Equity Theory Proposes that employees perceive what they get from a job situation (outcomes) in relation to 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-rewarded. ❖ When inequities occur, employees will attempt to do something to rebalance the ratios (seek justice). Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–22  Exhibit 15–8 Equity Theory Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–23  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 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 15–24  Exhibit 15–9 Simplified Expectancy Model Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–25  Expectancy Theory Expectancy Relationships Expectancy (effort-performance linkage) ❖ The perceived probability that an individual’s effort will result in a certain level 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 © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–26  Exhibit 15–10 Integrating Contemporary Theories of Motivation Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–27  From Theory to Practice: Guidelines for Motivating Employees Recognize individual Check the system for differences equity Match people to jobs Use recognition Use goals Show care and concern Ensure that goals are for employees perceived as attainable Don’t ignore money Individualize rewards Link rewards to performance Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 15–28