Modern Management: Concepts and Skills PDF

Modern Management: Concepts and Skills Fifteenth Edition Chapter 16 Motivation Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Learning Objectives (1 of 2) 1...

Modern Management: Concepts and Skills Fifteenth Edition Chapter 16 Motivation Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Learning Objectives (1 of 2) 16.1 A useful definition of motivation 16.2 Insights about the process theories of motivation 16.3 Practical ideas related to the content theories of motivation Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Learning Objectives (2 of 2) 16.4 An understanding of the importance of motivating organizational members 16.5 Insights about specific strategies for motivating organization members Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Defining Motivation (1 of 2) Inner state causing an individual to learn in a way that ensures the accomplishment of some goal Why people act as they do Initiative—Persistence—Direction of employee efforts toward job performance Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Defining Motivation (2 of 2) Process Theories – Emphasize how individuals are motivated – Focus on steps occurring when individual is motivated Content Theories – Emphasize individual’s internal characteristics – Focus on understanding what needs individuals have and how to satisfy those needs Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. to know how individuals are motivated / know steps that occur when they are motivated Process Theories of Motivation Needs-Goal Theory 1 Vroom Expectancy Theory 2 Equity Theory 3 Porter–Lawler Theory 4 Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Needs-Goal Theory of Motivation (1 of 3) Figure 16.1 The needs-goal theory of motivation Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved.  Needs-Goal Theory of Motivation (2 of 3) Motivation begins with individual feeling a need b Need transforms into behavior that supports the goal of performance behavior to reduce the felt need Individuals who set goals have an easier time focusing on relevant activities b) When a person feels need (desire, lack of something), they set goals and need drives person to take actions to fulfill the needs that are purposefully aligning with goals Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved.  Needs-Goal Theory of Motivation (3 of 3) Role of Individual Needs ‒ Managers need to understand individual employee needs ‒ Managers need to understand offering unvalued rewards does not motivate employees ‒ Managers must be familiar with employee needs and offer valued rewards to satisfy those needs How? - conduct employee surveys - have one-on-one meetings - have open communication channels (suggestions box, WhatsApp groups) - analyse exit interviews (to grasp the average reasons of exits, perhaps find similar needs among them) Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. similar to Needs-goals, but without 'fluactuations' Vroom Expectancy Theory (1 of 2) Based on premise felt needs drive human behavior Motivation Strength – Individual’s desire to perform a behavior – Motivation fluctuates as individual’s desire increases or decreases Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Vroom Expectancy Theory (2 of 2) Figure 16.2 Vroom’s expectancy theory of motivation in equation form perceived value - how much value/importance a person assigns to the outcome they expect from performing performing specific behaviour perceived probability - how likely a person believes the outcome will occur Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Equity Theory of Motivation (1 of 2) When individuals believe they have been treated unfairly in comparison to other coworkers, they react in a way to try to fight the inequity A- decrease productivity & effort, decrease in quantity & quality a) – Change work outputs or work - to sabotage, show dissatisfaction b) – Change compensation B - management: 1. adjusting salary - increase pay for underpaid, decrease pay for overpaid BUT done with caution c) – Change perceptions 2. performance-based bonus - reward for high performing employees - rid of decrease in output d) – Leave situation C - management effort done to influence employees' perception of fairness 1. transparent decision-making - share info on how with employees - build D - if all doesn't work, employee trust & reduce unfairness leaves company/transfer department 2. open communication - understand their rationale & feelings of inequity 3. provide training & development - give them all shared/equal opportunities to grow & advance in company Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Equity Theory of Motivation (2 of 2) perception of inequity is subjective - what company thinks is fair, employees might not think so Perceptions of inequity come from – Work assignments too much workload - irrevelant to interest/skills - too difficult – Promotions overlooked for promotion when they feel they are well qualified – Compensation not receiving pay & rewards that matches expertise/experience – Ratings reports performance reviews - unfair/inaccurate – Office assignments dissatisfaction with offices/workspace All of these situations are emotionally charged as they relate to perceptions of self-worth Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Porter–Lawler Theory of Motivation (1 of 2) Comprehensive theory Amount of effort is determined by value of rewards and the probability of reward being received Task accomplishment is determined by ability to do a task and perception of task required The value of a reward is determined by intrinsic and extrinsic factors Perceived fairness of rewards influences amount of satisfaction produced by rewards Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Porter–Lawler Theory of Motivation (2 of 2) Figure 16.3 The Porter–Lawler theory of motivation Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Content Theories of Motivation: Human Needs Maslow’s Hierarchy of Needs Alderfer’s ERG Theory Argyris’s Maturity-Immaturity Continuum McClelland’s Acquired Needs Theory Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Maslow’s Hierarchy of Needs (1 of 3) Figure 16.4 Maslow’s hierarchy of needs Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Maslow’s Hierarchy of Needs (2 of 3) Physiological Need basic biological requirements for survival – Food, water, shelter, rest, sex, and air Security/Social Need – Free from harm, including bodily, and economic disaster job security Social Need – Desire for love, companionship, and friendship take care of emotional wellbeing - e.g. religious groups, communities, etc. Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Maslow’s Hierarchy of Needs (3 of 3) Esteem Need to participate in professional activites/achieve accomplishments/ – Desire for respect recognition, dignity, accomplishments, etc.. Self-Actualization Need – Desire to maximize whatever potential individual possesses focus on personal growth, reach full potential, self development Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Alderfer’s ERG Theory E = Existence Need basic requirements to live (food, water, air) / (house, job security, health) – Need for physical well-being R = Relatedness Need friendships/family/sexual intimacy – Need for satisfying interpersonal relationships G = Growth Need intrinsic desire for personal growth – Need for continuing personal growth and development Need for achievement very strong that its more motivating than quest for profit / set challenging, achievable goals / people with low need for achievement stay away from challenges, risks... Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Argyris’s Maturity-Immaturity Continuum (1 of 2) Human needs progress along a continuum focusing on the personal and natural development of people People naturally progress from immaturity to maturity as they move along the continuum Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Argyris’s Maturity-Immaturity Continuum (2 of 2) Maturity-Immaturity Progression 1 ‒ State of passivity 2 ‒ State of dependence 3 ‒ Capable of behaving in many different ways 4 ‒ Deeper, more lasting interests 5 ‒ Long-time perspective 6 ‒ Aspiring to occupy an equal subordinate position 7 ‒ Control over self Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. need for achievement, power, affiliation McClelland’s Acquired Needs Theory (1 of 4) Focus on needs people acquire through life experiences Need for Achievement—nAch Need for Power—nPower Need for Affiliation—nAff Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. McClelland’s Acquired Needs Theory (2 of 4) Need for Achievement—nAch So strong in some individuals that it becomes more motivating than quest for profits Set challenging, and yet achievable goals Those with small nAch do tend to stay away from challenging goals, responsibilities, and risks Need for achievement very strong that its more motivating than quest for profit / set challenging, achievable goals / people with low need for achievement stay away from challenges, risks... Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved.  McClelland’s Acquired Needs Theory (3 of 4) Need for Power—nPower 1 Greatly motivated to influence others and assume responsibility for subordinates’ behavior 2 Seek advancement involving increasing amounts of responsibility 3 Comfortable in competitive situations 4 Enjoy decision-making motivated by - influencing others - assume responsibilities - subordinates behaviour seek advaancement - more responsibilities comfortable with competition like decision making Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved.  McClelland’s Acquired Needs Theory (4 of 4) Need for Affiliation—nAff 1 Cooperative, team-centered managerial style 2 Prefer to influence subordinates to complete tasks through team efforts 3 Lose effectiveness if need for social approval and friendship interferes with a willingness to make decisions cooperative, team-centred managerial prefer influencing others - team effort affect effectiveness - social approval - friendship - decision making Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved.  Importance of Motivating Organization Members Figure 16.5 Unsatisfied needs of organization members resulting in either appropriate or inappropriate behavior to understand unsatisfied needs, search for behaviour that relieve tension and frustration changing inappropriate behaviour to appropriate one - external redrawal (leave company) - agression - internal (absent) Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Managerial Communication ‒ Most basic motivation strategy ‒ Managers should communicate often with employees ‒ Communicating is a basic tool for satisfying human needs of organization members Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Theory X and Theory Y motivation Douglas McGregor Theory X – Negative assumptions about employees ▪ Dislike of work, Naturally lazy, and Avoid work when can Theory Y – Positive assumptions about employees ▪ Self-direction, Creative, Seek responsibility, and Exercise self-control – More successful than Theory X Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Job Design Design of organization members’ jobs ‒ Job Rotation ‒ Job Enlargement ‒ Job Enrichment ‒ Flextime Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Job Enrichment and Productivity (1 of 3) Herzberg’s Two-Factor Theory ‒ Hygiene, Maintenance Factors ▪ Relate to work environment ▪ When these factors are undesirable, the individual becomes dissatisfied ‒ Motivating Factors ▪ Relate to the work itself ▪ When these factors are compelling, the individual is satisfied and motivated to perform tasks Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Job Enrichment and Productivity (2 of 3) Table 16.1 Herzberg’s Hygiene Factors and Motivators Dissatisfaction: Hygiene or Satisfaction: Motivating Factors Maintenance Factors 1. Company policy and administration 1. Opportunity for achievement 2. Supervision 2. Opportunity for recognition 3. Relationship with supervisor 3. Work itself 4. Relationship with peers 4. Responsibility 5. Working conditions 5. Working conditions 6. Salary 6. Personal growth 7. Relationship with subordinates Blank Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Job Enrichment and Productivity (3 of 3) Figure 16.6 Needs in Maslow’s hierarchy of needs that desirable hygiene and motivating factors generally satisfy Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Flextime (1 of 2) A flexible working arrangement that allows workers to complete their jobs within a workweek of normal number of hours that they schedule themselves Contributes to job satisfaction and productivity Helps in recruiting employees Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Flextime (2 of 2) Table 16.2 Advantages and Disadvantages of Using Flextime Programs Advantages Disadvantages Improved employee attitude and morale Lack of supervision during some hours of work Accommodation of working parents Key people unavailable at certain times Decreased tardiness Understaffing at times Fewer commuting problems—workers can avoid Problem of accommodating employees whose congested streets and highways output is the input for other employees Accommodation of those who wish to arrive at Employee abuse of flextime program work before normal workday interruptions begin Difficulty in planning work schedules Increased production Problem of keeping track of hours worked or Facilitation of employee scheduling of medical, accumulated dental, and other types of appointments Inability to schedule meetings at convenient times Accommodation of leisure-time activities of Inability to coordinate projects employees Decreased absenteeism Decreased turnover Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Behavior Modification (1 of 2) Developed by B.F. Skinner ‒ Reinforcement ▪ Positive reinforcement ▪ Negative reinforcement ‒ Punishment ‒ Extinction Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Behavior Modification (2 of 2) Applying Behavior Modification – Give different rewards according to quality of employee performance – Tell workers what they are doing wrong – Punish privately – Always give rewards and punishments that are earned Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Likert’s Management Systems (1 of 2) Likert’s Management Systems ‒ System 1 ▪ Lack of confidence and trust in subordinates ‒ System 2 ▪ Condescending master-to-servant style, confidence, and trust in subordinates ‒ System 3 ▪ Substantial, not complete, and confidence in subordinates ‒ System 4 ▪ Complete trust and confidence in subordinates Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Likert’s Management Systems (2 of 2) Figure 16.7 Comparative long-term and short-term effects of system 1 and system 4 on organizational production Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Incentives Monetary Incentives – ESOPs—Employee Stock Ownership Plans – Lump-Sum Bonuses – Gain-Sharing Nonmonetary Incentives – Promoting from within – Emphasis on quality Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved. Copyright Copyright © 2019, 2016, 2014 Pearson Education, Inc. All Rights Reserved.